Contrasting schools – very challenging school in terms of catchment – attitudes that providing a safe, secure environment is enough High attaining school – attitudes that we have very good attainment so what we are doing and what we have been doing for years is fine. Learning and Teaching 3 Process – engaging staff in change, creating a climate of trust in order that staff can accept advice and support.
CEC Planning at all levels – teachers, PTs, Pupil support, SMT, - IMPACT – the importance of impact HMIE – adequate – not yet evidence of impact. Classroom observation not embedded Self-evaluation not only an annual event but an on-going process used in monitoring progress 3 S & Q Reports should be the culmination of audit analysis.
Final prd self evaluation
Committed to providing learning opportunities and challenges of the highest quality.
CPD: PRD and Self Evaluation <ul><li>TP21 sets the contractual content for CPD – an additional 35 hours per year, an annual plan for every teacher and an individual CPD record. </li></ul><ul><li>All staff have an entitlement to high quality CPD opportunities – as per TP21. </li></ul><ul><li>CPD cannot be viewed in isolation, only in terms of individual teachers and their needs. We must look at CPD as an inextricable link to whole school development and improvement. </li></ul>
CPD: PRD and Self Evaluation <ul><li>CPD is the driving, pivotal force behind school improvement. </li></ul><ul><li>“ probably nothing within a school has more impact on students in terms of skills development, self confidence or classroom behaviour than the personal and professional growth of their teachers” </li></ul><ul><li>STOLL AND FINK: Changing Our Schools </li></ul>
PRD is part of the annual CPD cycle <ul><li>* Individual needs analysis: Self Eval/PRD </li></ul>HGIOS/School Evaluation/ Audit/SQA + STACS Analysis EVALUATION Department and Whole School Needs Identified * EVALUATION <ul><li>ACTION PLANS AGREED </li></ul><ul><li>SIP </li></ul><ul><li>DIP </li></ul><ul><li>PRD / CPD Profile </li></ul>EVALUATION School Inset Devised to Support Priorities Action Plans Implemented EVALUATION
PRD <ul><li>PRD is central to raising achievement and improving the effectiveness of teaching and learning. It offers a systematic approach to training and development. It can lead to better job satisfaction, better leadership and better management of the teaching process. </li></ul><ul><li>The key to successful PRD lies in effective and routine self evaluation. The self evaluation process is a reflective practice and will provide an additional and enhancing option for PRD preparation. </li></ul>
The PRD Process The Reviewee Completes self-evaluation Discusses with critical friend Passes draft Agenda to reviewer with copy of self-evaluation notes The Reviewer Contributes to Agenda and agrees this with reviewee Leads review meeting and explores Agenda issues with reviewee Acknowledges strengths and achievements and identifies and agrees areas for development Coaching/ Mentoring The Reviewee: prepares a development plan as a record of the meeting The Reviewer: indicates how the plan could be supported The Reviewee: passes development needs to school CPD coordinator