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Performance and

Development 2016
Teaching Class Employee
Performance and Development Plan

Department of Education and Training

Name

Kali Fraser

TO number

09126277

P&D cycle dates

Jan 2016 Dec 2016

Overarching school goal(s)

School name

Croydon Hills Primary School

School number

5255

Date plan developed

16/03/2016

Build teachers confidence in utilising a range of assessment strategies to teach at the students point of
learning.
Implement a peer observation process so teachers can provide and act on feedback from colleagues.

To enhance the wellbeing of all students.


Domain of Teaching: Professional Practice
SMART goal

Strategies

Predicted evidence

By the end of the cycle, I will have used the


scheduled senior school assessment coupled with my
anecdotal assessment to identify each of my
students individual learning levels and needs. I will
then cater to these in my teaching and planning.

Effective ILPs are developed for students which


clearly outline strategies to be used to improve
student learning.

ILPs for appropriate students.

Rubrics are developed by PLT teams and curriculum


teams. Pre and post testing regularly used.
Student work is moderated at team meetings and
across teams to ensure consistencies of judgements.
Cold Write Assessment rubrics completed by teachers
and then moderated at PLT meetings.

Performance and Development 2016

Team rubrics and assessment documents.

Participation in team moderation and inter-team


moderation.
Completed Cold Write Assessment Rubrics and work.

The Phillip Holmes-Smith ZPD document will be used


to analyse student data and identify areas of need.
This will also reflect teacher impact and student
growth.

Completed ZPD documents and planning documents


which reflect the results.

ZPD data will be used to plan future sessions and


links will be seen in results and planning.
Ensure team planning includes a range of
assessment strategies that can be embedded in the
teaching and learning cycle.
Develop and share strategies that create a
classroom environment/ structure where teachers
can work with individual students or groups at their
point of need.
Classroom observations
Connection to Standards How will this goal
demonstrate achievement of the Australian Professional
Standards for Teachers?

5.1 Develop, select and use informal and formal, diagnostic, formative and summative assessment
strategies to assess student learning.
5.3 Understand and participate in assessment moderation activities to support consistent and
comparable judgements of student learning.
5.4 Use student assessment data to analyse and evaluate student understanding of subject/content,
identifying interventions and modifying teaching practice.

School support, resources and/or development What


will you need to learn/ what support will you require to
achieve this goal?

Further develop my understanding of assessment techniques and data collection and analysis perhaps
through another Phillip Holmes-Smith PD?

Professional practice and learning stage (mid-cycle)


Employee comments

Reviewer comments

This has been a huge learning curb for me this year and I am loving it. I have really enjoyed
learning about the Google form quizzes we use and Fluberoo which allows us to grade our
students submissions quickly and accurately. I have been collecting this data regularly for both
my Math groups and class for each topic and am compiling teacher effect sizes for each. I feel

Working well in this area, data being used to focus on where students are at
and where they need to go. Plenty of support being provided across the
Senior school in analysing the data. A mix of google forms and essential
assessment.

Performance and Development 2016

that this has really helped me to improve my teaching and is enabling me to alter my lessons
and analyse them more thoroughly.
I have begun to provide students with Pre- and Post- tests which are the same and am always
trying to show students an example of high and low achievement on each task as suggested by
Phillip Holmes-Smith. I feel that this has really supported my students in their own development
and understanding.
I have also really enjoyed using Essential Assessment, Cars and Stars, Cold Write and SWST
testing to further support my teacher judgements for both reporting times and for future
planning. I have been happy to see some improvement in each of my students in most areas of
learning. I also feel that the Phillip Holmes-Smith PD was crucial for my deeper understanding
and appreciation of data as a tool for planning and reflecting on my own practice.

Feedback and review stage (end-cycle)


Employee comments

Reviewer comments

Reflecting on my practice in this area has been really pleasing. I believe


that this is possibly my personal area of most growth this year. I am now
using the Google Form Tests coupled with the Holmes-Smith ZPD
document to analyse not only my own classes learning needs in
mathematics but also the needs of my particular math group. I feel that
this has also enabled me to more critically reflect on my own practice
and improve my own teaching so that I am better targeting students
areas of need.
I have also continued to enjoy using the Cold Write rubrics to moderate
our writing samples. I feel that this has provided us with a clear direction
on what our students should know and where they sit on the AUSVELS
continuum. As a team, I know we have agreed that next year we feel it
will be important to make some agreement on the meaning and
interpretation of these rubrics before marking and moderating begins.
As always, our other school and level wide assessments have been
completed and I continue to find these helpful in both planning and
reflecting on my own practice and teaching.

Performance and Development 2016

Domain of Teaching outcome

Meets / Partially meets / Does not meet

Performance and Development 2016

Domain of Teaching: Professional Knowledge


SMART goal

Strategies

Predicted evidence

By the end of the cycle, I will have developed an


effective cultural exchange program with Seoul Soeui
Elementary and Ungcheon Elementary. I will ensure
that the senior students participate in at least 1
cultural exchange challenge per term using Google
Classroom and that all senior students are joined to
Miss Baes Kimcheese Google Classroom.

Communication will be had with Seoul Soeui


Elementary and a shared internet classroom
will be created.

Evidence of planning and communication with


Hyungmyung Bae to coordinate shared cultural
exchanges.

Shared internet classroom will be monitored


and updated and student progress will be
tracked.

Google Site available to view and comment on.

**This has been altered to be a Google Site instead


of a Google Classroom as Seoul Soeui Elementary
could not access Classrooms**

Senior teachers will be provided with the link


for the Cultural Exchange Wiki

Evidence of responses and communication on


the Cultural Exchange Wiki.
The South Korea Study Tour Blog

I will also further enrich the school Studies of Asia


program by participating in the Republic of Korea
Australia Exchange program as a host. I will share
my experiences as a participant with my colleagues in
the department as a speaker at the DEECD Farewell
Ceremony on the 26/2/16.

Students will be posed Korean cultural


challenges by Miss Bae and her class at Seoul
Seoui Elementary and will be given
opportunities to complete these tasks.

Connection to Standards How will this goal


demonstrate achievement of the Australian Professional
Standards for Teachers?

1.1 Use teaching strategies based on knowledge of students physical, social and intellectual
development and characteristics to improve student learning.

Speech from Ceremony

Teachers in other levels of the school will be


provided with the link for the cultural exchange
site through the SOA committee members.

1.2 Structure teaching programs using research and collegial advice about how students learn.
1.3 Design and implement teaching strategies that are responsive to the learning strengths and
needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.5 Develop teaching activities that incorporate differentiated strategies to meet the specific
learning needs of students across the full range of abilities.
2.1 Apply knowledge of the content and teaching strategies of the teaching area to develop
engaging teaching activities.
Performance and Development 2016

2.2 Organise content into coherent, well-sequenced learning and teaching programs.
2.3 Design and implement learning and teaching programs using knowledge of curriculum,
assessment and reporting requirements.
School support, resources and/or development What
will you need to learn/ what support will you require to
achieve this goal?

Support in ensuring the continued availability of Google Classroom and in aiding Miss Bae to set
up Google Classroom.
Continued support in improving our use of Hangouts or Zoom as a communication platform with
Ungcheon.

Professional practice and learning stage (mid-cycle)


Employee comments

Reviewer comments

While progress on this goal was initially stalled due to Miss Baes failed efforts to gain access for
her school to Google Classrooms, I have recently created a Google Site to share our cultural
challenges. This has been successful so far, with me having uploaded all the challenges our
students completed during Miss Baes visit and posting an initial challenge for the students of
Seoul Soeui to complete. Miss Baes class have also recently completed this challenge and we
have received a response.

Moved to Google sites rather than Google Classroom as there have been
issues from Koreas end. Lots of work being done in this area through the
ROK program and the KST 16 in developing connections with sister schools

I have also recently added a discussion board on this site and am hoping to open up discussion
between the students in the schools to compare their lives and different ideas on certain topics. I
am hoping to get at least 3 more challenges completed between the two schools this year with
the aim to perhaps bring other levels and areas of the school into the program next year.
I have also begun contact with Miss Kim again as she wishes to complete a Penpal program
with our classes. On the 11/07/16 we had a Google Hangout Video chat to introduce the
students to their penpals. I doubt this will continue to be a strong connection, but am willing to try
to engage my class in the activity!

Feedback and review stage (end-cycle)


Employee comments

Reviewer comments

This has continued to be an area of difficulty for me this semester as it is


not always possible to reach our Korean counterparts. I am pleased to
say that Miss Bae and I have managed to successfully make 4 cultural
exchanges throughout the year. I would aim to increase this next year
Performance and Development 2016

should she continue to be able to support the website exchange.


I feel that I was helpful to Graeme and the school in further fostering
relationships with the Myeongsun and Ungcheon Elementary schools in
South Korea on our study tour there. I relished the opportunities I was
once again provided to participate and am so grateful for the
professional and personal growth I have made as a result of these trips.
Thank you again for providing me with such an amazing opportunity! I
hope to extend our contact with Myeongsun to include cultural
exchanges via the internet site also.
I also thoroughly enjoyed aiding Graeme in the planning and
implementation of the Myeongsun Elementary visit to our school this
year and loved being able to escort them and some of our students to
Healesville Sanctuary.
Miss Kim has ceased contact and I have heard no more about the penpal
program. I have not further pushed this program either though as I feel
that the relationship goals she has are different to that of CHPS.
Domain of Teaching outcome

Meets / Partially meets / Does not meet

Performance and Development 2016

Domain of Teaching: Professional Engagement


SMART goal

Strategies

Predicted evidence

By the end of the cycle, I will have created links with


different high schools in the area. I will liaise with
local high school transition officers to organise
transition visits and information for students.

Students will be passed on information


regarding a range of high schools as
information is made available.

Evidence of newsletter entries and high


school information being sent home to
students throughout the year.

It will be organised for a range of high


schools to come and visit CHPS Seniors to
educate students on their different high
school options.

Proof of visits being booked on the staff


calendar.

I will have co-ordinated the transition of all of our


year 6 students to their new secondary schools.

Professional relationships will be formed with


transition co-ordinators at local primary
schools.

Evidence of email communication between


our local secondary school transition coordinators and myself.

Connection to Standards How will this goal


demonstrate achievement of the Australian Professional
Standards for Teachers?

7.3 Understand strategies for working effectively, sensitively and confidentially with
parents/carers.

School support, resources and/or development What


will you need to learn/ what support will you require to
achieve this goal?

Time with prior transition co-ordinator to discuss protocol and expectations.

7.4 Understand the role of external professionals and community representatives in broadening
teachers professional knowledges and practice.

Professional practice and learning stage (mid-cycle)


Employee comments

Reviewer comments

I am very grateful to Felicity for her support in my undertaking of this role. It has been
indispensible to have her experience and support in each step. I feel that thanks to her, I am
now confident in undertaking all responsibilities of this role.

Attending PDs, organising school visits, plenty of following up. Support from
Felicity has been invaluable

I have so far collected all year 6 students secondary school preferences and have sent these to
their preferred secondary schools. I have also complied and shared a number of resources for
families with year 3, 4 and 5 students to aid in their future transitions. Senior students have also
had visits from local secondary schools to inform them about the different resources and
opportunities available in our local area.

Performance and Development 2016

I am really appreciative to leadership for the extra APT they have provided to support me during
transition deadlines and would appreciate this in the next deadline during Term 4 if possible!

Feedback and review stage (end-cycle)


Employee comments

Reviewer comments

Again taking on this role has been a huge learning curb for me and I want
to reiterate my gratitude to Felicity for her support during this year in
completing the role.
I have continued to facilitate the year 6 students transitions to
secondary school through confirming their secondary placements and
providing opportunities for their secondary schools to visit. I have also
followed up with teachers in getting them or their students to complete
the requested transition tests or documents each school requests.
Another fantastic opportunity to facilitate transition came through the
Norwood science and arts day for the year 5s that I was able to organise.
I also worked with Laure to organise and support the Melba College
Production trials and practices for 12 of our year 5 girls to dance in.
Finally, this semester I have run the transition and leadership rotation
providing a range of opportunities for students to investigate the
differences and similarities between primary and secondary school as
well as developing the year 5 students leadership skills.
It has been excellent to work so closely with both Felicity and the
transition co-ordinators at our local secondary schools to support our
students in a smooth transition to secondary school.

Domain of Teaching outcome

Meets / Partially meets / Does not meet

Student outcomes-focused goal


Performance and Development 2016

SMART goal

Strategies

Predicted evidence

By the end of the cycle, I will have contributed to the


team improvement outcomes according to teacher
judgements, in the percentage of year 5 students
achieving above expected level in Measurement and
Geometry to 26% by improving the teaching of
Measurement and Geometry in my classroom.

Data will be used to inform future teaching and reflect


on the effectiveness of past teaching and learning
programs.

Evidence of data influencing planning and future


learning.

The ZPD document suggested by Phillip HolmesSmith will be used to monitor student achievement in
pre and post testing.

Completed ZPD documents.

Students will be grouped in fluid, needs based


grouping for some sessions on maths throughout the
week to provide targeted learning for their needs.
Students will be provided with opportunities to
participate in open-ended tasks as outlined by Rob
Vingerhoets.
Students will be exposed to and encouraged to use
the different mathematical strategies as outlined by
Rob Vingerhoets. These strategies will be displayed
throughout the classroom.
Students will be given timely and constructive
feedback on their work and assessment.
Students will be set at an appropriate mathletics level
to ensure they gain the most from their use of this
program.

Evidence of student grouping through Google Forms


and movement of students reflected through this.

Personal weekly planning and team term planning


demonstrates evidence of open-ended tasks.

Photographs of strategies displayed in the classroom.


Student work shows evidence of different strategies
being used/Photographs of students completing tasks
using different strategies.
Emails showing timely feedback on student
homework/work.
Mathletics reflects appropriate level settings for
different students and regular setting of tasks.

Connection to Standards How will this goal


demonstrate achievement of the Australian Professional
Standards for Teachers?

5.1 Develop, select and use informal and formal, diagnostic, formative and summative assessment
strategies to assess student learning.
Performance and Development 2016

5.3 Understand and participate in assessment moderation activities to support consistent and
comparable judgements of student learning.
5.4 Use student assessment data to analyse and evaluate student understanding of subject/content,
identifying interventions and modifying teaching practice.
3.2 Plan and implement well-structured learning and teaching programs or lesson sequences that
engage students and promote learning.
3.3 Select and use relevant teaching strategies to develop knowledge, skills, problem solving and
critical and creative thinking.
3.4 Select and/or create and use a range of resources, including ICT, to engage students in their
learning.
3.6 Evaluate personal teaching and learning programs using evidence, including feedback from
students and student assessment data, to inform planning.
2.5 Apply knowledge and understanding of effective teaching strategies to support students literacy and
numeracy achievement.
School support, resources and/or development What
will you need to learn/ what support will you require to
achieve this goal?

Continue to provide ongoing PD on Rob Vingerhoets and Phillip Holmes-Smith approaches to numeracy and
data to inform teaching.

Professional practice and learning stage (mid-cycle)


Employee comments

Reviewer comments

On reflection after teaching in the Senior school for a semester, I feel that I would have been
better to make my goal as having a specific teacher effect size on my Math groups and my
class rather than an overall achievement improvement as this is not always achievable with
every student. I am however, confident that with continued practice in collecting data in each
area of Mathematics and using this data to both inform and reflect on my teaching practice, I
can become more confident and capable in developing effective units, which will enable my
students to show the growth I had aimed for.

Linked with SMART goal 1, has had pleasing results from semester 1

Feedback and review stage (end-cycle)


Employee comments

Reviewer comments

I have continued to work hard on developing my use of assessment and


data to inform and reflect on my own practice. While some of my
students have not made 1 years progress in Measurement and Geometry,
I have still far exceeded my target with 7/16 or 43% of my year 5 students
Performance and Development 2016

achieving above the expected level in this area.


I have been impressed by their growth not only on the Google Testing
but also in the essential testing and Pat Maths. Most of my students have
made some if not significant growth in each of these assessments.
This is still an area I wish to improve on next year and into my future
career, however, I have been pleased with the progress I have made in
particular when using assessment and data to inform my teaching.
I also firmly believe that our Maths Groups program has been of huge
benefit, particularly to my at risk students and those whom need
considerable extension.
Domain of Teaching outcome

Meets / Partially meets / Does not meet

Performance and Development 2016

Performance and development outcome


Reflection and goal-setting stage (start-cycle)
The performance and development plan has been agreed between the employee and reviewer
Employee signature

Date

Reviewer signature

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Principal signature*

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Feedback and review stage (end-cycle)


Overall employee comments

Overall P&D outcome

Overall reviewer comments

Meets / Does not meet

Employee signature

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Reviewer signature

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Principal signature*

Date*

*Required if reviewer is not Principal

Performance and Development 2016