Curriculum and Achievement

• Develop curriculum & learning opportunities that allow students to engage in learning outcomes within their Zone of Proximal Development
• Establish collective accountability for assessment and monitoring of progress of individual students, cohorts, & the whole school

Personalisation and Mentoring

• Embed the personalised approaches to engage and support all students within the College
• To develop and monitor best practice programs to increase a sense of belonging in students

Professional Learning and ICT

• Strengthen the teaching and learning culture to support agreed and effective instructional practice
• Develop and implement an agreed and effective blended learning model across all Learning Areas from Years 7 to 12

Student Voice and Pathways

• Empower students to have an effective voice to positively engage within their community
• Facilitate effective student transitions into, throughout and beyond the school

• Professional Knowledge

1. Know the students and how they learn

2. Know the content and how to teach it

• Professional Practice

3. Plan for and implement effective teaching and learning

4. Create and maintain supportive and safe learning environments

• Professional Engagement

6. Engage in professional learning

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

• Student Outcomes

Contribute to improvement in student achievement, engagement or wellbeing, either for individuals or for groups of students

• Writing Across the Curriculum

SMART Goal Description: By the end of 2019, I will aim to support students to;

- Improve their writing achievement across a range of subjects

Strategies:

To do this I will aim to;

- Demonstrate an understanding of the importance of the writing demands in their curriculum areas.

- Collaborate in their curriculum areas to develop rich tasks involving writing.

- Moderate examples of student writing.

• Berry Street Educational Model

SMART Goal Description: By the end of 2019, I will aim to support students to;

- Experience less conflict with their peers and teachers

- Feel more connected to school and each other

- Display improved self-regulation strategies

Strategies:

To do this I will aim to;

- Feel more confident about adapting their practices to meet all students' needs

- Demonstrate unconditional positive regard towards all students

• High-Impact Teaching Strategies

SMART Goal Description: By the end of 2019, I will aim to support students to;

- Complete learning tasks within their zone of proximal development

- Improve their capacity to reflect on their learning achievement and progress.

Strategies:

To do this I will aim to;

- Select, use and evaluate the effectiveness of the High Impact Teaching strategies.

- Access and analyse student data to inform and plan their teaching.

• Student Voice, Agency and Leadership

SMART Goal Description: By the end of 2019, I will aim to support students to;

- Demonstrate an improved and more sophisticated sense of agency in their learning

- Design and evaluate their own learning tasks

- Provide regular feedback to their teachers about their learning needs

- Be more engaged in their learning

Strategies:

To do this I will aim to;

- Evaluate the extent to which they use student voice and agency in their classes, and use data to improve their practices

- Co-design learning and assessment practices with students

I will know that I have achieved this goal when I have demonstrated progress through my implementation of the Writing Across the Curriculum, as shown in;

•co-created rubrics

•moderated assessment

•specific skills based feedback for selected students

I will know that I have achieved this goal when I have demonstrated progress through my implementation of the Berry Street Education Model, as shown in;

• An example of the implementation of brain breaks in my classroom(s)

• An example of a focus plan developed by a student in my mentor group

• An example of the impact of brain breaks and unconditional positive regard on students (e.g., survey, results)

I will know that I have achieved this goal when I have demonstrated progress through my implementation of the High-Impact Teaching Strategies, as shown in;

• Reflection on Student Attitudes to Class Survey (pre-and-post test)

• Reflection on an action plan to implement a specific HITS

• Reflection on Peer Observation of a specific HITS implementation

I will know that I have achieved this goal when I have demonstrated progress through my implementation of the Student Voice, Agency and Leadership, as shown in;

• co-created activity (e.g. rubrics, projects, topics)

• improved survey results for Student Voice, Agency and Leadership (e.g., Student Attitudes to Class Survey)

• response to feedback from students (e.g, changes to lesson plan to meet emerging student needs)

• Curriculum Differentiation

SMART Goal Description: By the end of 2018, I want to be able to review, refine and develop course outlines, unit-boxes and Moodle topic boxes to document and develop curriculum that supports and challenges students with a range of learning needs and support an on-going report system. To achieve this I will need to learn how to better structure a sequence of learning to explicitly address multiple learning needs

Strategies: I will learn this by reviewing the currently available curriculum documents and standards with support from my Learning Area Team (LAT) and discussing strategies to address different levels of student learning

• Individual Learning Plans

SMART Goal Description: By the end of 2018, I want to be able to review, contribute to and use an Individual Learning Plan (ILP) and/or Behaviour Management Plans for at least two students in my Mentor group to address their wellbeing and learning needs. To achieve this I will need to learn how to better prepare for and facilitate a Student Support Group (SSG) meeting to consider reasonable adjustments and alternatives for student programs

Strategies: I will learn this by seeking support from my Mentor Team, Precinct Leader and the Engagement Team to arrange and contribute to the development of Individual Learning Plans for student

• High-Impact Teaching Strategies

SMART Goal Description: By the end of 2018, I want to be able to plan, implement and reflect on the impact of my use of specific learning-and-teaching strategies (e.g., HITS) on student learning outcomes (including blended learning). To achieve this I will need to learn how to better apply specific learning and teaching strategies and analyse and respond to feedback from student attitudes to class surveys

Strategies: I will learn this by engaging with my Professional Learning Team (PLT) to consider strategies and review evidence for their impact on student learning and plan to embed these in my teaching

• Organisational Duties Beyond the Classroom

SMART Goal Description: By the end of 2018, I want to be able to plan, implement and review initiatives that positively engage students. To achieve this I will need to more broadly seek and respond to feedback from students regarding college processes or activities for which I have a specific responsibility

Strategies: I will learn this by reviewing school processes and programs and ensure that they provide opportunities for students to engage positively within and beyond their community

I will know that I have achieved this goal when I have demonstrated progress through my Curriculum Documentation and Development as shown in;

• Course Outlines/Unit Boxes that I have refined/developed for SUBJECT X

• Moodle Topic Boxes that I have refined/developed for SUBJECT X

• Assessment Tasks that I have refined/developed for SUBJECT X

• VCE/NAPLAN Data that I have evaluated and responded to for SUBJECT X

I will know that I have achieved this goal when I have demonstrated progress in my use of Individual Learning Plans as shown by;

• My involvement in developing and/or review and ILP for STUDENT(S) X/Y

• My involvement in support and/or using an ILP STUDENT(S) X/Y

• My involvement in setting-up or contributing to Student Support Group Meetings for STUDENT(S) X/Y

• My involvement in monitoring and/or use of XUNO student attendance and/or incidents details for STUDENT(S) X/Y

I will know that I have achieved this goal when I have demonstrated progress in my utilisation of learning-and-teaching strategies as shown by;

• An example of my implementation of a specific learning-and-teaching strategy

• An example of the impact of a specific learning-and-teaching strategy on student data (e.g., survey, results)

• An example of the impact of a specific learning-and-teaching strategy on a samples of student work in

• An example of my use of an ICT tool in supporting blended learning by engaging/supporting students in their learning

I will know that I have achieved this goal when I have demonstrated progress in my involvement in Extracurricular/Beyond Classroom Roles /Community Engagement as shown by;

• Excursions/Incursions (provide details)

• Camps/Events (provide details)

• School activities (provide details)

Using Learning Focus Statements as Learning Intentions and refining subject Course Templates for reports to support their use at the beginning, middle & end of classes

• Refine Course Templates and finalise Learning Focus Statements
• Use Learning Focus Statements as Learning Intentions and link them to learning activities and assessments

Reviewing and preparing Individual Learning Plans (ILPs) for students in our mentor classes including suggesting strategies to support personalisation & differentiation

• Conduct/Review and ILP with students from your Mentor Class
• Refer to and use ILPs of students as a classroom teacher

Using our own Student Attitudes to Class Survey Data to identify High-Impact Teaching Strategies (HITS) for development and peer observation and self-reflection

• Round 2 Student Attitudes to Class survey
• HITS Observation Protocol (Peer Observation & Self-Reflection)

Linking our Organisational Duties to Student Voice to improve Student Outcomes

• Describe your activities and achievements in your organisational duties beyond the classroom