LStrategic ManagementSchool Improvement - PDF document

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L:/Strategic Management/School Improvement /School - Improvement - SESO Personal Development Framework Forrest Parade School SESO Personal Development Framework L:/Strategic Management/School Improvement /School - Improvement - SESO Personal Development Framework Personal Development “ Personal Development is a process not an event” Perfor mance and Development Culture ( AITSL Performance and Development Framework 2012) http://sc.ntschools.net/e/forresch/schoolfiles/Strategic%20Management/School%20Impr ovement/AITSL_teacher_performance_and_de velopment_framework_august_2012.pdf Research clearly shows that a successful approach to effective performance and development relies on creating a strong and supportive culture in a school. It is important to focus on the factors that need to be in place for a performance and development culture to flourish.  A focus on student outcomes  A clear understanding of effective teaching  Leadership  Cohere

2 nce  Flexibility Th
nce  Flexibility The importance of Implementation - SESO/ Teac her performance and development in context (AITSL Performance and Development Framework 2012) L:/Strategic Management/School Improvement /School - Improvement - SESO Personal Development Framework Refer to DoE Policy – Performance and M anagement Developm ent http://ed.ntschools.net/documentcentre/pfgd … ment Guidelines and Procedures May 2018.DOCX Stage 1 The Forrest Parade E - Portfolio : - Every SESO has a personal log - in (confidential) - Term 1 SESO meets with a member of LT to set goals. One goal should link to the ASIP - Term 4 SESO meets with member LT to discuss progress towards goals - Feedback is linked directly to the SESO’s E - Portfolio goals Stage 2 Where performance issues become known to leaders within the school, the relevant performance manager raises the observation promptly with that person. This ‘hard feedback’ provide

3 d by the performance manager can still
d by the performance manager can still be delivered within the E - Portfolio. Stage 3 On rare occasions a SESO move s to the next step where additional support is required / documented, this is when a Performance Plan will be de veloped with the SESO who will have the opportunity to contribute. The P erformance Plan is saved SESO’s personal E - Portfolio . The key aspects of the plan will identify what improvement is required and by when, what support will be provided and what evidence is needed to show the standards are met. Refer to Forrest Parade SESO Performance Development Plan http://sc.ntschools.net/e/forresch/schoolfiles/Strategic%20Managem ent/School%20Improvement/2019 - SESO - Performance - Development - Plan - TEMPLATE.docx Team Meetings Once a term the SESO’s meet with a member of the Leadership Team. Meetings will focus on; - C lass room and playground – how can we make these richer more engaging environments? - 2019 SESO’s have

4 agreed the main focus will be MOVE
agreed the main focus will be MOVE L:/Strategic Management/School Improvement /School - Improvement - SESO Personal Development Framework Collaborative Teams Forrest Parade School H andbook Collaborative Team Page ; L: \ Teaching and Learning \ Resources \ Forest Parrade School Teaching and Learning Manual - Master.pdf Student Support Social Emotional Learning (SEL) / Positive Behaviour Support (PBS) / Restorative Practices / Trauma Numicon Health and PE Sports Swimming, Bike Riding, PMP Teacher Team Teacher Team Teacher Team SESO Team SESO Team SESO Team Task: Develop teacher and student resources Task: Link to Australian curriculum, scope & sequence. Link activities to the outcome. Sort resources into levels A - 3. Link to ABLES Task: Develop a program using the Australian Curriculum and/or ABLES to identi fy the (bike riding, swimming, PMP) skills to move from first skills to competent Outcome A comprehensive Student Support

5 pack Outcome Comprehensive Numicon
pack Outcome Comprehensive Numicon Packs FP teachers are supported to recognise the full potential of Numicon Outcome FP Health & PE programs developed / support provided to implement L:/Strategic Management/School Improvement /School - Improvement - SESO Personal Development Framework Collaborative Team Process ; 1. Teams remain the same all year 2. Member of Leadership Team on each team 3. Teams given “big picture thinking, plan on a page . ” 4. Teams linked to Annual School Improvement Plan Goals 5. Teams meet Week 2 - 6 during Staff Meeting 6. Week 2 term 1 . Member of Leadership Team shares big picture thinking. Teams agree to Team Norms. 7. Consider research / best practice 8. Record notes each week as a record / planning 9. Wednesday afternoons designated a s optional Collaborative Team Time 10. Week 10 each group will have 2 - 3 minutes to share. Rec ord your feedback L: \ Teaching and Learning \ Planning \ C

6 ollaborative teams 2019 \ 2019 Collabora
ollaborative teams 2019 \ 2019 Collaborative Team Sharing.docx send to the Principal to upload to server for all to access. - Where are things now? - What has gone well? - Any challenges? - Make any recommendations / suggestions to support / enhance what we do at Forrest Parade - Next steps? 11. Teams Plan for the next term L:/Strategic Management/School Improvement /School - Improvement - SESO Personal Development Framework Professional Learning Professional L earning Page from Forrest Parade Handbook; L: \ Teaching and Learning \ Resources \ Forest Parrade School Teaching and Learning Manual - Master.pdf Characteristics of effective Professional L earning ; - Relevance - Collaborative - Future focussed Professional Learning – a shared responsibility. Each term a Professional Learning Matrix will be developed to allow all staff to address individual Personal Learning through the P rofessional (Teacher & SESO) S tan

7 dards . At the st ar t of each term , t
dards . At the st ar t of each term , the PL Matrix will be added to all staff individual E - Port folio’s. Staff are encouraged to use the Matrix to record the PL they engage in that term. http://sc.ntschools.net/e/forresch/schoolfiles/Strategic%20Management/Sc hool%20Improvement/AITSL_charter_for_the_professional_ learning_of_teachers_and_school_leaders.pdf defines effective Professional Learning as a shared responsibility that must be taken up at all levels of the education system. There is clear evidence that p urposeful Professional Learning for SESO’s, teachers and school L:/Strategic Management/School Improvement /School - Improvement - SESO Personal Development Framework leaders is one of the most effective strategies for improving student outcomes. The Professional Learning will vary to suit t he context and priorities of SESO’s, teachers, leaders, schools, sy stems, and sectors, but the imperative to engage actively in high - quality Professional Learning remains the s