EMPLOYEE REVIEW & DEVELOPMENT
PRIVATE & CONFIDENTIAL
Leaders & Managers in Education
Name
J. Marr (Aspiring Secondary Depute Head
Teacher - DHT)
Date of Review Meeting
August 2013
Individual Self Evaluation
GTCS Number
01/2345
Which year in professional update?
1
You should complete this self-evaluation form and pass a copy, along with your Record of Staff Development from your CPD portfolio (part of the 5
yearly Professional Update), to your reviewer at least seven days ahead of your review meeting as it will form the basis for discussion at the meeting.
You should reflect upon your work during the past year against your own job description and your progress towards the outcomes in your CPD Plan
and the Improvement Plan, as well as revisiting your last review record. Be prepared for the Review Meeting to take around 1 hour.
Section 1
Progress against outcomes identified at previous review and impact at individual, team/base and local authority level.
Consider the following questions.
What do you feel has gone well in the last 12 months? You may want to include a page of highlights/”magic moments” of your year.
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I feel the last twelve months have allowed me to reflect on my future career path. I have successfully carried out a Depute Head
Teacher’s role for 21 months, although was unsuccessful in subsequent appointment.
During my time as Acting DHT I formed strong and bonded relationships with pupils, parents/carers and colleagues. I worked
extensively with outside agencies in a support capacity which added a new dimension to my skill-set.
I provided the new DHT with all the information required for a positive hand-over/ transition and have supported them in their new
post.
I have continued to provide quality learning and teaching and had these formally observed, peer observed as part of the learning
rounds.
My high calibre classroom management and teaching methodology was recognised and praised in our recent HMIe.
I have continued to excel in post of PT and liaised with my department to shape our way towards Journey to Excellence.
Continued to develop my professional learning through professional reading and undergoing a series of interviews, both long and
short leets for DHT roles.
Increased my SQA commitment for my subject specialism. Now undertaking roles of Higher level examiner, marker and National
Verifier – this places me in a strong position as an aspiring DHT.
Working with our local authority as an associate schools’ inspector.
(DRAFT) 1
What do you feel has been challenging?
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I found the transition back to Principal Teacher, from Acting DHT, very challenging personally and professionally. I feel more aware of
whole school issues and my intention is to secure a DHT post in the near future.
Managing a fragmented department with low staff morale, on return to PT post.
Dealing daily with a volatile member of staff who creates divisiveness amongst colleagues.
What could have been done by you or others that could have helped?
 Require support with tackling challenging staff members with regards to mental health under the 2010 Equality Act.
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Support with staff health and welfare. This matter has affected health and wellbeing of all other members of the department.
Perhaps advice/ input from senior leaders and Human Resources would be beneficial in dealing with staff conflict resolution and dealing with
disciplinary issues.
Professional Values and Personal Commitment
This page should be used to reflect on Professional Values and Personal Commitment. All teaching employees are expected to adhere
to the GTCS Code of Professionalism and Conduct and to show Professional Values and Commitment. As such, all teaching
employees are asked to reflect on their professional values and commitment as part of this process.
Social Justice
 Embracing locally and globally the educational and social values of sustainability, equality and justice and recognising the rights and responsibilities of future as
well as current generations
 Committing to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, gender
and gender identity, race, ethnicity, religion and belief and sexual orientation
 Valuing as well as respecting social, cultural and ecological diversity and promoting the principles and practices of local and global citizenship for all learners
 Demonstrating a commitment to engaging learners in real world issues to enhance learning experiences and outcomes and to encourage learning out way to a
better future
 Respecting the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in
decisions regarding their learning experiences and have all aspects of their well-being developed and supported
Integrity
 Demonstrating openness, honesty, courage and wisdom
 Critically examining personal and professional attitudes and beliefs and challenging assumptions and professional practice
 Critically examining personal and professional attitudes and beliefs, values and practices to effect improvements and, when appropriate, being out
transformative change in practice
Trust and Respect
(DRAFT) 2
 Acting and behaving in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with
all those involved in influencing the lives of learners in and beyond the learning community
 Providing and ensuring a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding or wellbeing
 Demonstrating a commitment to motivating and inspiring learners, acknowledging their social and economic context, individually and specific learning needs and
taking into consideration barriers to learning
Professional Commitment
 Engaging with all aspects of professional practice and working collegiately with all members of our educational communities with enthusiasm, adaptability and
constructive criticality
 Committing to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice
(Continued)
Professional Values and Personal Commitment (continued)
I acknowledge that I am expected to maintain and enhance qualities of Professional Values and Personal Commitment throughout my career
I acknowledge and agree that I have read and adhered to the GTCS Code of Professionalism and Conduct
Tick
here
Tick
here
✓
✓
Area(s) for further development and anticipated outcome
CPD:
 Dealing with staff health and wellbeing, including Mental Health.
 Return to work meetings – how to deal with occupational health.
 Professional reading to be continued on “Leading and developing people – dealing with dilemmas and conflict”. DHT suggested reading
Daniel Murphy (2013) Professional School Leadership – Dealing with Dilemmas; Dunedin Academic Press Ltd.
Learning &Teaching:
 QA procedures to be tightened up and dovetailed with whole school Self Evaluation /Quality Assurance calendar.
 Pupil focus group discussion underway. Feedback will be analysed and discussed with each department member. From this – next steps
and Department Improvement Planning consolidated.
 Professional reading undertaken through an aspiring leaders / senior leadership course.
Leading change and Improvement: I would like to lead the PTs meeting and liaise with SLT in order to retain links with Senior Leaders and PTs.
The intended outcome is to align PTs in relation to whole school strategic development.
(DRAFT) 3
The subsequent pages do not necessarily reflect all aspects of an individual’s job. This form can be customised to meet the needs of teams and
individuals by adding statements which reflect your job and that you feel are not covered by the statements listed. Blanks have been left at the
bottom of each section for this purpose. Pages 9 and 10 should be completed if you currently have a teaching commitment.
Please list the areas of performance with which you are particularly pleased under Key Strengths and Areas for development and anticipated
outcomes in each the professional areas of Strategic Vision; Meeting Learner’s Needs; Improving Performance; and Leadership Skills and Abilities. If
you are a leader or manager with a teaching commitment you should also complete the sections: Professional Knowledge and Understanding; and
Professional Skills and Abilities. You do not need to put in an area of development for each section. You should identify, in total, a maximum of three
areas for development and the outcomes you are aiming to achieve.
You should identify your own development needs with consideration to the needs of young people and the School Improvement Plan. Each of the
statements, against which you are self-evaluating, are cross-referenced to the GTCS Standards for Leadership & Management . Each of the
statements in the self-evaluation tool, has reference numbers alongside – each number relates to a part of the Standard for Leadership and
Management. You should use the Standard to gain a deeper understanding of each of the numerical references.
The self-evaluation cycle In support of your self evaluation, think
INNOVATING /
about where you are in your development as a part of a cycle.
BEGINNING
(B)
Change means we will all be starting to look at new areas of
development, working on them, thinking about how improvements
can be made, checking, testing and studying prior to integrating the
activity into practice and then from there, considering innovative
ways of using this before the cycle starts again. Innovative practice
may be also be considered at the beginning of the cycle.
PLAN
RESEARCH &
ACT
EMBED
Definitions to assist your thinking are offered as follows:
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Innovating/Beginning (B) - the process of discovering new
knowledge or developing skills and considering new ways of
working
Emerging (E) – the process of beginning to put new
knowledge or skills into practice
Applying (A) – the process of reviewing use of new
knowledge or skills
Integrating (I) – embedding knowledge and skills into
everyday practice
INTEGRATING
(I)
SELF
EVALUATION
EXPERIENCE
DO
EMERGING
(E)
DEVELOPMENT OF
ACTIVITIES
CHECK / TEST / STUDY
REFLECT / REVIEW
APPLYING
(A)
Consider where you are in this cycle when you look at the statements against which you are self evaluating.
(DRAFT) 4
Innovating/
Strategic Vision
Beginning
Integrating
SELF
EVALUATION
Emerging
Applying
Refer to Page 4 for explanation of cycle
B
E
 I understand the dynamics of political power locally and nationally (2.3.4)
✓
✓
✓
 I use my political awareness to influence my decision making (2.3.4)
✓
 I create and share the strategic vision, ethos and aims (2.1, 4.4.1, 3.3.1)
 I keep abreast of social and environmental trends and developments and consider implications for my leadership (2.2.3)
 I value and contribute to cross sector working, both locally and nationally, to impact improvements (4.2.6)
Key strengths with source of supporting evidence
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Strategic vision shared across department following
consultation with colleagues creating a mission statement.
Am conscientious about staying abreast of educational,
social and economic trends, how these impact on learners
and teachers.
Extensive cross cultural, inter-disciplinary and community
projects undertaken with museums, galleries, industry and
media experts culminating in exhibitions.
A
I
✓
Area(s) for development and anticipated outcome(s)
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Political awareness, power and influence is an area I need to
become more conversant with as an aspiring DHT.
I require support in suggested reading and would like to be
recommended to study Masters in Educational Leadership and
Management. I feel this would assist me in acquiring the
knowledge and understanding set out in the new GTCS
standards for Leadership and Management.
(DRAFT) 5
Innovating/
Meeting Learners’ Needs
Beginning
Integrating
SELF
EVALUATION
Emerging
Applying
Refer to Page 4 for explanation of cycle
B
E
A
✓
 I commit to and model career-long learning as a “leading learner” including leadership and management concepts (2.1, 4.3.5)
 I collaboratively work with all stakeholders to strategically plan the curriculum to meet learning and pastoral needs of all learners
(3.3.2, 4.3.2, 3.4.2, 4.4.2)
✓
 I establish, sustain and participate in processes to support pedagogic practices across the establishment (4.3.3, 4.3.4, 3.3.3, 3.3.4,
3.3.5)
✓
 I work collaboratively with other professionals to meet the needs of all learners (3.4.4, 4.4.4)
✓
 I work collaboratively with parents / carers to meet the needs of all learners (4.3.3, 3.4.3)
Key strengths with source of supporting evidence
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Strong links with ASN department.
The membership of local authority support management
group allows for sharing and exchange with colleagues.
I lead by example, using restorative practice in daily
interactions. As a consequence have gained the respect of
the school community by doing so.
The department offers one to one lunchtime tutorials and
regular study support and art clubs after school. Each
individual teacher has a system to match the needs of their
respective classes. Links with the support faculty are also on
offer to support specific needs as they arise.
I
✓
Area(s) for development and anticipated outcome(s)
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To further develop partnership working in the community and at
local authority level.
Need to continue to develop my leadership capacity and extend
studying opportunities.
(DRAFT) 6
Innovating/
Improving Performance
Beginning
Integrating
SELF
EVALUATION
Emerging
Applying
Refer to Page 4 for explanation of cycle
B
E
A
 I encourage others to engage in career-long learning to enhance their practice to improve practice for all learners (2.1, 4.2.2)
✓
 I establish through leading and modelling an ethos that encourages self-evaluation at every level in the establishment (3.1.1, 4.1.1)
✓
 I encourage and enable staff to use self-evaluation data to improve outcomes for all learners
✓
(4.1.2, 3.1.2, 4.1.5)
✓
 I establish systems which enable all staff to effectively use data to impact on the improvement for all learners (3.1.3, 4.1.3, 3.4.1)
 I collaborate with all stakeholders in identifying, agreeing and implementing improvement priorities (4.1.4)
✓
 I create opportunities for collaborative development activities as part of the improvement planning process (3.2.2, 4.2.2)
✓
 I ensure that ERD processes which identify the strengths and development needs of individuals lead to positive impact on all learners
(4.2.3, 3.2.2)
✓
 I regularly critically engage with literature, research and policy ( 2.2.1, 2.2.2, 2.2.3, 2.2.4, 3.1.4,3.2.5, 3.3.6, 3.4.5, 3.5.4, 4.1.6, 4.2.7,4.3.5, 4.4.5,4.5.4)
✓
Key strengths with source of supporting evidence
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Quality monitoring and tracking of performance: Ensure
prelim results reflect CAT scores accurately. The department
is aware of elements we can target against the CAT scoring
and this is why over 200 candidates can be tracked against
awards.
SQA deadlines are always adhered to. My work with SQA
places me in a strong position to ensure quality and
consistency of approach to assessment and moderation.
Highly successful in the past few years with recording evidence and
successful appeals.
I
Area(s) for development and anticipated outcome(s)
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Assess and discuss, as a department, the proportion of time
spent on each examinable element prior to prelim.
 Possible reconfiguration of course timelines.
 Alternative assessment and moderation arrangements for
Nat3/4 pupils.
 Cascading SQA expertise across department and with
colleagues across other departments to raise standards.
 Greater scrutiny and planning of department self-evaluation
and Quality Assurance processes.
 Document QA more rigorously.
Sharing good practice with all teachers in the department.
(DRAFT) 7
Innovating/
Leadership Skills and Abilities
Beginning
Integrating
SELF
EVALUATION
Emerging
Applying
Refer to Page 4 for explanation of cycle
B
E
 I inspire, motivate and empower all members of the learning community and set high expectation for all (4.3.1, 2.1)
✓
 I demonstrate self-awareness and inspire and motivate others (2.3.1)
✓
 I judge wisely and decide appropriately with regard to staffing and resources (3.5.2, 3.5.3, 3.5.4, 4.5.1, 4.5.2, 4.5.3)
✓
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Very good feedback from staff on my ability to lead people
and projects.
Positive feedback from parents and young people my role in
the department.
Acknowledged as a successful supporter ensuring others
reach their goals and realise their leadership qualities.
Formal observations and ERD interviews.
Communication is a real strength – I ensure all necessary
recipients are kept “in the loop”.
I
✓
 I can communicate effectively (4.1.2, 4.1.3, 4.1.4)
Key strengths with source of supporting evidence
A
Area(s) for development and anticipated outcome(s)
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Engage more in research and professional enquiry. Interested
by Learning Communities and intend to read, research including
FULLAN, M. (2001) Leading in a Culture of Change, San
Francisco , Jossey Bass; COVEY, S.M.R. (2006) The Speed of
Trust, London, Simon and Schuster; SENGE, P.M (1990) The 5th
Discipline and HARRIS, A & MUIJS, D (2005) Improving Schools
Through Teacher Leadership, Maidenhead, Open University
Press.
I must lead by example and critically engage with research and
pedagogical literature, cascading to colleagues.
To consider the role of others, their feelings and how they play a
part in the team effort.
Read more professional literature on building teams e.g.
MADDUX, R.B & WINGFIELD, B (2003) Team Building – an
exercise in leadership, USA, Crisp Publications Inc.
(DRAFT) 8
Innovating/
Professional Knowledge & Understanding
Beginning
(this page should be completed if you currently have a teaching commitment)
Integrating
Refer to GTCS Standard for Registration for more detail
SELF
EVALUATION
Emerging
Applying
Refer to Page 4 for explanation of cycle
B
E
A
I
Have knowledge and understanding of
Curriculum
✓
 the nature of the curriculum and its development
✓
 the relevant area(s) of pre-school, primary or secondary curriculum
✓
 planning coherent and progressive teaching programmes
 contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning
✓
✓
 the principles of assessment, recording and reporting
Education Systems and Professional Responsibilities
 the principle features of the education system, education policy and practice
 the schools and learning communities in which they teach and their own professional responsibilities within them
✓
✓
Pedagogical Theories and Practice
 the relevant educational principles and pedagogical theories to inform professional practices
 the importance of research and engagement in professional enquiry
Key strengths with source of supporting evidence
✓
✓
Area(s) for development and anticipated outcome(s)
(DRAFT) 9
My professional understanding of whole school and departmental
initiatives have been enhanced by:
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My work with senior pupil leadership and pupil council.
Post as Acting DHT.
The collegiate groups I chaired led or have been a member
of.
The SQA work I do informs both pupils and my team on
national matters concerning our subject.
Led teams and delivered on aspects of learning and
teaching, curriculum, meeting the needs of the learners,
raising attainment, target setting and mentoring.
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Continue to develop my knowledge of all aspects of learning,
teaching and leadership development.
Assess my next steps in career progression.
Would like to research Professional Learning Communities with
a view to whole school implementation.
Innovating/
Professional Skills and Abilities
Beginning
(this page should be completed if you currently have a teaching commitment)
Integrating
Refer to GTCS Standard for Registration for more detail
SELF
EVALUATION
Emerging
Applying
Refer to Page 4 for explanation of cycle
B
E
A
I
Teaching and Learning
 Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities
 Communicate effectively and interact productively with learners, individually and collectively
 Employ a range of teaching strategies and resources to meet the needs and abilities of learners
✓
✓
✓
✓
 Have high expectations of all learners
 Work effectively in partnership in order to promote learning and wellbeing
✓
Classroom Organisation and Management
 Create a safe, caring and purposeful learning environment
✓
 Develop positive relationships and positive behaviour strategies
Pupil Assessment
 Use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning
✓
Professional Reflection and Communication
(DRAFT) 10
✓
✓
 Read and critically engage with professional literature, educational research and policy
 Engage in reflective practice to develop and advance career-long professional learning and expertise
Key strengths with source of supporting evidence
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4.
Area(s) for development and anticipated outcome(s)
The leadership roles I have been involved with over the last
12 months including a number of whole school roles.
Meeting deadlines for Quality Assurance and attainment
meetings.
Leading by example on a creative and innovative approach,
encouraging others to do the same. Feedback from staff.
Have undergone restorative training and apply this to
different situations in my day to day practice.
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To continue to develop myself as a leader of change, reflect on
feedback thus re-evaluating my progress.
I need to utilise the support network for all staff including myself.
Set realistic goals and expectations for myself and others.
Learn more about counselling/ coaching staff.
Sharing practice can help other colleagues in their professional development:
The area(s) I am prepared to share with others is:
 Professional knowledge of SQA procedures and standards.
5a.
Do you wish to discuss your career development?
(please tick appropriately)
In-House
Within Local
Management
Group / Area
of Service
✓
✓
YES
✓
Across
Education
&
Children’s
Services
National /
International
Level
NO
5b
If yes, please outline your career plan and consider what support you require. If applicable, please use the following link to support your
discussion: Framework for Developing Leadership & Management
6.
Are there any work or work life balance issues that if addressed, could help you in your job?
6b
If yes, please comment.
7.
Are there any health and wellbeing issues that if addressed, could help you to perform better in
your job?
YES
YES
NO
✓
✓
NO
(DRAFT) 11
Please note: the Council offers an advice, information and counselling service to all employees and their immediate family through the Employee
Assistance provider Care First. This is a free and confidential service and information about this service can be accessed at Care First

I want to discuss the negative impact a department member is having on our school and department. Their mental health is
affecting young people and colleagues. I need to know how to deal with potentially challenging behaviour.
7b
If yes, please comment.
8.
Are there any other issues which you would wish to discuss?
CPD: I would like to extend my leadership capacity by completing a Curriculum for Excellence timetabling course. Furthermore, having worked
as Acting DHT and managed issues of conflict I would like to undertake CALMS training.
PLP: I wish to discuss how to create a Personalised Action Plan and work with line-manager to schedule update meetings.
Partnerships: I would relish the opportunity to extend partnership working and wish to lobby this is added to my remit.
(DRAFT) 12