Performance and Development Culture

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Portland Secondary College

School context

    School Type: Large rural secondary college

    Region: Barwon South West Region

    Students: 759 students

    Staff: 64 teaching, 20 non-teaching

    Principal:  Mrs Toni Burgoyne

    Accreditation:  June 2006

    Website: http://www.portlandsc.vic.edu.au

     

    Portland Secondary College’s mission statement is “to develop each student socially, physically and academically, in a safe, yet challenging environment”. The College has had significant Leading Schools’ Funding over the last three years to enable staff to undertake action research with a focus on teaching and learning strategies to improve student learning outcomes.

     

    School approach to the next phase

      The school's approach to the next phase:

      • Education Support Staff will be included on all College Committees and involved in College decision making
      • Education Support staff with student support, tutoring or aide roles are included in staff professional development activities
      • The e5 Instructional Model will be implemented into College curriculum, pedagogy and performance reviews
      • Peer-to-peer observations form a strong and significant component of teachers’ professional learning and performance goals
      • There is a focus on improving College benchmarks.

       

      School approach to each element

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      Element 1: Induction

      • As part of the formalised induction process the Principal Class Team establishes the expectations of teaching and learning, student management, College core values and staff responsibilities
      • A consistent and ongoing induction program caters for the needs of all new staff and commences upon appointment
      • All new staff are issued with an Induction Manual that outlines processes in the College
      • Graduates are paired with both a staff mentor and a VIT Mentor.

      Resources

       

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      Element 2: Multiple Sources of Feedback

      • Feedback operates at classroom, team and whole school level
      • The leadership team reviews all data with relevant staff providing key messages for their area of responsibility
      • Teachers nominate at least three data sources (including mandatory student outcomes data) to be incorporated into the review and individual staff development planning process
      • Peer to Peer Observation occurs in all classrooms.

      Resources

       

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      Element 3: Individual Performance and Development Plans

      • All teaching and Education Support Staff have both a mid-cycle and end-of-cycle review and participate in teams and forums which offer support and build capabilities
      • Plans identify goals for professional growth, team and project involvement, sources of feedback (including individual teachers’ POLT results) and support needed to achieve goals
      • All staff are included in at least one Professional Learning Team which provides mentoring and Professional Development opportunities
      • Individual plans inform the whole school Professional Development Plan.

      Resources

       

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      Element 4: Quality Professional Learning

      • Relevant internal and external professional development activities at group and individual level help cater for a range of learning styles to build teacher effectiveness in the classroom
      • Teachers critically reflect on practice in Professional Learning Teams
      • Professional Development links to career and succession planning and teachers’ future aspirations
      • Professional Development Programs reflect the Principles of Highly Effective Professional Learning.

      Resources

       

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      Element 5: Belief in a Performance and Development Culture

      • Improving Teaching and Learning and teacher capacity via professional reflection, teamwork, constructive feedback and customised professional development is a top priority
      • Teachers feel supported and valued as the most important educational resource in the school. Successes are widely celebrated
      • Teachers are provided with leadership roles and opportunities to learn through taking on wider responsibilities
      • Staff are guided by professional values and expertise. Collegiality, team work, innovation and risk taking are valued to enhance problem solving capability.
      • A professional culture of mutual accountability for the quality of practice is encouraged, including high expectations for student learning and collaborative teaching practice
      • A culture of continuous improvement via self evaluation of practice is expected and the College strives to improve on its benchmarks.