Classroom Teachers Performance and development
- Experienced Teachers -
PERSONAL DETAILS
Name:
Record Number:
Current increment
level:
Date of next increment:
School:
Review period:
to
Experienced Teacher’s
signature:
Principal’s (or nominee’s)
signature:
This document sets out the statement of performance against the professional standards applicable for
experienced teachers. Ultimate responsibility for the performance assessment outcome rests with the principal
or (principal’s nominee).
Assessment of an experienced teacher’s performance against the professional standards is within the overall
requirement that the position responsibilities set out in the Teacher Class Handbook, Feb 2001, are met.
The principal or principal’s nominee will consider the statement of performance and other relevant information
in relation to each professional standard and make a decision, based on the balance of evidence, about whether
the experienced teacher has satisfied all the standards.
Experienced Teacher Performance and development
Professional Standards
1.
Demonstrate a high level of knowledge of relevant
curriculum areas, student learning processes and
resources, and can apply it in implementing programs
which enhance student learning.
-high level understanding of the principles
of teaching and learning and the
educational context and ability to apply this
understanding to improve student learning
-effective implementation of teaching
programs in accordance
with the
Curriculum and Standards Framework II,
VCE, where appropriate and school
curriculum policy
-high level of knowledge of specific
programs relevant to the teacher’s
classroom responsibilities eg. early years,
middle years, later years, ‘e’ learning, and
integration of these into classroom teaching
as appropriate.
2.
Demonstrate high-quality classroom teaching skills and
successfully employ flexible and adaptive approaches
and constructive strategies to allow students to reach
their full potential.
The following factors may be considered:
is there a pattern of consistent
progress for the majority of his/her
students?
has the range of teacher’s
work been considered?
Statement of Performance
-
-
-
-
-
-
has there been progress with
students of different
behaviour,
background and/or ability?
does the level of student
improvement
compare
favourably
measured against the key conceptual
and practical skills defined for the
level(s) of those students?
is
there
evidence
of
implementation of effective teaching
and
learning
approaches
and
strategies?
implementation of a range of
teaching strategies which provide for
structured teaching, maximisation of
time on task and opportunity for each
student to learn and experience success
establishment of a teaching
style which challenges and supports all
students to do their best by engaging
and motivating students and taking
positive steps to improve the quality of
students’ learning
provision
of
targeted
assistance to students failing to make
progress
3.
Successfully apply assessment and reporting strategies
that take account of relationships between teaching,
learning and assessment.
-
-
ongoing monitoring of student progress
linked to achievement of CSF II
outcomes
completion of student reports in
accordance with DEET and school
-
-
policy.
implementation
of
structured
assessment of students in accordance
with the Assessment and Reporting
Framework
completion of student reports in
accordance with DEET and school
policy.
Professional Standards
4.
Respond effectively to emerging educational initiatives
and priorities.
effective contribution, in the
context of the teacher’s role, to the
implementation of school charter goals and
priorities, including implementation of
teaching and learning strategies which
support the achievement of charter goals
and priorities
integration of school and
Department initiatives and priorities into
classroom teaching, as appropriate.
5.
Demonstrate high-level communication skills and
professional behaviour when interacting with parents or
guardians, students and colleagues.
consistently
demonstrated
-
high level communication skills when
interacting with staff, students, parents
and members of the broader school
community
establishment of effective
working relationships with other staff
members.
Statement of Performance
6.
Successfully organize and manage aspects of the wider
school program.
-
-
-
active support for the
implementation of school priorities through
participation in the development of school
policies and programs
undertaking additional
responsibilities to classroom teaching which
may include subject and/or student
coordination roles and/or school organisation
roles, or other responsibilities appropriate to
the role.
engaging parental and community
involvement in the school.
Professional Standards
7.
Demonstrate improved teaching and performance skills
through critically evaluating professional practices.
effective participation in
o school-based
learning
area/learning level meetings,
parent/teacher activities,
curriculum development and
evaluation meetings relevant to
the teacher’s classes,
o student management meetings
undertaking
school-based
and/or
external
professional
development focussed on improved
teaching and learning strategies
engaging in critical reflection
on own teaching practice that improves
the quality of the teacher’s teaching and
learning.
o
o
-
-
Statement of Performance
8.
Provide high-level professional assistance to other
teachers in classroom related areas.
provision of high level support to
-
other teachers to enable improvements
in the quality of teaching and learning
through collegial interaction, mentoring
and/or other appropriate action
effective supervision and training of
student teacher(s).
Professional development
focuses
Proposed action
Outcomes achieved
Mid-cycle review
The mid-cycle review is an opportunity for discussion about the teacher’s performance to date.
Comments may be provided by the principal (or nominee) and the experienced teacher and the page
signed and dated.
Note: Where it is considered likely that the teacher may not meet one or more of the standards at the
end of cycle assessment the teacher must be advised at least three months prior to their
increment date.
Principal’s (or nominee’s) comments:
Experienced teacher’s comments:
Experienced teacher’s
signature:
Date
Principal’s (or
nominee’s) signature:
Date
Performance assessment (end of cycle)- Experienced
teachers
To be completed by the principal or principal’s nominee.
Professional Standards
Experienced teachers will:
1.
Demonstrate a high level of
knowledge of relevant curriculum
areas, student learning processes and
resources, and can apply it in
implementing
programs
which
enhance student learning.
2.
Demonstrate high-quality classroom
teaching skills and successfully
employ flexible and adaptive
approaches
and
constructive
strategies to allow students to reach
their full potential.
3.
Successfully apply assessment and
reporting strategies that take account
of relationships between teaching,
learning and assessment.
4.
Respond effectively to emerging
educational initiatives and priorities.
End of Review Comments
Professional
Standards met
Yes
No
Professional Standards
Experienced teachers will:
5.
Demonstrate
high-level
communication
skills
and
professional
behaviour
when
interacting with parents or guardians,
students and colleagues.
6.
Successfully organize and manage aspects of
the wider school program.
7.
Demonstrate improved teaching and
performance skills through critically
evaluating professional practices.
8.
Provide
high-level
professional
assistance to other teachers in
classroom related areas.
End of Review Comments
Professional
Standards met
Yes
No
Performance assessment (end of cycle)
Principal’s (or nominee’s) comments:
PERFORMANCE OUTCOME:
The experienced teacher must meet all eight professional standards to have a successful performance
outcome.
All standards met:
One or more standards not met:
Principal’s (or nominee’s)
signature:
Date:
Date:
INCREMENTAL PROGRESSION:
For experienced teachers progressing through the scale who have met all the standards an
increment will be granted.
Increment awarded
Date
approved:
increment
Increment deferred
Date 3 months notice of
possible incremental
deferral provided:
Increment not applicable
Date outcome entered on HRMS:
Date of next review:
Experienced teacher’s comments:
Experienced teacher’s
signature:
Date:
______/_____/_____
______/_____/_____
At the completion of the review cycle a copy of this document should be provided to the
experienced teacher and the original placed on the teacher’s personal file.