COMHAIRLE NAN EILEAN SIAR Roinn an Fhoghlaim is Seirbheisean Chloinne Education and Children s Services Department

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1 COMHAIRLE NAN EILEAN SIAR Roinn an Fhoghlaim is Seirbheisean Chloinne Education and Children s Services Department Professional Review and Development for Teachers: Self-Evaluation: The Standard for Leadership and Management Introduction: A summary of GTC Scotland s Standards for Leadership and Management is given in this self evaluation toolkit. If the summary statement does not tell you enough, you can find the full version on the GTC Scotland website at Section 1: Professional Values and Personal Commitment are common to all of the GTC Scotland professional standards. A summary of these is given below. Reflect on each value and commitment and note down any comments or observations you wish to make along with the evidence you would use to support your comments. Do any aspects of these values and commitments provide you with the basis for Areas for Development for your next Professional Learning Plan? (1) Professional Values and Personal Commitment My Comments, Observations and Evidence Social Justice I embrace the concepts of sustainability, equality and justice, I recognise the rights and responsibilities of current and future generations; I am committed to the principles of social justice and democracy; I value and respect social, cultural and ecological diversity, and local and global citizenship; I demonstrate commitment to engaging learners in real world issues Integrity I show commitment to openness, honesty, courage, wisdom and critical self-reflection Trust and Respect I show commitment to developing trust and respect, to providing a safe environment with a caring ethos, and to motivating and inspiring learners Professional Commitment I show commitment to engaging with all aspects of professional practice, working collegiately, lifelong enquiry, professional development and leadership

2 Sections 2 to 4: The areas of Strategic Vision, Professional Knowledge and Understanding, and Interpersonal Skills and Abilities apply to both and. In each section, evaluate yourself against each aspect and decide whether you need to develop further, are sound in this aspect, or have a particular strength, and add comments, observations and evidence as appropriate. Do any aspects of Strategic Vision, Professional Knowledge and Understanding, and Interpersonal Skills and Abilities provide you with the basis for Areas for Development for your next Professional Learning Plan? (2) Strategic Vision I exemplify my vision and the culture I wish to establish through my actions. Develop further Sound Particular Strength My Comments, Observations and Evidence I share my vision, ethos and aims and I set high expectations in order to inspire and motivate everyone in my learning community. I engage in career-long learning in order to bring about improvement and encourage others. (3) Professional Knowledge and Understanding I apply research and developments in education to facilitate high quality teaching and learning. Develop further Sound Particular Strength My Comments, Observations and Evidence I apply and develop policy to support school development I take account of trends in society, digital technology, family and work patterns, media, leisure and politics and in my learning community and my leadership. I apply my wide understanding of leadership and management to work with others and embed my understanding in practice.

3 (4) Interpersonal Skills and Abilities I am self aware and inspire others I continually develop selfawareness and regularly question my practice. I manage myself and others effectively and collegiately. I build and sustain personal credibility and thus develop a culture of trust and respect. I display confidence and courage when criticism and conflict arise. I encourage leadership qualities in others. I encourage positive relationship building with learners, colleagues, parents and other partners. Develop further Sound Particular Strength My Comments, Observations and Evidence I judge wisely and decide appropriately I analyse and define situations clearly. I take a positive solution-focused approach to my work. I know how and when to make decisions and judgements. I display a readiness to engage in debate and dialogue and promote constructive ways of achieving improvement. I communicate effectively I show and communicate deep commitment to learners in my everyday practice. I communicate effectively within the school and the wider community and build effective relationships across networks. I listen, express my ideas and feelings clearly, engage in professional dialogue and constructive feedback and establish effective organisational communication and I make use of a variety of appropriate media in doing so. I demonstrate openness to, and honesty with, others. I have a clear understanding of confidentiality and apply that knowledge. I demonstrate political insight - I have an enhanced understanding of the dynamics of political power and influence in the relationship between schools and society, and the consequent implications for the work of my organisation. I understand the political and social context and the ways in which this impacts on schools and those within schools and take account of this in my leadership and management practices.

4 Sections 5 to 9: In the areas of Self Evaluation for School Improvement, Building Capacity through Professional Learning, Ensuring High Quality Teaching and Learning, Building Partnerships, and Managing and Allocating Resources, the professional actions of middle leaders and are illustrated side by side. There are two ways in which you can evaluate yourself in these sections: 1. Scan both sets of professional actions and highlight the statements that best reflect your current skills. If there are any statements that you feel don t describe you, then leave them unhighlighted. This could provide you with a profile across the two sets of illustrations. If you are a Principal Teacher or recently appointed Depute Head Teacher, you would expect most of your highlighted statements to be in the column. Any highlighting in the column may indicate a particular strength, while some unhighlighted statements may indicate an area for development. If you are an experienced Depute Head Teacher, you may expect a higher number of highlighted statements to be in the column. If you are a Head Teacher you would expect most of your highlighted statements to be in the column. Any highlighting in the column and some unhighlighted statements may indicate an area for development. 2. Choose only one set of professional actions, or as appropriate to you, and highlight those statements that you feel you can endorse. Leave any statements that you feel don t describe you unhighlighted. Any unhighlighted statements may indicate an area for development. At the end of each section there is an opportunity to add comments, observations and evidence as appropriate. Do any aspects of Self Evaluation for School Improvement, Building Capacity through Professional Learning, Ensuring High Quality Teaching and Learning, Building Partnerships, and Managing and Allocating Resources provide you with the basis for Areas for Development for your next Professional Learning Plan? (5) Self Evaluation for School Improvement I foster an ethos to support self-evaluation and I plan specific opportunities for this to take place. I establish a range of relationships and practices to foster self-evaluation at every level in the school. I enable staff individually and collectively to engage in regular and rigorous self-evaluation. I use established systems to monitor progress of the team s improvement agenda I critically engage with literature, research and policy, in relation to self evaluation to enhance my professional practice and decision making. I establish and use systems to collect evidence with which to inform decision making. I establish and use processes to gather valid information from stakeholders to inform improvement strategies. I collaborate with staff, learners, parents and the wider school community and networks in identifying, agreeing and implementing improvement priorities. I develop systems for ongoing monitoring and review of the school s improvement agenda. I critically engage with literature, research and policy to support the processes of selfevaluation for the enhancement of professional practice and decision-making. My Comments, Observations and Evidence on (5) Self Evaluation for School Improvement

5 (6) Building Capacity through Professional Learning I work within school policies with regard to staffing and personnel issues and I take due account of school policy and local authority guidelines. I establish and use strategies to identify individual and team professional learning needs to support the school s improvement agenda. I create coherent opportunities for collaborative development activities. I evaluate the impact of professional learning on teachers practice and understanding in relation to outcomes for learners. I critically engage with literature, research and policy in relation to professional learning to support the processes of leading and developing staff and creating school cultures for the enhancement of practice and decision making. I work within the structure of employment legislation, national and local agreements and policies governing employment. I establish and promote collaborative practice to support a culture of learning within and beyond the school. I establish and ensure the consistent use of PRD processes to identify strengths and development needs. I ensure a systematic approach to support the culture of professional learning. I build systems to monitor the impact of professional learning on the culture of learning. I contribute to systems level leadership of education in my context and beyond. I critically engage with literature, research and policy to support the processes of leading and developing staff and creating school cultures for the enhancement of professional practice and decision making My Comments, Observations and Evidence on (6) Building Capacity through Professional Learning

6 (7) Ensuring High Quality Teaching and Learning I support the improvement of teaching and learning and set consistently high expectations for all in the school community. I work with teams to design coherent and progressive programmes which address learning needs. I establish and develop pedagogic practices to meet the learning and pastoral needs of all learners. I use collaborative processes to monitor and review pedagogic practice, working across the team. I systematically gather and use assessment feedback and learners progress data to evaluate and plan future learning. I critically engage with literature, research and policy in leading and developing the curriculum, pedagogy and assessment practices, including taking account of international benchmarking to support the enhancement practice and decision making. My Comments, Observations and Evidence on (7) Ensuring High Quality Teaching and Learning I build a shared vision to support the improvement of teaching and learning and set consistently high expectations for all in the school community. I ensure appropriate curriculum design and planning are developed to meet the learning and pastoral needs of all learners. I establish and sustain processes to develop pedagogic practices across the school. I build collaborative processes to review and enhance pedagogic practice. I engage critically engage with literature, research and policy in leading and developing the curriculum, including taking account of international benchmarking to inform their thinking and support the enhancement of professional practice and decision-making

7 (8) Building Partnerships I establish and use processes for the regular review of learners in order to identify learners needs. I establish and enhance the opportunities for learners to contribute to the planning and enhancement of their own learning programmes. I build partnerships with parents and carers to support the learner s needs. I work collaboratively with other professions and agencies to support the learning, pastoral and emotional needs of learners. I critically engage with literature, research and policy in relation to partnerships to support the processes of collaborative working for the enhancement of professional practice and decision making. I build and communicate the vision, values, ethos and aims of the school with partners. I embed processes to ensure learners contribute to planning and enhancement of their own learning programmes. I develop strategies to foster parental involvement. I build, maintain and review partnerships with other professions and agencies to support the learning, pastoral and emotional needs of learners. I critically engage with literature, research and policy in relation to supporting the processes of collaborative working for the enhancement of professional practice and decision making. My Comments, Observations and Evidence on (8) Building Partnerships

8 (9) Managing and Allocating Resources I identify priorities and allocate resources to achieve them. I set expectations and ensure resources are allocated and used in fair and effective ways. I establish and use systems to monitor the use of resources ensuring efficient and effective use of resources. I critically engage with literature, research and policy in the area of resource management to inform professional practice and decision making. I use the review and improvement planning processes to identify priorities and inform resourcing decisions. I allocate resources in a fair and equitable manner in line with priorities to support learning. I ensure systems are established and used to monitor, evaluate and review the use of resources.. I critically engage with literature, research and policy in the area of resource management to inform professional practice and decisionmaking My Comments, Observations and Evidence on (9) Managing and Allocating Resources

9 PROFESSIONAL REVIEW AND DEVELOPMENT POLICY APRIL 2014

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