The Big Picture - Department for Education and Child Development

The Big Picture
Why are we doing
what we’re doing
the way we are doing it?
DECD Strategic Plan
Strategic directions
Every child achieves their potential
Excellence in education and care
Connect with communities
A successful and
sustainable organisation
Central to realising improved student
outcomes within DECD are:
 Improving attendance – students do not learn if they are not at school
and as a consequence our teaching is not as effective. I ask everyone to
work to build a culture of attendance and time on task in every class. This
will include staff working together with families, scrutinising levels of
student engagement and creating community awareness of the importance
and quality of what we offer.
 A relentless focus on numeracy and literacy – without numeracy and
literacy skills our children and young people will struggle to lead rich lives,
to plan, think critically and creatively, and to solve problems.
 Continuing to build the capacity of our workforce and improving the
quality of our work through performance development with a focus
on pedagogy – stretching and engaging our learners to achieve (TfEL),
student learning outcomes and building our own and others’
capacity. Assessment for learning, learning design, planning collaboratively
and feedback from colleagues and students are also essential to improving
professional practice. We know how important the quality of the work you
do in classrooms every day is to the life chances of our children and young
Northern Adelaide Regional
Improvement Plan 2010-2013
 The 2012 - 2013 update continues to take a strategic approach to achieving
improved outcomes for all learners in Northern Adelaide with a greater focus
on what makes a difference in classrooms. Sites will continue to cater for all
learners and provide a broad and balanced range of curriculum offerings.
Narrow focus –
o Quality Teaching and Learning
o Building Capacity
o Early Years
o Aboriginal Education
o Intervention and Support
o Improvement and Accountability
o Partnerships
Principal as Literacy Leader (PALL)
Secondary Principal as Literacy Leader
Broad focus –
Many elements:
o System directives – Science and
Maths Strategy
o Early Years reforms - National
Quality Standards
o Introduction of the Australian
o New SACE
o Provision of a broad and
balanced curriculum
o Learner management –
behaviour, attendance
Determined collaboratively by Northern
Adelaide Region
Determined by sites, ECD, COAG,
Regional Office
Our school’s Performance Improvement Plan
Australian Professional
Standards for Teachers
“reflect and build on national and
international evidence that a teacher’s
effectiveness has a powerful impact on
students with broad consensus that
teacher quality is the single most
important in-school factor influencing
student achievement”
Our performance and development plan
 Identify 4-6 work priorities (what will you focus
on to improve your practice?)
 Write your objectives/goals for each of these
(how will you go about it)
 Write your performance indicators for each - how
will you and your line-manager measure your
objectives and know that you are working
towards them or have achieved them? (so what impact on student learning outcomes)
The role of Leadership with your P&D
 You will be supported with the HOW
 You will also be supported to collect the
evidence to reflect on and evaluate your
performance indicators - the SO WHAT
 Line managers will provide formal and
informal feedback
 Leadership would like to develop more
formal and informal processes for peer
Support for
developing / updating
your PDP –
SWOT process

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