Performance and
Development Process
2014/2015
Teacher PDP Example 4 –
Lead – Primary School
Purpose
To provide school practitioners with examples of completed PDPs using a balanced scorecard
approach.
How to use
The PDP examples are provided to assist staff in developing their individualised PDPs using a
balanced scorecard approach. They include examples of SMART goals, strategies and evidence at
different career stages. Staff should use these examples only as a reference, and should develop their
own PDP, informed by their school strategic plan, annual implementation plan and student learning
needs.
Who developed the examples?
The PDP examples have been constructed by practitioners across different classifications and school
circumstances.
Department of Education and Early Childhood Development
Performance and
Development Process
2014/2015
Performance and Development Plan
Example – Primary Teacher
Name
Jane Smith
School Name
VIC PRIMARY
TO Number
000000
School Number
000000
Job Title
Teacher – Grade 3/4
Job Classification
Lead Teacher
P&D Cycle Dates
01/05/14 – 30/04/15
Date Plan Developed
May 2014
Overarching School Goal(s)
To improve individual learning outcomes for all students with a focus on literacy, numeracy and curiosity.
To develop a student centred stimulating learning environment that motivates and engages students in their learning.
To continue to improve and strengthen the processes which support the effective transitions and pathways of students into,
through and beyond the school.
Department of Education and Early Childhood Development
Page 2 of 7
Dimension 1: Student outcomes
Weighting:
SMART goal
Strategies
Evidence
I will have provided differentiated learning (with a focus
on literacy) for my students so that at least 50% of
students’ progress at least 18 months on relevant
AusVELS measures over the year.
Increase the percentage of group work – to one
session per day, fostering a feeling of community
among the children.
Student work examples highlight language
progression.
A consequence of the differentiated learning will result
in 2014 Student Survey showing 5% growth in
connectedness to school and teacher empathy.
Engage students in co-constructing lessons/units
of work, drawing on their cultural diversity and
interests to connect with the curriculum and make
it relevant to them.
A strong differentiated model of learning (particularly in
Literacy classes) is evident in my classroom and in the
classrooms of the team I lead.
Learning strategies will include: group tasks,
online literacy activities, and interactive
assessments.
Implement and analyse school based assessment
results in Terms 1 and 4.
Lesson Plans demonstrating effective learning
strategies.
Informal documented student feedback on
learning and connectedness to school.
2015 AusVELS Literacy data shows 18 months
improvement for 50% of students.
2014 Student Survey – showing 5% growth in
connectedness and teacher empathy.
Term 1: Create classroom groups of like ability
students.
Terms 2 to 4: Re-assess groupings according to
classroom observations.
Daily: Assign learning tasks according to the
group’s level.
Daily: Implement improvement strategies – such
as John Munro, which talks about getting students
‘knowledge ready’.
School support/resources and/or development
Instructional model.
End-cycle outcome:
Various assessment tools (On-Demand testing,
NAPLAN).
Structured Classroom observation.
Whole School curriculum.
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Dimension 2: Professional knowledge
Weighting:
SMART goal
Strategies
Evidence
By the end of the performance and development cycle,
I will have built the capacity of all staff to differentiate
according to student needs, including differentiated
learning strategies for students, which draw on schoolbased data and classroom observation.
Design and deliver professional learning sessions
on differentiation.
Pre-testing (alternatively data from the end of
the previous school year).
Seek feedback from leadership team colleagues
and principal on my delivery after each
professional learning session to critically reflect on
the impact of the professional learning on staff.
Notes (reflection) and resources from
professional learning seminar.
Seek feedback from staff on their learning
experience after each professional learning
session.
Use the feedback to critically review and revise
and inform the design of future sessions.
Model the use of lesson plans, student work
examples and assessment data from my own
classes to demonstrate high quality practice.
Assessment data in Terms 1 and 4, which show
a 12-month growth improvement for 85% of
students.
Lesson plans showing reading groups are in
like-ability groups.
Lesson plans highlight the different levels of
student knowledge.
Task plans that demonstrate effective
implementation of John Munro strategies.
Student written reflections from the learning
tasks.
AusVELS results in Term 4 indicate that 85%
students show a 12-month growth in Reading.
School support/resources and/or development
Assessment schedule and resources.
End-cycle outcome:
Professional learning seminar held by John
Munro.
Discussions with colleagues.
Liaising with my department.
Access to literacy recourses.
Provision of ICT recourses.
Page 4 of 7
Dimension 3: Professional practice
Weighting:
SMART goal
Strategies
Evidence
By the end of Term 2 I will have developed a schoolwide spelling program which targets and responds to
individual learning needs.
The new spelling program will centre on the
diversity found in the school community. Reading
activities will explore various cultures.
Student performance analyser (SPA) data,
work samples and teacher judgements will
reflect consistency in teacher judgement.
By the end of the year, 60% of students will improve
their spelling by 50%, when compared to results at the
beginning of the year.
Access resources prior to commencement of cycle
– ensuring they are appropriate for current and
projected learning levels.
Teacher professional reflection of the success
of new teaching material.
Implement the following testing tools:



On-Demand testing
P.A.T. diagnostic tests in vocabulary,
reading and comprehension
NAPLAN testing in May.
Student spelling assessment data will
demonstrate an improvement of 50% in 60% of
my class.
Consult with other year level teams to ensure
consistency in student judgements.
Moderation in Professional Learning Team (PLT)
meetings that promotes consistency in teacher
judgements.
Develop appropriate strategies to address and
identify student needs. (PLT meetings).
School support/resources and/or development
Provide peer support regarding the
implementation, collection of results and analysis
of data.
End-cycle outcome:
Time with other teams in the school for moderation
of results and work samples.
Implement whole-school assessment schedule.
Professional Development to support teaching
strategies.
Page 5 of 7
Dimension 4: Professional engagement
Weighting:
SMART goal
Strategies
Evidence
I will have increased parental involvement in all
classrooms – having at least one parent attend each
excursion from Term 3 and by Term 4 having two
regular parents who assist with morning reading.
Establish a set of guidelines (accessible to all staff
via intranet) on parents in the classroom: what is
expected, what they need to know and how to
encourage parent engagement.
Documents drafted and accessible via intranet.
Increased parental involvement is evident in all
classrooms. Parents take an active interest in class
activities and student reports and conferences.
Conduct two sessions at staff meetings on parent
engagement: the first providing information on
what the guidelines will include. The second
outlining staff/parent responses and changes to
the guidelines.
This will result in an increase of parent engagement,
highlighted through 50% more parents providing
feedback on their children’s report cards.
Using my classroom as an example.
Communicating a positive message (either
verbally or written) to the parents/carers for each
student in my class once a term about their
work/efforts/attitude, to encourage a positive
attitude towards school.
An increase in parental involvement – parents
visiting and assisting in classrooms.
Anecdotal evidence of greater parental
involvement – photos, conversations.
Record of communication with parents.
Parent opinion survey demonstrates increase in
parent participation.
Feedback at parent-teacher interviews.
An increase in parent attendance at school
assemblies.
A 50% increase in parent feedback on student
report card.
Send a note/letter home informing parents of the
processes.
Develop a template/proforma for sending
messages.
Translate and communicate feedback from
parents and carers.
Keep a record of contact made.
School support/resources and/or development
Access to parent data – email addresses/ postal
addresses.
End-cycle outcome:
Resources to communicate – ICT.
Access to parent feedback data.
Page 6 of 7
Feedback and Assessment Outcomes
Start cycle
The performance and development plan has been agreed between the teacher and reviewer
Teacher signature
Date
Reviewer signature
Date
Principal signature*
Date*
Mid cycle
Teacher comments
Teacher signature
Date
Reviewer comments
Reviewer signature
Date
Teacher comments
Teacher signature
Date
Reviewer comments
Reviewer signature
Date
Overall end-cycle outcome
Principal signature*
Date*
End cycle review
*Required if principal is not the teacher’s reviewer
Page 7 of 7