Supervision of Teachers 2006

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					  TIBOOBURRA OUTBACK SCHOOL OF THE AIR

            Supervision of Teachers Policy 2006



Preamble

Supervision is educational leadership that promotes continuous
improvement in the delivery of teaching and learning programs. It is a
necessary component of a school’s self evaluation cycle and assists
teachers in meeting the needs of their students. Supervision should be a
supportive process conducted in a professional atmosphere with the clear
objective of achieving the best for the students and staff at this school.
This Supervision of Teachers Policy forms the basis for meeting the
conditions of the Teacher Assessment and Review Schedule (Appendix 1).

Aim

Effective supervision as part of a total staff welfare program aims to:
    ensure positive student outcomes resulting form quality teaching
      and learning programs.
      provide accountability for staff members’ performance.
      allow for individual teacher responsibility to their Principal for
       translating school policies, programs and departmental curricula
       into suitable learning experiences for all students in the school.
      provide a positive means of supporting staff in their professional
       development. It should at all times acknowledge the
       professionalism of staff.
      ensure that all staff are aware of their roles and responsibilities
      encourage personal goal setting and self-improvement
      provide individual feedback and recognition of achievement.



Procedure

      Clear role statements are negotiated and established in conjunction
       with the teacher’s roles and responsibilities out of the ‘Roles and
       Responsibilities’ document (Appendix 2).




            Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
      The Principal will play a key role in developing positive and effective
       supervisory practices in this school.
      Supervision will involve regular conferencing held on an informal
       basis as well as a formal conference held once a term. The basis of
       these meetings will be governed by the Quality Distance Education
       Teaching Matrix (Appendix 3) which is available in the ‘Quality
       Improvement in Distance Education Folder’.
      Each year a staff development program is to be developed by
       negotiation between each staff member and the Principal. It is to
       include goal setting, implementation, evaluation and further
       development.
      Supervision is a part of total staff welfare. This includes a
       monitoring component and a professional development component
       which will include conferencing (Appendix 4) and Observation of
       Educational Programs (Appendix 5).
      In implementing the annual review the Principal will take into
       account the following:
          o The level of experience of the teacher; and
          o The particular circumstances of the school.
      Probationary teachers are supported and are aware of their
       progress towards efficiency status each term.
      Teachers whose efficiency is causing concern: A school teacher
       can be identified as experiencing difficulty with their performance
       or as causing concern any time provided that the processes outlined
       in the Procedures for Managing Teachers Who Are Experiencing
       Difficulties With Their Teaching Performance are followed.


Evaluation

This policy will be reviewed in 2008 by the Principal and staff to assess
its effectiveness. If staff feel it necessary to review the policy prior to
2008, concerns can be discussed and addressed in staff meetings.




             Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
    Teacher Assessment and Review Schedule (Appendix 1)
Purpose:
To provide a mechanism for the monitoring of teacher’s performance through
the supervising executive and Principal ensuring that the teacher’s performance
is appraised by annual review.

Procedures:
   1. Teachers shall be entitled to progress, or be maintained, on the common
      incremental scale or the salary level for a promotions position after each
      twelve months of service subject to the teacher demonstrating by means
      of an annual review, continuing efficiency in teaching practice,
      satisfactory performance and professional growth. (Memo 01/039)
   2. The principal shall be responsible for annually reviewing the performance
      and development of the teacher undertaking his/her work. (Memo
      01/039)
   3. For school teachers (including temporary teachers) this annual review
      shall be supported by:
               Conferences between the teacher and the principal (as outlined in
                the supervision policy);
               Observations of educational programs;
               Review of documentation such as lesson planning, lesson material
                and students work, plans, evaluations and reports, as appropriate.
   4. In implementing the annual review the principal, will take into account the
      following:
               The level of experience of the teacher (so that less experienced
                teachers are given greater support); and
               The particular circumstances of the school.
   5. The Teacher Assessment and Review Schedule will be supported by the
      implementation of the Tibooburra Outback School Of The Air
      Supervision of Teacher Policy.
   6. The procedures will provide feedback to teachers throughout the
      process.
   7. On completion of the Teacher Assessment and Review Schedule, teachers
      appraised as efficient will receive a copy of the “Verification by Principal
      of Annual Review of Teacher Performance” document.




               Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
        Teacher Roles and Responsibilities (Appendix 2)

All teachers should be aware of the regulations under which they are employed.
To gain clarification in any doubtful areas teachers should confer with the
principal or Teachers Federation Representative.

In particular, teachers should familiarise themselves with the following
documents:
    Teaching Service Regulations
    Determination Of Conditions Of Employment
    Teachers And Related Employees Enterprise Agreement
    Leading And Managing The Schools Document 2000
    The Education Reform Act
    Code Of Conduct
    School Teacher Assessment and Review Schedule 2001


The basic duties and responsibilities of teachers at this school are
as follows:

Student Welfare
   Assists in the recognition of suspected child abuse and neglect and notify
    where abuse has occurred.
   Has an awareness of teachers’ responsibility for students under the
    Department’s Duty of Care and Supervision Policy.
   Accepts responsibility for the education of all children in the class or group.
   Is aware of and follows the school’s policy and procedures for behaviour
    management in the classroom and playground.
   Uses the schools’ Discipline Code as the basis for establishing class rules and
    consistently refer to the code when dealing with unacceptable behaviour.
   Plans suitable teaching & learning activities consistent with the approximate
    stages of development of the students and which responds to both individual
    and group learning needs.
   Develops a stimulating learning environment.
   Establishes a sound, open climate which best allows for the development
    within students of a:
        sense of dignity and worth
        sense of responsibility for their own actions and decisions
        caring attitude towards others which is reflected in the respect and
         tolerance they show towards their peers.
   Advises appropriate executive of unexplained absences



             Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
   Promotes positive attitudes towards students.
   Ensures positive behaviour & learning is rewarded and acknowledged.


Staff Welfare
   Demonstrates a willingness to share knowledge and skills with colleagues.
   Demonstrates willingness for professional learning focused on key issues of
    student learning.
   Accepts ultimate responsibility for professional growth.
   Assists all staff members in supervising children at assemblies and on the
    playground.
   Ensures the Code of Conduct is followed in performance of their duties.
   Ensures punctuality to school, class and duties.
   Assists colleagues in developing a pride in the school reflected in the
    attractive nature of the school and class environment.
   Cooperates with colleagues to enhance the smooth running of the school day
    and extra curricula activities.
   Represents the school positively within the community by maintaining
    confidentiality and speaking appropriately of colleagues and students.
   Participates in some school community activities.


Teaching and Learning/Curriculum
   Understands and supports the School Plan as a guide for action.
   Understands and implements school developed curriculum materials.
   Relates class aims and student outcomes to school programs.
   Plans suitable teaching and learning activities consistent with the stages of
    development of students.
   Selects suitable teaching aids and learning resources.
   Demonstrates the implementation of planned activities and supplies evidence
    of effective evaluation of teaching and learning activities.
   Monitors and effectively assesses student progress against syllabus
    outcomes. Designs assessment strategies that are integral to teaching and
    learning.
   Demonstrates effective classroom management techniques.
   Accepts leadership roles in curriculum development in areas of special
    expertise and interest.




             Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
Administration
   Maintains a class program in accordance with state and school guidelines.
   Maintains a class roll by following the instructions provided.
   Encourages parent and community involvement and participation in all areas
    of the school’s development, especially the classroom.
   Reports to parents.
   Knows and upholds playground and school rules as per school policy.
   Actively supervises students in the playground ensuring safety and security
    for all.
   Ensures that injured students receive attention promptly and completes
    accident reports as required.
   Is aware of emergency evacuation procedures.
   Supports and promotes effective structures for communication and
    organisation in the school.
   Is aware of the expectations, roles and responsibilities of their position.
   Suggest initiatives which are appropriate to changing the nature of the
    school and/or policies.




             Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
         Quality Distance Education Teaching Matrix (Appendix 3)
        Area                 Foundation                       Building                      Best Practice
                        Follows established         Adapts procedures to meet         Develops and initiates
  ORGANISATION
                    1   procedures                  individual needs                  procedures to meet individual
                                                                                      needs
                        Participates in change      Supports the change process       Generates the change processes
                    2   processes that lead to      that leads to improvement         to promote improvement
                        improvement
                        Works within time           Initiates changes to time         Coordinates self and others to
                    3   frames using guidance       constraints and independently     meet commitments and provide
                        and support                 meets deadlines                   support
                        Has knowledge and           Individualises programs to        Internalises syllabus outcomes
                        understanding of current    meet educational needs,           and adjusts teaching to
                    1   syllabuses, curriculum,     interests and abilities of each   individual student needs in order
  CURRICULUM




                        staged outcomes             student                           to achieve outcomes
                        Knows the basic learning    Uses evidence and research to     Student programs are individual,
                        needs of each student       inform decisions and              adaptable, flexible and
                    2                               practices. Monitors outcomes      negotiated by teacher,
                                                                                      supervisor and student
                        Has knowledge and           Accesses and utilizes a large     Outstanding knowledge of
                    3   understanding of LMP and    range and variety of support      curriculum, learning materials,
                        other learning materials    materials                         resources in all KLAs
                        Reports to students and     Recognises individual needs       Designs a variety of reporting
                    1
ASSESSMENT
& REPORTING




                        parents using standard      and guides student progress       styles to cater for individual
                        existing practice           through feedback                  needs
                        Gathers evidence of         Selects and analyses evidence     Determines how a competence
                    2   achievement of outcomes     of achievement                    will be assessed
                        Involves others in          Develops and supports             Values student and supervisor as
                    3   student evaluation          partnerships to evaluate          members of evaluation team
                        process                     student achievement
                        Provides a framework for    Develops a flexible framework     Develops a negotiated Individual
                    1   student learning            for student learning              Learning Program with each
INTERACTIVE




                                                                                      student
 LEARNING




                        Develops a knowledge and    Responds to individual student    Anticipates student learning and
                    2   understanding of DE         learning needs                    welfare needs
                        students
                        Provides a framework for    Develops a flexible framework     Develops a negotiated Individual
                    3   student learning            for student learning              Learning Program with each
                                                                                      student
                        Develops an awareness of    Works towards achieving team      Initiates and leads teams
  COLLABORATION




                    1   team goals                  goals                             towards achievement of team
                                                                                      goals
                        Understands a range of      Effectively works with others     Facilitates teams and the
                    2   diversity of others                                           development of team skills in
                                                                                      others
                        Has an awareness of         Addresses the causes of           Sustains and models positive and
                    3   group dynamics              conflicts                         professional relationships with
                                                                                      colleagues
                        Recognises and values the   Attempts new DE teaching          Recognised as a dedicated and
                    1   role of the DE teacher      strategies and approaches         innovative professional DE
  PROFESSIONALISM




                                                                                      teacher
                        Adapts to DE setting and    Committed to developing the       Initiates new practices, shares
                        seeks help                  DE teaching role and seeks        with others and recognizes the
                    2                               training and development          value of appropriate, timely
                                                    support                           training
                        Recognises the need to      Has mutually rewarding            Has developed an empathetic
                        have a productive           relationship with students and    relationship with students and
                    3   relationship with           supervisors                       supervisors
                        students and supervisor




                         Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
                        Conferencing (Appendix 4)


Conferencing could include:
      discussions in pairs or groups
      mentoring
      team work


Such collegial relationships have positive benefits in that they can lead to the
development of new meanings, new skill behaviours and new beliefs. It is
important to establish from the beginning:
      the purpose of the conference
      the form the conferences may take
      the frequency and duration of the conference
      skills needed by participants
      appropriate documentation required.


The topics addressed in a professional conference could cover some of the
following:
      professional goals
      professional development ideas
      lesson preparation
      teaching strategies E.g. strategies that cater for individual differences
       or demonstrate a variety of approaches to learning
      analysis of the degree of independent learning by students
      evaluation of student progress
      participation of teachers in professional development
      learning environments
      behaviour management
      records E.g. programs, registration, administration, marking, report
       writing, BST analysis …
      policies
      professional dialogue and reflection
      assessment practices
      team work
      mentoring
      positive relationships with students, other staff and parents




            Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
         Observation of Educational Programs (Appendix 5)


It is important to understand that this component of the Supervision Policy, as
well as the Annual Review Processes, is to be interpreted broadly and does not
only refer to specific lesson observation. A broader view about educational
programs may include:
      the teaching and learning program and its delivery
      the teacher’s role outside the classroom E.g. taking part in a whole school
       assembly or positive interaction with students outside the classroom
      reporting to and interacting with parents


Lesson observation may be an appropriate strategy in some cases, E.g.
      for a New Teacher (a teacher within their first 3 years of teaching)
      in the context of a mentoring relationship, team teaching, coaching …


This can be informal or formal. A prerequisite is that the level of professional
trust needs to be high and the circumstances need to be negotiated.

For more experienced teachers, if lesson observation is to occur, it may be more
appropriate that it involve a peer.
Quality teaching programs may used in this process

One of the aims of the professional development approach to supervision is to
establish a climate in which teachers can feel comfortable to go in an out of
each others classrooms, and to stimulate professional dialogue about
professional practice. A teacher’s professional development should be driven by
personal needs which can be developed through the completion of the
appropriate appendices. This professional trust will promote a willingness to
reflect on constructive feedback to improve performance.




            Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
              Self Evaluation of Quality Distance Education Teaching
                                Matrix (Appendix 6)

 As part of a self evaluation process, teachers are required to fill in this table as
 a reflection of their classroom teaching.

 Tick the box that best describes your ability for each criterion as either, Best
 Practice, Building or Foundation.

        Area                 Foundation                    Building               Best Practice
                      Follows established        Adapts procedures to         Develops and initiates
                  1
   ORGANISATION




                      procedures                 meet individual needs        procedures to meet
                                                                              individual needs
                      Participates in change     Supports the change          Generates the change
                  2   processes that lead to     process that leads to        processes to promote
                      improvement                improvement                  improvement
                      Works within time          Initiates changes to time    Coordinates self and
                      frames using guidance      constraints and              others to meet
                  3   and support                independently meets          commitments and
                                                 deadlines                    provide support
                      Has knowledge and          Individualises programs      Internalises syllabus
                      understanding of current   to meet educational          outcomes and adjusts
                  1   syllabuses, curriculum,    needs, interests and         teaching to individual
                      staged outcomes            abilities of each student    student needs in order
   CURRICULUM




                                                                              to achieve outcomes
                      Knows the basic learning   Uses evidence and            Student programs are
                      needs of each student      research to inform           individual, adaptable,
                  2                              decisions and practices.     flexible and negotiated
                                                 Monitors outcomes            by teacher, supervisor
                                                                              and student
                      Has knowledge and          Accesses and utilizes a      Outstanding knowledge
                      understanding of LMP and   large range and variety of   of curriculum, learning
                  3   other learning materials   support materials            materials, resources in
                                                                              all KLAs
                      Reports to students and    Recognises individual        Designs a variety of
AND REPORTING




                      parents using standard     needs and guides student     reporting styles to
                  1
 ASSESSMENT




                      existing practice          progress through             cater for individual
                                                 feedback                     needs
                      Gathers evidence of        Selects and analyses         Determines how a
                  2   achievement of outcomes    evidence of achievement      competence will be
                                                                              assessed
                      Involves others in         Develops and supports        Values student and
                  3   student evaluation         partnerships to evaluate     supervisor as members
                      process                    student achievement          of evaluation team
                      Provides a framework for   Develops a flexible          Develops a negotiated
                      student learning           framework for student        Individual Learning
                  1                              learning                     Program with each
INTERACTIVE
 LEARNING




                                                                              student
                      Develops a knowledge and   Responds to individual       Anticipates student
                  2   understanding of DE        student learning needs       learning and welfare
                      students                                                needs
                      Provides a framework for   Develops a flexible          Develops a negotiated
                      student learning           framework for student        Individual Learning
                  3                              learning                     Program with each
                                                                              student




                       Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
                      Develops an awareness of    Works towards achieving    Initiates and leads
                      team goals                  team goals                 teams towards
COLLABORATION     1                                                          achievement of team
                                                                             goals
                      Understands a range of      Effectively works with     Facilitates teams and
                  2   diversity of others         others                     the development of
                                                                             team skills in others
                      Has an awareness of         Addresses the causes of    Sustains and models
                      group dynamics              conflicts                  positive and
                  3                                                          professional
                                                                             relationships with
                                                                             colleagues
                      Recognises and values the   Attempts new DE            Recognised as a
                      role of the DE teacher      teaching strategies and    dedicated and
                  1                               approaches                 innovative professional
PROFESSIONALISM




                                                                             DE teacher
                      Adapts to DE setting and    Committed to developing    Initiates new
                      seeks help                  the DE teaching role and   practices, shares with
                                                  seeks training and         others and recognizes
                  2                               development support        the value of
                                                                             appropriate, timely
                                                                             training
                      Recognises the need to      Has mutually rewarding     Has developed an
                      have a productive           relationship with          empathetic
                  3   relationship with           students and supervisors   relationship with
                      students and supervisor                                students and
                                                                             supervisors




                       Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
              Workplace Learning Checklist (Appendix 7)


                       Workplace Learning Activity                             Check

Relieving in a higher position

Position of responsibility

Staff conferences

School development day participant

School development day co-ordinator

Implementation of projects from school management plan

KLA – based professional development in school

KLA – based professional development beyond school

Leadership training courses, activities, reading

Management training courses (eg first aid)

Training in DET mandatory policies (eg Child Protection, Literacy..)

Professional mentor

Practicum supervisor

Involvement in information nights, extra-curricular programs

Sport supervision, knockout coach …

Parent/Teacher nights

Linkages program with high schools

Report writing, feedback to students and parents, interviews

Representing the school at P&C

Membership of district committees

Co-operative learning training

KLA – based co-ordination eg course co-ordinator

Professional reading




              Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
                          Supervision Meeting (Appendix 8)


Record of Meeting

Teacher: ________________________________              Class: ___________

Date       Topic                        Details                           Action




Documentary Support:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

Signed: ____________________ Signed (Principal): _________________

Date: _________________



          Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
            Supervisors Report on Teaching Progress                   (Appendix 9)


Teacher: ________________________________                Class: ___________

Date: ___________

This report provides feedback on the development of the 6 key areas as
outlined by the Quality Distance Education Teaching Matrix:
   1. Organisation                            4. Interactive Learning
   2. Curriculum                              5. Collaboration
   3. Assessment and Reporting                6. Professionalism

This document forms the basis for the Teacher Assessment and Review
Schedule (TARS) to be completed annually in Term 3.

1. Organisation


                                                                             Level of
Criteria   Evidence Presented            Comments/Suggestions
                                                                           achievement



   1




   2




   3




            Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
2. Curriculum


                                                                            Level of
Criteria   Evidence Presented           Comments/Suggestions
                                                                          achievement



   1




   2




   3




3. Assessment and Reporting


                                                                          Level of
Criteria   Evidence Presented          Comments/Suggestions
                                                                        achievement




   1




   2




   3




           Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
4. Interactive Learning


                                                                             Level of
Criteria   Evidence Presented            Comments/Suggestions
                                                                           achievement



   1




   2




   3




5. Collaboration


                                                                           Level of
Criteria   Evidence Presented           Comments/Suggestions
                                                                         achievement




   1




   2




   3




            Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
6. Professionalism


                                                                          Level of
Criteria   Evidence Presented          Comments/Suggestions
                                                                        achievement




   1




   2




   3




Additional Comments:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

Recommendation / Strategies for improvement:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________


           Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
        Training and Development Log (Appendix 10)


Term          Training and Development                    Individual Training
       Week                                   Week




 1




 2




 3




 4




         Tibooburra Outback School of the Air Supervision of Teachers Policy 2006
           Professional Development Plan (Appendix 11)

Name : _________________ Stage: _____ Year: _____

Targets for this year




Strategies to Assist




Assessing Achievements




Staff Signature: _________________Supervisor: ________________


          Tibooburra Outback School of the Air Supervision of Teachers Policy 2006

				
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