This Framework has been developed as the result of input from a number of schools. It is constantly evolving. If you can see a use for it in your school it is suggested that the staff first list their own learning beliefs and then combine the Framework below to customise to suit their own circumstances.

Some schools have also included in the appropriate section the official Professional Standards.

The Framework is based on the belief that students not only need a good grounding in the foundation skills of numeracy and literacy but also need experience to develop the skills and attitudes to become life-long learners, able to thrive in a rapidly changing world. It combines the best of traditional and innovative approaches to learning - the best of both worlds. A more Informed Vision for the 21stC.

• The Framework is an attempt to defines the philosophy in action of our School Vision and Core Teaching Beliefs. It provides clear expectations, a sense of unity and consistency for the teaching teams.
• The Shared Beliefs will be used to appraise school, individual teacher and team progress towards achieving the school Vision, and provide direction for individual and school professional development.
• The Shared Beliefs will be the basis for teachers to assess their programs. The framework has been converted to a simple Appraisal Document by asking each teacher to self assess on a simple continuum and in turn to be confirmed by an appraiser. After noting strengths and areas to improve individual professional goals can be negotiated. The Professional Standards need to be placed in the appropriate sections.
• Data from individual teacher/team members can be aggregated as part of the School Review to share with the BOT along with teacher strengths and planned professional development
• The Framework Points make up the generic school Job Description/Key Performance Outcomes and the 'We wills' the performance indicators.
• A Resource Folder could be compiled with reference material to further elaborate each Teaching Framework point. This will be in effect our Curriculum Delivery Plan. School 'best practices' developed through 'action research' projects (arising from identified teacher development needs) could also be included.

Individual teachers could check understanding (at the beginning of the year or on appointment) the Framework points and then discuss with their team leader or Principal. They will be part of the school's Appraisal process. They can be integrated with the Professional Standards under shared key areas.
Before teachers assess themselves on the 1-10 continuum they could assess each 'we will' on a 1-5 scale.

1.    We all need to work within the school Vision and Values and if we do this (and are supported by the home) we believe students can achieve far more than is currently expected.
Therefore we will:

1. Align all teaching towards achieving the school Vision and Mission Statement and Associated policies and procedures. Our actions will contribute to development of a positive image for our school.
2. Show respect and friendliness to students, parents, all school visitors and help develop through our actions a role model for our students.
3. Contribute to a school that provides an environment of excellence, high expectations and persistent striving. Students need to develop the understanding that real achievement often involves effort and perseverance
4. Develop a positive 'future orientation' in our students and help them see it is over to them to hold themselves accountable for doing quality work. They need feel the power of learning and always aim for their personal best ('the top of the mountain')
5. Negotiate with our students a class vision, within the vision of the school, and encourage appropriate behaviour based on school values. We need to help all students develop a growing sense of what is right and wrong in any situation. Students need to learn when to say no.
6. Make every effort to build positive links with all our parents and make them feel welcome and informed about how they can help and aware of student progress.
7. Handle conflict and concerns in a open positive manner. Students will learn to be aware of the means to handle conflict positively.

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Areas of strength                       Areas to develop

1. Develop in our teaching a more positive 'coaching' role to help students set high personal but realistic standards for themselves.
2. Set challenging and realistic expectations for all students taking into account their individual needs and learning styles.
3. Help all students learn to appreciate the need for quality in all they do. We will encourage students to slow the pace of their work so they can develop the appropriate skills. Too many students rush their work thinking that first finished is best.
4. Ensure that all our students develop the basic literacy and numeracy skills so that they can apply these with confidence in all their learning. Traditional skills are still vital.
5. Use a Interactive Approach in our teaching based on student questions, their prior knowledge, and negotiated learning tasks , and the teaching of research skills.
6. Teach a range of explicit thinking skills and strategies so students become aware of the appropriate strategies and can use them independently - the basis of life long learning . This involves the need to take risks and to learn from their mistakes. Most of all they must develop a positive 'I can do' attitude - 'stickability'.
7. Teach explicit co-operative learning skills so students can work together in teams.
8. Introduce new skills through focussed teaching by modelling and demonstrating until students can use them automatically. This is the coaching role.
9. Develop 'ownership' of learning by students by helping them set their own goals, an assess their own progress
10. Insure that students are confident with a range of information technology media.

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Areas of strength                       Areas for future development

1. Use the National Curriculum Framework to provide guidance for classroom programs.
2. Introduce learning to students by means of realistic projects, themes and units. Where possible these will be integrated. We want our students to be able see connections between Learning Areas.
3. Learning objectives will be selected from the appropriate Curriculum Statements.
4. Use the local environment as and important learning resource.
5. Plan collaboratively with other teachers and also with the students themselves.
6. Integrate Information Technology into all learning.
7. Introduce Multiple Intelligence concepts as we gain understanding.

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Areas of strength                       Areas for future growth

1. Ensure students develop positive self images through pride in self achievements.
2. Accept students for who they are and then help them to extend their learning repertoire by providing options and alternatives.
3. Provide a positive future orientated vision for the class based on the school values.
4. Make use of student personal interests and experiences where relevant e.g. for personal writing or class discussion and studies to demonstrate we value their life experiences and interests. We will encourage individual studies based on their interests and help students develop their talents.
5. Ensure the room environment celebrate students creativity : their questions, research and creative work in a way that clarifies student learning and informs visitors
6. See the most important source of motivation as that coming from the pride of achieving their own goals and by being able to demonstrate success through quality achievement.

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Areas of strength                       Areas for future growth

1. Ensure our classes presents a safe, predictable environment where students know what is expected of them and feel free enough to take the necessary learning risks.
2. Make use of whole class, group, and individual teaching as appropriate with an emphasis on well planned group work. The challenge is to provide focussed teaching to allow independent learning.
3. Start the teaching year reasonably formally until independent learning skills are established. We will see classroom management as a developmental process with independent group work developing as skills are taught. The class vision will be reached in Term Four.
4. Ensure group organisations are clear to the students (on the whiteboard) to allow the teacher to focus on groups or individuals identified as needing help while the others carry on.
5. Share planning (negotiate) with the students to develop a sense of ownership
6. Appreciate that the morning is a good time to teach the basic skills students need to be able to work with independently in the afternoon during their content studies.

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Areas of strength                       Areas for future growth

1. Plan collaboratively class studies, organisations, and evaluation, to utilise each others strengths, and to help each other collegially as an example of our school vision.
2. Complete long term planning, unit planning (ensuring Learning Objectives are selected) and daily planning using agreed formats. We will also include students in our planning to develop 'ownership'.
3. Plan to extend student skill in independent activity by providing guided choices.
4. Ensure students have available planning to allow them to work independently (e.g. on Task boards/Blackboards).
5. Remember it is not always advisable to have the whole class involved in activity work if we want to able to challenge their thinking or conserve our energy, we need to have at least one group to focus on for intensive teaching.
6. Aim all our planning towards students being able to plan and assess their own studies, select their own questions, able to research and select appropriate presentation and media skills .Such self managing students will be seen as the best evidence of the success of our vision; quality learners.

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Areas of strength                       Areas for future growth

1. Follow agreed school policy on assessment.
2. Keep data on the entry skills (including attitudinal data)of students to demonstrate growth to students and their parents?
3. Remember that all our teaching will be aimed at realising our school Vision , Values, and Mission and agreed student behaviour. Students should be aware of the vision and values of the school and to assess their own behaviour and learning.
4. Our Vision and Values will determine the focus for our teaching - we will keep in mind the vision of the attributes an ideal learner and encourage 'intelligent behaviour'. Students will be aware such attributes e.g the need for personal effort and 'stickability' - a 'have a go' 'mindset'.
5. Ensure all our teaching is focussed on achieving quality rather than quantity; depth rather than coverage, with every student achieving goals they understand. We will make clear to students what they are expected to learn from any activity.
6. Select appropriate learning objectives for learning tasks from the Curriculum Statements. It will be important for students to realise that these learning objectives cover attitudes and skills and not just content.
7. Negotiate with the students criteria so that they can learn to assess their own progress and set their own goals so that they can take a growing responsibility for their own quality improvement. They should be continually asked if the work they are doing is better than their last effort, why they think it so, and what they need to do next.
8. Ensure that parents are aware of any growth points worth celebrating by e.g informal home phone calls or notes along with more formal reporting.
9. Judge the success of our class by seeing how well they work independently when you are away, during wet lunch times, or when you are out of the room? This is the ultimate test of your class vision or culture

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Areas of strength                       Areas for future growth

1. Feel aligned and positive about the Vision Values and Teaching Framework of the school and happy to share them with anyone interested.
2. Work willingly and cooperatively with other teachers, share and be open to new ideas, aware of the skills of other teachers, and able to ask for help when needed.
3. Be seen as a positive member of the teaching staff, participating in corporate activities.
4. Feel confident to confront felt concerns (between any members of the school community) openly so that issues can be resolved in a creative manner.
5. Make sure all school policies and procedures are adhered to.
6. Take every opportunity to gain professional development, to feel able to ask for help, and receive it, and be able to show evidence of the new ideas that you have introduced into your class.

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Areas of strength                       Areas for future growth

Note areas for Professional Development for the following year (Action plans)
This information needs to be presented to the BOT to be included in the Professional Development budget setting process.

Select one or two (depending on complexity) for your Action Plans to improve the area chosen.
Each year the whole school will have curriculum goals as will each team - be selective.

The Vision is for each teacher to be continually self referencing against this Framework and to be continually be involved in Quality self improvement. If this were to be fully realised then formal appraisal would become unnecessary - all that would be required is that individuals share with team leaders and Principals the ideas they are trying.

Annual Plan
Each year an Annual Plan will be by the developed by the B.O.T. based on the school Vision Goals and Strategies, the NEGs, the Curriculum focus for the year and identified needs from the School Review and Teacher Appraisal processes.

Annual Report
The Annual Report is a summary of the achievements of the Board and the Teaching Teams for the year. It should fulfil any legal requirements.
It will cover how well the Board achieved it's Vision and annual goals.
The B.O.T. should negotiate with the Principal a range of performance indicators to illustrate how well the school has achieved its educational goals for the year to achieve quality learning and teaching. Some indicators might stay the same each year - others might be on a 3/4 year cycle.

• Some indicators should cover how the school is seen by the community, the students and the staff.
• Some will focus on how well the staff are implementing the Framework Points - the Vision in action. e.g How many new ideas did the staff introduce during the year?
• Others will focus on the 'three rs' and selected learning 'how to learn' skills.
• Other curriculum areas could be selected on a rolling basis.

The Annual Report completes the cycle for the year.
Before the end of each year the new cycle begins

Quality is a Continuous Process of Improvement.