Teacher Support & Supervision Policy

February 2012

Overview
Supervision is educational leadership that promotes continuous improvement of the delivery of teaching/learning programs in a collegial, supportive professional atmosphere. It maximizes learning outcomes for students. It is effective when it contributes to the attainment of goals/outcomes for both students and teachers. Supervision should recognize and support teacher professionalism and encourage professional growth. Its aim is to produce good professional practices in the context of a climate of professional trust in which colleagues feel able to go in and out of one anothers classrooms to provide feedback, constructive criticism if necessary and most important of all, support. Supervision includes a range of strategies. It implies accountability. It pr omotes development. It involves support, negotiation, co-operative practices, assessment and evaluation, feedback, encouragement and recognition. It is linked to the school annual plan. It facilitates the effectiveness and growth of individuals and that of the school.

Outcomes
Staff are supported in their roles There is constant self-reflection by teachers Planned teaching/learning programs are implemented effectively Teaching and learning strategies are continually refined to meet student needs A balanced curriculum is provided Students are supported in their learning Ideas are shared in a co-operative environment There is an openness to the feedback, ideas and suggestions of colleagues There is acknowledgement that we all have something to learn A constant striving to achieve improved learning outcomes for students Staff develop professionally DEC syllabuses and priorities are addressed Students welfare is supported Resources are utilized efficiently/effectively

Implementation
The stage supervisor will provide leadership to co-ordinate and facilitate the planning, implementation and evaluation of the stage teaching/learning activities The supervisor will ensure that DEC syllabuses, agendas and policies are implemented Supervision will involve regular team meetings which will include a student welfare component to allow for group support. A meeting report will be kept. Direct classroom observation will only occur where this is negotiated and agreed with the teacher concerned and is in the context of teacher professional development.

Medowie Public School

to be reviewed 12 months after publication date

Teacher Support & Supervision Policy

February 2012

Areas of Supervision and Support will include:

Following a planned program Review of teaching/learning programs and assessment each term. Report to be kept. Overview of class behaviour management Knowledge of student progress/behaviour/needs Collegial support of staff Supporting/monitoring staff goals/development Sharing educational advice with staff, parents, students Co-operative/corporate planning and programming Review of student work e.g. work samples / bookwork Individual discussions Negotiated visits to rooms Review of records, rolls, P.R.C. updates

Supervisory Practices
Executive of the school will manage their areas of responsibility in an effective and efficient manner according to the ongoing needs of their staff. Records relating to the Areas of Supervision and Support will form part of the Teachers Annual Review Schedule and as such will reflect the successful teaching practices and / or areas of support negotiated to ensure effectiveness. These records will include but are not limited to Stage Meeting Minutes, Program and Classroom Practices Observation Feedback, Student Work Sample Feedback, Teacher Interview Notes and Professional Development / Career Goal Meeting Notes.

Evaluation
This policy will be reviewed annually by Executive and staff to assess its effectiveness and to modify it accordingly to promote continual refinement in attaining the intended outcomes.

Medowie Public School

to be reviewed 12 months after publication date

Teacher Support & Supervision Policy

February 2012
PART B
Mandatory Documentation Class Teaching/Learning Program Assessment Records Class roll and student records Strategies Involved Planning Programming Maintenance of records Negotiation of professional goals Negotiation of class visits Expectations Term 1 Week 5: Completion of program prefacing statements including class profile, class timetable, personal philosophy, class policies and behaviour management. Term Overview Term 1 Week 8: Classroom teaching/learning programs including organization, outcomes and content and strategies where appropriate Registration of completed teaching and learning activities including variations to program organization Evaluation of teaching and learning activities Integration of Information Technology, Quality Teaching Framework and Department directed Cross Curriculum priorities (Child Protection, Aboriginal Education Multicultural Education.) Terms 2, 3 and 4: Updating of class information as appropriate Record of teaching/learning experiences Regular evaluation Programs and assessment records will be reviewed by supervisor at least once during the second half of each term Assessment Tasks and Student Assessment Data can be kept in a separate Assessment folder and must be entered in school based electronic databases as appropriate.

Medowie Public School

to be reviewed 12 months after publication date

Teacher Support & Supervision Policy

February 2012
Roles, Responsibilities and Duties Of Teachers
All teachers should be aware of the regulations under which they are employed. To gain clarification in any doubtful areas teachers should confer with the Principal or Teachers Federation Representative In particular teachers should familiarize themselves with the following: Teaching Service Regulations Determination Of Conditions Of Employment Teachers And Related Employees Enterprise Agreement Leading And Managing The Schools Document 2000 The Education Reform Act Code Of Conduct School Teacher And Assessment And Review Schedule 2001 The basic Duties and Responsibilities of Teachers at this school The Learning Environment Provide an effective teaching/learning program of work for the class Cater for social, intellectual and individual differences in the classroom Prepare adequately and effectively for daily lessons Implement DEC policy and guidelines Implement school policy and curriculum plans Teach all six Key learning Areas in accordance with syllabus requirements Provide a stimulating learning environment Provide a secure and cohesive classroom climate Develop and practise effective classroom management skills Have high expectations and encourage risk taking Involve the parents in a learning partnership The School Be professional Be objective Participate in school activities and development Contribute to the corporate goals and culture of the school Co-operate willingly with peers/parents/pupils/supervisor/Principal Communicate with peers/parents/pupils/supervisor/principal Be accountable Accept the Duty of Care of children Be tolerant Portray a positive attitude Assist in policy/curriculum/development and school planning Undertake roles additional to that of the classroom teacher

Medowie Public School

to be reviewed 12 months after publication date

Teacher Support & Supervision Policy

February 2012
General Be prepared and willing to participate in professional development Be involved in the direction and ethos of the school Display professional integrity Promote Public Education

Signed: __________________ Medowie PS Principal Date:____________

Medowie Public School

to be reviewed 12 months after publication date

Appendix A: Supervision and Support Calendar

Term Week
approx. Adjusted each year

Activity

Responsibility

Comments

Ongoing 3 4 5 7

Data collection and entry in SENTRAL Report software Parent Information Evenings K-6

All Teachers

Ongoing Assessment processes completed

All Teachers Team Leaders to co-ordinate Stages Program prefacing statements and Term Class teachers / Team Leaders Overview completed Best start testing completed Goal Setting / Negotiated personal professional learning plan (TARS / EARS) ES1 Teachers Team Leaders / Class Teachers Exec / STLA / RFF to Principal

Observations recorded Student Data downloaded Minutes recorded

Team Leaders meet with Principal to Team Leaders / Principal discuss teacher needs and requirements Programs to Team Leaders Best Start Reports to parents Negotiated Classroom visits as required Data collection and entry in SENTRAL Report Stage 1 Best Start data entered Programs to Team Leaders First draft of Semester 1 Reports to Team Leaders Final Reports to Principal Data collection and entry in SENTRAL Report Semester 1 Reports distributed Student Led Conferences Programs to Team Leaders / Review of personal goals / targets Team Leaders meet with Principal for TARS review of teachers Data collection and entry in Easy School Report Best Start ES1 and S1 reporting period ends First draft of Semester 2 Reports to Team Leaders Programs to Team Leaders Final Reports to Principal Semester 2 Reports Distributed Assessment Tracking Sheets completed PRCs completed Class Teachers to Team Leaders. Executive / Library / STLA / RFF to Principal ES1 Teachers Team Leaders / Class Teachers All Teachers Stage 1 teachers Class Teachers to Team Leaders. Executive / Library / STLA / RFF to Principal Class Teachers Team Leaders All Teachers All Classes All Classes Class Teachers to Team Leaders. Executive / Library / STLA /RFF to Principal Team Leaders / Principal All Teachers

School Professional Learning Plans adjusted as required Minutes recorded Parent Meetings organised Minutes recorded Ongoing Assessment processes completed

8 9

Ongoing Ongoing 2 by 8 8 10 Ongoing 1 2/3 by 8 7

Minutes recorded

Minutes recorded TARS completed

Ongoing

3 6 7 8 9 10

ES1 and S1 teachers Class Teachers Class Teachers to Team Leaders. Executive / Library / STLA /RFF to Principal Team Leaders All Classes All Teachers

Student levels recorded

Minutes recorded

Medowie Public School

to be reviewed 12 months after publication date

Appendix B:
Area of Accountability

E-copy stored Staff Common / Admin/TARS-EARS/EARS TARS 2012/EARS 2012 / EARS Proforma 2012

Feedback on Executive Performance for

Performance Successes
The executive teacher knows their subject content and how to teach it to their students.

2012
Areas for Further Development

The executive teacher knows their students and how they learn.

The executive teacher plans, assesses and reports for effective learning.

The executive teacher communicates effectively with their students.

The executive teacher creates and maintains a safe and challenging learning environment through the use of classroom management skills.

The executive teacher continually improves their professional knowledge and practice.

The executive teacher is an actively engaged member of their profession.

Medowie Public School

to be reviewed 12 months after publication date

1. Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice. 2. Knowledge of the curriculum, assessment and student welfare with the ability to lead and design quality, inclusive teaching and learning programs. 3. Educational leadership skills to build the capacity and manage performance of individuals and teams. 4. Well developed communication and interpersonal skills with the capacity to build relationships and engage students, staff and parents. 5. Ability to plan and manage resources effectively and equitably to support teaching and learning. 6. Knowledge of and commitment to the Departments Aboriginal education policies. Teachers Signature Date Supervisors Signature Date Date Principals Signature

Medowie Public School

to be reviewed 12 months after publication date

Areas of Consideration
Areas that you may reflect upon for the TARS process Financial Management Stage Organisation Planning and Target Setting Data Analysis Contribution to Annual School Report Staff Development Days School Self Evaluation(s) OH&S Institute of Teachers and Induction of Beginning Teachers TARS Curriculum Organisation Cyclic Review of policies and procedures Aboriginal Education PLPs Learning Support Specific Initiatives within the school

Leadership of Targeted Priorities (Please note your actions in these areas)

Numeracy Literacy Connected Classrooms Student Engagement (Note that Aboriginal Education & Training and Teacher Quality are incorporated into these targeted priorities)

Timeline for EARS

Week 3 Term 1 EARS to Executive Week 6 Term 1 EARS due to Glen Week 7/8 Term 1 EARS meeting with Glen

Medowie Public School

to be reviewed 12 months after publication date

Appendix B:

E-copy stored Staff Common / Admin/TARS-EARS/EARS TARS 2012/TARS 2012 / TARS Proforma 2012

Feedback on Teacher Performance for

Area of Accountability Successes
The teacher knows their subject content and how to teach it to their students.

2012
Areas for Further Development

Performance

The teacher knows their students and how they learn.

The teacher plans, assesses and reports for effective learning.

The teacher communicates effectively with their students.

The teacher creates and maintains a safe and challenging learning environment through the use of classroom management skills.

The teacher continually improves their professional knowledge and practice.

The teacher is an actively engaged member of their profession.

Medowie Public School to be reviewed 12 months after publication date

Teachers Signature Date:

Supervisors Signature

Principals Signature

Areas of Consideration
Areas that you may reflect upon for the TARS process Financial Management Organisational Aspects Planning and Target Setting Data Analysis- Best Start Analysis, NAPLAN Annual School Report Staff Development Days School Self Evaluation(s) OH&S Curriculum Initiatives Development of Learning Support programs Specific Initiatives within the school

Involvement in Targeted Priorities (Please note your actions in these areas)

Numeracy Literacy Connected Classrooms Student Engagement (Note that Aboriginal Education & Training and Teacher Quality are incorporated into these targeted priorities)

Timeline for TARS Week 3 Term 1 TARS Reflection Sheets to staff Week 6 Term 1 TARS due to Supervisor Week 7/8 Term 1 TARS meeting with Supervisor

Medowie Public School

to be reviewed 12 months after publication date

Appendix C:

E-copy stored Staff Common / TARS 2012 / New Teacher Supervising Sheet

Medowie Public School

CLASS PROGRAMMING SUPPORT AND SUPERVISION RESPONSE SHEET Name Class Term Year Key = completed N.A. = not applicable X = needs to be discussed or improved Index Playground Roster Term Planner Personal Philosophy Class Aims RFF Timetable Class timetable School goals Support Timetable Cross Curric record Class Synopsis/Individual Analysis to incorporate these elements Number of students and gender split Class profile demonstrating academic range Identified behaviour and medical problems Identify students receiving STLA/TAS Evidence of Literacy intervention Behaviour strategies Identified funding support students Individual education/behaviour plans KLAs Planning, Implementation and Evaluation The following elements are evident in Registration Comments this program LITERACY Stage Outcomes/Foundation Statement
Teaching strategies and content evident for

Talking and Listening Writing Handwriting Spelling Grammar Reading/Accelerated Literacy Library RFF Program Resources Stage Assessment/Strategies MATHEMATICS Stage Outcomes/Foundation Statement Stage Term Overview Relevant Syllabus Overview for each topic Strategies for catering for individual needs/groups Stage Assessment/Strategies CMIT activities COGS (including HSIE, Science and Technology, PD/H/PE and Creative and Practical Arts) Stage Outcomes/Foundation Statement COGs Unit Plan Computer Scope and Sequence Additional activities/programs General Comments

Supervisors Signature

Date

Medowie Public School

to be reviewed 12 months after publication date