EMPLOYEE REVIEW & DEVELOPMENT
PRIVATE & CONFIDENTIAL
Teacher
Name
Individual Self Evaluation
V. Lowe
Date of Review Meeting
GTCS Number
15.5.13
76/54321
Which year in professional update?
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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 had a large class of difficult children and parents this year. This has taken up a lot of my time as parents have wanted to meet
with me after school, on numerous occasions, to discuss their child. I have also used a lot of my ‘McCrone’ time to attend I.E.P.
meetings. I like the new planning formats we now use – they are less onerous than the previous sheets. I think this year’s report cards
asked for too much detail; parents just want to know where their child is in the class, what they can help with and if their child is happy.
The new art specialist has been very good.
What do you feel has been challenging?
This year I have had to move classrooms and stage. My class have been extremely challenging, both behaviourally and academically. In
my opinion, there has been too much change this year. We have had to change how we plan and fill in our pupil reports and everything
has to be done on the school computer system. Not everyone has a computer at home or hours to spend in school. On top of this I have
been asked to adapt all my topic boxes to fit in with the new Curriculum for Excellence. I do not feel this is a valuable use of my
professional time.
What could have been done by you or others that could have helped?
The school management team could have removed some of my problem children to let me get on with teaching the rest of the class.
They could also have dealt with the parents more, which I believe is part of their job description. The reward systems they suggested do
not work with the children I have in my class, indeed I do not believe that a reward is really what is needed. Perhaps we should be
looking at punishment exercises instead e.g. lunchtime detentions, punishment exercises.
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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
√
√
Area(s) for further development and anticipated outcome
I have a strong interest in global citizenship and have a degree in geography. A colleague told me that there are grants available for
teachers to travel and this is something that would benefit my children too, particularly if carried out in term time. I believe it is important
for youngsters to learn about different cultures and this is an area I feel confident to teach about.
I am aware of what is going on in the local community and being a trusted community member means that I know a lot about the
children and families in school. It would therefore be beneficial if I become one of the school’s Child Protection Officers.
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
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 been teaching for over 35 years and have a sound
knowledge of all the children in the school and the 5-14
curriculum. I know how to plan and assess pupils properly and
keep good records of teaching programmes covered.
The school and the community recognise my experience and I
am often asked about my teaching methods by parents. At
school meetings I am more than happy to give my opinion
about teaching methods.
Area(s) for development and anticipated outcome(s)
I have a collection of phonic and spelling programmes that I have
successfully used for a number of years. I would be willing to
share these sheets with staff, particularly our young probationers,
at a collegiate meeting next session. I feel they would benefit from
the simplicity of the programmes and help them to get the children
sitting down and working better.
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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
√
 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
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 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
Having taught for over 35 years I am au fait with the whole
planning and assessment procedures. I have high
expectations of all the children I teach and find it worrying that
children in recent years have been of a lower standard, both
academically and in terms of behaviour. My classroom is
always tidy and orderly and I have strong discipline skills.
Area(s) for development and anticipated outcome(s)
I am not interested in advancing my career but am happy use my
experience in an advisory role to the school management team.
I think we need to revise our current school behaviour policy and I
feel I would be a natural candidate to lead this working group.
However, time in the school day should be given by the school
management team in order to carry this out properly.
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4.
Sharing practice can help other colleagues in their professional development:
In-House
Within Local
Management
Group / Area
of Service
 Behaviour policies
√
√
 Phonics and spelling programmes
√
√
The area(s) I am prepared to share with others is:
5a.
Do you wish to discuss your career development?
(please tick appropriately)
Across
Education
&
Children’s
Services
National /
International
Level
√
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.
YES
√
NO
I wish to discuss the option of ‘winding down’, with the possibility of working a shorter week.
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?
Yes – next session’s class and my classroom.
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