Riverfront Christian College

1. ... Because of our mission.

The mission of Riverfront Christian College is:

'In partnership with parents, Riverfront Christian College will provide Christ-centred education aiming for excellence in attitude and academics, equipping students to use their gifts and talents to serve God in the community.'

… to provide Christian education that enables students to learn, develop in character, and in relationship with Jesus Christ and prepares them to take a purposeful place in community.

… to glorify God through Christ-centred education that helps children develop their God given potential.

… develop within each individual their unique abilities and a desire to find the will of God for their lives. … to develop Christian character … (&) excellence at an academic, creative and practical level.

… help each student find the will of God for his or her life, and to provide for each student the human and practical resources, the environment, the encouragement and the opportunities to develop those gifts and talents, to the end that each student will respond to and fulfil the call of God in his or her life

… be an effective, academically excellent, Bible-based and Christ- focused school where students are able and encouraged to become successful Christians who demonstrate responsive discipleship.

… maintain an uncompromising biblical foundation and Christian stand in all endeavours …. Aim for excellence by providing an environment in which students and staff are encouraged to reach their full God-given potential. Cultivate community that reflects the love of Christ.

… provide Christian education to a generation of young people that will enable them to impact the community, our nation and the world for the Lord Jesus Christ.'

… academic excellence

… based on biblical Christian worldview

… develop each student’s potential

… lead students to personal relationship with God.… preparing each student to have positive Godly influence in community.

Common Mission Themes

1. ... Because of our mission.

2. … because of our professional accountability.

… professional accountability.Julia Gillard & TALIS

(teaching and learning international survey)

June 09TALIS focuses on teachers’ appraisal and feedback, their professional development, the teaching practices and beliefs and school leadership.

… The objective … is to identify barriers to effective instruction. 

… professional accountability.Julia Gillard & TALIS June 09

Conclusions… Better support for effective teaching is needed through teacher appraisal and feedback. … better and more targeted professional development as an important lever towards improvement. .

… The hardest issues to grapple with relate to actually improving teaching practice.

… schools where strong instructional leadership is present, principals are more likely to use further professional development to address teachers’ weaknesses identified in appraisals.

B. What does it look like?

Avenues to Teaching Excellence

Teachers’ Review &

Professional Learning Program

Teacher Professional Learning Program

The program aims to develop the school’s effectiveness in performing its mission through enhancing the professional knowledge, skills and capabilities of the teachers.

Specific Goals

Identify areas of need in our teaching, and apply practicable developmental strategies for improvement.

Enhance the professional, personal, & spiritual life of teachers

Enhance the professional quality of the school.

Provide strategies for implementing the dynamic & positive development of school teaching and learning culture

Key Operating Principles

The teacher’s initiative and ownership of the development process.

The teacher’s accountability to system authorities.

A context of servant leadership and nurture.

Teacher Skills Rubric

Biennial teacher appraisal & evaluation

Teacher’s Development Goals

Teacher’s Professional Development Plans

The Process at Riverfront CC

Biennial teacher appraisal & evaluation

• Confirms at least minimal compliance with school’s requirements

• Identifies pedagogical weaknesses that ought to be addressed

The Process at Riverfront CC

Teacher Skills Rubric

Biennial teacher appraisal & evaluation

• Describes specific details of skill development needs.

• Describes what good skill performance looks like.

The Process at Riverfront CC

Teacher’s Development Goals

Biennial teacher appraisal & evaluation

Teacher Skills Rubric

• Details of what we want to see developed in the teacher’s teaching and professional life.

• “Rubber on the Road” measurable performance criteria.

The Process at Riverfront CC

Teacher’s Professional Development Plans

Teacher’s Development Goals

Biennial teacher appraisal & evaluation

Teacher Skills Rubric

• Specific defined developmental tasks • Time framed – target due dates.• Includes reading, clinical supervision,

coaching, observation, action research/learning, etc

The Process at Riverfront CC

The Teacher’s Professional Learning Team

Professional Learning Team

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First personally responsible to God for:• the cultivation of his/her gift.• optimum use of the gift for the benefit

of others

The Teacher is accountable through the Supervisor for the faithful development and use of his/her gift in the institution in which God has placed him/her .

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The Colleague Coach comes alongside the Teacher to discuss, encourage, and point out issues in a non-authoritarian way.

Collegial Support

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The team meets to discuss the appraisal and the developmental responses of goal setting and executive planning.

Key processes of Teacher Review & Professional Learning

A. The school’s biennial teacher appraisal & evaluation by Supervisor:• Teacher prepares evidences on the Teacher’s

Preparation Sheet• Supervisor collects evidence through

* Observation of a few lessons (** see template on next slide)* Evidence gained in the “natural rhythm” of leadership.* Look at documentation* Information from other relevant staff, students, & parents.

Stage 1 – Teacher review

Lesson Observation Template

B. Supervisor discusses review with the teacher and makes a Teacher Review report to the Principal.

(** see template on next slide)

Stage 1 – Teacher review

Teacher Review Report

C. Teacher’s professional learning team “tag” teacher’s skill development needs on the teaching skills rubric.

(** see template on next slide)

Stage 2 The Professional Learning Program

Tagged professional learning needs

D. Teacher’s professional learning team develops with the teacher a set of professional learning goals and executive plans which may include:- Action research/learning - PD portfolio- Targeted professional reading - Clinical Supervision- Journalling - Conferences/seminars- Observation of other teachers - In-house training

(** see example on next slide)

E. End-of-cycle appraisal by supervisor.

Stage 2 (continued)

The Professional Learning Program

Teacher’s Professional Learning Plan

The teacher’s Professional Development Portfolio

The teacher keeps a portfolio of his/her professional development activities including: Professional development goals & executive

plans. Supervisor’s regular monitoring record PD Activities record Reflective Journal related to PD goals. Action Research/Learning Project reports. Professional reading log

Formal monitoring by Supervisor• Supervisor uses teacher’s PD record book to track progress & completion

of each stage. (see template on next slide)

• Informal monitoring by Colleague-Coach• Colleague-coach monitors teacher progress and offers support via regular

discussion re the teacher’s needs & progress.

Monitoring and recording progress

Supervisor’s Monitoring Template

The teacher record book & PD portfolio provide adequate evidence for the teacher to complete VIT requirements for continuing professional development and registration renewal.

VIT - Continuing Professional Development requirements & teacher registration renewal cycle

• Carried out by Supervisor in discussion with the teacher & colleague coach.

• Checks the teacher’s performance level in the skill areas set a development targets.

• Provides objective and documented feedback on professional growth.

• Can be used as input for the next 2-year review & development cycle.

End-of-cycle Appraisal

• Training & discussion with Principal [ 2 hours @ $80 ph] ………………………… $160

• Rewriting of program & templates to suit RCC [ 2 hours @ $80 ph] …………….. $160

• Visit school for day training [ one day @ $750 pd] ………………………………... $750

• Licence Fees for teachers PD Record Book [ 20 teachers @ $15 each] …..…….. $300

• Licence Fees for Supervisors Handbook [ 1 @ $20 ea] ..………………………... $100

• Development of PLP’s to assist principal [ 2 hours @ $80 ph] …………………… $160

• Travelling expenses ……………………………………………………………. $200

Roll-out costs (eg: Melbourne school with 20 teachers)

Total Cost ................................ $1810

Growing Professionally

Team Support

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