PDP coaching in 2024

The process for 2024 is very similar to that used in 2023 as feedback on this was positive. 

Introduction

Coaching, as an approach, is being employed at the college across multiple areas with all staff working with coaches to enhance their practice, members of the school leadership team engaging as coaches but also being coached themselves to best learn the methodology of this approach.

The work that you do in this coaching process will cover your Performance and Development work for the year. This journal is provided to you so that you can record your conversations or ideas through this process. You will not be required to submit it for the process but it is recommended that you hold on to it so that it can be produced in the future if anyone asks you to show evidence that you have met the statement of expectation for 2023.

Coaching as a process is quite a personalised approach and, hence it can be anticipated that there will be variance in the nature of the conversations and the focus of these that is strongly influenced by the practitioner being coached. You are the driver of these conversations.

Expectations

The Statement of Expectation

All staff members must demonstrate through their coaching conversations that they are meeting the below Statements of Expectation (note different statements for teaching and non-teaching staff).

Teaching staff:

1. Learning

Teacher class employees contribute to the collaborative development and delivery of effective teaching, learning and assessment programs and resources for the students they teach. These should be aligned with aspects of the school’s 2023 Annual Implementation Plan and be effectively differentiated to support students. This will support student learning growth through the ongoing acquisition of knowledge, skills and capabilities defined by the Victorian Curriculum F-10 and senior secondary qualifications.

2. Wellbeing

Teacher class employees foster student health and wellbeing in their classrooms, including through engagement in the collaborative planning and delivery of supports to strengthen student wellbeing. Teachers build relationships that foster a positive school climate and strengthen positive partnerships with parents, carers and other individuals and groups to support students’ participation in and sense of belonging in the school community. This will support students to develop the capabilities necessary to thrive, contribute and respond positively to the challenges and opportunities of life.

Non-teaching staff

1. Learning

Education support class employees contribute to or support, as appropriate to their role, the delivery of teaching, learning and assessment programs and resources. This will support school leaders and teachers to support student learning growth through the ongoing acquisition of knowledge, skills and capabilities defined by the Victorian Curriculum F-10 and senior secondary qualifications.

2. Wellbeing

Education support class employees collaborate with other school staff, as appropriate to their role, to support the planning and/or delivery of supports to strengthen student wellbeing. Education support class employees, as appropriate to their role, contribute to strengthening positive partnerships with parents, carers and other individuals and groups to support students’ participation in and sense of belonging in the school community. This will support school leaders and teachers to enable students to develop the capabilities necessary to thrive, contribute and respond positively to the challenges and opportunities of life.

Principal Class

1. Learning

Principal class employees lead the collaborative development, management and ongoing implementation and monitoring of effective teaching and learning and assessment programs. Principals implement the school’s current key improvement strategies and support teachers to effectively differentiate learning for all students. This will support student learning growth through the ongoing acquisition of knowledge, skills and capabilities defined by the Victorian Curriculum F-10 and senior secondary qualifications.

2. Wellbeing

Principal class employees lead the collaborative planning, management, and ongoing implementation and monitoring of support to strengthen student wellbeing. Principals implement practices and build relationships that foster a positive school climate and positive partnerships with parents, carers and other individuals and groups to support students’ participation in and sense of belonging in the school community. This will support students to develop the capabilities necessary to thrive, contribute and respond positively to the challenges and opportunities of life.

The expectation for each staff member is that they will meet with their coach a minimum of four times across the year including a session for goal setting, a session for mid cycle check in (recorded) and an end of cycle review (recorded). You are free to arrange additional times with your coach throughout the year (the recommendation is to use your Thursday 'planning teams' time for this). You are also strongly recommended to have your coach observe your practice at least once across the year.