Department of Education

Performance and Development Plan (PDP)

Employee Name:_____________________________________ Sarah Anning

School/Workplace: Cygnet Primary School
Classification:

Grade 3 Teacher___________________Manager:

Darryl Williams

Developing the PDP June 2016

Goals/Objectives
(identify links to Professional
Standards/School Improvement Plan or
division/business unit priorities)

To support teachers in the process

of using effective teaching
strategies integrating ICT into
learning and teaching programs.

Actions
(identify specific activities, projects,
tasks etc to be undertaken to achieve
each goal)

Developing a whole school ICT scope

and sequence that includes grade 6
ICT checklist.
Providing classes with specific
applications to support learning.
Assisting with the setup of the ICT lab
so that every student within a class
has access to a technological device
at the same time.
Demonstrate apps to teachers

Identified
Development Need
(identify any development
required to achieve the goal
and strategies to address)

External PL STEM, design and

technology.
Understanding of iMovie app

Outcomes and Measures

of Success
(identify outcomes to be
achieved and performance
measures/evidence used to
assess achievement of each
goal)

Teachers implementing whole

school scope and sequence (term
3) for planning and evaluating
student learning activities.
Students achieving success on
age appropriate ICT
checklist/scope sequence.
Teachers improve competency
and confidence in regards to
using technology in supporting
student learning outcomes
(surveys).

Conduct internal PD on the ICT general

capabilities and alignment to Australia
curriculum scope and sequence
(school) and applications available for
student learning.
Teachers will collaborate to embed ICT
capabilities (scope and sequence/ ICT
checklist) in their planning.

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Students will understand what they

are meant to learn, why it is
important and know when they
have achieved success in
accordance with the Effective
Pedagogy priority contained in the
school improvement plans.

Attend all in-school PD sessions about

evidence-based whole school
pedagogy.
Learn how to create effective learning
intentions and success criteria.
Implement learning intentions into my
practice in Term 2.

Develop a common
understanding of the benefits of
adopting high impact, evidencebased teaching practices school
wide.
Learn how to collect and
analyse data regarding the
impact of my teaching on
student learning outcomes.

Implement success criteria into my

practice in Term 3.

Learning intentions and success

criteria are included in my daily,
weekly and long-term planning.
Learning intentions and success
criteria are explicitly explained to
students, are visible and reviewed
throughout the learning process
for each lesson.
Students are able to articulate the
following:
What they are learning
Why they are learning it
How they know they have
achieved success with the
intended learning

Consolidate the effective use of

learning intentions ad success criteria
in Term 4.
Regularly share practice with
colleagues including successes and
challenges in implementing the new
pedagogy.
Seek clarification and assistance with
challenges around the implementation
of learning intentions and success
criteria as they arise.
Engage with research, professional
readings and PL (if available) to better
understand the impact of learning
intentions and success criteria on
student learning outcomes.

To develop my practice in the

teaching and learning of problem
solving and reasoning skills in
accordance with the established
whole school approach.

Participate in peer observation and

feedback opportunities with a focus on
pedagogy.
Development of a poster of problem
solving steps to be used school wide.
Ensure poster and problem solving
strategies are clearly displayed in my
classroom.
Use the Good Teaching Numeracy

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Refer to relevant research and

PL to support my teaching
strategies and pedagogy.
Being involved in creating a
whole school approach to
problem solving strategies and
vocabulary explicitly taught.

Each student will improve their

problem solving and reasoning
skills when comparing pre and
post assessments.
Each student will be able to
explain the problem solving steps
of Clarify, Choose, Use, Interpret

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resource to guide practice.

Collaborate/engage with PLT (Maths)
on a regular basis.
Plan learning tasks which challenge
students to problem solve.
Provide regular feedback to students
regarding their problem solving and
reasoning skills and individual
progress.

Develop an understanding of
formative assessment practices.
Develop an understanding of
what quality feedback to
students looks like.

and Communicate.
Improved competence regarding
numeracy and is more confident
with a whole school approach
(surveys, peer feedback
demonstrate good practice)
Improved NAPLAN and PAT scores

Increased implementation of problem

solving each week, as a part of
mathematical lessons.
Students engage regularly with Math
Shake app to support problem solving
skills.
Note
s:

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*The development of this PDP has included a discussion to

ensure that the
employee is aware of the requirements of the State Service
Code of Conduct
and State Service Principles. Yes No

** The development of this PDP has included discussion and agreement on

how the Departments values of learning, excellence, equity, respect and
relationships contained in the DoE Strategic Plan will be reflected by the
employees performance in their role. Yes No

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Professional Standards and Capabilities (relevant to employee group)

Select the appropriate standard or framework below to assist in developing the PDP:
For Principals the Professional Standard for Principals will be used in conjunction with the School Improvement Plan to identify goals.
For K-12 Teachers the Professional Standards for Teachers will be used in conjunction with the School Improvement Plan to identify
goals.
For non-teaching staff the Capability and Values Framework will be used as a separate assessment tool in conjunction with the PDP.
For Skills Tasmania staff the Skills Tasmania Personal Development Plan will be used as a separate assessment tool in conjunction with
the PDP.
For PY10 Teachers the Statement of Duties will be used in conjunction with the Business Plan to identify goals.

I agree with the content of the PDP.

Employee

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date

Manager

date

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Ongoing Feedback Support and Development

Record of Progress Against the PDP
Use this space to record ongoing feedback and progress toward meeting the outcomes and standards detailed in
the PDP.

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Evaluation, Assessment and Review

Summary of evaluation (This must be based upon the outcomes and standards required in the PDP and should
detail the evidence used):

Assessment (please tick appropriate box):

Has achieved the required
performance outcomes and standards

Next Step

Revise PDP and schedule next

feedback meeting

Progressing toward meeting required

performance outcomes and standards

Next Step

Revise PDP and include appropriate

support and development strategies
Revise timeframes where appropriate
Schedule review meeting

Has not achieved the required

performance outcomes and standards

Next Step

Consider appropriate actions with reference

to procedures. Options may include:
Development of a PIP
Provision of additional support and
development

I agree with the assessment.

Employee

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date

Manager

date

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Information collected on this form will only be used in accordance with the provisions outlined in the Department of Education Performance and Development Policy and
associated Procedures.

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