Performance and Development Culture

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Small Schools Frequently Asked Questions

This section focuses on questions about the five elements in the small school context.

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Induction

Q. Why do we need an induction program given that we rarely have new teaching staff?

While current staffing may be stable, it is likely that change will occur at some point. In the event of such change, it is an advantage to have an induction policy and process already in place to support new staff.

Each school's induction program should be consistent with the VIT and DEECD process for graduate teachers and should include mentoring and other support, such as an induction manual which provides an overview of personnel and operations.

Documenting the way the school works will assist everyone involved in the school, including visitors, casual relief teachers and student teachers, as well as new teaching and SSO staff.

Q. How can small schools be assisted in creating an induction policy or manual?

There is a range of documents available that can easily be adapted to a school’s context. Many small schools may also be willing to share their approach to induction. Schools can also collaborate with others in small groups such as clusters or networks to create a common induction policy or manual that can apply across schools. Of course, some aspects will need to be tailored for each individual school's context.

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Feedback

Q. How can a small school organise and find time for feedback?

Good communication and feedback is often standard practice among teachers in a small school, so the channels are often already present for regular feedback. Also, there is usually strong student and parent involvement in a small school, so this presents further opportunities for feedback.

At least 3 sources of feedback are required to meet the accreditation standard. Staff do not need to use all forms of feedback listed in the survey. The one form of feedback that is mandatory is feedback on standards and benchmarks. It is a school decision as to which other forms of feedback are used.

Feedback can be incorporated into planning sessions with staff in the school and cluster. Team teaching provides an opportunity for feedback between teachers.

Q. What if a teacher feels uncomfortable about giving feedback in a small school?

A Performance and Development Culture includes a culture of trust, where constructive feedback is encouraged, so it is hoped that this problem will be uncommon.

Staff may wish to focus on feedback sources that are least threatening at first. Sources could include: a teaching and learning specialist, a cluster member, a collegiate group member or a leader from a neighbouring school. Student and parent feedback can also be used.

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Individual teacher development plans

What are the important features of a teacher development plan?

Teacher development plans should be customised for each teacher. They should be aligned to school goals and targets, informed by feedback and tailored to meet the development needs of the teacher.

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Professional Development

Q. How could a small school deliver a range of effective professional learning opportunities to meet individual and school needs?

Small schools might find it useful to form learning teams across schools. In these teams, professional learning could take the form of visits to each other’s schools or participation in shared curriculum days. Teachers often attend professional learning events together and share the costs of travel and accommodation. Additionally, they can take advantage of the professional learning activities offered by Regions, to support small schools in achieving accreditation.

To minimise time, existing meeting time can be used for professional learning within or among small schools. Links with neighbouring larger schools might also be explored.

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Online survey results (PDCQ)

Q. With only a handful of staff members, the results may be skewed by only 1 or 2 people. Will that affect accreditation?

Verifiers take a holistic view of the operation of the school and recognise that PDCQ results may not be statistically reliable in a small school. This will be taken into account during the verification process.

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Other Questions

Q. Do small schools really need to become accredited?

The Performance and Development Culture in schools initiative is about lifting the standard of all government schools, including small schools. Teachers should expect a consistent standard of induction, feedback, performance planning and professional development across all schools. Students will benefit from a school culture that is committed to continuous improvement. Consequently, Performance and Development Culture is relevant to every school in Victoria. Accreditation is a way of formally acknowledging that you have reached a certain standard.

Whilst the process might seem like a big task, small schools are in a unique position to generate a change in culture, given that numbers are small and communication is so strong. The workload can also be managed by collaborating with other schools, both small and large.

Q. Can small schools submit a collective application?

Each school must submit its own application but schools in a cluster or collegiate group are encouraged to work together throughout the process and will naturally have common features in their applications. Each school’s application should reflect the unique culture of the school and should be customised accordingly. Schools that have worked together with others need to make this clear in their application.

Q. How can I be put in contact with a small school that is already accredited?

Ten Reference Schools are available in 2008 to assist all schools wishing to improve their Performance and Development Culture and seek accreditation. Among these, there is one small school: Upper Plenty Primary School.

You can also speak to Regional staff about being put in contact with an accredited school in your Region.

Q. Small schools are often remote from other schools. How can the challenges associated with distance be overcome?

There is a range of alternative communication methods that can be utilised by remote schools. These include conference calls, video conferencing and emailing.

When schools do meet, they can make sure meetings are as productive as possible by structuring them with agendas that have professional learning as a focus. Meetings could be held once a term.

Isolated schools should also make use of the Regional resources. Senior Education Officers are there to directly assist schools with Performance and Development Culture, and can be used as a central point of contact.

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More information

If you have more general questions, see Performance and Development Culture Frequently Asked Questions.

If you don’t find your question answered, email Performance and Development Culture.