EMPLOYEE REVIEW & DEVELOPMENT
PRIVATE & CONFIDENTIAL
Teacher
Name
Individual Self Evaluation
S. Ply
Date of Review Meeting
GTCS Number
15.5.13
10/12345
Which year in professional update?
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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 feel that I have established positive relationships with pupils and teachers in all the schools I have worked in. Over the past few years I
have worked in nursery through to P7 which has given me a good insight into all stages of the primary curriculum and built up my
confidence. I have been able to build on my probationer year experience, particularly classroom management. This year I have ensured
I establish clear expectations with the children, more so because I have been mainly covering short-term supply posts. School managers
have complimented me on this too, which has been reassuring. One of my highlights was when a challenging pupil asked if she could
stay in at playtime to finish her maths task – apparently this was a first!
What do you feel has been challenging?
The most challenging aspect this year has been working in so many different schools. This has meant that I haven’t worked with a class
for more than a term. It is sometimes a little demoralising to leave, just as a child is beginning to make a jump in their learning or when
good relationships with pupils, staff and parents are just being established. Following a range of different plans has been challenging
too, although it has also allowed me to reflect on and revise my own view of good planning formats.
What could have been done by you or others that could have helped?
School managers going over planning formats would be beneficial to us supply teachers and some schools are better at this than others.
It is not always clear what the class have already covered, which can waste valuable teaching time. I am also aware that there are
limited, if any, CPD training opportunities for us to consider. I rarely get access to school computer systems, which makes it difficult to
track pupil progress and/or comment on pupil reports. Not every head teacher gives constructive feedback following job interviews and
this is something I feel I need to consider in order to secure a more permanent or long-term position.
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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)
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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
√
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Area(s) for further development and anticipated outcome
I am aware that I have not had much experience this year in working collaboratively with other staff, other than sporadically. This is
something I would like to address next session, although I am unsure as to how to go about this without having a long-term teaching
contract. Does the authority have a working group for supply teachers across the authority? I read a lot about Rights of the Child at
university and this is an area I am interested in developing. Pupils in all schools would benefit from learning about their fundamental
rights.
The subsequent pages reflect the GTCS Standard for Registration and as such teachers are expected to be working within ALL of the self evaluation
statements. This form can be customised to meet your needs by adding statements which reflect your job and that you feel are not covered. Blanks
have been left at the bottom of each section for this purpose. No statements can be removed. Each of the statements is hyperlinked to enable you to
drill further in depth. Teachers may want to consider the GTCS Standard for Career Long Professional Learning in order to work on aspects of their
learning and teaching in more depth.
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 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
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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 (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)
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.
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Innovating/
Professional Knowledge & Understanding
Beginning
Refer to GTCS Standard for Registration for more detail
Integrating
SELF
EVALUATION
Emerging
Applying
Refer to Page 4 for explanation of cycle
B
E
A
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
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 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
√
I
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
Being a supply teacher this year has enabled me to:
• gain experience of using a wide range of planning
formats.
• experience teaching in different stages and in a variety
of schools across the authority, familiarising myself with
all stages of the primary curriculum.
• recognise the importance of good assessment,
recording and reporting.
Area(s) for development and anticipated outcome(s)
Opportunities to be involved in more long-term planning would
help me to develop a fuller picture of the overall curriculum.
I am open to engaging in a small scale research project as this is
an area I enjoyed in my probationary year and which benefitted
the young people I taught. Once I secure a permanent teaching
position I hope to undertake a Masters in Learning and Teaching.
Attending INSET days would keep me more informed about
current education policy and practice.
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Innovating/
Professional Skills and Abilities
Beginning
Integrating
Refer to GTCS Standard for Registration for more detail
SELF
EVALUATION
Emerging
Applying
Refer to Page 4 for explanation of cycle
Teaching and Learning
 Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities
B
E
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
A
√
√
 Have high expectations of all learners
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 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
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 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
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 Engage in reflective practice to develop and advance career-long professional learning and expertise
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Key strengths with source of supporting evidence
Due to the nature of my supply teaching, I have worked very
hard to establish positive relationships and behaviour
strategies, which has included having high expectations of all
learners. This has been noted by several school managers.
Area(s) for development and anticipated outcome(s)
I do reflect on my practice through completing my own daily
evaluations. However, I have only been monitored once this year
and have missed the professional dialogue I had as a probationer
and would appreciate some feedback on my teaching.
The importance of good assessment, recording and reporting
has been crucial in my role and I always leave detailed and
accurate assessment notes for the classes I have worked with.
I enjoyed professional reading while at university and this is an
area I plan to address, particularly as it may help me in job
interviews. I would appreciate any recommendations of current
literature/authors.
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4.
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
Across
Education
&
Children’s
Services
National /
International
Level


5a.
Do you wish to discuss your career development?
(please tick appropriately)
YES
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 well being issues that if addressed, could help you to perform better in
your job?
YES
NO
√
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?
Are there likely to be any full time permanent contracts coming up next session?
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