Hastings Secondary College 2021 - Australian Teacher Performance and Development Framework and PL Processes
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NSW Department of Education Hastings Secondary College 2021 – Australian Teacher Performance and Development Framework and PL Processes APST – 6.2.2 Participate in learning to update knowledge and practice targeted to professional needs and school and /or system priorities.
NSW Department of Education Learning Intention To have a better understanding of key documents: - Australian Professional Standards for Teachers - Australian Teacher Performance and Development Framework To have a better understanding of the how and why of PDP and PL systems across the College To reflect and get a start on PDP Goals for 2021
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NSW Department of Education Australian Teacher Performance And Development Framework Page 4 - 7 Jig- saw activity of reading highlighting key points
NSW Department of Education Systems within the College:
NSW Department of Education College PL Systems
At a Faculty level…….
Step 2
The Head Teacher (Instructional Leaders) will lead (with support) the
PL focus area to their faculty during Faculty Meetings.
Step 3 Faculties implement the skill / task to the students
The practice is reviewed & modified where required
Step 4
(focus is on student growth)Teachers provide each
other with feedback
Head Teachers then feedback their – progress /
Step 5 work samples / success / challenges /
suggestions etc at the following Exec meetingExample of how it will look: Executive meeting (Week 3) PL: Student Performance Measures Head Teachers will be provided with PL in this area. Faculty meeting (Week 5) Head Teacher delivers this PL (lessons) to their faculty to implement Executive meeting (Week 6) Head Teachers then feedback their – progress / work samples / success / challenges / suggestions etc
NSW Department of Education Collective Efficacy PDP’s and their Purpose • You have a right to be supported in your professional learning, as well as a responsibility to be involved in performance and development processes that facilitate your professional growth. • The overarching purpose of the PDP process is to support the ongoing improvement of student outcomes through the development of skilled, effective and professional teaching workforce. • The APST’s form the basis for guiding development and assessing performance • Teachers and their supervisors work TOGETHER to identify professional learning activities that support performance goals, further develop knowledge, skills and capabilities, build on existing strengths and support career aspirations.
NSW Department of Education Developing your PDP Guidelines • At least three and no more than five professional goals are required. • The planned goals and professional learning support should take into account: ✓ plan, design, implement and evaluate teaching and learning practices that utilise the principles of current DoE policy, the Hastings Secondary College Improvement Plan and the Australian Professional Standards for Teachers; ✓ plan, design, implement and evaluate teaching and learning practices that focus on the principles of differentiated, authentic teaching, learning and assessment practices across all stages of the curriculum; ✓ work collegially within the faculty and as a member of the College and the broader HVCoS community. • Should be finalised no later than mid-term one of the school year
NSW Department of Education Developing your PDP The PDP is finalised at a planning meeting between the teacher and the supervisor following quality discussions about teaching practice and performance. The PDP is to be viewed as a dynamic plan. If the need arises, teachers may amend and adjust their PDP throughout the performance and development cycle, to address emergent and unexpected issues in consultation with their supervisor. The quantity of evidence required to substantiate progress towards each goal is a professional judgement, determined in collaboration with the supervisor. As a minimum, there should be one piece of evidence to demonstrate progress towards or achievement of each goal articulated in the PDP.
NSW Department of Education
Some ideas around goals for PDP’s
Professional Goals
• To encourage, engage and motivate my Year 10 students to transition into Senior Mathematics, by increasing
their confidence and skills (How? Why? What specifically will the teacher do to encourage / motivate /
engage?)
• Parent/teacher interviews, parent/teacher contact throughout the year (Not specific enough. How? Why?
When?)
• Attend professional development courses to improve subject knowledge and develop new teaching strategies
1.5.2, 2.3.2, 2.6.2, 6.2.2, 6.4.2, (Too many standards identified and no mention of explicit ‘subject knowledge or
teaching strategies)
• Mark HSC (No standard attached and too simplistic)
• Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans, 2.3.1
(Straight from APST’s – with no reference to the subject or lesson plans. Be specific – Stage 4 lesson plans? All
lesson plans??? What about reporting?)NSW Department of Education What isn’t Professional Learning: Professional Learning Approval to attend In services as they arise (Too broad) Access to laptops (This is not professional learning – this is a resource) Source suitable programs to have them loaded on laptops (Not professional learning) Attend meetings either in person or online (What meetings? When?)
NSW Department of Education Some Tips • Be as specific as you can! 1.2.2 Structure teaching programs using research and collegial advice about how students learn. Differentiate activities for Year 8 Scope and Sequence. Further development of Stage 5 Program- Japanese elective (both year 9 and 10). Formative assessment specifically using quizlet live. Japanese specific PLD. PLD Differentiating the curriculum.
NSW Department of Education 2021- Goals getting started As a teacher you are a professional, just like doctors and lawyers and you are also members of a vital profession in society. It is your responsibility to share with colleagues, learn from others, continually increase your professional knowledge and enable yourself to grow as a professional. You must be able to continually reflect on your practice. Reflection is the key to growth, development and improving outcomes for all of your students.
NSW Department of Education Developing a professional mindset ‘Developing a professional mindset’, encourages you to continue to grow as a professional in order to improve the outcomes for your students. To effectively reflect on your practice is a learned skill and the key to continual improvement. You can establish a mindset of reflection through exploration of your teaching philosophy, your roles within and outside the classroom and developing trusted relationships with colleagues. The journey through this workbook will assist you to receive feedback on your practice and improve and develop effective relationships with colleagues.
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