Christian Brothers’ High School, Lewisham

Professional Practice

Program2016 - 2017

Christian Brothers’ High School, Lewisham

Professional Practice Program 2016 - 2017

Accreditation & Compliance

Requirements

Accreditation Requirements / Compliance

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All teaching staff must have ...

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Damian McGovern

$100 Accreditation Fee

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Accreditation Requirements / Compliance

All teaching staff must have ...All teachers must be accredited and must maintain their accreditation cycle.

● School is at risk of being fined.

● Employment of teacher is at risk - employment is suspended or terminated.

“if a TAA decides that a teacher is not meeting the professional teaching standards and/or other BOSTES rules for maintaining accreditation, the TAA must suspend or revoke the teacher’s

accreditation in accordance with the TAA’s policies and procedures.”

2015 - 2016 PPDP Evaluations

What we did well….

What we can improve on….

Christian Brothers’ High School, Lewisham

Professional Practice Development Plan

2016 - 2017BACKGROUND

Performance & Development Cycle

AITSL What schools are doing nationally ...

http://www.aitsl.edu.au/professional-growth/insight/performance-and-development-case-studies/australind-senior-high-school-wa

http://www.aitsl.edu.au/media-newsroom/multimedia-centre/detail/?id=ringwood-secondary-college-vic

http://www.aitsl.edu.au/professional-growth/insight/performance-and-development-case-studies/st-pauls-school-qld

Effective performance and development requires a collaborative and supportive workplace committed to a positive culture of ongoing

learning by individuals and teams. (Department of Education and Communities).

Performance & Development Cycle

The focus of the planning phase is to create an individual Performance and Development Plan (PDP) and a whole school/workplace professional learning plan to guide the work of each principal, executive or teacher for the year ahead. The PDP is developed through collaboration and professional dialogue with colleagues and is based on the following documents:

• Australian Professional Standards for Teachers which will form the basis for guiding and assessing performance and development. • Australian Teacher Performance and Development Framework on which the process will be based. • Australian Charter for the Professional Learning of Teachers and School Leaders which affirms that Teacher Professional Learning (TPL) is a shared responsibility that must be taken up at all levels of the education system by teachers, school leaders, system leaders and policy makers.

Department Background to the Performance and Development Cycle (our PPP)

SMART Goals

TIME BOUNDThere has to be a time requirement, otherwise your goal can sit unaccomplished forever.• When will you achieve the goal?• What will be your first step?

It is essential all goals are evidence based

SPECIFIC Make sure your goal pertains to one particular outcome.• What will you be doing when you have achieved the goal?• What do you want to do next?

MEASURABLEThere must be a definable end point so you know exactly when the goal has been accomplished. • How will you measure the achievement of the goal? • What will you feel when the goal is reached?

ACHIEVABLE You must be reasonably able to accomplish your goal otherwise you will frustrate yourself and risk damaging your self-esteem.• What might hinder you as you progress toward the goal?• What resources can you call upon?

RELEVANT Goals must relate to what you’re ultimately trying to achieve.• What do you, and others, get out of this?• Have other parties involved agreed to it?

SMART Goals Questions

SMART Goals

Examples of good Smart goals

I wish to incorporate strategies to promote the safe, responsible and ethical use of ICT with my senior students, in particular those who will use Blogger in MY SUBJECT.[Evidence: student samples of Blogger]

Standard 4.5.2Incorporate strategies to promote the safe, responsible and ethical use of ICT in teaching and learning

I wish to review current assessment tasks, implementing a new Backwards Mapped assessment task for MY SUBJECT which also makes use of Explicit Teaching to model the skills to be assessed.[Evidence: assessment tasks & student work sample]

Standard 5.1.2Develop, select and use informal and formal diagnostic, formative and summative assessment strategies to assess student learning.

Classroom Observations

How others are using Classroom Observation

http://www.aitsl.edu.au/professional-growth/support/classroom-observation-strategies/introducing-classroom-observation http://www.aitsl.edu.au/professional-growth/support/classroom-observation-strategies/peer-observation

Key Elements of Peer Classroom Observations

• Focus on the needs of the individual teacher informed by their students’ needs• Agreement on protocols• Trust between the teachers observing and being observed• Mutual commitment to the sharing and ongoing development of practice

Pre-ObservationMeet with partner/team to discuss and understand their goals, standards they are working towards and classroom situation. This will allow you time for pre-reading materials specific to their stated goal for classroom practice.

· Identify focus of the observation· Agree to date/time and duration of observation· Provide background and context for the lesson that will be observed

ObservationThis is not about the teacher. It is about classroom practice. What are the students doing? What work are they producing? Are they engaged?

● Single observer (note multiple observers can participate, if agreed by all)● Observer records data – what the teacher and students say, do, make and write

Discrete interaction with observed teacher and/or students may occur if appropriate

Key Elements of Peer Classroom Observations

Post-ObservationYou must allow adequate time for a discussion with your colleague about their students and what you observed regarding the students in the lesson. How could the teacher ensure growth in student learning and performance? What goal could the teacher focus on next?

Post-observation debrief● Occurs as soon as possible after observation● Observer shares data collected relevant to the identified focus● Observer and teacher share reactions looking at connections between data collected and the teaching and

student learning in relation to the teacher’s focus● Observer poses questions to prompt further development● Observer reflects on observations in relevance to their own practice● Plan next steps – action to be taken using shared reflections to improve practice, next focus for

observations, relevant professional learning required etc.

Completing your Professional Practice Development Plan

Professional Practice Development Plan 2016-2017

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2016-2017 Time Frame

Maintenance of accreditation continues throughout an accredited teacher’s career.

It is achieved through continued demonstration of teaching practice at the

level of Proficient and participation in professional development.

CBHS Professional Practice Development Plan & Accreditation

PPDP shouldn’t be ...

PPDP should be ...

CBHS Professional Practice Program New Initiatives (1)

WHEN ?Duration:

Whole school year(February - December)

HOW ?Meet once per fortnight and

additional times as negotiated

WHO ?As per diagram

KLA / Pastoral Co-ords

teachers in second Maintenance cycle

WHAT ?Building of skills in ...

● Effective pedagogy● Behaviour management ● Subject knowledge/ expertise● School procedures (event planning, etc)● Local & wider school leadership opportunities

BENEFITS FOR MENTOREE● Support in targeted activities

● Career development skills● Access to informed second opinion / “critical

friend”● Support in identifying needs in professional

development and professional growth

BENEFITS FOR MENTOR● Refinement of mentor skills

● Fulfillment of own development needs● Organisational recognition

● Building capacity

SUPPORTCareer Pathway and Mentoring Co-ordinator

Professional Practice Assistant

Professional Learning Team

Partners

KLA Co-ordinators

/ AP Primary

SLT

FOUNDATIONS● EREA Charter - Touchstones● CBHS Lewisham Mission & Vision● CBHS Lewisham Strategic Directions● LEWO Learning Statement● Aust Professional Standards For Teachers

PROCESSCBHS Lewisham

Professional Practice Program

2016 Trial CBHS Professional Practice - Mentor Program

A practice based mentoring program which aims to provide more structured support to Early Career Teachers, not just complete accreditation paperwork/portfolio. This will involve the close observation of colleagues lessons and teaching skills with guided debrief.

Based upon Australian Professional Standards for Teachers (Standards 1-7) and tailored to accreditation level of Early Career Teachers. This trial will involve

● New Scheme and Proficient Teachers (1st Maintenance Cycle) Yr.5-12.

Discussion will be focussed on the domains of:● Professional Knowledge● Professional Practice● Professional Engagement

Participants will meet approximately once a fortnight.

Mentoring programs for staff interested in stages of Developing Leadership and Leadership are being prepared.

CBHS Professional Practice Program New Initiatives (2)

Professional Practice Assistant1 point (time) position

Commencing 2017

Professional Practice Assistant

assists and supports the Deputy Principal and Career Path and Mentoring Coordinator as required in duties specific to the role.

positively encourages staff to become aware of BOSTES Accreditation requirements.

Works with - New Scheme Teachers providing quality mentoring to attain their Accreditation - responsible to Career Path and Mentoring

Coordinator- Proficient Teachers with their maintenance of accreditation requirements - responsible to Career Path and Mentoring Coordinator

prepares materials for and facilitate meetings and workshops for New Scheme Teachers and those Maintaining Accreditation

collaborates with the Deputy Principal and Career Path and Mentoring Coordinator to ensure CBHS Lewisham is delivering best practice Accreditation programs

provides assistance to staff in regards to CBHS Professional Practice Program encouraging all staff to engage in professional dialogue to enhance teaching and learning.

Final words on CBHS Professional Practice

Program

Robert Matthew van Winkle

Christian Brothers’ High School, Lewisham

Professional Practice

Program2016 - 2017

Thank You!