Performance and

Development 2015
Teaching Class Employee
Performance and Development Plan

Department of Education and Training

Hamish Tamlin

Name

Surf Coast Secondary College

School name
09035287

TO number

School number
June 2015 Dec 2015

P&D cycle dates

June 2015

Date plan developed

Overarching school goal(s)

Domain of Teaching: Professional Practice

Links to SCSC 2015 AIP

Use of student learning data that is improvement focussed, accurately measures value added growth and is moderated (SL 2C, 2D, 3A, 3B)

Finalisation and implementation of Positive Schools Positive Behaviours Matrix. that demonstrates to all stakeholders the values of our school and how they can
be fulfilled (SE&W 1, 3)

Further development of practices that support the engagement and use of Student Voice to actively improve College programs (SE&W 2, 3)

Continuation of feedback and forward protocols as assessment and reporting utilising Study Turf to enhance the position of parents in their childs learning (SL
3A 3B)

SMART goal

Suggested Goal:
My classroom is reflective of an
environment that holds the learner at
the centre. Students feel safe,
challenged in their work, able to
negotiate their learning with the
teacher and are able to demonstrate
their learning in a variety of ways.

Strategies

Providing a curriculum that is tailored to

Predicted evidence

individual needs.

Using my classroom as an example during

tasks

observations

and /or
My assessment and feedback, as well
as student learning data, is used to
support student learning growth.

Communicating a positive message (either

Student work examples highlight

progression through learning

Teacher professional reflection of the

verbally or written) for each student in my

success of teaching material and student

class regularly about their

learning

work/efforts/attitude, to encourage a
positive attitude towards school.

Samples of CATs - show deep learning

progression of learning and engagement in

Student voice valued, students provided

with choices when completing all tasks and
activities

Student feedback data regarding their

each lesson (1-5 scale of each)

Student learning goals

Attitudes to School Survey

Student Survey about teaching and

learning
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Connection to Standards How will this goal

demonstrate achievement of the Australian Professional
Standards for Teachers?

Through achieving the Professional Practice goal, I am also providing evidence of achieving the
following Australian Professional Standards for Teachers:
Plan for and implement effective teaching and learning
3.1 Set explicit, challenging and achievable learning goals for all students.
3.2 Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive
learning environments that engage all students.
3.3 Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and
creative thinking.
3.4 Select and/or create and use a range of resources, including ICT, to engage students in their learning.
3.5 Assist colleagues to select a wide range of verbal and non-verbal communication strategies to support
students understanding, engagement and achievement.
3.6 Evaluate personal teaching and learning programs using evidence, including feedback from students and
student assessment data, to inform planning.
Create and Maintain Safe and Supportive Learning Environments
4.1 Model effective practice and support colleagues to implement inclusive strategies that engage and support
all students
4.2 Establish and maintain orderly and workable routines to create an environment where student time is spent
on learning tasks.
4.3 Develop and share with colleagues a flexible repertoire of behaviour management strategies using expert
knowledge and workplace experience.
4.4 Ensure students wellbeing and safety within school by implementing school and/ or system, curriculum and
legislative requirements.
4.5 Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
Assess, provide feedback and report on student learning
5.1 Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to
assess student learning.
5.2 Provide timely, effective and appropriate feedback to students about their achievement relative to their
learning goals.
5.3 Understand and participate in assessment moderation activities to support consistent and comparable
judgements of student learning.
5.4 Use student assessment data to analyse and evaluate student understanding of subject/content, identifying
interventions and modifying teaching practice.
5.5 Report clearly, accurately and respectfully to students and parents/carers about student achievement,
making use of accurate and reliable records.

School support, resources and/or development What

will you need to learn/ what support will you require to

PD - How deep learning tasks can be relevantly implemented in MT OE HPE

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achieve this goal?

Access to ATSS and SCSC survey data relevant to MT OE HPE

Domain of Teaching outcome

Meets / Partially meets / Does not meet

Feedback , including:

achievement and strengths

areas for future development.

Professional practice and learning stage (mid-cycle)

Employee comments

Reviewer comments

What I have achieved:

I create an atmosphere whereby students feel valued as individuals

and have developed strong and positive rapports with students. I
believe I foster student voice, student feedback (engagement,
content, interests) is sought and acted upon, and students are
constantly provided with choices in their learning across all subjects
(OE, HPE, MT).

Students are able to demonstrate and articulate the progression of

their learning (both skills and knowledge) as they attain learning steps
through the continuum and scope and sequence.

Future work:

I need to ensure that learning tasks and CATs are rigorous and
provide opportunities for students to move beyond surface level
learning through developing relevant deep learning tasks (OE, MT,
HPE).

Analysing Attitudes to School survey and SCSC student survey data

and using this data to inform and enhance the teaching areas relevant
to me.

Ensuring I have concrete evidence of how I make adjustments to tailor

learning to individual needs in HPE, OE, MT and alter and enhance
my teaching and learning as a result of professional reflection

Centralising all evidence in PDP Weebly:

http://htpdpjunedec2015.weebly.com

Feedback and review stage (end-cycle)

Employee comments

Reviewer comments

Throughout the second half of this cycle, I have continued to place students at
the centre of their learning. They feel safe in their learning and take on
learning risks and challenges within my learning environment.
I am still developing my understanding and application of rich tasks and deep
learning relevant to my teaching areas, and even though adjustments are
consistently made in all of my teachings, finding the time and means to
document differentiation in my lessons.
I have been able to centralise my evidence on my personal PDP Weebly
http://htpdpjunedec2015.weebly.com

Domain of Teaching: Professional Knowledge

Links to SCSC 2015 AIP

Curriculum delivery that utilises technology to flip content delivery, enhance collaboration within learning and redefine how students demonstrate learning (SL 1D)

Validation that high level teaching practice at SCSC comprises many specialised elements through development of a Vision and of Practice
document and support materials (SL 4A)

Further development of self-directed student practice through increased use and teacher understanding of QLA and other learning tools and task design that
accurately identifies success criteria (SL 1B, 2B)

SMART goal

Suggested Goal:
I will actively support students in
accessing learning through
differentiation and/or negotiation of
learning tasks and/or through
innovative learning and teaching
practices, ensuring their individual
needs are addressed appropriately.

Strategies

The use of focus groups- Material tech

Range of PE groupings mixed

Predicted evidence

Conferencing conversations with students

with my PE, Outdoor Ed and Material Tech
classes on study turf.

ability/ability grouping/ competitive v non

competitive/ year level groups etc.

Use of planners that demonstrate

differentiation with students.

Engage students in lessons/units of work

(PE, Outdoor Ed, Material Tech

Informal documented student feedback on

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interests to connect with the curriculum and

make it relevant to them.

learning and engagement to school.

Drawing on students personal and cultural

Restructuring Material Tech curriculum in

Rubrics used to mark CATS

Material Tech choice rubrics and design

brief

Semester 2 to include stronger student

voice and choice of tasks

engagement

Student choice valued in PE lessons.

Connection to Standards How will this goal

demonstrate achievement of the Australian Professional
Standards for Teachers?

Video/Photo evidence of student

Operation Move (PE)

Through achieving the Professional Knowledge goal, I am also providing evidence of achieving
the following Australian Professional Standards for Teachers:
Know students and how they learn:
1.1 Use teaching strategies based on knowledge of students physical, social and intellectual development and
characteristics to improve student learning.
1.3 Design and implement teaching strategies that are responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Design and implement effective teaching strategies that are responsive to the local community and cultural
setting, linguistic background and histories of Aboriginal and Torres Strait Islander students
1.5 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of
students across the full range of abilities
1.6 Design and implement teaching activities that support the participation and learning of students with
disability and address relevant policy and legislative requirements.
Know content and how to teach it:
2.1 Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching
activities.
2.2 Organise content into coherent, well-sequenced learning and teaching programs.
2.3 Design and implement learning and teaching programs using knowledge of curriculum, assessment and
reporting requirements.
2.4Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait
Islander histories, cultures and languages. (Outdoor Ed)
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2.5 Apply knowledge and understanding of effective teaching strategies to support students literacy and
numeracy achievement.
2.6 Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected
content relevant and meaningful.
School support, resources and/or development What
will you need to learn/ what support will you require to
achieve this goal?

Support - how to document adjustments and differentiation in OE / HPE when you are engaging in the activity
woth stduents. Given set up/prep and pack up where is the time to record what you have already done when
you are needing to plan for the next activity?

Domain of Teaching outcome

Meets / Partially meets / Does not meet

Feedback , including:

achievement and strengths

areas for future development.

Professional practice and learning stage (mid-cycle)

Employee comments

Reviewer comments

What I have achieved:

I pride myself on the relationships that I have built with students, and
taking the time to get to know each student as an individual,
understanding their strengths, weaknesses, interests, likes and
dislikes as learners of HPE and OE. This knowledge of each student
group drives my teaching and learning to ensure the curriculum is
relevant and students are able to engage and connect with the
content. Operation Move is an initiative I have implemented in all HPE
classes I teach that supports the notion of engagement.

I consistently ensure all students are active participants throughout all

of my teaching and learning interactions. Focus groups are imperative
to ensure explicit teaching of skills in MT, whilst a range of student
groupings is evident in HPE / OE to ensure individual needs are
addressed appropriately.

Students are engaged and enjoy the classes that I teach video
recordings of students support this statement.

Conferences are completed in a timely manner and uploaded to study

turf.

Rubrics are used to mark CATs

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Future work:

Reconstructing material tech curriculum to ensure a stronger student

voice and choice of tasks looking forward to collaborating with new
MT teacher to make this possible for the remainder of the semester /
2016. This includes creating choice rubrics and design briefs.

Ensuring that the constant adjustments and ways that I differentiate

each lesson - especially HPE / OE, where it is quite often adhoc and
on the spot - given the nature of the subjects the task, the
unpredictability of the students (fears, phobias, first experiences, the
conditions etc.) are documented. Majority of the time I am on the
ground with the students, then the preparation and the pack up after
the class, I often forget/dont have the time to document adjustments
that I have made as a result of what has occurred throughout the
lesson.

Centralising all evidence in PDP Weebly:

http://htpdpjunedec2015.weebly.com

Feedback and review stage (end-cycle)

Employee comments

Reviewer comments

I continue to constantly differentiate all lessons, and make adjustment for all
students, I have continued to implement and modify / improve programs and
assistance to support students in physical activity lessons (HPE / OE)
Due to the staffing changes in the Material Tech domain, we have not had the
opportunity to reconstruct the curriculum this term. This is a goal that will
continue into 2016.
Even though differentiation is evident, I am still finding it difficult to document,
given time and nature of my teaching practices.

Domain of Teaching: Professional Engagement

Links to SCSC 2015 AIP

High level use and understanding of RJP and how they apply to the proactive development of a supportive learning environment (SE&W 4)

Literacy strategies that are shared and embedded across all learning areas (SL 2C, 2D, 3A, 3B)
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SMART goal

Suggested Goal:
I will work with colleagues to develop
and implement consistent programs,
support students to be active
contributors to a positive learning
environment, assessment techniques
and moderated work samples

Strategies

Connection to Standards How will this goal

demonstrate achievement of the Australian Professional
Standards for Teachers?

Consult with my year level team to

ensure consistency in student
judgments.
Moderation in Professional Learning
Team (PLT) meetings that promotes
consistency in teacher judgments.
Develop appropriate strategies to
address and identify student needs.
(PLT meetings).
Structured rubrics and learning
matrix provided for learning tasks

Predicted evidence

Collaborative development of CATs and

other teaching materials (Weebly)

Examples of tasks and activities that have

been improved for quality

Planning on the Weebly site for PE,

Outdoor Ed and Materials Tech

Planning documents in Google Drive

Pre and post tests design briefs

Marked CAT rubrics

Through achieving the Professional Engagement goal, I am also providing evidence of achieving
the following Australian Professional Standards for Teachers:
Engage in professional learning
6.1 Use the Australian Professional Standards for Teachers and advice from colleagues to identify and plan
professional learning needs.
6.2 Participate in learning to update knowledge and practice, targeted to professional needs and school and/or
system priorities.
6.3 Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional
knowledge and practice.
6.4 Undertake professional learning programs designed to address identified student learning needs.
Engage professionally with colleagues, parents/carers and the community
7.1 Meet codes of ethics and conduct established by regulatory authorities, systems and schools.
7.2 Understand the implications of and comply with relevant legislative, administrative, organisational and
professional requirements, policies and processes.
7.3 Establish and maintain respectful collaborative relationships with parents/ carers regarding their childrens
learning and wellbeing.
7.4 Participate in professional and community networks and forums to broaden knowledge and improve
practice
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School support, resources and/or development What

will you need to learn/ what support will you require to
achieve this goal?

Collegiately working with new MT teacher to improve material tech curriculum, learn new skills etc.

Domain of Teaching outcome

Meets / Partially meets / Does not meet

Feedback , including:

achievement and strengths

areas for future development.

Professional practice and learning stage (mid-cycle)

Employee comments

Reviewer comments

What I have achieved:

I work collegiately with colleagues to ensure consistency in teacher

judgements and mark CATs and student work accordingly.

I work collegiately with colleagues to develop rubrics and learning

matrixes for learning tasks, and curriculum content. I ensure planning
documents are uploaded on GDrive and all teaching material is on the
weebly for shared access.

I engage in professional discussions around meeting the needs of

students with in both formal (PLT/Meeting) and informal structures.

Future work:

Developing pre and post tests for material tech, that are actually
relevant to student learning in the subject and not just completed for
the sake of doing a pre and post assessment.

Centralising all evidence in PDP Weebly:

http://htpdpjunedec2015.weebly.com

Feedback and review stage (end-cycle)

Employee comments

Reviewer comments

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I continue to work collegiately with staff and colleagues to develop curriculum,

planners, assessments and rubrics. I attend all PD, PL, Collab sessions and
PLTs.
This term I have developed and administered Pre and Post assessments for
Material Tech, with the focus being on Safety and Hazard Identification.
In 2016, I endeavour to upskill in OE (rock climbing tickets etc.) and MT
through collegiately working with Pete Gunning,

Student outcomes-focused goal

Links to SCSC 2015 AIP

Direct attention to the further development of a culture of high aspirations and high student achievement data (SL 2C, ST&P 2B, 3A, 3B)

Further development of Snap Shot stakeholder data that provides feedback on school performance and programs (SE&W 3)

Moderation of task design that ensures students are being challenged or scaffolded to perform at the high end of the SOLO Deep Learning taxonomy (SL 2D)

Strong and consistent application of transition practices that support students to be fully supported in their pathways into and out of the College (SE&W 5, ST&P 1, 2A)

SMART goal

Suggested Goal:
Students in my class will grow as
learners and their learning will inform
the learning environment. To measure
this growth I will use Pre and Post
Assessment data, moderated teacher
assessments of CATs and KK tasks and
QLA feedback tools.

Strategies

Structured unit plans and task cards for

Predicted evidence

each topic area that clearly shows scaffold

activities and expected student outcomes

learning steps uploaded to Study Turf

Classroom observations and collegiate

feedback.

Listed CATs within the unit plan.

Student feedback.

Student voice incorporated in unit plans

Implement pre and post testing for all

Unit plans / CATs that demonstrate

Classroom observations and collegiate

feedback through coteaching models

Pre- and post-testing results demonstrate

students understanding in design brief and
highlights students that have grown, as

design briefs

well as areas for improvements in teaching

due to demonstrating no growth

Using student voice to identify task options

for each student - samples of student work
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Google Apps and Study Turf

to demonstrate this

Continued development of skills using

Rubrics used to assess CATS

collaboration with the HAPE Domain to

create rubrics and moderate assessments

Connection to Standards How will this goal

demonstrate achievement of the Australian Professional
Standards for Teachers?

Through achieving the Student Outcomes goal, I am also providing evidence of achieving the
following Australian Professional Standards for Teachers:
Know students and how they learn:
1.2 Use teaching strategies based on knowledge of students physical, social and intellectual development and
characteristics to improve student learning.
1.7 Design and implement teaching strategies that are responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.8 Design and implement effective teaching strategies that are responsive to the local community and cultural
setting, linguistic background and histories of Aboriginal and Torres Strait Islander students
1.9 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of
students across the full range of abilities
1.10 Design and implement teaching activities that support the participation and learning of students with
disability and address relevant policy and legislative requirements.
Plan for and implement effective teaching and learning
3.1 Set explicit, challenging and achievable learning goals for all students.
3.2 Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive
learning environments that engage all students.
3.3 Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and
creative thinking.
3.4 Select and/or create and use a range of resources, including ICT, to engage students in their learning.
3.5 Assist colleagues to select a wide range of verbal and non-verbal communication strategies to support
students understanding, engagement and achievement.
3.6 Evaluate personal teaching and learning programs using evidence, including feedback from students and
student assessment data, to inform planning.

School support, resources and/or development What

will you need to learn/ what support will you require to

13

achieve this goal?

Student outcomes-focused goal outcome

Meets / Partially meets / Does not meet

Feedback , including:

achievement and strengths

areas for future development.

Professional practice and learning stage (mid-cycle)

Employee comments

Reviewer comments

What I have achieved:

Work within my domain teams to develop rubrics and moderate

assessments

Units and curriculum content demonstrate scaffolded learning

opportunities for students, with assessments outlined within the unit
plan.

Unit plans/ CATs are uploaded to StudyTurf

Using rubrics for assessment

Student feedback is sought on lessons, and used to improve to quality

of future lessons.

Ensuring I am constantly improving skills using Google Apps and

Study Turf and implementing these in my teaching (where appropriate)

Future work:

Developing pre and post tests for material tech, that are actually
relevant to student learning in the subject and not just completed for
the sake of doing a pre and post assessment.

Ensure I seek/collate collegiate feedback on my teaching through

classroom observations and document the use of coteaching models.

Ensure I document the student choice element of lessons in planners

Centralising all evidence in PDP Weebly:

http://htpdpjunedec2015.weebly.com

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Feedback and review stage (end-cycle)

Employee comments

Reviewer comments

I continue to progress through all achievements outlined in my mid cycle

comments. As stated in Domain 3, I have developed and administered an
assessment for MT. Through working with colleagues in Material Tech and PE,
I am developing and enhancing my skills and understanding of co teaching.

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Performance and development outcome

Reflection and goal-setting stage (start-cycle)
The performance and development plan has been agreed between the employee and reviewer
Employee signature

Date

Reviewer signature

Date

Principal signature*

Date*

Feedback and review stage (end-cycle)

Overall employee comments

Overall P&D outcome

Overall reviewer comments

Meets / Does not meet

Employee signature

Date

Reviewer signature

Date

Principal signature*

Date*

*Required if reviewer is not Principal

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