Department of Education

Annual Performance Development Plan for teachers

Before completing, teachers and their supervisors should read and develop a clear understanding of the following
documents:

• Queensland State Schools Annual Performance Review process for teachers - A step-by-step guide for
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teachers <:- , •
"',, s Improve tea ching
• Queensland State Schools Annual Performance Review process for teachers - A step-by-step guide for tJ,. if
, .. 5 capability
school leaders (plan supervisors) .,jl
of • • Performance-focused
• Australian Professional Standards for Teachers
3 culture centred on identified
student needs

The Annual Performance Development Plan (APDP) needs to be developed in alignment with the Australian
Professional Standards for Teachers.

Role: Classroom Teacher

Name: Elise Connolly
Teacher Classification (Graduate / Proficient I HAT / Lead): Graduate
School: Doomadqee State School

Agreement date: *'V 20 lq

Final review date: _ _ _ __ _ _ _ __ _ _ _ _ _ __ __ __

Template not to be altered or modified in any way

Queensland
Government
 i

Department of Education

Relevant school priorities (from the Pre-prop Annual Implementation Plan):

National Quality Standards

A self-assessment tool is reco l?!dll

\:!eas of strength and areas for development.
Domains of
Standards Areas of strength Areas for development
teaching

1.2 Understand how students learn

1. Know students and how they learn Structure teaching programs using research and
Professional collegial advice about how students learn.
knowledge

2.1 Content and teaching strategies of the teaching

~.3 Curriculum , assessment and reporting
area.
Design and implement leaming1J.nd teachingJJrowms
2. Know the content and how to teach it Apply knowledge of the content and teaching
usin~nowlcdge of curriculum. assessment and
strategies of the teaching area to develop engaging
w oning requirements.
teaching activities.
3.6 Evaluate and improve teaching programs.
3. Plan for and implement effective teaching Evaluate personal teaching and learning programs
and learning using evidence, including feedback from students and
Professional student assessment data, to inform planning.
practice
4.2 Manage classroom activities
4. Create and maintain supportive and safe Establish and maintain orderly and workable routines
learning environments to create an environment where student time is spent
on learning tasks.

6.1 Assess student learning
5. Assess, provide feedback and report on Develop, select and use informal and formal,
student learning diagnostic, formative and summative assessment
strategies to assess student learning.
Professional 6.3 Engage with colleagues and improve practice
engagement 6. Engage in professional learning Contribute to collegial discussions and apply
constructive feedback from colleagues to improve
5.2 Provide feedback to students on their learning
Provide timel~ective and al2J)ropriate feedback to
students about their achievement relative to their
)earning goals.
6.1 Identify and plan professional learning need.
Use the Australian Professional Standards for
Teachers and advice from colleagues to identify

Annual Performance Development Plan for teachers

 Department of Education

professional knowledge and practice. and plan professional learning needs.

7 2 Comp_!y vith legislative, administrative <!!ll1

7.3 Engage with the parents/careers
7. Engage with professionally with \ll&i,Lni,rational requirements.
Demonstrate responsiveness in all communications
colleague's parents/carers and the
with parents/carers about their children ' s learning and
community.
well being.

Comment (teacher)

Comment (supervisor)

Signature and date (teacher}

These should be framed through reflection on areas of strength and areas for development within the
Australian Professional Standards for Teachers.
Focus areas for
improvement
As per reflection
Professional knowledge
2. Curriculum, assessment and
reporting
2.3 Design and implement learning
and teaching programs using
knowledge of curriculum, assessment
and reporting requirements.
Phase 1 - Goal setting
Up to 3 agreed performance
development goals
Refer lo SMART goals
framework - Specific,
Measurable, Achievable, Relevant,
Time-phased
Over the Course of Tenn 2 and if
needed tenn 3 I will research and
develop my knowledge and
understanding of the Early Years
Curriculum ,Foundation for Success,
to effectively and accurately assess
and measure the children's learning
and development throughout the year.
Actions to develop capability
Be specific about what a ctions you
intend to undertake and the s upport
a nd professional learning you will
require.
- Engage in the FFS guidelines for
extending and enriching learning
for Aboriginal and Torres Strait
Islander Children in the
Kindergarten Year..
- Make links between Prior
knowledge and experience with
the EYLF and FFS.
- Access Supporting Documents
Phase 2-
Professional
practice and
learning
Indicators of success Reflections, comments and
notes on professional
What will you/others see if your
practice and learning
goal is achieved?
Dunng this phase, the teacher's
Refer to Documenta!Jl Evidence APDP is put into action during day-
Guides. to-day work and 1s supported by
professional learning to achieve
goals.
- Reflect upon Written
observations occurred after
learning.
- Use FFS to create concepts
maps when panning for future
learning opportunities.
- Attain feedback upon written
observation/ Fonnal panning.

Annual Performance Development Plan for teachers


I Colleagues to further develop
\ Professional Practice
6 Provide fredbark to students on
their learning.
6.2 Provide timely. effecti ve and
appropriate feedback to students
about their achievement relative
to thei r learning goals.
7 Professional Engagement
7.2 Comply with legislative,
administrative and organizational
requirements.
Cnderstand the implications of and
comply with relevant legislative,
administrative. organizational and
professional requirements. policies
and processes.
Career aspirations
(optional)
Annual Performance Development Plan for teachers
By the end oftcnn two I aim to be
consistently developing nnd providing
mnre frequent feedback to the d1ildrcn
about their learning and development
nligncd with the FFS outcomes in
child friendly language.
By the end of term three I aim to have
a comprhcnsive and understanding of
the rcating legislative, administrative
and organizational requirements.
Specificity I aim to have a more
comprehensive understanding of the
national quality framework and the
capacity to critical reflect on the
current kindergarten program being
run.
Career goals
- Move from a graduate teacher
registration to proficient teacher
registration.
- Refine and Improve teaching
capacity.
.· Comment {teaclier)
- Observe and work with
knowledge and understanding.
- Observe nnd work with
Colleagues to further devclor
knowledge and 11ndcrstm1ding
current methods of fecdhack .
- Research and explore supporting
Curriculum documents detailing
appropriate methods of feedback
for the ki ndergarten context.
- Access the National Quality
framework and revisit each
standard review how each
standard is being met.
- Reflect upon meeting each
standard and observe if it is
possible to improve current
practice.
- Confer with collages and
professional on how we are
meeting the national Quality
standard currently.
- Source supporting material.
Actions to develop capability
- Complete 200 days of teaching.
- Compile evidence for each
standard relating to my teaching.
- Compile submit portfolio.
- Target areas for improvement.
- Source professional development
/ Support and or information.
- Put into practice.
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Department of Education
- Reflect upon conversations with
children.
- Record observations containing
conversation between children
and educators.
- Record
- Seek feedback/ in formation
from national quality assessor.
- Discuss and reflect upon
changes that have been made
over the course of the terms
based upon the national quality
framework.
Indicators of success Reflections, comments,
and notes on career goal
progress
- Approval of portfolio from
principal and QCT
- Reflect upon teaching ability
and practice.
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'ic. ~
 Department of Education

Signature and date (teacher)

UJ(q_
Template not to be altered or modified in any way

Annual Performance Development Plan for teachers