Staff+Performance+and+Professional+Development+Policy

=** Apocrypha **** Secondary College **** Staff Performance and Professional Development Policy ** = At Apocrypha Secondary College we have created a unique yet comprehensive curriculum that is aimed at maximising the learning potential and experiences of each individual student. It is therefore imperative that we support all our staff, including teachers, teacher’s assistants, librarians, administrative and support staff to help fully deliver the intent of the curriculum. To maintain an efficient and competent staff roster requires honest self reflection and useful critical feedback. This policy outlines the structure and guidelines by which staff are inducted and reviewed and professional development requirements are met.
 * Preface **

§ To support all staff members to effectively deliver the content of the curriculum § To maintain the highest quality of modern teaching practices § To support a mentoring program that allows the sharing of pedagogic skills and experience from leading teachers to graduate teachers § To continually refine conceptual and pedagogic skills of leading and expert teachers § To provide proper and thorough induction of all graduate and new teachers § To identify areas of improvement in individual staff § To implement continuous improvement initiatives § To help make teachers comfortable and positive when implementing new initiatives in the classroom § To support a work/life balance that is conducive to effective teaching practices § To collectively validate the appropriate use of new technology § To identify methods that would equip staff the skills to use ICT confidently and innovatively
 * 1.0 Aims: **

To ensure a smooth transition and comfortable beginning, all new and graduate teachers entering the school will be partnered with a leading teacher in their Key Knowledge Area (KKA). They will be provided with a thorough overview of the facilities, curriculum and educated in the schools pedagogic and philosophical ethos. They will also be provided with the following from the administration staff: At Apocrypha Secondary College graduate teachers are eased into the culture and ethos of the school with the aid of leading teachers acting as their mentors. Leading teachers mentor graduate teachers in the following key areas:
 * 2.0 Staff Performance **
 * //__ 2.1 Induction __//**
 * Copies of the schools vision statement and policies and procedures
 * Assessment and Reporting documents
 * Student lists
 * Laptop, diary, access to intranet/internet and all stationary items
 * Copy of the co curricular calendar
 * contact details for all campus and visiting sites
 * // 2.1.1 Leading Teacher Mentors of Graduate Teachers //**

Teaching staff at Apocrypha Secondary College can call on a range of support networks that will assist their teaching practices. These include, but are not limited to, laboratory technicians, ICT support staff, state of the Art facilities with modern equipment and access to funding for external activities. As we endeavour to support and develope our teaching fraternity we have a responsibility to ensure that each individual is able to:
 * Curriculum intent and implementation
 * Sharing of Resources and activities
 * Experiment, rehearse and refine their pedagogic technique
 * Assessment and Reporting requirements
 * Performance Reviews
 * //__ 2.2 Staff Performance Reviews __//**
 * // 2.2.1 Staff Performance Guidelines //**

Members of staff are required to participate in regular peer reviews within their Key Knowledge Area (KKA). The process by which this is to be achieved is outlined below:
 * Deliver the curriculum in the context that is intended
 * Create and support a nurturing and caring classroom culture
 * Create activities that are conducive to student learning
 * Incorporate a variety of formal and informal assessment techniques
 * Keep up to date and accurate student attendance records
 * Monitor student progress by maintaining accurate Assessment and Reporting records
 * Keep up to date with changes in technology
 * Identify areas requiring Professional Development to achieve set goals
 * // 2.2.2 Teacher Peer Reviews //**


 * Each KKA will be separated into continuous improvement teams that will periodically observe each others lessons over the course of the school year
 * Feedback is to be provided by each team during KKA meetings to the KKA coordinator and recorded in the minutes
 * Professional development strategies and performance plans are set in place if required and recorded in the KKA minutes
 * Implementation of professional development strategies and performance plans into the classroom
 * Review and refine the implemented strategies and plans
 * Repeat the procedure

Staff performance reviews are conducted towards the end of the school year by two members of the schools Leadership team, consisting of the Principal, Vice Principal, Curriculum Coordinator, Head Librarian and the Heads of the KKA. A proforma is handed out prior to the review and the responses’ are discussed during the review. The proforma is to be presented in a way that enables discussion on the following key points:
 * // 2.2.3 Leadership Review //**

Student surveys are to be conducted twice a year towards the end of term two and midway through term four. They are designed to generate feedback and create awareness amongst the staff of their performance within the classroom and opportunities for improvement. The surveys are carefully constructed to avoid any misrepresentation of student understanding of teaching output.
 * Teaching challenges faced during the year
 * The range of pedagogic techniques employed during the year
 * Classroom discipline
 * Activities and resources used to enrich student learning
 * Effective leadership and communication
 * Time management
 * Organisational skills
 * Identify areas of support required too achieve set goals
 * Identify areas in specific KKA’s that require further professional development
 * The effect the workload is having on personal wellbeing
 * Intentions for the following year
 * // 2.2.4 Student Satisfaction Survey’s //**

Professional Development (PD) is afforded to every member of staff at Apocrypha Secondary College including teachers, teacher assistants, administration and principals. Professional development requirements are identified during reviews however it is strongly encouraged for staff to continually seek professional development opportunities. At the end of their reviews it is required of all staff to prepare a Professional Development Plan for the following year
 * 3.0 Staff Professional Development **

In accordance with the outcomes of the Staff reviews, PD sessions either on site or off site are scheduled at regular intervals throughout the year. In the event that teachers want to attend unscheduled sessions they can make a request to their KKA coordinator and provide fair notice to the daily organiser.
 * //__ 3.1 For Teachers and Teaching Assistants __//**

Teachers are expected to follow the following guidelines when applying to attend and attending PD sessions:

· Show relevance to their KKA · Identify goals for the PD ·  Report on the effectiveness of the PD session · Implement improvement strategies that arise from the PD session · Identify ways the PD can be implemented pedagogically and contextually to enrich student learning <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Represent the School in a professional and courteous manner <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Maintain accurate diary records of sessions attended to

At Apocrypha Secondary College we recognise the contribution administration and library staff make to the whole school community. Accordingly, they are afforded every opportunity to develope and update their specialised skills. Specialised training and PD sessions will be available on a regular basis or upon request without disruption to the day to day duties.
 * //__ 3.2 For Administration and Library Staff __//**

The guidelines are similar to those for the teachers except the relevance is to their specific area

Staff training and professional development sessions are afforded to all support staff to further enhance their areas of expertise.

Administration and Library are expected to follow the following guidelines when applying to attend and attending PD sessions:

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Identify goals for the PD <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·  Report on the effectiveness of the PD session <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Implement improvement strategies that arise from the PD session <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Show the benefits of the PD in terms of time and resource management <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Represent the School in a professional and courteous manner

Information and Communications Technology (ICT) is an integral part of modern teaching methods. At Apocrypha Secondary College we provide and encourage the use of modern electronic equipment as teaching and learning aids. We are committed to supporting our staff in providing the resources, training and support so that they can effectively incorporate ICT into their classrooms. All staff is expected to remain up to date with the use of ICT by
 * //__ 3.3 Information and Communications Technology __//**

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Attending PD sessions on ICT scheduled by their KKA coordinator <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Attending PD sessions scheduled be the ICT team

It is the Policy of Apocrypha Secondary College that teachers remain fresh and energetic and not burdened with an excessive workload. So, any teacher exceeding the 22 hour limit for attending PD sessions (as set by VIT) will be reimbursed those hours if they so wish. Teaching staff can chose from the following two options:
 * //__ 3.4 Personal Effect __//**


 * Reduce their classroom hours in the current year by a mutually agreed method (less yard duty, CRT to take over classes or unit etc.)
 * Similar reduction of workload in the following year

The Staff Performance and Professional Development Policy focuses on the importance of helping staff improve their areas of expertise.
 * Rationale **

Teaching is a dynamic profession that requires specialised skills in many areas. Research has shown that teachers have the greatest impact on student learning outcomes (Fogarty 2001; Fullen 1993; Hattie 2003). It is therefore imperative that we support our teachers to ensure their effect on the student and in the classroom is conducive to a positive learning environment. Thus the process of analysing staff performance is underpinned by our commitment to continuous improvement of all. Using feedback and mentoring processes we aim to ensure the quality and effectiveness of classroom activities and learning processes. Pedagogic knowledge and skills can be refined over time through experience and practice. Graduate teachers entering the profession require some guidance and support regardless of their natural ability and contextual knowledge. To enable meaningful measurement of progress at the individual and school level we allow our staff to cooperatively analyse their teaching strategies relevant to the KKA’s. It has been shown that a school culture that encourages mentoring and peer review is effective in maximising student learning outcomes (Department of Education and Training 2005; HERSDA 1985).

Student feedback is a purposeful way of reviewing the performance of staff. Research has shown that a well thought out and prepared questionnaire, such as the WIHIC (what is happening in this class) research identifying exemplary science teachers (Waldrip, Fisher. Dorman 2009) can be beneficial to teacher self reflection. The information gathered can be used to identify student learning needs which teachers can adapt into their lessons. We also aim to improve the skill base of our teaching assistants to effectively support the teachers in the classroom. Data has shown that by identifying their professional learning needs, teaching assistants can be supported in making a valuable contribution to the overall operation of the school (Fravil et. al 2006). Similarly librarians and administration staff play a key role to the functioning of the school and we recognise the importance of their skills and efficiencies (ALIA/ASLA 2002).

The wellbeing of every member of staff is another key factor that determines the outcomes of these reviews and we take notice of our professional duty and care (VIT, Code of Conduct). We know that teachers make a difference (Fogarty 2001; Hattie 2003), but it is imperative that they make a positive difference. The purpose of professional development is to support staff to build on strengths and develope areas where there is opportunity for improvement. We intend to avoid unnecessary political and social debate that may influence the purpose and circumvent the intent of PD (Hardy 2008). The process is designed to provide valuable peer feedback and self reflection with an emphasis on continuous improvement of teacher performance, use of resources and the level of success of planned activities. It is also an opportunity for peers to support each others teaching by sharing ideas that where previously not considered.

Advances in technology have meant that now more than ever, teachers are required to stay abreast of the latest innovations. It is no longer enough for teachers to be familiar with the latest technology, but to also be able to use it and incorporate it into their pedagogic practices (Mc Carney, J.2004). We intend to support all staff in the enabling them in the appropriate use and implementation of modern ICT in their classrooms. To find the most relevant and appropriate types of technology PD sessions it is important that an effective networking and open forum discussion is in place. As there is a plethora of PD in ICT including online and on site (Cantwell, K. 2007) it is important that the most useful and relevant sessions are filtered into the schedule.

References:

Cochrane-Smith, M & Lytle, S (2003). __Teacher learning communities__, Encyclopedia of Education (2nd ed., pp 2461-2469) <span style="font-family: Times New Roman; mso-bidi-font-family: Times; mso-bidi-font-style: italic; msobidifontfamily: Times; msobidifontstyle: italic;">Fogarty, R. (2001). __Teachers make the difference__: The framework for quality

Fullen, M (1993). __Change Forces__: Probing the depths of educational reform

Hardy, I. Lingard, B. __Teacher Professional Development as an effect of policy and practice: A Bourdieuian analysis.__ Journal of Education Policy, Vol. 23, No.1, January 2008, 63-80

Hattie, J.A.C (2003). __Teachers make a Difference__: What is the research evidence? The ACER Annual Conference, Melbourne.

Higher Education Research and Development, HERSDA, __Feedback For Heads of Department,__ Vol. 4, No2, 1985

Mc Carney, J. (2004). __Effective models of staff development in ICT.__ European journal of Teacher Education, 27(1): 61-72

The Victorian Institute of Teaching, Teachers Code of Conduct

Victorian Department of Education and Early Childhood Development, 2008, __Human Resources Performance and Development Guide for Teachers,__ [|www.eduweb.vic.gov.au/edulibrary/public/hr/perform/Teachers-PerformDev-2008.pdf] 20/10/2009 Waldrip, B,G. Fisher, D,L. Dorman, J. __Identifying exemplery science teachers through students' perception of their learning environment.__ Springer Science and Business media 2009.

Professional Learning in Effective Schools, __The Seven Principles of Highly Effective Professional Learning__, Department of Education and Training, Melbourne 2005, __http://www.sofweb.vic.edu.au/blueprint/fs5/default/asp__ <span style="font-family: Times New Roman; mso-bidi-font-family: Times; mso-bidi-font-style: italic; msobidifontfamily: Times; msobidifontstyle: italic;">