PERFORMANCE AND DEVELOPMENT CYCLE 2020

From DET
Teacher and Principal P&D plans will be aligned with the school Strategic Plan, to ensure all staff are working together
to achieve the school priorities. This approach places strong emphasis on the collective responsibility amongst all
school staff for the learning gain of students.

For WHSC
Choose 4 goals – one from each area :
Professional Practice, Professional knowledge, Professional Engagement and Student Outcomes.
Choose 2 or 3 strategies to enable achievement of each goal.
Choose evidence as necessary to demonstrate achievement of each goal.
Indicate how each goal links to the AITSL Professional Standards
Indicate the range of school supports that you are able to access to support you in achieving your goals.
Examples of goals, strategies and evidence are for support – staff may choose to go beyond these, in
consultation with their designated reviewer or PPSSL.

Classroom Teacher Range 1 to focus on improving their own practice.

Classroom Teacher Range 2 to focus on improving their own practice and also support other members of staff to
improve theirs.
Leading Teachers to focus on improving their own practice and to implement or oversee programs that improve
practice in an area of the school.

Evidence must include:

1. Student outcome data, demonstrating learning growth.
2. Peer observation and feedback records (recommend minimum of 3 observations and 3 being observed)
3. Student classroom feedback. (recommend minimum 2 re content of unit and 2 re teaching strategies)

CONNECTION TO STANDARDS
The Australian Professional Standards for Teachers comprise seven Standards which outline what teachers
should know and be able to do. The Standards are interconnected, interdependent and overlapping.
The Standards are grouped into three domains of teaching: Professional Knowledge, Professional
Practice and Professional Engagement. In practice, teaching draws on aspects of all three domains.
Within each Standard, focus areas provide further illustration of teaching knowledge, practice and professional
engagement. These are then separated into Descriptors at four professional career
stages: Graduate, Proficient, Highly Accomplished and Lead.

Domains of Standards Focus areas and

teaching  Descriptors

Professional 1. Know students and how they learn Refer to the Standard at
Knowledge 2. Know the content and how to teach it each career stage

Professional  3. Plan for and implement effective teaching and  

Practice learning
4. Create and maintain supportive and safe learning
environments
5. Assess, provide feedback and report on student
learning

Professional 6. Engage in professional learning  

Engagement 7. Engage professionally with colleagues, parents/
carers and the community
The focus areas and descriptors identify the components of quality teaching at each career stage. They constitute
agreed characteristics of the complex process of teaching. An effective teacher is able to integrate and apply
knowledge, practice and professional engagement as outlined in the descriptors to create teaching environments in
which learning is valued.

OVERARCHING SCHOOL GOALS

Maximise student learning and achievement outcomes.
Empower students to actively engage in their learning.
Improve student outcomes relating to differentiated teaching and learning.

PROFESSIONAL LEARNING DAYS 2020

Term 1 Tuesday 28th January – Staff Development Day 1
Wednesday 29th January – Staff Development Day 2

Term 2 Friday 29th May – Diversity Training/PLC focus

Term 3 Friday 11th September – TBC + Staff Wellbeing

Term 4 Monday 2nd November – Cultural Understanding and Safety Training (CUST)

TIMELINE
• Documents created and goals set –by Friday 20th March

• Approved by Reviewer – by Friday 27th March

• Mid Cycle Reviews - End of Term 2 (date TBC)

• End Cycle Review Presentations – Mid Term 4 (date TBC)

________________________________________________________________

REVIEWERS
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 PROFESSIONAL KNOWLEDGE
NOTE: Due to the current implementation of PLCs, this goal will be set in PLC teams in early Term 2. Copy and paste the
relevant statement and edit as necessary once your goal has been set.
GOAL STATEMENTS
Leading Teacher / Learning
Specialist
By December 2020, I will have
facilitated the implementation of the
PLC Program through advocating,
participating in and leading
strategies to support high-quality
professional learning opportunities
for colleagues that focus on
improved student outcomes.
STRATEGIES
To be developed in PLC
EVIDENCE
To be developed in PLC
CONNECTION TO AITSL STANDARDS
Domains of teaching  Standards
Professional Knowledge3.
learn
4.
teach it
Leading Teacher
Lead processes to evaluate the
effectiveness
of teaching programs using research
and
workplace knowledge about how
students
learn.
SCHOOL SUPPORTS
 WHSC AIP
 Guidance on classroom
observation
 Templates for recording Peer
Observations
 Student data through Compass
 Pivot Surveys
 Professional Practice Days
 Professional Learning Days
 PLC
________________________________________________________________
Classroom Teacher Range 2
By December 2020, I will have
supported colleagues within my
PLC to improve student outcomes
by (goal developed by PLC). This
will involve setting an Inquiry
question, implementing strategies
and presenting findings to the wider
staff.
Focus areas and Descriptors
Know students and how they Refer to the Standard at each career stage
Know the content and how to
Classroom Teacher Range 2
. Expand understanding of how
students learn using research and
workplace
knowledge.
 Feedback tools and protocols
 Access to Professional Reading
 Access to a suitable Mentor
 Domain Meetings
 Access to, and notification of
relevant Network Meetings
 Access to, and notification of
relevant External Professional
Learning
Classroom Teacher Range 1
By December 2020, I will have
developed knowledge and
contributed to my PLC to improve
student outcomes by (goal
developed by PLC). This will
involve setting an Inquiry question,
implementing strategies and
presenting findings to the wider
staff.
Classroom Teacher Range 1
Structure teaching programs using
research and collegial advice about
how
students learn.
 Mentor training
 Partnering with a colleague to
develop knowledge and reflect
on effectiveness of the
implementation
 Compass as a means of sharing
information
 O365
 PROFESSIONAL PRACTICE
GOAL STATEMENTS

Leading Teacher / Learning Classroom Teacher Range 2 Classroom Teacher Range 1

Specialist
By December 2020, I will have
provided and received feedback
from classroom observations and
Learning Walks. I will be able to
demonstrate development from that
advice and my own reflections to
improve student outcomes
incorporating (Literacy
Tasks/Numeracy Tasks / An
aspect of WHSC Teaching &
Learning Model /HITS
Task/ Response to
PIVOT Data/ ICT/Student
Agency/Differentiation) in my own
classes and across my team.
By December 2020, I will have
provided and received feedback
from classroom observations and
Learning Walks. I will be able to
demonstrate development from that
advice and my own reflections to
improve student outcomes
incorporating (Literacy
Tasks/Numeracy Tasks / An
aspect of WHSC Teaching &
Learning Model /HITS
Task/ Response to
PIVOT Data/ ICT/Student
Agency/Differentiation) in my own
classes and provide support for
colleagues to do the same.
By December 2020, I will have
participated in classroom
observations and Learning Walks,
providing and receiving peer
feedback, reflected on my own
practice and developed my
strategies to target student learning
needs incorporating (Literacy
Tasks/Numeracy Tasks / An
aspect of WHSC Teaching &
Learning Model /HITS
Task/ Response to
PIVOT Data/ ICT/Student
Agency/Differentiation).

STRATEGIES (Choose 2 or 3)
 Reflection and follow up from Learning Walks and/or Classroom Observations
 Visit another teacher’s class to observe their teaching and hold a Post-Observation conversation with them.
 Develop and implement classroom observation and feedback conversations with colleagues.
 Use student feedback surveys/Pivot to inform my teaching practice and to be observed as I am implementing
them.
 Support another staff member to use survey’s/Pivot to improve teaching practice.
 Support my team to use survey’s/Pivot to improve teaching practice
 Any others as discussed with reviewer

EVIDENCE
 Templates of ‘actions’ following Learning Walks
 Observation notes which incorporate self-reflection
 Mentoring/coaching of staff
 Assessment moderation and variety of assessment tools (e.g. rubrics, formative, summative)
 Video evidence of classroom activity, student conversations
 Triangulation of data
 Annotated work samples
 Lesson plans using Victorian Curriculum and Incorporating the WHSC Teaching & Learning Model
 Any other as discussed with reviewer.

CONNECTION TO AITSL STANDARDS

Domains of Standards Focus areas and

teaching  Descriptors

Professional  4. Plan for and implement effective teaching and  

Practice learning
5. Create and maintain supportive and safe learning
environments
6. Assess, provide feedback and report on student
learning
7.
Leading Teacher / Learning Classroom Teacher Range 2 Classroom Teacher Range 1
Specialist
Work with colleagues to review, modify Support colleagues to select and Select and use relevant teaching
and expand their repertoire of teaching apply effective teaching strategies to strategies to develop knowledge,
strategies to enable students to use develop knowledge, skills, problem skills, problem solving and critical
knowledge, skills, problem solving and solving and critical and creative and creative thinking.
critical and creative thinking. thinking

SCHOOL SUPPORTS
 WHSC AIP  Feedback tools and protocols  Mentor training
 Guidance on classroom  Access to Professional Reading  Partnering with a colleague to
observation  Access to a suitable Mentor develop knowledge and reflect
 Templates for recording Peer  Domain Meetings on effectiveness of the
Observations  Access to, and notification of implementation
 Student data through Compass relevant Network Meetings  Compass as a means of sharing
 Pivot Surveys  Access to, and notification of information
 Professional Practice Days relevant External Professional  O365
 Professional Learning Days Learning
 PLC

________________________________________________________________
 PROFESSIONAL ENGAGEMENT
GOAL STATEMENTS

Leading Teacher / Learning Classroom Teacher Range 2 Classroom Teacher Range 1

Specialist

By December 2020, I will seek and
undertake a number of professional
learning activities that support the
key improvement strategies as
outlined in the AIP. I will support
colleagues to source professional
learning, and facilitate the sharing of
this learning. I will share knowledge
and resources with relevant teams
and ensure that appropriate
documentation has been stored in
the Whole Staff PL folder in O365
By December 2020, I will seek and
undertake at least 2 professional
learning activities that support the
key improvement strategies as
outlined in the AIP. I will share
knowledge and resources with
relevant teams and ensure that
appropriate documentation has
been stored in the Whole Staff PL
folder in O365
By December 2020, I will seek and
undertake at least 2 professional
learning activities that support the
key improvement strategies as
outlined in the AIP. I will share
knowledge and resources with
relevant teams and ensure that
appropriate documentation has
been stored in the Whole Staff PL
folder in O365

STRATEGIES (CHOOSE 2 or 3)
 External PL
 TLN Courses
 Webinars
 DET sessions
 Professional Readings
 Any other as discussed with reviewer

EVIDENCE
 Meeting Minutes
 Presentation to Leadership/Team/Domain/Whole Staff
 Additional supporting documentation to be shared with relevant teams and stored centrally in Whole School
PL folder on O365
 Any other as discussed with reviewer
CONNECTION TO AITSL
Domains of Standards Focus areas and
teaching  Descriptors

Professional 7. Engage in professional learning  

Engagement 8. Engage professionally with colleagues, parents/
carers and the community

Leading Teacher Classroom Teacher Range 2 Classroom Teacher Range 1

Advocate, participate in and lead
strategies to support high-quality
professional learning opportunities
for colleagues that focus on
improved student learning.
SCHOOL SUPPORTS
 WHSC AIP
 Coaching Conversations
 Guidance on classroom
observation
 Templates for recording Peer
Observations
 Student data through Compass
 Pivot Surveys
 Professional Practice Days
 Professional Learning Days
Engage with colleagues to evaluate
the effectiveness of teacher
professional learning activities to
address student learning needs.
 Feedback tools and protocols
 Access to Professional Reading
 Access to a suitable Mentor
 Domain Meetings
 Access to, and notification of
relevant Network Meetings
 Access to, and notification of
relevant External Professional
Learning
Undertake professional learning
programs designed to address
identified student learning needs.
 Mentor training
 Partnering with a colleague to
develop knowledge and reflect
on effectiveness of the
implementation
 Compass as a means of sharing
information
 O365
________________________________________________________________
STUDENT OUTCOMES FOCUS
GOAL STATEMENTS
Leading Teacher / Learning Classroom Teacher Range 2 Classroom Teacher Range 1
Specialist

By December 2020, I will have
supported my team to ensure that
the T&L Model is visible and central
to practice. I will support them to
implement data informed strategies
ensuring they know our students
and provide learning activities and
assessments that enable skill
development and demonstration of
those skills.
By December 2020, I will actively
work in my classes, and across the
school, to ensure that the T&L
Model is visible and central to my
practice. I will implement data
informed strategies to ensure I
understand our students and
provide learning activities and
assessments that enable skill
development and demonstration of
those skills.
By December 2020, I will actively
work in my classes to ensure that
the T&L Model is visible and central
to my practice. I will implement data
informed strategies to ensure I know
our students and provide learning
activities and assessments that
enable skill development and
demonstration of those skills.

STRATEGIES (Choose 2 or 3)
 Differentiated student planning incorporating the WHSC T&L Model using Victorian Curriculum
 Student feedback and conversations
 Individual Learning Plans and stretch-goal setting
 Stimulating and supportive classroom displays
 Facilitate the implementation of a unit of work relevant to and with my mentoree.
 Organise excursions and incursions that allow students to engage with the wider community.
 Mentor another staff member in Domain
 Support development of V.I.T folio.
 Develop opportunities for students to access extension activities.
 Undertake Professional Reading
 Implementation of innovative ideas and teaching practices; and presentations at Learning Labs
 Attend meet the Assessors Sessions and implement strategies in the classroom based upon these sessions.
 Attend Professional Development and implement strategies learnt in my classes.
 Any others as discussed with reviewer.

EVIDENCE
 Documentation of units incorporating the T+L Model.
 Documented student-progress meetings with students, parents and peers
 Engagement in practice sharing and collaborative classroom practices
 Mentoring of student-teachers and junior staff
 Professional reading and documented impact on practice
 Student data
 Policy and protocol development
 External study and professional development with documentation and sharing of learning
 Facilitating and leading teams, minutes, materials, and sharing with colleagues
 Emails or notes from meeting with mentor/mentee
 Leadership within a key learning area and documented impact on student outcomes and professional development
 Development of specialist programs to provide additional student intervention
 Documented Lesson Plans incorporating extension activities
 Any others as discussed with reviewer.

CONNECTION TO STANDARDS
Domains of Standards Focus areas and
teaching  Descriptors

Professional  5. Plan for and implement effective teaching and  

Practice learning
 6. Create and maintain supportive and safe learning
environments
8. Assess, provide feedback and report on student
learning

Leading Teacher Classroom Teacher Range 2 Classroom Teacher Range 1

Co-ordinate student performance and
program evaluation using internal and
external student assessment data to
improve teaching practice
Work with colleagues to use data
from internal and external student
assessments for evaluating learning
and teaching, identifying interventions
and modifying teaching practice.
Use student assessment data to
analyse and evaluate student
understanding of subject/content,
identifying interventions and
modifying teaching practice.

SCHOOL SUPPORTS
 WHSC AIP  Feedback tools and protocols  Mentor training
 Guidance on classroom  Access to Professional Reading  Partnering with a colleague to
observation  Access to a suitable Mentor develop knowledge and reflect
 Templates for recording Peer  Domain Meetings on effectiveness of the
Observations  Access to, and notification of implementation
 Student data through Compass relevant Network Meetings  Compass as a means of sharing
 Pivot Surveys  Access to, and notification of information
 Professional Practice Days relevant External Professional  O365
 Professional Learning Days Learning
 PLC