Home > Professional Update > Professional Review and Development Process What do I need to know and do? Your Professional Context Deferral Process Direct Submissions Professional Learning What is Professional Learning? Using Evidence of Impact Professional Review and Development Coaching and Mentoring Awards and Professional Recognition Resources Hub Research and Practitioner Enquiry Research Practitioner Enquiry Professional Review and Development Unlocking the Potential of Professional Review and Development PRD is key to Teacher Professionalism GTCS has developed a series of resources to support your Professional Review and Development (PRD), which can be accessed below. PRD and professional learning are central to the principles of the teaching profession. If we are to maximise professional learning opportunities to support strategic development in schools, we must give greater importance to our PRD processes. We must value and reflect upon the excellent work undertaken by teachers, capitalising on the momentum of high-quality ongoing professional dialogue to ensure future engagement in meaningful professional learning. PRD provides teachers, throughout the year, with ongoing opportunities to reflect on their practice and personal learning, punctuated with a variety of professional learning conversations, supported by an annual review meeting between reviewee and reviewer. When set within a culture of professional trust and positive relationships, where everyone has a shared understanding of its purpose, high-quality PRD empowers teachers, whether they are reviewers or reviewees, to be leaders ‘of and for’ learning. This engagement helps teachers to plan for improvement and become even better. It also promotes inclusion and enables us to best meet the increasingly diverse needs of all learners. Professional Standards for teachers are core to the being, knowing and doing that is teacher professionalism. It is these standards which make useful connections between ongoing Professional Review and Development, Professional Learning and Professional Update sign-off. Through actively engaging in self-evaluation across the standards and ongoing dialogue, teachers can become agents of change, develop an enquiring mindset and take ownership of their learning journey. Professional capital, which includes human, social and decisional capital, will therefore grow across learning communities with teachers being recognised and valued by the profession as proactive role models of learning. PRD Guidelines (PDF) PRD Resources GTCS has identified ten key features of a high-quality PRD that should be set within a culture and climate of trust, with school readiness for PRD in place, and ongoing professional dialogue between colleagues happening regularly, together ensuring a positive experience for all. PRD Support Week 2020 PRD Support Week Resources In May 2020 we held our first ever PRD Support Week, sharing specially created resources to help you during this unprecedented time. Should I be worrying about PRD? (blog) Sharon Smith, Senior Education Officer, shares her thinking about PRD during lockdown and discusses how you might reflect on what you have learned in these uncertain times. Should I be worrying about PRD? What might PRD be like for me during lockdown? (Sway) This Sway introduces the 10 key features of PRD during lockdown, and how they might look, sound, and feel like in these unusual times. What might PRD be like for me during lockdown? Reviewing with Heart (blog) Sharon Smith shares her thinking about what it means to be a PRD reviewer in these times. She shares her thoughts and suggestions to support when emotions are running high. Reviewing with Heart Enquiry and collaboration in times of Covid-19 (article) We talk with three headteachers to find out what we should do with any unfinished enquiries due to lockdown. Enquiry and collaboration in times of Covid-19 Coffee and PRD Catch-up (video) Sharon Smith and David Graham, both from GTC Scotland, discuss all aspects of PRD during lockdown with Lesley Henderson (Fife) and Michael Smith (Angus). Coffee and PRD Catch-up Moving forward with a culture and climate of trust (blog) Sharon Smith discusses the importance of moving forward together in a united and trusting fashion and shares how GTCS’ culture and climate of trust resources may offer support. Moving forward with a culture and climate of trust Culture and Climate of Trust A culture and climate of trust, where teachers feel nurtured, valued and empowered is core to the success of PRD. PRD requires teachers to talk openly and honestly about their professional learning, and for this to be achievable teachers need to feel safe in doing so. They need to know that they have permission and space to make mistakes, and opportunities to take risks. We should all feel comfortable in being challenged and questioned about our professional learning, and confident in discussing the decisions that we have taken. Strong, positive relationships with trust and respect are all required for this to be fully maximised. We should avoid making assumptions that we all feel the same about our place of work, and endeavour to take the time to self-evaluate to understand the quality of our professional relationship. The Culture and Climate of Trust resources below are provided to assist schools with this process - schools are free to use the resource in anyway suitable for their own context and circumstances. Resources Guidance to use Resources (PDF) Culture and Climate Resource Green - Culture and Climate of Trust (PPT) Pink - Culture and Climate of Trust (PPT) Blue - Culture and Climate of Trust (PPT) Yellow - Culture and Climate of Trust (PPT) Coloured Box Wheel (doc) Culture and Climate of Trust Split Wheel (doc) Culture and Climate of Trust generic self-evaluation wheel (PDF) Self Evaluation Scoring Table - Questions Only (doc) Self Evaluation Scoring Table - Statements Only (doc) School Readiness for PRD In order to give PRD value, we should prepare and plan for its success. Schools should, ideally every year, take the time to ensure that working time agreements have time identified and prioritised for the formal PRD meetings, and that reviewers have received training in coaching for PRD. Both reviewers and reviewees should be knowledgeable about their locally agreed policies/LNCT agreement and be fully aware of what is required of them. Additionally, the roles and responsibilities should be understood, with everyone ensuring they undertake their own obligations to contribute to the success of their own PRD. Ideally pairings between reviewers and reviewees should be identified as early as possible to allow for on-going professional dialogue to support professional learning throughout the year, and for the reviewee/ reviewer relationship to grow. School Readiness for PRD (PDF) Readiness for PRD (PPT) Guidance to use Resources (PDF) Ten Key Features of PRD 10 key features of high-quality PRD To ensure a positive PRD experience for all and to achieve the ten key features of high-quality PRD we must strive to make sure: there is a positive climate and culture of trust in schools; schools have ensured they are prepared and ready to engage in high-quality PRD; and; there is ongoing professional dialogue between colleagues. The ten key features are: self-evaluation across the Professional Standards; ongoing engagement in meaningful professional learning and reflection; explore leadership opportunities; support strategic development; career conversations and next steps; coaching conversations to support and challenge; offer a reflective, safe space to explore successes and challenges; celebrations of success and planning for future next steps; enhance empowerment and develop teachers as agents of change; and nurture teacher professionalism, building professional capital. Ten Key Features of PRD Wheel (PDF) The central wheel is divided into three section, which may support considerations as teachers engage with PRD: Ethos Nurture teacher professionalism, building professional capital. Enable empowerment and develop teachers as agents of change. Celebrations of success and planning for future next steps. Offer a reflective space to explore successes and challenges. Professional Learning Self-evaluation across the Professional Standards. Ongoing engagement in meaningful professional learning and reflection. Explore leadership opportunities. Support strategic development. Process and Practice Career conversations Coaching conversations Roles and Responsibilities We should all ensure we are familiar with our own roles and responsibilities for PRD to make certain that we all have high-quality, meaningful PRD experiences. PRD is not something ‘done to us’, and we have a collective responsibility to ensure that we prepare in advance and take the time to reflect on where we are in our professional journeys prior to our formal PRD conversation. Roles and responsibilities have been identified for the following groups: Reviewees Reviewers Senior Leadership Teams Local Authorities and Employers GTCS PRD Roles and Responsibilities Coaching Effective coaching approaches ensure the reviewee is appropriately supported and challenged in their professional learning conversations Coaching and Mentoring Local Authorities and Employers Local authorities and employers have an important role in ensuring PRDs are valued and seen as positive experiences for teachers and schools. PRD for Local Authorities and Employers Myths and Legends about PRD There are many misconceptions about PRD. PRD Myths and Legends Contacts For further information about Professional Update, contact: T: +44 (0)131 314 6000 E: professional.update@gtcs.org.uk Useful Links Professional Learning Using Evidence of Impact and Examples of Professional Learning Journeys Coaching and Mentoring Summary - Promoting and Supporting a High Quality PRD Experience for All