Jacqui Innes Performance Agreement 2013:

GOALS:
Writing

INDICATORS:
o Effective formative practice characterised by:
Learning Intentions/ success criteria clear, known by students and visible; Timely, specific feedback to writers including feedforward/next learning steps; and systems to support it e.g. highlighter strategy and insert page; Routine self assessment; Teacher modeling and examples (exemplars and illustrations) used;

PD/SUPPORTED BY:
School-wide curriculum development of writing, including but not limited to: o Courses. o Rita Palmer (Facilitator). o Teacher Inquiry including Jugyou Kenkyuu processes. o Professional Reading Effective Literacy Practice etc. o Staff meetings/workshops of data and moderation.

Teacher Inquiry

o Robust assessment/OTJs based on RSS matrix; o A growing theory of action, which is supported by research and/or craft knowledge. o Accelerated progress for focus group; o A sound understanding of all the technical details in the level that my focus group is at. Implementing a process of teacher inquiry that engages me in: o Collecting useful data (attitude, engagement, achievement) and synthesizing the information effectively.leading to the identification of a focus group; o Implementing a plan of inquiry, seeking evidence to inform change, making change and justifying it; o Participating effectively as a professional being coached. o Sharing/participating in new knowledge creation during the inquiry (including JK); o Close monitoring/tracking of the focus group. o Coaching skills and readings/reflections carried out through professional coaching with Carol Lynch; o Plan for and facilitate relevant staff/team meetings during the year; o Collecting useful data through surveys, class data etc; o Development and refinement of matrix/learning intentions for purposes of assessment & to support OTJs; o JK groups; o Regularly liaise with David and leadership team to ensure future direction is clear and focused; o Engage in regular reflections particularly after significant meetings/developments; o Coordinate the moderation process across the school; o Support for colleagues around writing judgments etc; o Pay attention to staff needs & provide support where necessary; o Take part in own professional readings and courses e.g. Murray Gadd, Rita Palmer etc; o Seek new resources for use within the school.

Personal/ Professional:

EXPECTED OUTCOMES:
1. Writing Focus Group: (Write a SMART goal for this focus group) To significantly raise the achievement of a group of reluctant writers (mainly boys), to ensure that they are at least At Standard by the end of 2013. 2. Inquiry (Individual): A robust teacher inquiry process including evidence based decision making leading to improvements in student achievement in writing; 3. Inquiry (JK): A professional learning community culture that values collaborative inquiry, and joint creation of knowledge; 4. Personal/Professional: To develop my coaching skills so that I can effectively lead our staff through the writing professional learning and development programme in 2013.