EMPLOYEE REVIEW & DEVELOPMENT
PRIVATE & CONFIDENTIAL
Teacher
Name
Individual Self Evaluation
S. Smart (Newly Qualified Secondary teacher)
Date of Review Meeting
June 2013
GTCS Number
12/3456
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.
• This year my teaching has been exemplary, with pupils stating I am their favourite teacher.
• I have very strong, bonded relationships with my classes who really enjoy my relaxed, modern approach to teaching and
classroom environment.
• I have thrown myself into the life of the school: heading the staff social committee and organising numerous staff social outings
and school trips for the Geography department.
• My lessons are planned meticulously; having devised my own lesson planning style. I have shared this with my probationer
colleagues as an example of good practice.
• Probationers & colleagues often seek out my counsel and advice – I am the voice of probationer teachers at Caledonia High
School.
• I enjoy membership of numerous working groups and committees, assisting our SLT in whole school improvement.
• My extensive experience in industry, prior to entering the teaching profession, ensured I was the right person to take on the role
of EIS Health and Safety representative for my colleagues.
• Successfully completed my probationary year and am now a fully GTCS registered teacher of Geography.
• Probationer report is very positive, it states“ Miss Smart is meticulous in her approach to planning; particularly with respect to
school trips and staff social committee”.
• I feel I am a real inspiration for teachers who are set in their ways and would be happy to share my new techniques in classroom
management and delivery.
1
What do you feel has been challenging?
• I have found the conversations with my Principal Teacher challenging at times, especially when my feelings, views and opinions
are not respected or acted upon.
• I have found it difficult when my Principal Teacher has not supported me e.g. when my S4 class were continually disruptive and
asked me inappropriate personal questions.
• I embrace challenge.
• Maintaining the high standards and pace I have set myself.
• Relationships with some members of staff who feel it is their right to tell me how to do my job. I would like to discuss this further
at my ERD. Having worked in industry and fast-tracked on to a graduate programme in a multi-national organisation, I feel that
my expertise and life experience has been overlooked.
What could have been done by you or others that could have helped?
• My Principal Teacher should have been more supportive and liaised more closely with my mentor, who acknowledges my
excellent practice.
• When I approached my Depute Head Teacher with issues regarding my Principal Teacher, she didn’t listen or take appropriate
action to support me.
• I feel I have done everything expected of me as a classroom practitioner.
• Greater support and recognition from my Principal Teacher/ line manager in dealing with staff conflict.
• At my ERD meeting I would like to discuss how you, as my line manager, intend to support me with on-going relationship issues.
• I feel that I should have been given more responsibility and leadership within the department and across the school in order to
gain the experience necessary for me to be promoted.
• I expect to be given a Higher and / or an Advanced Higher class on my teaching timetable next session to extend my portfolio of
skills and utilise my life experience in industry.
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
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 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)
3
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
•
•
•
•
•
•
•
Embed learning and teaching practice.
Aspiring Leaders course/ CPD – outcome = promotion.
Sharing my excellent classroom practice with colleagues at In Service days and as part of peer observations. Outcome =
improved consistency and engagement in Learning and Teaching across the school.
Share my expertise by mentoring Probationer teachers in Active Learning. Outcome – will assist with my application for Aspiring
Leaders course.
Teach Higher and Advanced Higher classes - will ensure pupils receive quality and up-to-date experience.
Continue to lead Staff Social Committee and organise whole staff events.
Retain my position as EIS Health and Safety officer – ensuring the health and wellbeing of the whole school community.
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 the 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.
5
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
I
Have knowledge and understanding of
Curriculum
 the nature of the curriculum and its development
x
 the relevant area(s) of pre-school, primary or secondary curriculum
x
 planning coherent and progressive teaching programmes
x
 contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning
 the principles of assessment, recording and reporting
x
x
Education Systems and Professional Responsibilities
 the principle features of the education system, education policy and practice
x
 the schools and learning communities in which they teach and their own professional responsibilities within them
x
Pedagogical Theories and Practice
 the relevant educational principles and pedagogical theories to inform professional practices
x
 the importance of research and engagement in professional enquiry
x
Key strengths with source of supporting evidence
•
•
•
•
I have updated and improved upon existing school
planning formats. I have shared this with other
probationer teachers.
I am knowledgeable about the wider school curriculum
and course delivery having read all relevant
documentation from SQA and Education Scotland
websites.
I embrace the principles and practice of CFE. It is
embedded in my teaching practice.
I keep meticulous records on all my pupils in line with
Building the Curriculum 5.
Area(s) for development and anticipated outcome(s)
•
•
I would like to share my planning strategy with SLT and
teaching colleagues with a view to cascading knowledge.
I am ready to deliver the full complement of curricular
courses in my subject, including Higher and Advanced
Higher.
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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
B
E
A
I
Teaching and Learning
 Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities
x
 Communicate effectively and interact productively with learners, individually and collectively
x
 Employ a range of teaching strategies and resources to meet the needs and abilities of learners
x
 Have high expectations of all learners
x
 Work effectively in partnership in order to promote learning and wellbeing
x
Classroom Organisation and Management
 Create a safe, caring and purposeful learning environment
x
 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
x
Professional Reflection and Communication
 Read and critically engage with professional literature, educational research and policy
x
 Engage in reflective practice to develop and advance career-long professional learning and expertise
Key strengths with source of supporting evidence
•
•
•
I create a consistently stimulating teaching environment,
where all learners are engaged, at all times.
My relationships with pupils are so strong and positive
that I act as their first line guidance teacher. They feel
they can tell me anything and trust me not to tell
anyone.
I use online assessment tools to track pupil progress
and as a result know where they all are in their learning.
x
Area(s) for development and anticipated outcome(s)
•
As a deeply reflective practitioner, I anticipate career long
professional learning with the opportunity to advance my
career.
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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:
5a.
5b
In-House
Within Local
Management
Group / Area
of Service
Across
Education
&
Children’s
Services
National /
International
Level

Lesson planning
x
x
x
x

Active learning
x
x
x
x
Do you wish to discuss your career development?
(please tick appropriately)
YES
x
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
• The DHT needs to resolve the issues I have previously mentioned with my Principal Teacher in order to move forward
professionally.
• I feel the Probationer Teachers and older teachers would benefit from my expertise in Planning and Active Learning.
• I feel am ready to undertake the Aspiring Leaders course with a view to attaining a promoted post in the very near future.
• I would like the opportunity to lead whole school project work.
• I would like to shadow the Depute Head Teacher to gain an insight into Senior Leadership.
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
x
YES
NO
X
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.
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8.
Are there any other issues which you would wish to discuss?
•
•
•
Career development.
Appropriate CPD to challenge and support me in career advancement.
Resolving relationship issues with line managers.
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