1. 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
0% 100% 100%
(e.g. an Induction Kit; School Staff Manual)?
4 Did the school provide you with a designated support person or
0% 100% 100%
mentor teacher?
No
Strongly Slightly Strongly
Induction Disagree Agree %Agree
Disagree Agree Agree
Program
5 The school's induction program prepared me well for teaching
0% 0% 0% 0% 33.3% 66.7% 100%
effectively in this school
6 My designated support person or mentor was well prepared for the
0% 0% 0% 0% 33.3% 66.7% 100%
mentoring role
7 My designated support person or mentor was readily available when I
0% 0% 0% 0% 16.7% 83.3% 100%
needed him/her
8 My designated support person or mentor followed up regularly to see
0% 0% 0% 16.7% 50% 33.3% 83.3%
how well I was settling in at the school
Strongly Slightly Strongly
VIT Guidelines Disagree Agree %Agree
Disagree Agree Agree
10 The school's procedures for mentoring and judging whether my
portfolio meets the standards for full registration are consistent with 0% 0% 6.7% 33.3% 60% 93.3%
the VIT guidelines
Element 2: Use of multiple sources of feedback on
teacher effectiveness for individual teachers and
teams of teachers
Did not receive
Received feedback from the following sources in the past two Two or More than
this type of Once Actual Result
years three times three times
feedback
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 0% 6.3% 25% 68.8% 93.8%
class in the past two years?
13 To what extent have you received formal feedback about your
teaching from your students (e.g. via a survey completed by one of 18.8% 12.5% 12.5% 56.3% 68.8%
your classes) in the past two years?
15 To what extent have you received systematic data from your students
about their assessment of themselves as learners in the past two 6.3% 0% 43.8% 50% 93.8%
years?
17 To what extent have you received feedback about your students'
learning outcomes in relation to standards and benchmarks for 6.3% 6.3% 6.3% 81.3% 87.6%
students at that level in the past two years?
19 To what extent have you received feedback from colleagues based on
0% 0% 25% 75% 100%
discussing samples of your students' work in the past two years?
21 To what extent have you received feedback based on observations of
37.5% 12.5% 37.5% 12.5% 50%
your own teaching using video or audio taping in the past two years?
23 To what extent have you received objective feedback from parents
12.5% 0% 18.8% 68.8% 87.6%
(e.g. via a survey) in the past two years?
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 0% 25% 31.3% 43.8% 75.1%
two years?
Usefulness of feedback in helping to improve teaching within the Not at all Somewhat
Useful Very useful Actual Result
past two years useful useful
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 0% 0% 30.8% 69.2% 100%
you to improve your teaching within the past two years?
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 0% 23.1% 7.7% 69.2% 76.9%
your teaching within the past two years?
16 If you did receive systematic data from your students about their
assessment of themselves as learners, to what extent has it been useful 0% 7.7% 30.8% 61.5% 92.3%
in helping you to improve your teaching within the past two years?
18 If you did receive feedback about your students' learning outcomes in
relation to standards and benchmarks for students at that level, to what
0% 0% 15.4% 84.6% 100%
extent has it been useful in helping you to improve your teaching
within the past two years?
20 If you did receive feedback from colleagues based on discussing
samples of your students' work, to what extent has it been useful in 0% 0% 7.7% 92.3% 100%
helping you to improve your teaching within the past two years?
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 7.7% 15.4% 53.8% 23.1% 76.9%
in helping you to improve your teaching within the past two years?
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 0% 0% 38.5% 61.5% 100%
two years?
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
0% 38.5% 23.1% 38.5% 61.6%
been useful in helping you to improve your teaching within the past
two years?

2. Element 3: Customised individual teacher
development plans
To a
To a minor To a major
Individual Teacher Development Plan informed by … Not at all moderate %Agree
extent extent
extent
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
0% 7.7% 15.4% 76.9% 92.3%
Standards?
Strongly Slightly Strongly
Extent agrees or disagrees with … Disagree Agree %Agree
Disagree Agree Agree
33 My plan is aligned with what I really need if I am to increase my
0% 0% 15.4% 15.4% 69.2% 84.6%
effectiveness as a teacher
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
0% 7.7% 0% 23.1% 69.2% 92.3%
have a positive effect on my career prospects
Element 4: Quality professional development
Outcome of professional learning opportunities provided by, or Strongly Slightly Strongly
Disagree Agree %Agree
supported by, school Disagree Agree Agree
39 I have increased knowledge of teaching strategies appropriate to the
0% 0% 6.7% 13.3% 80% 93.3%
content of the key learning area/s in which I teach
40 I have increased understanding of individual differences among
0% 0% 13.3% 20% 66.7% 86.7%
students and how to cater for them
41 I have increased understanding about linking assessment to the
0% 0% 6.7% 33.3% 60% 93.3%
teaching and learning cycle
42 I now make clearer links between my teaching goals and the
0% 0% 6.7% 46.7% 46.7% 93.4%
classroom activities I use
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
0% 0% 6.7% 20% 73.3% 93.3%
to students in my class/es
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
0% 0% 0% 46.7% 53.3% 100%
learning
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
Strongly Slightly Strongly
Extent agrees or disagrees with … Disagree Agree %Agree
Disagree 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
0% 0% 6.3% 12.5% 81.3% 93.8%
teaching problem
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
0% 6.3% 0% 18.8% 75% 93.8%
communicated it to the staff
62 The teachers who teach well in this school are given opportunities to
0% 0% 12.5% 25% 62.5% 87.5%
provide leadership to other teachers
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
0% 0% 6.3% 25% 68.8% 93.8%
meeting students' needs
66 There is a great deal of co-operative effort among teachers at all levels
0% 0% 6.3% 43.8% 50% 93.8%
to provide quality learning opportunities for students
67 Joint review of students' progress and development is a normal part of
0% 6.3% 0% 37.5% 56.3% 93.8%
the way we work in this school
68 Teachers in this school are willing to share their teaching practices
0% 6.3% 0% 31.3% 62.5% 93.8%
and ideas with colleagues
69 Teachers in this school keep abreast of recent research in their field of
0% 0% 6.3% 43.8% 50% 93.8%
teaching and learning

3. 70 Teachers think that the students in this school are capable of learning
0% 0% 0% 25% 75% 100%
and developing
71 The school leadership team knows the teachers who are most
0% 0% 12.5% 31.3% 56.3% 87.6%
effective
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
0% 0% 6.3% 37.5% 56.3% 93.8%
skills of teachers in this school
74 There is a variety of opportunities for teachers to give feedback about
0% 0% 6.3% 37.5% 56.3% 93.8%
school planning and functioning
75 The leadership is responsive to staff suggestions for changes that
0% 0% 12.5% 37.5% 50% 87.5%
might enhance teacher effectiveness
76 The school leadership team is concerned to create a work environment
0% 0% 0% 37.5% 62.5% 100%
that enables teachers to teach effectively
77 The school leadership team provides opportunities for classroom
0% 6.3% 18.8% 37.5% 37.5% 75%
teachers to gain leadership experience
78 The school leadership team promotes collaboration and reflection
0% 0% 6.3% 18.8% 75% 93.8%
among staff in professional learning teams
5B Frequency of professional interactions with
colleagues in immediate work group
Almost
Rarely Once per term Monthly Weekly
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
0% 0% 6.3% 43.8% 50%
with that of other teachers

4. No of No of Actual Expected Threshold
Response Rate
staff responses response rate response rate achieved
16 16 100% 90% Yes
No of new
Teachers New to the school No Yes
teachers
Joined the school staff, or rejoined the school staff after a substantial period of
6 62.5% 37.5%
absence (e.g. more than one year), during the past two years
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%
Expected Threshold
Element Summary Actual results
results 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