Highland CPD Framework
Supporting and Developing the Skills of
Teachers
(Further Guidance on Professional Review & Development)
Further guidance:
PRD for staff outwith single school posts
Preparing for the APR
Preparing for the Annual Professional Review
A crucial aspect of preparation for the APR is that the reviewer should be familiar with the reviewee’s work and be in a position to help identify future strategies for further development. Discussion in the APR should focus on identifying the impact of previous development work on the reviewee and on teaching and learning in the school. It would be helpful for the reviewee to undertake some form of self-evaluation prior to the review. This evaluation could be based on aspects of the HGIOS Q.I.s, or on the Standards associated with the CPD Framework, viz the Standard for Full Registration, the Standard for Chartered Teachers or the Standard for Leadership (Headship).
A number of self-evaluation checklists have been suggested for use prior to the APR.
- The SEED booklet Professional Review & Development 2003 (page 13)
- The CPD Framework in the same booklet (pages 16 and 17)
- The Q.I.s cover all aspects of school life and could be used as the basis for a self-evaluation exercise. The Highland Guide to School Development Planning can be found at: http://www.hvlc.org.uk/dps/
In addition we now have three national Standards relating to the work of teachers in schools – the SFR, the SCT and the Standard for Leadership (Headship). These Standards generally relate to the key components of Professional Knowledge and Understanding, Professional Skills and Abilities (Attributes) and Professional Values and Personal Commitments and should therefore provide a sound basis for reflective practice.
The Highland Learning and Teaching Toolkit provides
further guidance on teacher self-evaluation and can be accessed from the
following link:
http://www.highlandschools-virtualib.org.uk/ltt/lifelong/teacher_self.htm
The exemplar checklist provided in Appendix XI – Preparing for The Annual Professional Review is derived from the nine forms of Professional Action identified in the Standard for Chartered Teacher. While it is important to note that this Standard “would denote the level of professional accomplishment teachers might seek to achieve, after completing the Standard for Full Registration and once established in the profession” nevertheless the areas identified in the checklist give a balanced view of the role of the teacher and should therefore be useful in identifying subjects for future development.
“The Standard for Chartered Teacher may be seen, therefore, as part of a
culture of self-evaluation that has developed in Scotland, and to represent
for the individual teacher the same standard of critical self-evaluation and
reflection that How good is our school? does for schools.”
(Standard for Chartered Teacher).