EMPLOYEE REVIEW & DEVELOPMENT
PRIVATE & CONFIDENTIAL
Leaders & Managers in Education
Name
M. Bright
Date of Review Meeting
Individual Self Evaluation
GTCS Number
12/1234
Which year in professional update?
1
2
3
4
5
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.
I have really enjoyed working with the Eco Committee this year and helped the school to attain our first green flag last term. I have a passion for
Sustainable Education and this is an area I would like to further develop across the school. The pupils really enjoyed our topic on Medieval Scotland,
particularly the trip to Edinburgh Castle and showcasing their learning at the Local Authority Learning and Teaching event. I have managed and taught a
difficult composite class this year, adapting my teaching to suit my learners needs e.g. incorporating more active learning opportunities and implementing a
positive discipline programme. Part of my CPD this year has been working in a school Focus Group with staff and pupils, to raise attainment in Literacy
across the curriculum. This included auditing and purchasing resources. I have enjoyed acting up as Principal Teacher this term and was successful in my
application for a Local Authority led leadership course, which starts next term. I participated in a Cluster Schools Health and Wellbeing Working Group
and led a cluster INSET workshop on Healthy Eating. I think I have supported parents and children well, through regular meetings concerning additional
support needs and behavioural issues. I enjoyed working with and mentoring my fourth year student teacher earlier this year.
What do you feel has been challenging?
I found my class challenging at the beginning of the year but have worked hard to improve the situation through professional reading,
visiting other schools and reflecting on and adapting my teaching. Convincing some staff members that eco work was important and part of
the curriculum was challenging. Managing my time has been difficult as there doesn’t seem to be enough hours in the day to get everything
done. I am worried that I will not be able to complete all my course work as well as teach!
What could have been done by you or others that could have helped?
Perhaps more time could have been allocated to pupil support in my class. I think some training or advice on how to work with challenging
adults would be useful, particularly as I embark on my leadership course. I need to prioritise my time better next session and would
appreciate some guidance as to how to do this.
(DRAFT) 1
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
 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)
(DRAFT) 2
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
I am interested in finding out more about the UNCRC and becoming involved in the Rights Respecting Schools programme. I think this would
benefit the whole school and would complement the Eco work we have undertaken this year. Having gained some experience as a Principal
Teacher, I have read the Local Authority’s Career Long Professional Learning Standard and the Middle Management Progression. I am
pleased that I will be starting my leadership course next term but I am still not sure if this is the right route for me. My heart lies very
much in teaching and I have also looked into the GTC Professional Recognition for Teaching, with a view to developing Sustainable Education
across the school. This is something I would like to discuss further.
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.
(DRAFT) 3
The self-evaluation cycle
In support of your self evaluation, think about where you are in your
development as a part of a cycle.
INNOVATING /
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 &
Definitions to assist your thinking are offered as follows:
•
•
•
•
Innovating/Beginning (B) – the process of discovering new
knowledge or developing skills and considering new ways of
working
Emerging I – 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)
ACT
EMBED
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
 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 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 value and contribute to cross sector working, both locally and nationally, to impact improvements (4.2.6)
√
E
A
I




Key strengths with source of supporting evidence
•
I frequently refer to the School Vision we developed last
session with all school stakeholders and incorporated it into our
Eco work last term.
•
I keep up-to-date with current educational policies and used a
lot of ideas from John Hattie’s ‘Visible Learning’ to reflect on
and improve my teaching.
•
I was part of a cluster Health and Wellbeing Working Group
which included working with secondary teachers.
•
I have been involved in cross marking writing with my stage
partner.
Area(s) for development and anticipated outcome(s)
I would like to further develop Eco work across the school and to embed it
into the school curriculum at all stages. I believe this would deepen and
widen the children’s learning about their environment in a meaningful and
relevant way i.e. interdisciplinary learning. I found it interesting to work
with secondary teachers and would like to enquire as to how they develop
this area of the curriculum, perhaps working on a collaborative eco
project?
(DRAFT) 5
(DRAFT) 6
Innovating/
Meeting Learners’ Needs
Beginning
Integrating
SELF
EVALUATION
Emerging
Applying
Refer to Page 4 for explanation of cycle
 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)
B
E
A
I
√
√
√
 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
•
I shared with staff a small-scale project I undertook on
experimenting with Blooms’ Taxonomy questions with my
composite class.
•
I have worked with a number of inter-agency partners,
professionals and parents this year.
•
I have monitored progress, created IEPs and contributed to
ASN meetings an last term, in my role of Acting Principal
Teacher, I led several IEP meetings.
•
As part of a school Focus Group, I contributed to developing
Literacy across the curriculum.
Area(s) for development and anticipated outcome(s)
Following my project on Blooms Taxonomy questioning, I am keen to read up
on more on developing children’s enquiry and thinking skills. I think this will
have a positive impact on my class and on how I develop Eco work across
the curriculum. Any recommendations?
I am interested in learning more about local and national ASN policies and
procedures as this would be beneficial to me and the families I work with.
(DRAFT) 7
Innovating/
Improving Performance
Beginning
Integrating
SELF
EVALUATION
Emerging
Applying
Refer to Page 4 for explanation of cycle
 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)
B
E
A
I
√
√
√
√
√
√
√

Key strengths with source of supporting evidence
•
I included self-evaluation in my Health and Wellbeing projects,
including classroom assistants to comment on Learning and
Teaching observed.
•
I encourage my pupils to engage in self-evaluation/reflection
exercises as much as possible, using Blooms’ Taxonomy as a
basis for my questioning.
•
I set up a whole school online tracking system to use as part of
my Health and Wellbeing project.
•
I led several collegiate meetings last term in order to audit,
review and develop Literacy materials used in school.
Area(s) for development and anticipated outcome(s)
I would be happy to work with school stakeholders in developing
sustainable education across the school and have some ideas as to how we
might set targets and track progress.
(DRAFT) 8
Innovating/
Leadership Skills and Abilities
Beginning
Integrating
SELF
EVALUATION
Emerging
Applying
Refer to Page 4 for explanation of cycle
 I inspire, motivate and empower all members of the learning community and set high expectation for all (4.3.1, 2.1)
E
A
I
√
√
 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)
 I can communicate effectively (4.1.2, 4.1.3, 4.1.4)
B
√
√




Key strengths with source of supporting evidence
•
I hope that I motivate others and believe that I set high
expectations in all that I do.
•
I worked hard at mentoring my fourth year student and was
conscious of trying to encourage reflective teaching. Reading
???? helped me to develop my mentoring approach.
•
I feel I communicated effectively in this year’s Health and
Wellbeing project. I did this through contributing to meetings,
writing minutes and liaising with other professionals.
Area(s) for development and anticipated outcome(s)
I would welcome the opportunity to be trained in working with challenging
people as this would help me to lead any school project more efficiently.
(DRAFT) 9
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
•
I have taught at all stages of the primary school and have a
good knowledge and understanding of A Curriculum for
Excellence.
•
I have been involved in planning a whole school teaching
programme for Literacy across the curriculum.
•
I understand the advantages of interdisciplinary learning and
strive to demonstrate this in my planning and teaching,
particularly in the area of Sustainable Development.
•
I set up a whole school online tracking system for staff to use
as part of a Health and Wellbeing project.
Area(s) for development and anticipated outcome(s)
I am interested in learning more about engaging in professional enquiry but
am unsure whether to follow the leadership path or sustainable education.
As previously mentioned, I am about to embark on the Local Authority
leadership course and am also considering the GTC Professional Recognition
for Teaching. Is it possible to build up credits from two different courses?
This would give me more options and probably create a wider and more
flexible accreditation.
(DRAFT) 10
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
Teaching and Learning
 Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities
E
A
I
√
 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
 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
Area(s) for development and anticipated outcome(s)
(DRAFT) 11
•
I have high expectations of my learners and plan according to
their needs and abilities. The children are involved in the
planning process with me, which increases their motivation.
•
I use a range of teaching techniques to suit different learning
styles, including active learning, co-operative learning and
outdoor learning. This year I used a lot of ?????’s teaching
techniques.
•
I work hard to develop positive relationships and behaviours in
my class and strongly believe in setting up good home-school
links as encouraged in the ?????? document.
•
I use a blend of formative and summative assessment
strategies with my pupils, as is appropriate.
4.
I recognise that I need to read more educational policies at a national level
in order to advance my professional knowledge and understanding of local
policies and decisions. This is an area I hope I will explore through my
leadership course next term.
Sharing practice can help other colleagues in their professional development:
The area(s) I am prepared to share with others is:
In-House
Within Local
Management
Group / Area
of Service
√
5a.
5b
•
Eco Schools
•
Health and Wellbeing
Do you wish to discuss your career development?
Across
Education
&
Children’s
Services
National /
International
Level
√
(please tick appropriately)
YES
√
NO
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
I feel my next step is to embark on a nationally recognised leadership course e.g. SQH.
6.
Are there any work or work life balance issues that if addressed, could help you in your job?
6b
If yes, please comment.
YES
√
NO
I seem to work all the time and this is effecting my home life.
(DRAFT) 12
7.
Are there any health and well being issues that if addressed, could help you to perform better in
your job?
YES
√
NO
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
7b
If yes, please comment.
8.
Are there any other issues which you would wish to discuss?
No
(DRAFT) 13