Performance and Development
Culture
Preparing for P&D Culture accreditation
April 2008
Performance and Development
Culture Elements
1.
2.
3.
4.
5.
Induction program for teachers new
to the school
Use of multiple sources of feedback
Customised individual teacher
development plans
Quality professional development
Belief by teachers that the school
has a performance and development
culture
Steps in the Accreditation Process
Verification Step
Two
Verification Step One
Online teacher
survey - PDCQ
School decides
next steps with
region
ACCREDITATION
Written
application
External Verification: Step One
On-line staff survey (PDCQ)
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Recommended response rate 90% teaching
staff
PDCQ Data Report forwarded to Principal
and Region
Data analysis and consultation with SEO to
inform decision to proceed with application
External Verification: Step Two
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Application supported by documentation &
evidence:
5 elements
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Describe current practice
Evaluate that practice
Provide sample documentation
Verifiers phone / visit school
Verification report with recommendations
Feedback from Schools
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“The process was a vehicle for us to
formalise our practices, policies and
procedures, and for us to celebrate the
great work we are doing at the school.”
“For our school this has been an excellent
process and we believe that our school has
improved the organisational health of the
school by involving staff in the decision
making components of P&D Culture.”
Element 1 Induction
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The school:
has a comprehensive set of induction
materials, which are kept up to date
ensures that all new teachers participate in
an effective induction program, which
includes mentoring
provides training for staff involved in
mentoring and induction
monitors and evaluates the induction
program on a regular basis
ensures that induction and mentoring
programs are aligned with VIT and DEECD
guidelines
PDCQ Element 1
Who completes this section of the
questionnaire?
Teachers who have joined the school
staff, or rejoined the school staff after
a substantial period of absence (e.g.
more than one year), during the past
two years
Possible Documentation
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Induction policy
Induction program and timeline
Orientation day agenda
A mentor or mentoree’s evaluation
of the support provided
Guidelines for mentors
Element 2:
Multiple sources of feedback
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The school:
ensures that all teachers participate in a
feedback program that uses at least 3
data sources including student
outcomes data
has institutionalised the use of multiple
sources of data for teacher development
evaluates its feedback program on a
regular basis
Examples of feedback sources
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student outcomes data – academic,
personal attributes, qualities as a learner
(mandatory)
student feedback
student self-assessment
parent feedback
peer observation data
attendance data
Student outcomes data
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Statewide testing and teacher judgements
eg. AIM, VELS, VCE, VET, VCAL, GAT,
literacy and numeracy assessments
Attendance and retention
Student surveys
 Student Attitude to School survey
 PoLT surveys
 On Track data
 Class surveys
Student self-assessment
Peer assessment
Peer feedback – some examples
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Classroom observation and follow-up
reflection
Team teaching and reflection
Moderation of student work
Professional learning team discussions
around student data
P&D review discussions
Feedback from a critical friend
Staff Opinion survey data
Video and audio technology
Parent feedback
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Parent Opinion Survey
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Internal parent surveys
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Parent interviews and conversations
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Communication books
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Individual Learning Plans
Possible documentation
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Discussions and written feedback from
Performance and Development meetings
Student surveys
Parent surveys
Records of classroom observations
Analysis of student outcomes data
Professional Learning Team agenda or
minutes
Specialist or student teacher feedback
Element 3:
Individual development plans
The school:
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has current, individually customised
development plans for all teachers,
informed by multi source feedback
regularly reviews and/or updates
individual teacher development plans
aligns individual teacher development
plans to school priorities and improved
student learning
Possible documentation
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Sample individual performance and
development review form
Performance and development
review process/timeline
Guidelines for reviewers/critical
friends
Protocols for review meetings
Evaluation of the planning process
Element 4:
Quality professional development
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The school:
ensures that all teachers participate in a structured
PD program, which is explicitly linked to both
individual needs and to school priorities
has high quality PD at both group and individual
level
can demonstrate skill or knowledge transfer into
the classroom and positive impact on students
links PD to career and succession planning and
teacher’s future aspirations
ensures that its PD program reflects the Principles
of Highly Effective Professional Learning
effectively implements PD policy and guidelines
evaluates PD programs annually
Possible documentation for the
application
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PD schedule of activities
Completed professional learning evaluation
form
Professional learning team agenda and/or
minutes
Whole-school/team/individual professional
learning program
Evaluation of outcomes of the PD program
PD policy
Element 5: Staff belief
The school has over 75% of teachers
who feel that the school supports
individual professional growth and
development
Possible documentation
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Staff survey data, quantitative and
qualitative
Staff meeting agendas that focus on
teamwork, data analysis and improving
teacher practice
Professional learning team reflections and
minutes
Role and responsibility statements
Feedback on performance and development
processes
Flowchart of school’s communication /
feedback / decision making processes
P&D Culture Resources
Website
http://www.education.vic.gov.au/management/schoolimprovement/
panddc/default.htm
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Self Assessment Framework and Pack
Reference School and other case studies
Application guidelines
The 7 Principles of Highly Effective Professional
Learning
http://www.eduweb.vic.gov.au/edulibrary/public/teachlear
n/teacher/ProfLearningInEffectiveSchools.pdf
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10 statewide Reference Schools
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Partner schools and other accredited schools
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SEOs and other regional contacts