Professional Development and Review Scheme (PDRS) for Teachers

The Harmonisation Process The new scheme combines the complementary processes of: Professional Review Continuing Professional Development (CPD) Into a single process Professional Development & Review Scheme

Aims of PDRS 1.Identify and address the professional development needs of our teachers 2.Encourage and support further development of both the reflective professional and collegiate working 3.Balance individual and personal priorities with those arising from department/school development plans, local improvement objectives and the National Priorities for education

Aims of PDRS 4.Through the further development of teachers’ professional knowledge and skills, improve the learning experiences of our young people 5.Enhance teachers’ professional progression, career development and job satisfaction 6.Recognise and celebrate teachers’ personal and professional successes achieved through CPD

Step 1 Self-review/evaluation (Evidence – based) The Process

Self Evaluation The process is based on evidence based professional reflection and self evaluation. Should they wish teachers may draw on a number of sources to guide and structure the reflection/self evaluation process. The various professional standards currently available i.e. –Standard for Full Registration (SFR) –Standard for Chartered Teacher –Standard for Leadership (headship) Pathways to CPD software (Appendix 1a in handbook) Paper based self evaluation tool (Appendix 1b in handbook) ndix1.dochttp:// ndix1.doc

Step 2 Annual meeting with line manager to identify individual strengths and needs. Articulate with LA/school/dept. needs. Step 1 Self-review/evaluation (Evidence – based) The Process

Meeting with the Line Manager To ensure the meeting with the line manager is focused and mutually beneficial it will be necessary for the teacher and his/her line manager to be able to draw on evidence. The teacher will inform his/her line manager of proposed development needs one week before the scheduled meeting. This will be done using the form that is Appendix 2 in the handbook. (It is the teacher’s decision whether he/she shares the full self evaluation). appendix2.dochttp:// appendix2.doc

Meeting with the Line Manager The line manager will prepare for the meeting through identifying and drawing on a variety of sources of information to assist with the prioritisation and agreement of the teacher’s CPD needs including: –Teacher’s forward plans –Developments arising from earlier CPD programmes/experiences –Developments arising from QA processes such as departmental and thematic reviews, HMIe reports and Officer QA visits

Step 3 Prioritisation of CPD activities. Agreement of 3- year indicative plan and 1- year detailed plan within the context of available resources. Step 2 Annual meeting with line manager to identify individual strengths and needs. Articulate with LA/school/dept. needs. Step 1 Self-review/evaluation (Evidence – based) The Process

Agreeing the CPD Programme The anticipated outcomes of the meeting: –Agreement of an indicative 3-year CPD plan and a detailed plan for the following year –Agreement on anticipated outcomes/impact (Appendix 3 in handbook) ppendix3.doc ppendix3.doc –Agreement on prioritisation –Agreement on how the needs are to be met, e.g. courses, private reading, mentoring, etc –Recording of agreed plan in teacher’s CPD Profile (part 1) and signature by the teacher and her/his line manager

Step 3 Prioritisation of CPD activities. Agreement of 3- year indicative plan and 1- year detailed plan within the context of available resources. Step 2 Annual meeting with line manager to identify individual strengths and needs. Articulate with LA/school/dept. needs. Step 4 Agree plan passed to CPD Coordinator to inform school/network/Authority CPD programmes Step 1 Self-review/evaluation (Evidence – based) The Process

Meeting the Needs Following agreement with the teacher: –The line manager will pass the agreed plan to the CPD Co- ordinator –The teacher will be expected to initiate programmes/experiences to meet some of the agreed needs, e.g. through a private study programme –The CPD Co-ordinator will endeavour to incorporate other needs into the school/network CPD programme (subject to prioritisation and availability of resources) –The CPD Co-ordinator will inform the Authority QIO (CPD) of needs that cannot be met at school/network level –The QIO (CPD) will collate all such requests to inform the next year’s Authority CPD programme –The teacher will be kept informed of the status of needs requiring to be met at school/network/authority levels

Step 3 Prioritisation of CPD activities. Agreement of 3- year indicative plan and 1- year detailed plan within the context of available resources. Step 2 Annual meeting with line manager to identify individual strengths and needs. Articulate with LA/school/dept. needs. Step 4 Agree plan passed to CPD Coordinator to inform school/network/Authority CPD programmes Step 5 Teacher implements agreed Plan. Maintains CPD record and portfolio. Step 1 Self-review/evaluation (Evidence – based) The Process

Implementing the Plan Over the year the teacher will: –Address the agreed CPD plan –Record the actions taken using the CPD Record (Appendix 3 (Part 2) in the handbook) –Assess the effectiveness of the agreed CPD programme in assisting him/her meet the development needs –Assess the impact of the programme on classroom practice –Prepare for the review meeting in 12 months ndix3.dochttp:// ndix3.doc