2014 Teachers Award and the classroom

Performance and Development (replaces PARS, EARS and TARS) Commences Semester 1 2015 The annual performance and development cycle will require that individuals: a) Develop and document a concise set of professional goals, explicitly linked to their performance and development needs and professional standards. Staff Development Day 28th Jan 2014 and the first two weeks b) Work with colleagues and their supervisor to document appropriate strategies and support, including professional learning activities, to support the achievement of the goals. Goals will also be given to Paul so he can target individual PL needs

c) Systematically collect evidence, sourced from the everyday work of the individual that, when considered holistically, will demonstrate the individual’s progress towards their goals. This evidence will include as a minimum (but not be limited to): data on student learning and outcomes (including but not limited to formal assessment data) SMART - NAPLAN data analysis - HSC data RAP Data feedback from peer observations of teaching practice HT Observation classroom observation of a colleague classroom observation by a colleague collaborative practice with colleagues. team teach, professional discussions

d) Receive ongoing formal and informal feedback on their performance and development throughout the annual cycle. formal and informal discussions e) Participate in a structured discussion with the supervisor to facilitate the provision of a review on progress towards the goals and formal written feedback, informing the following cycle. formal meeting Documentation will align with the requirements for achieving and maintaining accreditation. The direct observation of classroom practice is an important component of the new process, and is an essential element of the Australian Teacher Performance and Development Framework. The observation should be negotiated, linked to the individual’s goals and the appropriate Standards, and undertaken in a collegial and supportive manner.

Teacher Improvement Program (TIP) Current New (from T3 2014) Pre-support Informal Support (5 weeks) Formal TIP (10 weeks) Formal TIP (5 weeks) 20 week maximum for Formal TIP 12 week maximum for both formal and informal Extensive paperwork Reduced paperwork Independent review No independent review Director EPAC Review plus appeal period (6 months) Director EPAC Review plus appeal period (2 months)

Standards Based Pay How will this affect current teachers? Current teachers will be transitioned into the new system over a number of years. How will this affect new teachers? Teachers first employed or reemployed in 2016 will commence on the new system.

Highly Accomplished Teacher (HAT) Approximately an extra $7,000 p.a. for 5 years. Refer to Australian Institute for Teaching and School Leadership (AITSL) and NSW IOT From 2016??? Focuses upon Improving Student Outcomes

What is a HAT Excellent classroom teacher are recognised as highly effective, skilled classroom practitioners and routinely work independently and collaboratively to improve their own practice and the practice of colleagues. are skilled in analysing student assessment data and use it to improve teaching and learning They monitor their own professional learning needs and align them to the learning needs of students. They maximise learning opportunities for their students by understanding their backgrounds and diverse individual characteristics and the impact of those factors on their learning.

Active contributor to the faculty have in-depth knowledge of subjects and curriculum content within their sphere of responsibility. model sound teaching practices in their teaching areas. They work with colleagues to plan, evaluate and modify teaching programs to improve student learning. keep abreast of the latest developments in their specialist content area or across a range of content areas for generalist teachers.

Make a significant contribution to improving student outcomes across school knowledgeable and active members of the school. contribute to their colleagues' learning. They may also take on roles that guide, advise or lead others. They regularly initiate and engage in educational discussions about effective teaching to improve the educational outcomes for their students. provide colleagues, including pre-service teachers, with support and strategies to create positive and productive learning environments. are active in establishing an environment that maximises professional learning and practice opportunities for colleagues. behave ethically at all times. Their interpersonal and presentation skills are highly developed. They communicate effectively and respectfully with students, colleagues, parents/carers and community members.