1.... Because of our mission.

'In partnership with parents, Riverfront Christian College will provide Christ-centred education aiming for excellence in attitude and academics, equipping students to use their gifts and talents to serve God in the community.'

… to provide Christian education that enables students to learn, develop in character, and in relationship with Jesus Christ and prepares them to take a purposeful place in community. … to glorify God through Christ- centred education that helps children develop their God given potential. … develop within each individual their unique abilities and a desire to find the will of God for their lives. … to develop Christian character … (&) excellence at an academic, creative and practical level. … help each student find the will of God for his or her life, and to provide for each student the human and practical resources, the environment, the encouragement and the opportunities to develop those gifts and talents, to the end that each student will respond to and fulfil the call of God in his or her life

… be an effective, academically excellent, Bible-based and Christ- focused school where students are able and encouraged to become successful Christians who demonstrate responsive discipleship. … maintain an uncompromising biblical foundation and Christian stand in all endeavours …. Aim for excellence by providing an environment in which students and staff are encouraged to reach their full God-given potential. Cultivate community that reflects the love of Christ. … provide Christian education to a generation of young people that will enable them to impact the community, our nation and the world for the Lord Jesus Christ.'

… academic excellence … based on biblical Christian worldview … develop each student’s potential … lead students to personal relationship with God. … preparing each student to have positive Godly influence in community. Common Mission Themes

1.... Because of our mission. 2. … because of our professional accountability.

Julia Gillard & TALIS (teaching and learning international survey) June 09 TALIS focuses on teachers’ appraisal and feedback, their professional development, the teaching practices and beliefs and school leadership. … The objective … is to identify barriers to effective instruction.

… professional accountability. Julia Gillard & TALIS June 09 Conclusions … Better support for effective teaching is needed through teacher appraisal and feedback. … better and more targeted professional development as an important lever towards improvement.. … The hardest issues to grapple with relate to actually improving teaching practice. … schools where strong instructional leadership is present, principals are more likely to use further professional development to address teachers’ weaknesses identified in appraisals.

B. What does it look like?

The program aims to develop the school’s effectiveness in performing its mission through enhancing the professional knowledge, skills and capabilities of the teachers.

 Identify areas of need in our teaching, and apply practicable developmental strategies for improvement.  Enhance the professional, personal, & spiritual life of teachers  Enhance the professional quality of the school.  Provide strategies for implementing the dynamic & positive development of school teaching and learning culture

 The teacher’s initiative and ownership of the development process.  The teacher’s accountability to system authorities.  A context of servant leadership and nurture.

Teacher Skills Rubric Biennial teacher appraisal & evaluation Teacher’s Development Goals Teacher’s Professional Development Plans

Biennial teacher appraisal & evaluation Confirms at least minimal compliance with school’s requirements Identifies pedagogical weaknesses that ought to be addressed

Teacher Skills Rubric Biennial teacher appraisal & evaluation Describes specific details of skill development needs. Describes what good skill performance looks like.

Teacher’s Development Goals Biennial teacher appraisal & evaluation Teacher Skills Rubric Details of what we want to see developed in the teacher’s teaching and professional life. “Rubber on the Road” measurable performance criteria.

Teacher’s Professional Development Plans Teacher’s Development Goals Biennial teacher appraisal & evaluation Teacher Skills Rubric Specific defined developmental tasks Time framed – target due dates. Includes reading, clinical supervision, coaching, observation, action research/learning, etc

Team Support Collegial Support Accountability Teacher Colleague Coach Supervisor

Teacher Teacher First personally responsible to God for: the cultivation of his/her gift. optimum use of the gift for the benefit of others

The Teacher is accountable through the Supervisor for the faithful development and use of his/her gift in the institution in which God has placed him/her. Accountability Teacher Supervisor

The Colleague Coach comes alongside the Teacher to discuss, encourage, and point out issues in a non- authoritarian way. Collegial Support Teacher Colleague Coach

Team Support Collegial Support Accountability Teacher Colleague Coach Supervisor The team meets to discuss the appraisal and the developmental responses of goal setting and executive planning.

A.The school’s biennial teacher appraisal & evaluation by Supervisor: Teacher prepares evidences on the Teacher’s Preparation Sheet Supervisor collects evidence through * Observation of a few lessons (** see template on next slide) * Evidence gained in the “natural rhythm” of leadership. * Look at documentation * Information from other relevant staff, students, & parents.

Lesson Observation Template

B. Supervisor discusses review with the teacher and makes a Teacher Review report to the Principal. (** see template on next slide)

Teacher Review Report

C. Teacher’s professional learning team “tag” teacher’s skill development needs on the teaching skills rubric. (** see template on next slide)

Tagged professional learning needs

D. Teacher’s professional learning team develops with the teacher a set of professional learning goals and executive plans which may include: - Action research/learning - PD portfolio - Targeted professional reading- Clinical Supervision - Journalling- Conferences/seminars - Observation of other teachers- In-house training (** see example on next slide) E. End-of-cycle appraisal by supervisor.

Teacher’s Professional Learning Plan

The teacher keeps a portfolio of his/her professional development activities including:  Professional development goals & executive plans.  Supervisor’s regular monitoring record  PD Activities record  Reflective Journal related to PD goals.  Action Research/Learning Project reports.  Professional reading log

Formal monitoring by Supervisor Supervisor uses teacher’s PD record book to track progress & completion of each stage. (see template on next slide) I nformal monitoring by Colleague-Coach Colleague-coach monitors teacher progress and offers support via regular discussion re the teacher’s needs & progress.

Supervisor’s Monitoring Template

The teacher record book & PD portfolio provide adequate evidence for the teacher to complete VIT requirements for continuing professional development and registration renewal.

Carried out by Supervisor in discussion with the teacher & colleague coach. Checks the teacher’s performance level in the skill areas set a development targets. Provides objective and documented feedback on professional growth. Can be used as input for the next 2-year review & development cycle.

Training & discussion with Principal [ 2 $80 ph] ………………………… $160 Rewriting of program & templates to suit RCC [ 2 $80 ph] …………….. $160 Visit school for day training [ one $750 pd] ………………………………... $750 Licence Fees for teachers PD Record Book [ 20 $15 each] …..…….. $300 Licence Fees for Supervisors Handbook [ $20 ea]..………………………... $100 Development of PLP’s to assist principal [ 2 $80 ph] …………………… $160 Travelling expenses ……………………………………………………………. $200

Team Support Collegial Support Accountability Teacher Colleague Coach Supervisor