Performance and Development Culture

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Rowville Secondary College

School context

    School Type: Large, two campus secondary college

    Region: Eastern Metropolitan Region

    Students: 1843 students

    Staff: 123 teaching, 26 non-teaching

    Principal:  Mr Glenn Fankhauser

    Accreditation:  2007

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

     

    Performance and Development Culture was identified as a school priority to help drive whole-school improvement. Within the school’s Collegiate Support and Development Model all staff are members of three college teams which are designed to build teacher capacity, improve classroom teaching practice and promote professional accountability while providing support and feedback.

    School approach to the next phase

      The school's approach to the next phase:

      • The internal professional learning program builds teacher capacity and instructional practice, laying the foundations for initiatives such as the e5 Instructional Model
      • Mentoring programs and clearer performance and development processes and documentation are being developed for Education Support Staff
      • The college is further developing ways in which authentic and meaningful feedback can be obtained and made available to individual staff, teams and the school community in general.

       

      School approach to each element

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      Element 1: Induction

      • A comprehensive Induction Program for all new staff includes professional learning, mentoring and coaching by educators
      • Professional development is provided for both mentors and mentees
      • The College’s team structures facilitate support for the induction process
      • The Principal class team facilitates the College’s Graduate Teacher Induction Program.

      Resources

      Resources in the Rowville Secondary College Collegiate Support and Development Model Handbook 2009 (RSC Handbook) (PDF - 541Kb):

      • New Staff Induction Program (page 19)
      • Graduate Teacher Coaching Program (page 20)
      • Mentoring Program (page 21). 

       

       

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      Element 2: Multiple Sources of Feedback

      • Staff receive feedback relating to their performance in three team structures that operate across the College
      • Staff are encouraged to open their classes to their peers within these teams as a means of improving teacher effectiveness
      • Leading teachers model effective teaching through inviting other teachers into their classes and observing their colleagues in their classrooms
      • Qualitative and quantitative data derived feedback operates at classroom, team and whole school level, including “Learning Walks” involving members of the Principal class and broader leadership group.

      Resources

      Resources in the RSC Handbook (PDF - 541Kb):

      • Rowville Secondary College Team Structures (pages 5 – 7)
      • Principal Team Roles (page 8 - 9)
      • Leading Teacher Roles (page 10 – 11)
      • Teacher Roles (pages 12 – 13)
      • Learning Walks (page 22).

       

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      Element 3: Individual Performance and Development Plans

      • Specific Performance and Development Culture teams meet each term to support all staff in formulating individual development plans incorporating goals aligned with VIT performance standards
      • Staff individual development plans reflect College goals and priorities and the individual needs of staff in relation to those priorities, especially those directly associated with student learning outcomes
      • Individual development plans guide the provision of professional learning.

      Resources

      Rowville Secondary College Performance and Development Plan 2009 proformas:

       

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      Element 4: Quality Professional Learning

      • In the College’s Professional Learning Modules, staff deliver a series of sessions rather than one-off activities to promote deep learning
      • Sub-school-focused Professional Learning Teams support staff to undertake goal-focused action research to improve instructional practice
      • Mentoring and coaching programs are now an established part of the school culture.

      Resources

       

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      Element 5: Belief in a Performance and Development Culture

      • Performance and Development Culture was identified as a school priority to help drive whole-school improvement
      • All staff, especially the broader leadership team, have been closely involved in building the P&D Culture
      • Team structures along with supportive and directive  leadership, strengthen the culture and environment of the College. 

      Resources