Highland CPD Framework
Supporting and Developing the Skills of
Teachers
(Further Guidance on Professional Review & Development)
Further guidance:
The Professional Review Meeting
The professional review meeting is an annual meeting held at a time when both the reviewee and reviewer can reflect on the previous year’s work, future commitments and the necessary development activities that would enable the reviewee to contribute best to future plans for the school. Arrangements for the review meeting should be such that there is no disruption to the proper conduct of school activities. Preparation and time for the review are part of the development process and can count towards the agreed 35 hours for both the reviewee and reviewer. This is as part of a balanced plan which has been agreed with the appropriate line manager.
Background to the review meeting
The professional review is one of a wide range of quality assurance strategies used in schools. The professional review is based on reflective practice and on self-evaluation. Prior to the review both the reviewee and the reviewer should ensure that they are familiar with issues relating to national and local priorities. An effective review process will:
have a clear purpose to all those involved
begin with self-evaluation
encourage reflection on good practice
encourage the sharing of good practice
encourage engagement with school and service priorities
be supportive and responsive to needs
recognise good performance
have a positive impact on morale
contribute to a sustainable development plan for the reviewee
be evaluated effectively
Recording and Collating CPD Needs
Review meetings can be held at any time in the school year. The review process is part of ongoing Continuing Professional Development and is one element in a coherent and progressive development cycle. Appendix IX – The Annual Planning Cycle gives one suggestion for integrating the APR into an annual cycle of school development. There will be a summative point at the time when information is required to inform the council’s CPD programme. At that time school CPD co-ordinators will need to have an overview of development needs and to be able to identify those that are best met by central organisation. Once a year, by 31st January, the school’s CPD co-ordinator should forward to the authority’s CPD co-ordinator a summary report highlighting those issues identified, and dealt with, as whole-school issues and in addition identifying issues for future authority-led CPD. The school CPD co-ordinator will therefore require to receive summary information from each reviewer about the professional reviews they have undertaken to identify CPD issues. Appendix VIII - The School CPD / APR Report gives a proforma for summarising and reporting on the school’s CPD plan, while Appendices Xa (secondary) and Xb (primary) give exemplar school reports.