Performance and Development Culture

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Silverton Primary School

School Context

    School Type: Metropolitan primary school

    Region: Southern Metropolitan Region

    Students: 371 students

    Staff: 27 teaching, 10 non-teaching

    Principal: Mr Tony Bryant

    Accreditation: 2006

    Website: http://www.silverton-ps.vic.edu.au/

     

    Silverton Primary School has flexible learning areas with teachers working as teams in a supportive and professional environment. The school aims to improve student learning outcomes by raising teacher capacity through coaching, mentoring and quality induction programs for all teaching and non-teaching staff. Staff believe that good teaching practice based on sound educational research and quality professional learning opportunities creates a whole school culture of improvement.

     

    School approach to the next phase

      The school's approach to the next phase:

      • To improve teacher capacity through research and quality professional learning
      • To trial innovative practices
      • To measure the quality and impact of professional learning on student outcomes
      • To further develop an authentic child-centred curriculum.

       

      School approach to each element

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      Element 1: Induction

      • Graduate teachers spend regular time with their mentors including observing each other teach
      • The team structure in flexible learning areas supports new teacher’s induction
      • New teachers begin the induction program prior to starting at the school
      • The induction program is evaluated each year by both the mentor and mentee.

      Resources

       

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      Element 2: Multiple Sources of Feedback

      • All staff are involved in a formal “Critical Friends” program where observation of each other’s teaching is an essential component
      • Staff complete a self evaluation booklet based on the Professional Standards of Teaching
      • Staff video each other teaching as a support for further discussions
      • Staff meet regularly with Teaching and Learning Coaches for feedback
      • Designated ICT Peer Coaches provide regular feedback
      • All staff complete the ePotential survey and discuss results with ICT Peer Coaches.

      Resources

       

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      Element 3: Individual Performance and Development Plans

      • Plans are regularly updated and monitored by Coaches every six months
      • There is an ICT component in all personal plans.

      Resources

      Teacher Annual Reviews for 2008:

       

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      Element 4: Quality Professional Learning

      • Teachers are given opportunities to apply for school-based research grants
      • Teacher exchange between schools is encouraged
      • Staff travel locally, overseas and interstate to see quality teaching and learning practices
      • Teachers are given quality readings to discuss in teams
      • Teacher research teams are established
      • The school hosts many visitors from local, interstate and overseas to see good teaching practices in flexible learning areas.

      Resources

       

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      Element 5: Belief in a Performance and Development Culture

      • Risk taking and innovation are encouraged and supported throughout the school
      • The school has established very strong professional learning teams in all flexible learning areas
      • Meetings focus on data analysis and improving teaching practice
      • School data is displayed and updated regularly in the staff room for all staff to see and discuss. 

      Resources