Element 1: Induction for teachers new to the school

Effectiveness of Induction Program No Yes %Agree

3 Did the school supply you with induction guidelines and materials

(e.g. an Induction Kit; School Staff Manual)? 0% 100% 100%

4 Did the school provide you with a designated support person or

mentor teacher? 0% 100% 100%

No

Induction

Program

Strongly

Disagree Disagree

Slightly

Agree Agree

Strongly

Agree %Agree

5 The school's induction program prepared me well for teaching

effectively in this school 0% 0% 0% 0% 33.3% 66.7% 100%

6 My designated support person or mentor was well prepared for the

mentoring role 0% 0% 0% 0% 33.3% 66.7% 100%

7 My designated support person or mentor was readily available when I

needed him/her 0% 0% 0% 0% 16.7% 83.3% 100%

8 My designated support person or mentor followed up regularly to see

how well I was settling in at the school 0% 0% 0% 16.7% 50% 33.3% 83.3%

VIT Guidelines Strongly

Disagree Disagree

Slightly

Agree Agree

Strongly

Agree %Agree

10 The school's procedures for mentoring and judging whether my

portfolio meets the standards for full registration are consistent with

the VIT guidelines

0% 0% 6.7% 33.3% 60% 93.3%

Element 2: Use of multiple sources of feedback on

teacher effectiveness for individual teachers and

teams of teachers

Received feedback from the following sources in the past two

years

Did not receive

this type of

feedback

Once Two or

three times

More than

three times Actual Result

11 To what extent have you received feedback about your teaching from

other teachers sitting in on your classes, or working with you in a

class in the past two years?

0% 6.3% 25% 68.8% 93.8%

13 To what extent have you received formal feedback about your

teaching from your students (e.g. via a survey completed by one of

your classes) in the past two years?

18.8% 12.5% 12.5% 56.3% 68.8%

15 To what extent have you received systematic data from your students

about their assessment of themselves as learners in the past two

years?

6.3% 0% 43.8% 50% 93.8%

17 To what extent have you received feedback about your students'

learning outcomes in relation to standards and benchmarks for

students at that level in the past two years?

6.3% 6.3% 6.3% 81.3% 87.6%

19 To what extent have you received feedback from colleagues based on

discussing samples of your students' work in the past two years? 0% 0% 25% 75% 100%

21 To what extent have you received feedback based on observations of

your own teaching using video or audio taping in the past two years? 37.5% 12.5% 37.5% 12.5% 50%

23 To what extent have you received objective feedback from parents

(e.g. via a survey) in the past two years? 12.5% 0% 18.8% 68.8% 87.6%

25 To what extent have you received feedback based on an analysis of

your students' rates of class or school attendance over time in the past

two years?

0% 25% 31.3% 43.8% 75.1%

Usefulness of feedback in helping to improve teaching within the

past two years

Not at all

useful

Somewhat

useful Useful Very useful Actual Result

12 If you did receive feedback about your teaching from other teachers

sitting in on your classes, to what extent has it been useful in helping

you to improve your teaching within the past two years?

0% 0% 30.8% 69.2% 100%

14 If you did receive formal feedback about your teaching from your

students, to what extent has it been useful in helping you to improve

your teaching within the past two years?

0% 23.1% 7.7% 69.2% 76.9%

16 If you did receive systematic data from your students about their

assessment of themselves as learners, to what extent has it been useful

in helping you to improve your teaching within the past two years?

0% 7.7% 30.8% 61.5% 92.3%

18 If you did receive feedback about your students' learning outcomes in

relation to standards and benchmarks for students at that level, to what

extent has it been useful in helping you to improve your teaching

within the past two years?

0% 0% 15.4% 84.6% 100%

20 If you did receive feedback from colleagues based on discussing

samples of your students' work, to what extent has it been useful in

helping you to improve your teaching within the past two years?

0% 0% 7.7% 92.3% 100%

22 If you did receive feedback based on observations of your own

teaching using video or audio taping, to what extent has it been useful

in helping you to improve your teaching within the past two years?

7.7% 15.4% 53.8% 23.1% 76.9%

24 If you did receive objective feedback from parents, to what extent has

it been useful in helping you to improve your teaching within the past

two years?

0% 0% 38.5% 61.5% 100%

26 If you did receive feedback based on an analysis of your students'

rates of class or school attendance over time, to what extent has it

been useful in helping you to improve your teaching within the past

two years?

0% 38.5% 23.1% 38.5% 61.6%

Element 3: Customised individual teacher

development plans

Individual Teacher Development Plan informed by … Not at all To a minor

extent

To a

moderate

extent

To a major

extent %Agree

28 Guidelines for preparing such plans provided by your school? 0% 0% 23.1% 76.9% 100%

29 Feedback from surveys of students in your classes? 15.4% 15.4% 30.8% 38.5% 69.3%

30 Feedback from your colleagues? 7.7% 15.4% 15.4% 61.5% 76.9%

31 Feedback about the learning outcomes of your students? 7.7% 0% 30.8% 61.5% 92.3%

32 Your own analysis of your teaching in relation to a set of teaching

Standards? 0% 7.7% 15.4% 76.9% 92.3%

Extent agrees or disagrees with … Strongly

Disagree Disagree

Slightly

Agree Agree

Strongly

Agree %Agree

33 My plan is aligned with what I really need if I am to increase my

effectiveness as a teacher 0% 0% 15.4% 15.4% 69.2% 84.6%

34 My plan is aligned with the school's priorities for improvement 0% 0% 7.7% 23.1% 69.2% 92.3%

35 My school ensures my plan is up to date 0% 0% 7.7% 38.5% 53.8% 92.3%

36 My school has assisted me in developing my plan 0% 0% 7.7% 30.8% 61.5% 92.3%

37 My school has supported the implementation of my plan 0% 0% 0% 30.8% 69.2% 100%

38 The opportunities I have for professional learning in this school will

have a positive effect on my career prospects 0% 7.7% 0% 23.1% 69.2% 92.3%

Element 4: Quality professional development

Outcome of professional learning opportunities provided by, or

supported by, school

Strongly

Disagree Disagree

Slightly

Agree Agree

Strongly

Agree %Agree

39 I have increased knowledge of teaching strategies appropriate to the

content of the key learning area/s in which I teach 0% 0% 6.7% 13.3% 80% 93.3%

40 I have increased understanding of individual differences among

students and how to cater for them 0% 0% 13.3% 20% 66.7% 86.7%

41 I have increased understanding about linking assessment to the

teaching and learning cycle 0% 0% 6.7% 33.3% 60% 93.3%

42 I now make clearer links between my teaching goals and the

classroom activities I use 0% 0% 6.7% 46.7% 46.7% 93.4%

43 I now manage classroom activities and transitions more effectively 0% 0% 6.7% 53.3% 40% 93.3%

44 I now use more effective teaching and learning strategies appropriate

to students in my class/es 0% 0% 6.7% 20% 73.3% 93.3%

45 I integrate assessment with teaching and learning more effectively 0% 0% 6.7% 40% 53.3% 93.3%

46 I provide more effective feedback to my students to support their

learning 0% 0% 0% 46.7% 53.3% 100%

47 I access and use materials and resources more effectively 0% 0% 6.7% 53.3% 40% 93.3%

48 My students are learning more purposefully 0% 0% 0% 33.3% 66.7% 100%

49 My students are more actively engaged in learning activities 0% 0% 0% 46.7% 53.3% 100%

50 My confidence as a teacher has increased 0% 0% 6.7% 26.7% 66.7% 93.4%

Element 5A: Extent of Performance and

Development Culture

Extent agrees or disagrees with … Strongly

Disagree Disagree

Slightly

Agree Agree

Strongly

Agree %Agree

51 My job provides me with professional stimulation and growth 0% 0% 6.3% 31.3% 62.5% 93.8%

52 I have many opportunities to learn new things in this school 0% 0% 6.3% 25% 68.8% 93.8%

53 I feel supported in my teaching 0% 0% 0% 43.8% 56.3% 100.1%

54 I have a sense that education in this school is improving 0% 0% 6.3% 18.8% 75% 93.8%

55 My abilities are recognised and used effectively 0% 6.3% 0% 50% 43.8% 93.8%

56 I have a sense of continuing professional development 0% 0% 6.3% 18.8% 75% 93.8%

57 I am feeling increasingly effective 0% 0% 6.3% 50% 43.8% 93.8%

58 I get good advice from other teachers in this school when I have a

teaching problem 0% 0% 6.3% 12.5% 81.3% 93.8%

59 In this school, teachers are recognised for a job well done 0% 0% 6.3% 43.8% 50% 93.8%

60 I feel supported by the school leadership team to try out new ideas 0% 0% 12.5% 31.3% 56.3% 87.6%

61 The principal knows what kind of school he/she wants and has

communicated it to the staff 0% 6.3% 0% 18.8% 75% 93.8%

62 The teachers who teach well in this school are given opportunities to

provide leadership to other teachers 0% 0% 12.5% 25% 62.5% 87.5%

63 Teachers maintain high standards in their teaching 0% 0% 6.3% 37.5% 56.3% 93.8%

64 In this school, we solve problems; we don't just talk about them 0% 0% 6.3% 37.5% 56.3% 93.8%

65 Teachers I work with regularly evaluate how well our programs are

meeting students' needs 0% 0% 6.3% 25% 68.8% 93.8%

66 There is a great deal of co-operative effort among teachers at all levels

to provide quality learning opportunities for students 0% 0% 6.3% 43.8% 50% 93.8%

67 Joint review of students' progress and development is a normal part of

the way we work in this school 0% 6.3% 0% 37.5% 56.3% 93.8%

68 Teachers in this school are willing to share their teaching practices

and ideas with colleagues 0% 6.3% 0% 31.3% 62.5% 93.8%

69 Teachers in this school keep abreast of recent research in their field of

teaching and learning 0% 0% 6.3% 43.8% 50% 93.8%

70 Teachers think that the students in this school are capable of learning

and developing 0% 0% 0% 25% 75% 100%

71 The school leadership team knows the teachers who are most

effective 0% 0% 12.5% 31.3% 56.3% 87.6%

72 Teachers are expected to be accountable for their practices 0% 0% 6.3% 25% 68.8% 93.8%

73 The school leadership team values the professional knowledge and

skills of teachers in this school 0% 0% 6.3% 37.5% 56.3% 93.8%

74 There is a variety of opportunities for teachers to give feedback about

school planning and functioning 0% 0% 6.3% 37.5% 56.3% 93.8%

75 The leadership is responsive to staff suggestions for changes that

might enhance teacher effectiveness 0% 0% 12.5% 37.5% 50% 87.5%

76 The school leadership team is concerned to create a work environment

that enables teachers to teach effectively 0% 0% 0% 37.5% 62.5% 100%

77 The school leadership team provides opportunities for classroom

teachers to gain leadership experience 0% 6.3% 18.8% 37.5% 37.5% 75%

78 The school leadership team promotes collaboration and reflection

among staff in professional learning teams 0% 0% 6.3% 18.8% 75% 93.8%

5B Frequency of professional interactions with

colleagues in immediate work group

Rarely Once per term Monthly Weekly Almost

daily

79 Discussions about how to teach a concept or skill 6.3% 0% 0% 50% 43.8%

80 Working together on preparing units of work and teaching materials 0% 0% 18.8% 37.5% 43.8%

81 Visiting other teachers' classrooms to learn from their teaching 18.8% 18.8% 31.3% 25% 6.3%

82 Reading and viewing each other's students' work 6.3% 6.3% 37.5% 31.3% 18.8%

83 Making a conscious effort to coordinate the content of my courses

with that of other teachers 0% 0% 6.3% 43.8% 50%

Response Rate No of

staff

No of

responses

Actual

response rate

Expected

response rate

Threshold

achieved

16 16 100% 90% Yes

Teachers New to the school No of new

teachers No Yes

Joined the school staff, or rejoined the school staff after a substantial period of

absence (e.g. more than one year), during the past two years 6 62.5% 37.5%

New to Teaching No Yes

Began first year of teaching in this school 87.5% 12.5%

Prevalence of induction program No Yes

Provided with an induction program 0% 100%

Supplied with induction guidelines and materials 0% 100%

Provided with a designated support person or mentor teacher 0% 100%

Prevalence of Individual Teacher Development Plan No Yes

Have own Individual Teacher Development Plan 18.8% 81.3%

Element Summary Actual results Expected

results

Threshold

achieved

Element 1: Induction for teachers new to the school 96.7% 75% Yes

Element 3: Customised individual teacher development plans 89.5% 75% Yes

Element 4: Quality professional development 94.4% 75% Yes

Element 5A: Extent of Performance and Development Culture 92.9% 75% Yes