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February 2012
Overview
Supervision is educational leadership that promotes continuous improvement of the delivery of teaching/learning programs in a collegial, supportive professional atmosphere. It maximizes learning outcomes for students. It is effective when it contributes to the attainment of goals/outcomes for both students and teachers. Supervision should recognize and support teacher professionalism and encourage professional growth. Its aim is to produce good professional practices in the context of a climate of professional trust in which colleagues feel able to go in and out of one anothers classrooms to provide feedback, constructive criticism if necessary and most important of all, support. Supervision includes a range of strategies. It implies accountability. It pr omotes development. It involves support, negotiation, co-operative practices, assessment and evaluation, feedback, encouragement and recognition. It is linked to the school annual plan. It facilitates the effectiveness and growth of individuals and that of the school.
Outcomes
Staff are supported in their roles There is constant self-reflection by teachers Planned teaching/learning programs are implemented effectively Teaching and learning strategies are continually refined to meet student needs A balanced curriculum is provided Students are supported in their learning Ideas are shared in a co-operative environment There is an openness to the feedback, ideas and suggestions of colleagues There is acknowledgement that we all have something to learn A constant striving to achieve improved learning outcomes for students Staff develop professionally DEC syllabuses and priorities are addressed Students welfare is supported Resources are utilized efficiently/effectively
Implementation
The stage supervisor will provide leadership to co-ordinate and facilitate the planning, implementation and evaluation of the stage teaching/learning activities The supervisor will ensure that DEC syllabuses, agendas and policies are implemented Supervision will involve regular team meetings which will include a student welfare component to allow for group support. A meeting report will be kept. Direct classroom observation will only occur where this is negotiated and agreed with the teacher concerned and is in the context of teacher professional development.
Supervisory Practices
Executive of the school will manage their areas of responsibility in an effective and efficient manner according to the ongoing needs of their staff. Records relating to the Areas of Supervision and Support will form part of the Teachers Annual Review Schedule and as such will reflect the successful teaching practices and / or areas of support negotiated to ensure effectiveness. These records will include but are not limited to Stage Meeting Minutes, Program and Classroom Practices Observation Feedback, Student Work Sample Feedback, Teacher Interview Notes and Professional Development / Career Goal Meeting Notes.
Evaluation
This policy will be reviewed annually by Executive and staff to assess its effectiveness and to modify it accordingly to promote continual refinement in attaining the intended outcomes.
Activity
Responsibility
Comments
Ongoing 3 4 5 7
Data collection and entry in SENTRAL Report software Parent Information Evenings K-6
All Teachers
All Teachers Team Leaders to co-ordinate Stages Program prefacing statements and Term Class teachers / Team Leaders Overview completed Best start testing completed Goal Setting / Negotiated personal professional learning plan (TARS / EARS) ES1 Teachers Team Leaders / Class Teachers Exec / STLA / RFF to Principal
Team Leaders meet with Principal to Team Leaders / Principal discuss teacher needs and requirements Programs to Team Leaders Best Start Reports to parents Negotiated Classroom visits as required Data collection and entry in SENTRAL Report Stage 1 Best Start data entered Programs to Team Leaders First draft of Semester 1 Reports to Team Leaders Final Reports to Principal Data collection and entry in SENTRAL Report Semester 1 Reports distributed Student Led Conferences Programs to Team Leaders / Review of personal goals / targets Team Leaders meet with Principal for TARS review of teachers Data collection and entry in Easy School Report Best Start ES1 and S1 reporting period ends First draft of Semester 2 Reports to Team Leaders Programs to Team Leaders Final Reports to Principal Semester 2 Reports Distributed Assessment Tracking Sheets completed PRCs completed Class Teachers to Team Leaders. Executive / Library / STLA / RFF to Principal ES1 Teachers Team Leaders / Class Teachers All Teachers Stage 1 teachers Class Teachers to Team Leaders. Executive / Library / STLA / RFF to Principal Class Teachers Team Leaders All Teachers All Classes All Classes Class Teachers to Team Leaders. Executive / Library / STLA /RFF to Principal Team Leaders / Principal All Teachers
School Professional Learning Plans adjusted as required Minutes recorded Parent Meetings organised Minutes recorded Ongoing Assessment processes completed
8 9
Minutes recorded
Ongoing
3 6 7 8 9 10
ES1 and S1 teachers Class Teachers Class Teachers to Team Leaders. Executive / Library / STLA /RFF to Principal Team Leaders All Classes All Teachers
Minutes recorded
Appendix B:
Area of Accountability
E-copy stored Staff Common / Admin/TARS-EARS/EARS TARS 2012/EARS 2012 / EARS Proforma 2012
2012
Areas for Further Development
The executive teacher knows their students and how they learn.
The executive teacher plans, assesses and reports for effective learning.
The executive teacher creates and maintains a safe and challenging learning environment through the use of classroom management skills.
The executive teacher continually improves their professional knowledge and practice.
1. Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice. 2. Knowledge of the curriculum, assessment and student welfare with the ability to lead and design quality, inclusive teaching and learning programs. 3. Educational leadership skills to build the capacity and manage performance of individuals and teams. 4. Well developed communication and interpersonal skills with the capacity to build relationships and engage students, staff and parents. 5. Ability to plan and manage resources effectively and equitably to support teaching and learning. 6. Knowledge of and commitment to the Departments Aboriginal education policies. Teachers Signature Date Supervisors Signature Date Date Principals Signature
Areas of Consideration
Areas that you may reflect upon for the TARS process Financial Management Stage Organisation Planning and Target Setting Data Analysis Contribution to Annual School Report Staff Development Days School Self Evaluation(s) OH&S Institute of Teachers and Induction of Beginning Teachers TARS Curriculum Organisation Cyclic Review of policies and procedures Aboriginal Education PLPs Learning Support Specific Initiatives within the school
Appendix B:
E-copy stored Staff Common / Admin/TARS-EARS/EARS TARS 2012/TARS 2012 / TARS Proforma 2012
2012
Areas for Further Development
Performance
The teacher creates and maintains a safe and challenging learning environment through the use of classroom management skills.
Supervisors Signature
Principals Signature
Areas of Consideration
Areas that you may reflect upon for the TARS process Financial Management Organisational Aspects Planning and Target Setting Data Analysis- Best Start Analysis, NAPLAN Annual School Report Staff Development Days School Self Evaluation(s) OH&S Curriculum Initiatives Development of Learning Support programs Specific Initiatives within the school
Timeline for TARS Week 3 Term 1 TARS Reflection Sheets to staff Week 6 Term 1 TARS due to Supervisor Week 7/8 Term 1 TARS meeting with Supervisor
Appendix C:
E-copy stored Staff Common / TARS 2012 / New Teacher Supervising Sheet
Talking and Listening Writing Handwriting Spelling Grammar Reading/Accelerated Literacy Library RFF Program Resources Stage Assessment/Strategies MATHEMATICS Stage Outcomes/Foundation Statement Stage Term Overview Relevant Syllabus Overview for each topic Strategies for catering for individual needs/groups Stage Assessment/Strategies CMIT activities COGS (including HSIE, Science and Technology, PD/H/PE and Creative and Practical Arts) Stage Outcomes/Foundation Statement COGs Unit Plan Computer Scope and Sequence Additional activities/programs General Comments
Supervisors Signature
Date