guidelines on the procedure of professional review and development for teachers in scotland

w w w . s c o t l a n d . g o v . u k

Professional Review and Development

Documents produced in this series:

1. Continuing Professional Development

2. Standard for Chartered Teacher

3. Chartered Teacher Status: Frequently Asked Questions

4. Professional Review and Development

5. Professional Review and Development: Frequently Asked Questions

6. Continuing Professional Development for Educational Leaders

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Scottish ExecutiveEdinburgh 2003

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© Crown copyright 2003

This document was first published in 2002 and is reprinted with amendments

ISBN 0 7559 0961 5

Published byScottish ExecutiveSt Andrew’s HouseEdinburgh

Produced for the Scottish Executive by Astron B32319 12-03

Further copies are available fromThe Stationery Office Bookshop71 Lothian RoadEdinburgh EH3 9AZ

Tel: 0870 606 55 66

The text pages of this document are produced from 100% elemental chlorine-free,environmentally-preferred material and are 100% recyclable.

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Contents

Context Page 3

Introduction Page 4

Professional Review and Development Profile Page 6

CPD Activities Page 7

The Process of Professional Review and Development Page 8

The CPD Portfolio Page 9

The Relationship of Professional Review with National Standards Page 10

Exemplar 1: Process of Self-Evaluation for CPD Page 12

Exemplar 2: Learning Cycle Page 14

Exemplar 3: CPD Framework Page 15

Exemplar 4: CPD Profile Page 18

Checklist for implementation for local authorities and schools Page 21



A Framework for ProfessionalReview and Development

Context

This document sets out a framework for professional review and development and achecklist for the operation of local authority systems. The framework addresses theoutcome for National Priority 2;“to support and develop the skills of teachers”.

The national agreement A Teaching Profession for the 21st Century sets the contractualcontext for professional review and development. It requires that “teachers shall have anongoing commitment to maintain their professional expertise through an agreedprogramme of continuing professional development”. It states that “every teacher will havean annual Continuing Professional Development (CPD) plan agreed with her/his immediatemanager and every teacher will be required to maintain an individual CPD record”. Inaddition “teachers [will be] expected to meet the full commitment of an additional35 hours per annum for CPD”.

The agreement confirms that CPD activity should be “based on an assessment of individualneed, taking account of school, local and national priorities”. The list of headteacher dutiesin Annex B of the agreement includes a responsibility “to promote the continuingprofessional development of all staff and to ensure that all staff have an annual review oftheir development needs”.

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Introduction

The need for continuing development of knowledge and skills is well recognised ineducation. Rapid changes have taken place in the curriculum and in approaches toteaching and learning. Developments in technology, particularly information andcommunications technology and the constantly evolving role of schools in our society,together mean that a teacher’s competences and knowledge need frequent review anddevelopment.

Professional review and development is the process whereby the development andtraining needs of all staff are identified and agreed in relation to their current practice,the requirements of the school or authority development plan, the wider and longer-term needs of the education service, and national priorities. The process also includesmaking suitable arrangements to meet professional development needs, so far aspossible, within available resources. It is a means of supporting teachers by ensuringthat they are thoroughly prepared for their duties, in particular for their key role inteaching and learning.

Professional review and development should involve all teachers in schools, includingheadteachers and senior managers. The framework makes references throughout toteachers, but this term should be interpreted as all-inclusive. During the ProfessionalReview and Development process, use should be made of the recently publishedguidance CPD for Educational Leaders if it is appropriate.

Professional review and development is one of a wide range of quality assurancestrategies used in schools. As such, it is central to raising achievement and improvingthe effectiveness of teaching and learning. It offers a systematic approach to trainingand development, which leads to enhanced job satisfaction and better leadership andmanagement of the teaching process. Successful professional review and developmentbrings about practical improvements in the classroom and directly benefits pupils byraising the quality of their learning experience. It is therefore a crucial part of thequality improvement process which benefits the whole of the education service.

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Professional review and development will be most effective if there is a generallysupportive climate within schools and the following principles apply:

there is a professional commitment to building excellence at every stage of ateacher’s career;arrangements are simple, with minimal bureaucracy;the purpose is clear to all participants;it starts with self-evaluation and involves on-going personal reflection;it is integrated with existing arrangements for quality assurance;it identifies and supports the professional needs of each teacher;it balances individual and personal development priorities with those relating to theeffective fulfilment of the school development plan;professional development is coherent and progressive;it is undertaken with line managers; andthe process is evaluated effectively.

It follows from this that the review and development process must be a high qualityexperience which is supportive and responsive to teachers’ needs. Teachers should beconfident in a process that is easy to understand and operate. Professional review anddevelopment should be clearly integrated into the normal life and management of theschool and result in minimum disruption for pupils.

Professional review offers an opportunity for recognising good performance andmaking clear to teachers that they are valued and appreciated. The process should havea positive impact on morale. It should encourage teachers to reflect on their goodpractice and to share this with colleagues.

As with other activities, there is a need for schools and local authorities to evaluate theoutcomes of the professional review and development process to ensure that it iseffective in improving teaching and learning. Evaluation may include considering how faridentified professional needs have been met and the impact on effective teaching andlearning.

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CPD plan

The CPD plan should be agreed with the line manager at the annual professional review meeting. The plan should indicate development objectives and the development activities agreed by the reviewee and reviewer, to be undertaken in the following year. These activities should further support the teacher’s strengthsand help to address her or his development needs. An indication of the kind of activities that might be included can be found on page 7.Account should be taken of thereviewee’s progress against previouslyagreed development objectives andher or his proposals to address needsshe or he has identified.

CPD record

Throughout the year, as teachersundertake their planned developmentactivities, they should return to theProfile to complete the relevantremaining sections. An accurate andcomprehensive record of developmentactivities should be maintained.Alongside the identified activity,teachers should note when it wasundertaken and how long it took.Importantly, brief reference should alsobe made to any significant outcome orimpact on professional practice. Alldevelopment opportunities should berecorded, including those that havearisen during the course of the yearand were not included in the originallyagreed CPD plan.

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Professional Review andDevelopment Profile

All teachers should maintain a CPD Profile for the current year and for two previousyears where this is appropriate.

A suggested format for the CPD Profile is included in the exemplars provided at theback of this booklet.

CPD PROFILE


CPD ActivitiesThe range of experiences which contribute to teacher development is very wide andincludes activities that can be undertaken during the 35-hour week as well as those thatcontribute to the “additional contractual” 35 hours of CPD per annum (see Contexton page 3). A CPD activity is anything that has progressed a teacher’s existing skills orenhanced her or his professionalism.

The list that follows is intended to be illustrative rather than exhaustive:

activity related to achieving national standards (Standard for Full Registration,Standard for Chartered Teacher, Standard for Headship);self-evaluation and personal reflection including preparation for the professionalreview and development meeting;subject-based activities including involvement with professional bodies andassociations;attendance at in-service;membership of school committees and task groups;developing school, local authority and national policies;visits to and from colleagues in other schools;co-operative teaching;lesson observation and analysis;secondments;professional reading and research;mentoring/supporting colleagues;curricular planning/development;management and leadership development opportunities;teacher placement;working with others, including as part of inter-agency teams involving colleaguesfrom social work, health service, etc.; andworking with parents/carers.

As part of the professional review and development process, the teacher and linemanager should agree which activities will be considered as contributing to theadditional contractual CPD requirement.

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The Process of ProfessionalReview and Development

Before the reviewmeeting

In preparing for professional review,both the reviewee and the reviewer shouldconsider the outcomes from, and impact of,

any professional development activitiesundertaken and reflect on possible future

development needs. They should reflect onthe Profile including, if appropriate,

progress towards meeting previouslyidentified needs and development

objectives.

At the review meeting

There should be discussion of the Profile.Reviewee and reviewer should identify and agree

development needs. (Shared in confidence by revieweeand reviewer)

They should agree the translation of needs to developmentobjectives. Both reviewee and reviewer should record agreed

development objectives. (Shared in confidence by reviewee andreviewer)

Both reviewee and reviewer should agree CPD activities to addressstrengths and development needs. Both should record these

activities linked to development objectives. The list of activities,linked to development objectives, forms the planning section of

the reviewee’s CPD Profile for the year ahead. Furtheractivities, which may be undertaken in subsequentsessions, can also be identified. (Shared with school

or local authority CPD Co-ordinator asappropriate)

After the reviewmeeting

The reviewee should continue to reflecton progress towards meeting identified

needs and development objectives. She or heshould consider regularly the effectivenessand impact of professional developmentactivities undertaken. Newly identifieddevelopment objectives and related

activities should be discussedinformally with the reviewer as

they arise.


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The CPD PortfolioThe maintenance of a CPD Portfolio is good practice for all teachers, regardless oftheir experience or aspirations. It can offer a systematic method for recordingprofessional analysis and development throughout a teacher’s career. New teachersentering the profession will maintain a professional development portfolio and profilefor the duration of their induction post and should be encouraged to continue thispractice once fully registered. Teachers who wish to enter the Chartered TeacherProgramme will be required to have maintained a Portfolio.

The CPD Portfolio would remain the personal property of the individual teacher butcould be used to:

present an analysis of personal andprofessional development;present illustrations of current skillsand abilities;provide additional support in preparingfor professional review;

provide a basis for discussion with keycolleagues;plan future professional development;self-evaluate professional competence;andassist in recording activities which maylead to accreditation.

The contents of a CPD Portfolio will vary but might include:

personal details;qualifications;employment history;job descriptions of current andprevious posts;CPD Profile;an analysis of professional experiences;self-evaluation of professionalcompetence;

reflective commentaries on CPDactivities undertaken;information relating to preparation fornational standards;personal development plan;certificates; andCV.

In reflecting on the impact or outcome of development experiences in the short orlonger term, teachers may record the following:

developments in attitude;developments in behaviour;increase in knowledge;

increase in skills; andimpact on practice.


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Three national teaching standards are being designed to provide coherence and progression within CPD. As part of the professional review and development process, teacherscan seek support to progress or enhance their professional skills and abilities through activity related to these national standards.

The diagram below highlights some of the ways by which a teacher’s career might progress.

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Note: As the diagram demonstrates, the Chartered Teacher is entirely distinct from promoted posts in school leadership and management. Separate development provision will be designed to support teachers inpursuit of either career path. There should, however, be sufficient flexibility to enable a teacher who has started to pursue one development route, to change her or his mind and move onto the other route.Such teachers would be able to claim credit for relevant prior learning and experience.

Headteacher

Probationer TEACHERContinuing Professional Development

Chartered Teacher

Principal Teacher

Continuing Professional Development



Depute Headteacher



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Induction Placement

STANDARD FORCHARTEREDTEACHER

STANDARD FORFULL REGISTRATION

STANDARD FOR HEADSHIP

The Relationship of Professional Review with National Standards

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ExemplarsThe following exemplars suggest ways in which teachers and schools might wish toapproach the professional review and development process. There is no obligation toadopt any of the models here outlined. The exemplars are simply provided as optionalaids to self-evaluation, reflection and recording.

Exemplar 1: Process of Self-Evaluation for CPD

The diagram on the next page indicates how an individual might plan her or hiscontinuing professional development with reference to the main qualities expected ofthe developing teacher. The questions posed aim to provide prompts for self-evaluation.They help individuals to identify where their strengths lie and those areas in which theywould benefit from further development.

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Ethos

• How can I better contribute to the ethos of the school?• How can I better contribute to team effectiveness?• How can I promote a greater sense of identity with the

school (among staff, pupils, parents and the widercommunity)?

Personal Values & Professional Commitment

Learning and Teaching

• What changes will improvepupils’ learning?

• What changes will improve myteaching?

Support for Pupils (SfP)

• How can I better use ICToutside the classroom?

• How can I work better with SfPstaff?

Attainment

• How can I set appropriatelychallenging targets?

• How can I track pupils to identifythose “at risk”?

Personal Values &Professional Commitment

School Development Planning

• What greater contribution can Imake to the school plan?

• How can I make better use ofevidence from evaluation?

Curriculum

• How can I help to improvecross-curricular links?

• How can the timetable bechanged to improve learning andteaching?

• How can I help to improve themotivation of students?

Professional Knowledge& Understanding

How is my CPD developingand enhancing:

• the pupils and their learningin the school?

• me as a professional?

Exemplar 2: Learning CycleIf CPD is to be meaningful, teachers must be able to relate their learning to theirpersonal experience and practice. Kolb’s Learning Cycle below, outlines the four stagesinvolved in any successful learning experience. Learning is defined as a process in whichexperience is changed into knowledge. In turn, knowledge creates a foundation andopportunity for learning. In Kolb’s four-staged cycle, the individual reflects onexperience and draws theoretical conclusions, which can be used to influence futureaction. In this way, practice, reflection, theory and action become essential parts ofprofessional development.

When reflecting on a development experience, teachers might find it helpful toconsider the stages highlighted in Kolb’s learning cycle. An examination of these stagesmight provide a useful basis for discussion at the annual professional review. The cyclecould also be used as a structure to follow when describing learning experiences in theCPD Portfolio.

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PLANNING

Now What?

EXPERIENCE

Something Happens

REFLECTION

What Happened?

CONCLUSION

So What?

KOLB’SLEARNING

CYCLE


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Exemplar 3: CPD FrameworkThis framework provides one option for describing progressive professionalism. Itcontains themes organised around each of the seven key areas from How good is ourschool? These themes are intended to reflect progressive development opportunities asteachers gain experience. The lists are not meant to be exhaustive. Teachers, schoolsor local authorities may wish to extend or revise them or to develop alternativemodels to assist the professional review and development process.

The suggested CPD framework assumes that there are six stages in professionaldevelopment/career progression, starting with “Beginnings” for probationers and endingwith “Ongoing Development” for teachers at all levels.

This framework could form a basis for teachers’ professional review and for theirdevelopment planning.

Teachers might use the framework in the following ways:

as a self-evaluation tool to aid reflection when preparing for professional review;to track their own professional development or to advise others;to map next steps in development for themselves or with other individuals orteams; andto monitor and support progress in meeting development objectives.

Managers might also wish to use the framework:

as a basis for discussion during review; and to inform planning of continuing professional development opportunities forteachers.

Note: The diagram on the next page is not suggesting an inevitable progression from excellence inlearning and teaching into management and, ultimately, headship. Career paths in learning and teachingand in leading and managing are distinct and equally valid and challenging. There is no hierarchy betweenthe two.

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HGIOS

Curriculum

Attainment

Learning andTeaching

Support for Pupils

Ethos

Resources

ML&QA

Beginnings

Establish knowledgeDeliver appropriatelyContribute to planning Work with colleagues

Achieve course work outcomes

Understand teachingmethodologies Question clearly and purposefullyAssess and recordUse ICT to support learningPlan day-to-day activitiesReport to parents, using schoolformats

Show awareness of inclusionissuesUnderstand importance ofbuilding self-esteemShow awareness of PSD issuesWork collaboratively withLearning Support, auxiliaries, etc.

Establish positive classroomatmosphere; fairness and equalityWork positively with parentsExpect and promote achievementManage classroom behaviour topromote learningShow pride in school

Use classroom resourcesEmploy ICT skills Engage positively in professionalreview and development

Plan and record CPD activitiesSelf-evaluate regularly andeffectivelyContribute to developmentplanning

Next Steps

Develop materialsDevelop cross-curricular links

Raise attainment: effectivetrackingSeek continuous improvement

Employ teaching methodologiesto improve the quality of theteaching processUse ICT to support L&TUse assessment techniques toprogress learningPlan programmesProvide for different abilities andaptitudesRespond appropriately to parents

Focus on pupil self-esteem/confidenceImplement programmes tosupport pupil learningEstablish strategies for inclusionwithin classroomGuide and develop support staffContribute to extra-curricularactivities

Value relationshipsEstablish positive atmosphere –whole school/classEncourage parental involvementin learningEnsure appropriate learningenvironmentPromote pride and a sense ofidentity in school

Use resources effectivelyCommunicate effectivelyEmploy ICT skillsSeek/use information and solveproblems

Contribute to schooldevelopment planSelf-evaluate and progress CPD

Building Excellence inLearning and Teaching

Develop experience intimetablingWrite/manage materialsSupport and guide otherteachers

Set targetsUnderstand and ImplementImprovement Strategies

Evaluate teaching and learningpolicyAssure qualitySupport colleagues in makingjudgementsDesign and implement effectiveassessment and recordingsystemsMonitor reports to parents

Share good practice in supportstrategies. Promote same.Plan and support whole schoolstrategies for PSD/inclusionPlan and deliver individualsupport programmes

Demonstrate people skillsManage conflictWork with external agencies,school board, school communitySupport and guide colleagues indeveloping positive behaviourstrategies

Participate in Recruitment andselectionUse ICT effectivelyUnderstand Health and safetyissuesUndertake reviewer trainingReview colleagues

Lead effectively at team/grouplevelCarry out Development planningat team/group levelContribute to policy makingImplement the development planContribute to S&Q reportsSupport colleagues including newteachers

Into Management Aspiring Headship

Manage curriculum timetable effectively

Monitor and evaluate attainment across schoolLead initiatives

Manage changeMonitor and evaluateSupport colleaguesManage learning and teachingPropose and lead appropriatestrategies

Monitor and evaluate strategies Lead new initiatives

Maintain and where necessaryimprove and develop positive ethosManage people effectivelyBuild effective teams

Encourage team working and effective use of resourcesManage resources and financeLead/co-ordinate CPD for colleaguesMonitor effectiveness of teachers and teams

Manage policy and planningDeliver aspects of development planIntro to school management

Provide leadership.e.g. SQH Unit 2: Manage CoreOperations

Evaluate and improveProvide leadership

Lead by example in maintainingpositive ethosDevelop whole schoolstrategies to raise morale andensure an ethos ofachievement

Provide good leadership andeffective use of ICTe.g. SQH Unit 3: ManageSchool ImprovementBudgets: Devolved SchoolManagementInterview Skillse.g. SQH Unit 1: The Standarde.g. SQH Unit 4: LeadershipComparative Study

OngoingDevelopmentfor All

Individuallyplanned activity,which couldinclude:Attendance atconferencesPlanning conferencesSecondmentsMentoringManagementmodulesFellowshipsInvolvement inManagementDevelopmentProgrammeInvolvement withparallel programmesoffered by businessMentoring newly-appointed HeadsBusiness placementsResearch projectsSabbaticalsNational/internationalcomparison studiesand visitsInductionCounselling skills

* Framework based on system developed and used by teachers in Edinburgh – 2001

CPD Framework

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Exemplar 4: CPD Profile

Reviewee’s Name:___________________________________

Review Date: ______________________________________

Session: ___________________________________________

Development Objectives and Activities agreed by

School: ___________________________________________

Reviewer: _________________________________________

Reviewee: _________________________________________

Date: ________________

Date: ________________

Agreed DevelopmentObjective

Agreed DevelopmentActivity

Date ofActivity

Duration ofActivity

Outcome/Impact of Activity

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Implementation at Local Authority and School LevelThese guidelines are intended to be sufficiently flexible to enable schools and localauthorities to set the national recommendations within the context of their own localsystems. The checklist on page 21 aims to assist schools and local authorities todevelop their processes in line with national recommendations.

The authority and its schools should have a policy and strategy on professional reviewand development which encompasses the features outlined in the checklist on page 21.


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Professional Review and Development:

aims to improve the professional knowledge, skills and confidence of teachers andenhance school effectiveness;

celebrates success, recognises good performance and makes clear to teachers thatthey are valued and appreciated;

identifies and provides for the professional development needs of teachers andconsequently assists the school to take forward the development plan;

is integrated with the existing arrangements for school development planning;

bases annual review of teachers’ work on self-evaluation, personal reflection andachievement of the previous CPD plan, while taking account of wider and longer-term professional development issues;

recognises the strengths and needs of individual teachers and their priorities forprofessional development;

is straightforward and simple and links into the regular monitoring and evaluation ofthe work of the school;

keeps records to a minimum, while ensuring that:– the teacher has a clear set of agreed development objectives;– agreed development objectives and activities are recorded;– the professional development co-ordinator has an overview of the

implications individual needs might have for the overall planning process;

includes all teachers;

ensures that each teacher is given annual feedback;

ensures that reviewees and reviewers are well prepared for the professional reviewand development process by:

– setting and agreeing development objectives;– setting and agreeing development activities; and – monitoring and supporting progress;

includes evaluating the process; and

accommodates unanticipated development objectives and related activities as theyarise through the year.

CHECKLIST

guidelines on the procedure of professional review and development for teachers in scotland

Documents

development page

cpd page

process of professional

development profile

cpd framework page

cpd profile page

cpd activities page

cpd portfolio page