1. Professional Review and Development
(PRD)
Ellen Doherty
Margaret Barr
GTC Scotland
23 April 2018

2. Aims of the webinar What is the purpose the PRD process?
What are the features of a good quality PRD discussion?
Expectations of reviewer and reviewee
The Before: How should I prepare for the discussion?
The During: Professional Learning Records – signpost to effective discussion. Why use a coaching approach?
The After: Quality experience or tick box exercise?
And what would you like to gain from this webinar?
GTC Scotland
20 November 2018

3. Some Voices from the Profession
Coaching and mentoring – the approach of the reviewer makes a big difference
Reviewer came with an agenda so I felt that it was not about my needs
I hadn’t appreciated how much I need to listen and think about the questions I ask as a reviewer
[My PRD was] Very formal, it felt like an interview, was not a conversation but questioning, very little coaching
I had ownership, the PRD was very helpful – when I left I was chuffed with myself
I wish that had gone better for both of us
It is the first time I have felt challenged which is different from being criticised
How am I going to get all of that done ?
GTC Scotland
20 November 2018

4. The Purpose of PRD To support teachers as learners
To help teachers plan and own their professional learning – develop a meaningful professional learning plan
To provide a structured and focus opportunity to focus on learning
To support teachers as learners
To build teacher professionalism and confidence
To celebrate success and plan for the future
To develop knowledge , understanding and skills
To support learners
To contribute to improvement and build capacity
GTC Scotland
20 November 2018

5. The Professional Learning Experience
PRD only part of an on going process
The Professional Learning Experience

6. Professional Standards
Don’t Forget the Professional Standards
Frame & support their thinking and practice
As a way to signpost and plan their learning
Develop their teacher agency
Self evaluate & engage in critically reflective dialogue about practice as part of ongoing PRD process
Challenge and consider their beliefs, values and professional actions
Interpret educational policies in action (e.g. GIRFEC, HGIOS 4, NIF)
reflect on your professional practice
Professional Standards
Professional values & personal commitments
The teacher as learner – Standards as provocation and catalyst for learning

7. In which role do you have most experience:
Insert poll here
In which role do you have most experience:
Reviewer?
Reviewee?
Same amount of experience for both roles?
Neither – have not been a reviewer or reviewee?
GTC Scotland
20 November 2018

8. The Before of PRD It is all down to purpose and preparation :
Organisation
Communication
Sharing
Reflecting
Thinking
Self Evaluation
Valuing
GTC Scotland
20 November 2018

9. Insert poll here
1. PRD should provide a professional forum for sharing , discussion and planning professional learning in a collegiate way.
Yes/No
2. As the reviewee and/or the reviewer, I have tried to create that professional forum.
Yes/No/Partly
GTC Scotland
20 November 2018

10. The During: PRD Discussions
The most important part of the PRD process is the quality of the discussions between the reviewer and the reviewee
These professional conversations should be:
based on an ethos and culture of equality, respect and trust
based on positive professional relationships
supported by ongoing reflections and evidence of impact
GTC Scotland
20 November 2018

11. The coach has the questions, the reviewee has the answers.
The PRD Discussion
A supported learning conversation with opportunities for reflection and sharing with a coaching approach at its heart .
The coach has the questions, the reviewee has the answers.
GTC Scotland
20 November 2018

12. I have experienced a coaching culture
Insert poll here
I have experienced a coaching culture
YES/NO
GTC Scotland
20 November 2018

13. A coaching approach to professional conversations involves:
Listening:
I am listening with interest in what you are saying now.
I am listening expectantly about what you might say next.
(NOT – I am half listening so that I can decide what to say)
Asking open questions. The questions in the PRD agenda are open questions.
Acknowledging and appreciating strengths and achievements.
Giving time to think about options, development needs, actions to be taken.
Only giving suggestions if the reviewee has exhausted their own ideas or if you are certain they are completely on the wrong track.
Recognising that both people in the coaching conversation are equal.
Using a process (eg the agenda for the PRD meeting, and perhaps ‘GROW’ ).
Ending with a clear plan of what, when, how and the expected impact.
GTC Scotland
20 November 2018

14. Agreeing Outcomes and The After
GTC Scotland
20 November 2018

15. The Benefits of Coaching as Part of PRD
Hook et al. (2006) describe the benefits for teachers as:
thinking more clearly about things;
feeling valued and listened to;
recognising and appreciating their skills and resources;
increasing their range of options;
clarifying how they’d like things to be as they get even better;
understanding what they need to do to get there;
becoming more creative and optimistic;
feeling more positive and confident about change.
20 November 2018

16. Some Questions to Think About
Thinking about your achievements and professional learning over the last year, what are you most pleased about?
What changes to your professional thinking and practice have you made over the last year?
What has contributed to that?
What impact, if any, has there been on:
yourself as a learner?
on your pupils/learners?
on your wider professional community?
How do you know?
GTC Scotland
20 November 2018

17. PL records – a prompt for your PRD
GTC Scotland
20 November 2018

18. Resources
Live Links:
impact.aspx
GTC Scotland
20 November 2018

19. Could remove this slide.

20. Aims of the webinar What is the purpose the PRD process?
What are the features of a good quality PRD discussion?
Expectations of reviewer and reviewee
The Before: How should I prepare for the discussion?
The During: Professional Learning Records – signpost to effective discussion. Why use a coaching approach?
The After: Quality experience or tick box exercise?
And what would you like to gain from this webinar?
GTC Scotland
20 November 2018

21. Contact details Email: Ellen.Doherty@gtcs.org.uk GTC Scotland
20 November 2018