1. School Improvement Team (SIT)

2. What is the purpose of a school improvement team?
The purpose of the School Improvement Team is to be responsible for implementing a school improvement program. A school improvement team is a group of teachers, an ES staff representative and the principal who work together to improve the overall quality of the school and its programs.

3. The School Improvement Team is comprised of people who work together to develop, lead and coordinate the school improvement process. Their role is to drive and take responsibility for school improvement by engaging, motivating and influencing staff to create a positive school community for all students and to monitor the process of improvement and its impact on the learning, achievement and well-being of students.

4. School Improvement Team (SIT)
Size of the SIT 6 members and the Principal, it must include at least one ES staff member. You decide on who you would like to represent the school as part of the SIT.
Voting Form
School Improvement Team (SIT)
Nominations for those people you think should be included in our SIT team
(cannot be members of the leadership team). You must include one ES staff member in your team. 1. 2. 3. 4. 5 6.

5. The selection process
The Principal is the only person who must be on the team
Current Leadership Team members (Alison, Heather, Karen, Sally, Warren, Tim, Michael, Pauline, Jess) can not be on the team
The SIT should be representative of our school and must include an ES staff member
Staff are asked to complete the School Improvement Team selection form by nominating someone for each position on the team. This means that each staff member puts forward a list of the people they think should make up the entire School Improvement Team.

6. Characteristics of an effective School Improvement Team:
Small size [6- plus principal] makes it relatively easy to convene and coordinate for regular meetings.
Representative Team of the school staff. It is important that students are connected to the improvement team through a structure that provides for their ongoing input. The Principal must be an active participant in the School Improvement Team.
Coordinated effort. The Principal will hold regular meetings focussed on the core work of improving instruction and ensure that tasks are assigned and completed and that progress is made toward stated objectives.
Commitment to the task. The school demonstrates its commitment by providing time and resources (equipment, clerical support, budget etc). The members of the team should evidence a strong commitment to school improvement process.
Professional Learning The team members are committed to their own and their colleagues’ professional learning and are prepared to engage in action research about the processes and strategies of school improvement.

7. Representative Professional Confidential Open to Learning Available
Criteria
Representative
Professional
Confidential
Open to Learning
Available

8. Performance & Development Process (PDP)
at Brunswick Secondary College Planning for improved teacher and school performance
June 2014

9. Today’s session
Structure: Whole staff in the auditorium till 3pm. Then in LAs to work on SMART goals with colleagues till 4.30pm. 2.
Support: Thurs 26 June – 2nd year teachers who are new to the PDP process and SMART goals meet for additional support. 3.
Support: Thurs 17 July reviewers will be available to assist with refining SMART goals. Ongoing access to FAQs on Staff Homepage + reviewer. 4. 5.
Deadline - Friday, July PDP goals to be completed and submitted to your reviewer, Michael and Viv.
Purpose: To work in teams and with support, to make a start on writing “stretch” SMART goals that align with priorities in our Strategic Plan. 1.
NOTES – Essential
To discuss and work collaboratively to gain clearer understanding of what comprises a SMART goal. To begin creating and understanding SMART goals rather finalising your own goal or worrying about completing the form. The importance of coming out with a shared understanding through discussion of : school priorities, what strategies one can use and what data constitutes evidence. The important thing in formulating your goals is that there is a direct link to one or more of the priorities identified in the school strategic plan.

11. 2014 – 2015 Performance and Development Process (PDP)
What’s pretty much the same
Old form/ New Form – more streamlined
Old standards/ New Standards
What’s new
Greater emphasis on ongoing process and relationship than on review - PDP not PDR
Collegial groups were mixed. They are now learning area based to build efficiency and stronger communication
Greater emphasis on establishing and discussing goals and agreeing on strategies and evidence at the start
Balanced scorecard

14. A goal like this connects to at least 6 recommendations from our Review
Building consistent classroom practices and strengthened professional accountability.
Collaborate to develop learning continuums to scaffold teacher and student understanding of skill and knowledge development
Improve how data is used to plan for student entry points for learning and tracking student progress.
Ensure Learning Area Teams routinely discuss and use student data to plan differentiated lessons.
Developing consistent assessment practices to inform planning for explicit and differentiated teaching
Refine the assessment schedule so teachers collect precise and timely evidence to inform judgements

15. Development NOT Documentation
Focus of PDP
Development NOT Documentation

16. Stretch Goal vs Standard Expectations
Work with Colleagues to construct accurate, informative and timely reports to students parents/carers about student learning and achievement

17. Which of these are evidence or strategies/actions?
Worked on data to improve outcomes
Planning documents demonstrate differentiated lessons
Discuss student learning at all PLT meetings
Peer observation feedback indicates level 3 profile
Student absence less that 12 days per year
Maths threads will be used to guide planning
Rich assessment tasks designed, implemented and evaluated.
All PSD, Out-of-home care & Koorie students are identified and have an ILP
Year level writing outcomes indicate a 0.6 Effect size
Students have fortnightly feedback meetings with class teacher
Briefly review examples and why they are and aren’t.
Could they be rewritten as evidence – if yes how?
A good check is to say do they need evidence to demonstrate they have been achieved with a level of expectation – if yes then they are actions or strategies, not evidence.
While these things can always be debated:
4, 5, 8, 9 are evidence
2, 3, 6, 7, 10 could be either strategies or actions that would all need evidence.
1 is just wishy washy

18. Possible sources of evidence
Students’ performance scores on teacher tests
Students’ performance scores on standardised tests
Classroom observation (by the reviewer, a peer or external)
Student survey data – e.g. my teacher clearly explains the what we will be learning and what is expected of me
Student focus group
Self assessment
Interview discussion – able to demonstrate knowledge
Student work samples
Teacher lesson plans
Observation of a student counselling session
Teacher’s record keeping of student performance
What might be some other possible sources of evidence of teacher performance?

19. Draft teacher goals
By the end of this PDP cycle I will develop consistent formative and summative assessment practices to inform my teaching for explicit and differentiated teaching.
To improve my teaching and student achievement through the consistent use of agreed practices.
By the end of the PDP cycle I will increase student participation and inclusiveness in my isupport co- curricular group.
By the end of this PDP cycle to engage in more professional learning involving students, using more ICT in the classroom.

20. Goal one - I plan to improve my
Too vague, not specific
By when?
I plan to improve my
understanding of assessment practices. I will measure this by documenting my growth as a learner.
Needs to be relevant and linked to the strategic plan
What specific data will you use?
Too broad therefore not achievable within annual PDP process

21. By the end of the cycle I will have improved my
Smart goal - including strategies and evidence
Professional engagement-
Relevant because a school priority and support options available through peers
Time bound
By the end of the cycle I will have improved my
understanding and implementation of formative assessment practices.
: I will measure this by documenting growth in student outcomes using pre and post testing
: documenting my growth as learner by surveying students on multiple occasions.
Measurable
Specific and related to strategic plan (use of learner progress data – to inform differentiated activities
Achievable / realistic goal linked to available data