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Staff Development and Growth (Teaching)

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First created: 23 May 2015
Last reviewed: 8 June 2020
Review cycle: Two years
Approver: Academic Executive
Owner: Compliance Officer
Stakeholders: Staff
Child Safety: National Principles 1, 4-10

Overview #

Staff Evaluation is to be undertaken annually, and in accordance with the Biblical principles described in this policy. Evaluations, and any resulting actions and Personal Development Plans, are to be pastoral in nature and seek to edify the individual, and encourage best practice and ownership of his or her professional development.

Attachments and References #

This policy should be read in conjunction with the following documents:

  • Staff Development and Growth Procedures
  • New Staff Induction Flowchart

Definitions #

1. Review means the process of gathering relevant information and insights into a staff member’s performance. The information and insights gathered are referred to collectively as evaluation materials.

2. Evaluation means the decision-making process where a conclusion about the evaluation materials is made, and leading to a judgment and further action.

Rationale and Scope #

This policy applies to all staff and is based on the following principles and rationale:

Principles
  1. ‘For this reason I remind you to fan into flame the gift of God, which is in you through the laying on of my hands. For God did not give us a spirit of timidity, but a spirit of power, of love and of self-discipline’ (2 Timothy 1:6-7).
  2. ‘Be diligent in these matters; give yourself wholly to them, so that everyone may see your progress’ (1 Timothy 4:15).
  3. ‘…to prepare God’s people for works of services, so that the body of Christ may be built up…’ (Ephesians 4:12).
  4. Accordingly, the development and growth of staff is to be guided by the following principles:
    1. Staff commitment to performance evaluation: All staff are expected to engage in their own personal and professional development.
    2. The College’s commitment to performance evaluation: The College is committed to the personal and professional development and growth of its personnel via a formal system of performance evaluation.
A Biblical Rationale

1. Biblical Foundation

  1. There is a view that performance evaluation is contrary to Biblical teaching. For example, ‘Do not judge or you too will be judged’ (in Matthew 7:1). However, in passages like this one Jesus is voicing His concern over the unfair and critical attitude of the Pharisees towards their followers, rather than a comment on the process. ‘For in the same way you judge others, you will be judged, and with the measure you use, it will be measured to you’ (Matthew 7:2). In another instance, Jesus commended the disciples for reaching a correct judgement in deciding a character issue between two individuals in a parable (Luke 7:43).
  2. It is therefore the position of the College that it is the type, manner, purpose, and heart of the judgement that is questioned, not the notion of assessing one’s performance in these passages.
  3. Paul’s admonition to judge even the character of those in the Church should be considered: ‘What business is it of mine to judge those outside the Church? Are you not to judge those inside’ (1 Corinthians 5:12). Similarly, evaluation is implicit in the establishment of criteria for Christian leaders (1 Tim 3:1-13, Titus 1:5-9, 1 Peter 5:1-4).
  4. College Leadership will draw on four criteria as a guide to the Christian principles that should be present in the process of review, and the ensure that the review of performance is Christian in character:
    1. Does it bring glory to God?
    2. Does it edify the body?
    3. Is it compatible with Christian beliefs?
    4. Does it encourage and aid the development of the individual?

2. Evaluation as Part of God’s Creation

  1. Genesis 1 has repeated statements of evaluation in its depiction of God’s creation. ‘It was good’ (Genesis 1:10, 12, 18, 21, 25), and ultimately ‘It was very good’ (Genesis 1:31).
  2. Humanity was given the charge to care for the creation, which is the basis for Christian stewardship. Christian communities must be good stewards of God’s provisions.
  3. The review of performance enables an evaluation of those who have been entrusted as stewards over God’s provisions to be made. It allows us to better comprehend, manage, direct and even change and address problematic areas.
  4. Regular review and development plans are part of good stewardship.

3. Evaluation as Part of God’s Community of Faith

  1. In the Corinthians Church, Paul encouraged believers to discern their giftedness as a means of assessing the unity and diversity within the members of the body (1 Corinthians 12;13). Evaluation should distinguish between unity and diversity, since both have value.
  2. Paul differentiated between gifts, workings, and service, all of which are part of Christian ministry. Paul’s concern in 1 Corinthians 12:1-11 was for the influence of each gifted individual’s function and place within the body.
  3. The presence of the gift does not ensure that its presence if beneficial to the body – this calls for an evaluation of the function of the gift and the fruit of the gift.
  4. Paul’s body metaphor indicates that it is comprised of weaker and stronger members, with an inference that the weaker members should receive special attention – but that they have a key role to play (1 Corinthians 12:24, 26).

4. Evaluation as Part of God’s Commission to His Community

  1. The agricultural parables of Jesus in Matthew 13 provide images of assessing the fruitfulness of the Christian work. These parables involve the concepts of fruit production and fruit inspection, and provide measurable results in terms of yield.
  2. In 2 Corinthians 10, Paul encourages us to continue to serve until ‘we take captive every thought to make it obedient to Christ’ (2 Corinthians 10:5). Paul is providing a community evaluation instrument in these verses that assesses the content, competence and character of who teaches and what is taught.
  3. As such, review and development against this standard should be part of ministry.

5. Evaluation as Edification of the Individual

  1. Paul’s authority and evaluation of the Corinthians church was an opportunity ‘for edification and not for destruction’ (2 Corinthians 13:10).
  2. Evaluation can be affirming, and helps teachers to reflect, escape the normal routine, and build better practices.
  3. Reviews should take a pastoral approach when they confront practices that are less than ideal, causing reflection and re-thinking. Feedback from others should be designed to enable us to grow.

Evaluation Tools #

1. The tools and resources used for regular maintenance of teacher development include:

  1. classroom observation;
  2. self-evaluation;
  3. interviews.

2. Self-evaluation is helpful in that many times individuals are aware of their shortcomings and successes, and therefore provides a means for tracking progress that can be useful in devising a plan for further development. The AITSL Self-Assessment Tool provides an opportunity for teachers to evaluate their Professional Knowledge, Practice and Engagement.

3. Interviews are designed for clarification, feedback, and discussion. When all voices are in agreement, a clear and accurate picture of capability, performance, and direction can be determined. If voices diverge, creating a disjointed picture, then further evaluation and investigation may be necessary. The 8People Evaluation tools are used to perform classroom observations and to guide interviews between teacher and observer regarding their classroom practice.

Monitoring and Evaluating Teacher Practice #

The Association for Christian Education has a firm commitment to performance evaluation of its personnel, whatever their category and level, through the medium of a formalised system. The primary purpose of such evaluation is to assist staff in professional development and in achieving the goals of the Association. It is envisaged that a performance evaluation will be undertaken annually. The performance review may be conducted by persons such as the Board may decide.

Self-Evaluation

1. Teachers will complete a self-assessment annually, using such instruments as the AITSL self-assessment tool online:

  1. Self-assessment will be conducted every other year
  2. Self-assessments will be overseen by the Principals and Heads of Learning Areas, are results reviewed together with teacher;

Teachers will seek to develop their professional growth and will submit their personal goals for development and growth to their Principal and/or Head of Learning Area each year. Professional Development opportunities may be sought in order to grow in self-identified areas. This may be for the purpose of:

  1. addressing identified weaknesses;
  2. growth in areas of strength;
  3. maintaining professional understandings or skills;
  4. growth in leading colleagues in specified areas.
  5.  
Peer Evaluation

1. Teaching Demonstration: Opportunities should be given on a campus or whole College level for teachers to present to their peers an area of expertise (i.e. demonstration lessons, teaching strategies/techniques, assessment strategies, etc.);

2. Teachers are also encouraged to evaluate their teaching practice collegially, visiting one another’s classrooms and working together in detail on programming and assessment materials.

3. The Self-Assessment tool provided by AITSL may also be utilised by Professional Learning Communities or Learning Areas to assess needs for growth and development within the group. This may form the basis for SMART goals for a particular PLC or Learning Area.

Evaluation by Senior Staff/Leadership Team

1. Members of the leadership team (Principal) will evaluate teachers for teaching practice. A formal observation will be conducted each year using the 8People program [sees sample 8People observation forms]. Each pair of characteristics (see below) are related to AITSL standards. Following this observation, teachers will meet with the principal to review the findings. Professional reviews will be kept in confidential staff files;

2. The 8People program will consider if the following pairs of teacher characteristics have been mastered (in order):

  1. Environment Pair (Relationship Builder/Captain)
  2. Awareness Pair (Analyst/Scholar)
  3. Teaching Pair (Empowerer/Coach)
  4. Professional Pair (Colleague/Self)

3. Successful demonstration of mastery of each characteristic places a teacher along a defined continuum of growth (see Staff Growth and Development Continuum and Procedure).

4. In addition, a teacher may be observed more informally throughout the year. This may be done via means fo scheduled or unscheduled observations of classroom teaching, to be followed by discussion of the session with teacher and observer (Principal/Heads of Learning Areas/Curriculum Coordinator);

5. Staff new to the school will be observed by the teachers’ Principal or Head of Learning area during the second/third term of the first year of appointment. Further support for new staff may lead from this observation.

6. Teacher Evaluation will also be measured in the areas of AITSL Standards (Graduate through Highly Accomplished); Christian Worldview and Program Development (see Staff Growth and Development Continuum). Teachers are encouraged to move along the continuum in each area and are provided with opportunities to demonstrate achievement, understanding or mastery of the various components.

7. All teachers will also meet with the Principal annually (typically in the first few weeks of Term 4) to discuss timetabling, classes, goals, and so on.

Professional Development #

1. Professional development related to Teaching and Learning will be conducted and planned based on data from a variety of sources, including:

  1. staff surveys;
  2. self-assessment tools;
  3. peer evaluation;
  4. 8People reviews by leadership;
  5. assessment results.

2. Induction and teacher growth;

  1. From 2020, new staff will participate in College induction sessions that will address Program and Curriculum Development and the development of Christian Worldview in Teaching and Learning (see Teacher Induction Plan, New Staff Induction Flowchart). Developing these areas will assist teachers in delivering Christ-centred curriculum and Christian teaching practice.
  2. New staff will be required to complete core units through the National Institute of Christian Education (see New Staff Induction Flowchart). This is subsidised through the Association of Christian Education.
  3. New staff will be supported by a nominated mentor.
  4. Teachers transitioning from Graduate to Proficient status will be supported by a nominated senior teacher.

3. Whole-School teaching and learning professional development:

  1. Whole School Professional Development will be determined by the Senior Leadership Team in consultation with other school leaders
  2. Professional Development in Christian Worldview and Education will occur annually
  3. Professional Development will be chosen in conjunction with School Improvement plans and Strategic Initiatives
  4. Rehoboth Christian College will cooperate with and participate in conferences sponsored by Christian Education National as available

Principles and Practices #

1. Principles of Teaching and Learning as outlined in the Western Australian Curriculum will guide teacher planning, delivery and reflection of their practice.

2. Opportunity to Learn:

  1. Learning experiences should, as much as possible, reflect real-life, meaningful situations in which the content will be used (i.e. Project Based and Inquiry learning).
  2. Learning experiences should involve excellent modelling and examples.
  3. Learning experiences should allow students to engage and practice the processes they are to learn and demonstrate.

3. Connection and Challenge:

  1. Learning experiences should build on prior knowledge, skills and values.
  2. Learning should provide fresh challenges and extension to prior knowledge, skills and values.

4. Action and Reflection:

  1. Learning experiences should allow student to have active participation in learning new skills or knowledge.
  2. Students should have opportunity to reflect on their learning experiences and their results.
  3. Students should be given opportunity to understand their learning experiences in a broader context of learning (i.e. their ‘learning journey’).

5. Motivation and Purpose:

  1. Learning experiences should be engaging and relevant.
  2. The students should be given clear understanding about the purpose and larger context for learning experiences.

6. Inclusivity and Difference:

  1. Learning experiences should take into account the diverse cultures, backgrounds, abilities, and educational experiences of the students.
  2. Learning experiences should provide for different rates of learning and preferences of learning approaches.

7. Independence and Collaboration:

  1. Learning experiences should provide for both independent and collaborative work.
  2. Collaboration should occur not only with peers but also appropriate family and community members.
  3. Learning experiences should allow students to become autonomous, reflective learners.

8. Supportive Environment:

  1. Learning experiences should occur within a safe, cooperative environment.
  2. Learning environments should support appropriate challenges and sensible risks.

Teaching and Learning Strategies #

1. Teachers are to use best-practice teaching and learning strategies based on research evidence to plan for learning experiences and curriculum delivery.

An emphasis on High Impact Teaching Strategies (HITS) is encouraged. A complete explanation of these strategies can be found here. Some examples include:

  1. Setting Goals;
  2. Structuring Lessons;
  3. Explicit Teaching;
  4. Worked Examples;
  5. Collaborative Learning;
  6. Multiple Exposures;
  7. Questioning;
  8. Feedback;
  9. Metacognitive Strategies;
  10. Differentiated Teaching.

2. A combination of explicit teaching and Project-Based/Inquiry Learning should be used to achieve student improvement.

3. Strategies must account for diverse student cohorts, including students with special needs, disabilities, gifted and talented, EALD students, and Aboriginal and Torres Strait Islander students.

4. Teaching and Learning Strategies must be guided and informed by Biblical Threads with the intention to build Christian formation in students.

Teacher Practices for Early Childhood and Primary #

1. Teachers will prepare learning activities thoroughly; these will be available on SEQTA either as attached planning documents (Early Childhood) or using the Planning component of SEQTA Teach.

2. Teachers will be present in the classroom from 8:25 am and ready to admit students. Students will be made aware of procedures for the beginning of the day. Procedures for end-of-day should also be maintained, including placing chairs on desks/stacking chairs, picking up rubbish and leaving the classroom tidy.

3. Teachers will require students’ focused attention and prompt obedience to instructions.

4. Teachers will expect students to work to their best in all activities with an aim to glorify God and to instil a sense of diligence and pride in their work.

5. Teachers will give clear instruction for any homework required and convey these clearly to students and parents. This may be done through the SEQTA Learn and Engage portals.

Teacher Practices for Years 7-12 #

1. Teachers will prepare learning activities thoroughly on the SEQTA LMS; they will be prompt for class and have the classroom organised before students are admitted.

2. Teachers will require students to line up quietly outside the room before each class. Students are to be standing, not sitting, and organised into two lines, before the teacher arrives. When he or she arrives, the teacher will: check uniforms; insist on a quiet entry to the room; and issue the first lesson instruction for the period while students are still outside.

3. Teachers will use seating plans for all classes, paying close attention to group dynamics and classroom working combinations. The seating plan will be maintained and modified in written form and kept with the lesson plans and programs for each class.

4. Teachers will use a consistent “pay attention / zero noise level” signal of their own choosing.

5. Teachers will require total focus when they are speaking. Instructions are to include: all eyes to the teacher; all hands empty and on the desktop. Teachers will wait until the class is silent before beginning or continuing the lesson. There may be a time when it is necessary to stop the lesson if a student’s talking becomes disruptive. Ensure silence; wait; and resume the lesson once the class (or student) is attentive again.

6. Teachers will require good manners and courtesy at all times; zero tolerance of poor manners will be enforced.

7. Teachers will require work to be well-presented, neat and organised to the best of the student’s ability, with the aim of instilling in students a sense of pride in and ownership of their work.

8. Teachers will ensure that stated disciplinary actions are carried through once they have been stated.

9. Teachers will issue homework instructions will be provided on SETA through the Student portal (SEQTA Learn). They must include due dates and all pertinent information.

10. Teachers will follow recognised and consistent lesson closure procedures. This will take the format: stand behind chairs; push them under desks (or place on desks if appropriate); check floor for litter; instruction to walk quietly to the room exit.

Teacher Registration and Professional Standards #

1. A registered teacher is required to satisfy the requirements for professional engagement and learning as stated by the Teacher Registration Board (TRB).

2. From 7 December 2017, the requirement during the current (expiring) registration period is for at least 100 days of teaching and at least 100 hours of professional learning activities; pro-rated for shorter registration periods at the rate of 20 days teaching per year and 20 hours professional learning activities per year of registration. Note that the days of teaching and the hours of professional learning do not need to be evenly spread across the registration period.

3. The Professional Standards will be used by the TRBWA to assess new applicants for provisional or full registration and are based on the National Professional Standards for Teachers. The Standards are grouped into three domains of teaching: Professional Knowledge, Professional Practice and Professional Engagement. In practice, teaching draws on aspects of all three domains. Within each Standard, focus areas provide further illustration of teaching knowledge, practice and professional engagement.

4. These are then separated into Descriptors at four professional career stages: Graduate, Proficient, Highly Accomplished and Lead. The four career stages in the Standards provide benchmarks to recognise the professional growth of teachers throughout their careers. The descriptors across the four career stages represent increasing levels of knowledge, practice and professional engagement for teachers:

  1. Graduate teachers have completed a qualification that meets the requirements of a qualification means that they have met the Graduate Standards. On successful completion of their initial teacher education, graduate teachers possess the requisite knowledge and skills to plan for and manage learning programs for students.
  2. Proficient teachers meet the requirements for full registration through demonstrating achievement of the seven Standards at this level. These teachers create effective teaching and learning experiences for their students.
  3. Highly Accomplished teachers are recognised as highly effective, skilled classroom practitioners and routinely work independently and collaboratively to improve their own practice and the practice of colleagues.
  4. Lead teachers are recognised and respected by colleagues, parents/carers and community members as exemplary teachers. They have demonstrated consistent and innovative teaching practice over time.
Domains of teaching Standards Focus areas and descriptors
Professional Knowledge 1. Know students and how they learn 2. Know the content and how to teach it Refer to the Standard at each career stage.
Professional Practice 3. Plan for and implement effective teaching and learning. 4. Create and maintain supportive and safe learning environments. 5. Assess, provide feedback, and report on student learning.
Professional Engagement 6. Engage in professional learning. 7. Engage professionally with colleagues, parents/carers, and the community.

5. Under the Teacher Registration Act 2012 (the Act) applications need to be made to the TRBWA at least 28 days before the expiry of registration. You need to provide evidence of how you have met the 7 required standards using your Evidence file. Examples of evidence which covers many of the requirements includes the Teacher Classroom Visits (and follow-up interview); a record of Professional Development Activities undertaken; and the teacher’s teaching programs on SEQTA.

6. This evidence must be displayed to the Principal (or Senior Leader) at least 14 days before this so that a report can be written and signed off to support your application. Teachers need to arrange an interview time with the Principal or Senior Leader to go through the evidence presented and to ensure they have met the standards (see your Professional Standard Record File, provided to all Staff by the Office Administration).

7. Visit the TRB website, and navigate to the abs labelled ‘Teacher Registration’, ‘ Currently Registered Teachers’, and the ‘Renewal of Full Registration’, which takes you to e-forms. To access the renewal form you need your TRBWA number and password.