Lockleys North Primary School
Quality Teaching and Learning
Recognition
o reflection on successes,
contributions and achievements
Clarification, Direction /
Accountability
At LNPS performance planning focuses on
identifying performance objectives that:
o are challenging and encourage
creativity and innovation
o align with relevant performance
expectations, (AITSL)
o align with, and support the
achievement of, organisational
priorities (Site Improvement Plan)
At LNPS staff set well defined and effective
performance objectives using the SMART
model.
Staff are expected to:
o share their learning and practice
with each other
o exchange authentic feedback with
colleagues
Performance Development Name: Ash Bruorton Leadership Feedback From:
Term One Review 11/05/2021 Mirjana Grubor
Ash, a great start to the year with taking on multiple year levels as a graduate. You have managed to take on a learning support
role and taken it upon yourself to build your knowledge of the various curriculum areas and effective pedagogical approaches.
This has enabled you to plan your learning support lessons and seek feedback from your colleagues.
As a graduating student entering the profession you have developed relationships with your students and are fostering
relationships with staff. The reflections on your approaches to meet the diverse needs of students and always seeking ways to
deepen own knowledge of how to work with students should be recognised and celebrated. Now that you are finding your ground,
take a step back and continue to reflect on how you can refine things rather than always trying something new. The best
practitioners are the reflective ones, and reflecting on what has worked and had impact. Further learning and deeper
understanding fo the high impact strategies will support this. Continue to build your self-reflective nature and notice where you
see the need to improve and what is working well for you so far, always actively participating in meetings and contributing ideas.
2021 SMART Goals and Actions
Curriculum, Learning Intentions and Success Criteria
Effective learning intentions give students clarity of the purpose of their learning tasks as well as allow them to make
connections between prior learning and alternative contexts to which they can apply their new learning. In our meeting you
mentioned you needed to re-focu on ensuring LI are evident within all tasks and unpacked with students. The following is an
excerpt from our Assessment for Learning Guidelines regarding the importance of LI and how we can “be better at” creating and
sharing them with students.
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➔ The focus is on the learning not the doing
➔ The learning is transferable thus the learning intentions must be free of context
➔ Our language is consistent when formatting learning intentions
◆ To know (specific knowledge / facts)
◆ To understand (concepts / connections)
◆ To be able to (skills)
➔ Learning intentions are short and precise
➔ We determine appropriate language attentions through
 o critically reflect on their own
performance
Support / Professional Learning
Professional learning opportunities are
aligned with:
o Site Improvement Plan (SIP)
o individual needs and aspirations
◆ the verbs and nouns addressed in each Learning Area Achievement Standard and Elaborations
◆ the General Capabilities
◆ the Cross-Curriculum Priorities
➔ Learning intentions are determined before the task is designed
➔ The task meets the intended purpose of the learning
We ensure the effective use of learning intentions by:
➔ Sharing them with students (at the beginning of a lesson or after a “hook” to engage students)
➔ Referring to them repeatedly throughout the lesson so that the focus is on the transferable learning rather than the task
➔ Giving feedback to students that directly relates to the learning intention (through the success criteria)
➔ Reflecting against learning intentions at the end of the task (by the teacher, the students as a group or individuals)
By following above, we ensure that LI are not “wallpaper objectives” which are learning intentions displayed to comply but not
referred to again at any stage of the learning process.
To further support your growth and development of your pedagogy, planning is crucial. As you organise content into coherent,
well-sequenced learning and teaching programs, learning intentions are at the forefront of every lesson, enabling you to explicitly
unpack them with your students. Further to this, sequential learning and clear learning intentions will further enable you to have
clarity around structured assessment tasks, concepts which require consolidation and the need to aim for mastery. This
resource of videos delves deeper into the LI and SC including videos.
Behaviour Education
Continue to trial different strategies and ones that work for you. You identified that saying things like “I am the boss, If you do
this then no reward, First this then this” are working for you, so keep doing them until they become a default. Observe how Erin
and others interact with students, taking note of voice and tone levels. Giving students are choice is not always easy, ensure
that the two choice are both what you want them to do. Keep utilising the Behaviour Support Toolkit also.
There are numerous experts in this field - Bill Rogers books (we have some in the library and I have copies) are recommended for
further reading.
AITSL - Lots of examples of practice and self reflection tools
Autism SA
Mathematics - Big Ideas In Number - professional learning
Literacy and Numeracy Guidebooks - Build Foundations to help identify high impact strategies for Literacy and Numeracy. They
also have significant teacher information about practices and strategies that we should see in classrooms.