1. Employee Review and Development
'In a culture of ongoing self-evaluation and professional
accountability, practitioners will be encouraged to be
proactive in their own professional developments in line
with personal, establishment and authority priorities.'
(Section 4: Learning to Achieve, 2009)

2. Employee Review and Development
What is it?
It’s an everyday event that happens within the context of team, service
and authority improvement plans :
 We reflect on our actions and their consequences and make
decisions about next steps; we self-evaluate.
Why do we do it?
 We do it to improve our effectiveness, ultimately to improve
children's learning experiences.
How do we do it?
 We enter into a dialogue with our line manager that is based on what
we know about our practice and use this review as an opportunity to
explore and gain validation of our self-evaluation.

3. Employee Review and Development
Effective Employee Review and Development must be more than:
 a system
 an isolated meeting
 filling in a form
It has to be an attitude:
 a culture
 a mindset
 a habit
 and a privilege
To make it meaningful, the actual ERD meeting between Self-Evaluator and Validator
must be:
 an open and honest discussion
 focussed on the evidence gathered to validate an individual’s self evaluation
 supportive in terms of:
o giving credible feedback/affirmation
o clearly linked to an individual’s role expectations
o identifying clear next steps

4. Employee Review and Development
Validated Self Evaluation (VSE)
All members of staff will, at different times have 2 roles in the revised ERD
process:
1. Self-evaluator
2. Validator
These roles carry the following accountabilities:
1. Self-evaluator is accountable for improving .....
2. Validator supports, extends and challenges the self-evaluation
.

5. Employee Review and Development
At its heart the process is simple- a person improves by:
– gathering and collating evidence relating to the impact of
professional learning on teachers’ practice
What happened?
– Analysing the evidence/data
Why did this happen?
– Considering the factors that contributed to that impact
 What does this mean?
– Act on what has been learned to inform future actions
What do we do next?

6. Employee Review and Development
Look at the Work Profile in your pack- this paper will support you in
considering:
 the accountabilities of your everyday role
 the contribution you make to the School Improvement Plan
The discussion that you have around these issues will then lead you to
consider:
 professional learning needs that you will address, to support you in
further developing/improving your practice
 your career development aspirations

7. Employee Review and Development
Teachers in Falkirk schools are entitled to support from school
leaders who create an environment which:
 recognises the achievements of staff
 provides activities matched to identified needs
 promotes the sharing of learning
 offers models of good practice
 gives opportunities to develop leadership at all levels
 supports & values all staff
 encourages staff to adopt well-judged innovative
approaches to teaching and learning

8. Employee Review and Development
How do we deliver this over a 12-18 month period?
 In collaboration with your line manager draw up an individual Work
Profile; this sets out clearly the direction of travel.
 Gather feedback regularly.
 Self evaluate – looking at the feedback relating to Work Profile,
core skills, L to A Section 4, other relevant sources.
 Validator(s) and Self- evaluators meet for professional dialogue.
 Self -evaluator writes up the Work Profile, and shares the professional
learning needs with the CPD Co-ordinator.

9. GTCS Professional Update
What we are doing in Falkirk does not sit in isolation- it fits closely with the
aims of GTCS Professional Update, which are:
 to maintain and improve the quality of our teachers as outlined in the relevant
Professional Standards, and to enhance the impact that they have on pupils'
learning
 to support, maintain and enhance teachers' continued professionalism and the
reputation of the teaching profession in Scotland
GTC Scotland acknowledges that Scotland's teachers are already committed to
maintaining high standards (as expressed in the Standard for Full Registration)
throughout their careers. It is recognised that teachers will take advantage of
opportunities to develop their skills and are committed to ensuring that the quality
of teaching and learning and the standing of the teaching profession can be
maintained and improved through ongoing Employee Review and Development
(ERD).