Performance and Development

The following documentation is to be completed consistent with the requirements of the Performance and Development Framework for Principals, Executives and Teachers in NSW Public Schools (Jan 2015), which includes three phases: Plan,Implement and Review.
These processes are based on the Australian Professional Standards for Teachers, the Australian Teacher Performance and Development Framework and the Australian Charter for the Professional Learning of Teachers and School Leaders.
PLAN – Performance and Development Plan (PDP)
Your professional goals should be informed by the school plan and the professional teaching standards.
  • In general, 2 - 3 professional goals should relate to the goals we are trying to achieve collectively as a stage and school. The school plan outlines our key priorities and desired outcomes. Ask yourself, what do I need to learn so that I can support the school in realising the intent of the plan.
  • The School Excellence Framework is also very useful because it describes the practices we wish to embed across the school. These practices are outlined in our school plan.
  • 1 - 2 of your goals relate to your development as a teacher and should be informed by the Australian Professional Teaching Standards. These goals relate to where your are in terms of your professional career and aspirations. If you are an aspiring school leader it may well be useful to also look at the Principal Standard. The Teacher Self Assessment Tool  is a very useful starting point for reflecting on your professional teaching practice.

* TEACHER’S DETAILS: Name

* SUPERVISOR’S DETAILS: Name

* ANNUAL PERFORMANCE AND DEVELOPMENT CYCLE

From

* ----------------------------------------------------------------------------------------------------------------------------------------------------------

To

* School/Work Location:

*  Supervisor Work Location

* A.    Professional Goals – Record at least three and no more than five goals

* B.    Professional Learning – Indicate the activities and resources needed to support the achievement of professional goals. (100 words maximum)

* C.    Evidence – Record the types of evidence to be used to indicate progress towards achieving professional goals.  (100 words maximum)

* TEACHER/EXECUTIVE/PRINCIPAL signature

* Date

Date / Time

* SUPERVISOR signature

* Date

Date / Time
Optional comment
The teacher, executive or principal and supervisor are to sign below to indicate that the PDP has been sighted and the original has been retained by teacher, executive or principal.

* IMPLEMENT: The performance and development cycle is a dynamic process characterised by ongoing feedback, reflection and refinement. Record any adjustments made to the PDP to meet the professional learning needs of the teacher. (100 words maximum)

* REVIEW
Self-Assessment: A self-assessment is to be conducted by teachers, executives and principals mid-way through the annual performance and development cycle. It provides for reflection on teaching and/or leadership practice, assessment of progress towards achieving professional goals, evaluation of professional learning, and for the PDP to be refined and adjusted if necessary. (200 words maximum)

The teacher, executive or principal and supervisor are to sign below to indicate that the self-assessment has been sighted and the original has been retained by teacher, executive or principal.

* Annual Review:  At the end of the annual performance and development cycle, teachers, executives and principals participate in a structured discussion with their supervisor to facilitate a review on progress towards achieving professional goals. This will include an agreed written assessment, informing the next performance and development cycle. (200 words maximum)

* TEACHER/EXECUTIVE/PRINCIPAL

* Date

Date / Time

* SUPERVISOR signature

* Date

Date

* OPTIONAL COMMENT

T