P e r f o r m a n c e R e v i e w a n d S t a f f D e v e l o p m e n t

P R S D

Leading and Managingthe

Implementation ofPRSD

in Schools[Informing a High Performance Culture]

Regional Training Unit Regional Training Unit

Introduction

The conferences, for which this workbook has been designed, reflect RTU's knowledge from and experience of working with principals and other school leaders over a number of years, a well asour close association with colleagues responsible for supporting schools and leaders in the educational system as a whole and other key partners in the service generally.

The workbook is based on research findings, especially in the field of performance review, The activities that are described in this workbook reflect the models that are best suited to inform themanagement of change in school settings and to support the deeper learning of educational professionals.

The conferences themselves are modelled and built on a range of approaches to professional learning and development, including short presentations, group discussion, individual reflection, facilitating, coaching and blended e-learning approaches, which characterise RTU’s approach to leadership and organisational development.

1.

Performance Review and Staff Development -

Conference Workbook for Principals and Senior Leaders

Welcome to the conference.

By the end of the conference you should have a knowledge of the PRSD scheme and a clear sense of the steps that you and your colleagues will need to take when you return to school to ensure that PRSD is implemented.

Whilst the purpose of the conference will lead to participants having a better understanding of the PRSD scheme and the implications for themselves, their teachers and school systems and procedures, the key message is one of continuous professional development, leading to creating a culture of high performance in the school.

The key principles and values underpinning this conference are consistent with the principles and values of other NI educational service providers and will link to their own particular developments and initiatives - GTCNI, CASS, CCEA., C2K.

The themes that emerge throughout the conference will connect PRSD to school development planning, the revised curriculum implementation, the role of School Improvement Support officers, and emerging trends in CPD.

This workbook is for you to use during the conference and to continue to use afterwards.

It contains information about - and frameworks for - the conference activities.

2.

The Key Aims and Purposes of the Conference

NOTES:

3.

The conference cannot

NOTES:

4.

NOTES:

5.

NOTES:

6.

WORKSHOP 1. - Making sense of PRSD for your school

The scheme for PRSD provides a framework for performance review in schools, but each school will want - and need - to develop its own sense of what it means, how it should work in the particular context of the school, what it should focus on and what benefits it can bring.

This workshop will help you to start thinking about the way in which you might see PRSD operating in your school.

Explanation of the Activity

nine perspectives about performance review are set out below read each statement carefully, Record with a '+' sign those statements that concur with your beliefs or opinions about performance review and with a '-' sign those with which you disagree gather all the positive comments together and try to form them into a statement which summarises your sense of what PRSD can do in your school use this statement to complete the sentence "We will recognise PRSD as a success in our school when it……………………."

The Nine Perspectives

7.

Astrategy for maximising the efficient and effective deployment of human resources in the school

Bmeans by and through which schools can establish whether or not teachers are doing what they are expected to do to achieve key objectives

Cmechanism to enable teachers to access higher levels of pay and gain promotion

Dmeans of recognising and rewarding the most effective teachers, developing the average and supporting the poor

Edevice for promoting the kind of regular professional dialogue that supports the translation of shared values into consistent practice

Fsystem which enables leaders to monitor and evaluate the work of teachers and hold them accountable for their performance

Ga process that provides systematic diagnosis of the professional development needs of teachers to support their professional learning and, by doing so, contribute to the achievement of the goals and values of the school

Ha scheme for driving up teachers' performance, thereby improving school results

Ia framework within which teachers are able to have professional conversations with each other without undue concern about the outcomes

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1.

Mak

ing

sens

e of

PR

SD f

or y

our

scho

ol

A Note about this Activity

This activity invites and enables you to explore what PRSD means and consider what it’s focus should be. You might find it worth using in school, inviting your colleagues to set out their thoughts about the review process and what they would like it to do. The outcomes would help shape the school's own PRSD policy.

Completing the sentence

‘We will recognise PRSD as a success in our school when it....................”

NOTES:

8.

Note: This is an activity that can be used with teachers in school as part of the in- school training on PRSD. Similar to the last workshop this will also lead to a shared understanding of the contribution that PRSD could make to the educational experience offered, to pupils, in the school.

Individuals and groups of teachers can follow the steps outlined below in order to build up a consensus about what the benefits of PRSD would be in improving learning and teaching within a department and within the school.

The purpose of this activity is to focus your attention on the benefits that PRSD could bring to your school. It may be that, when you have completed it, you will want to revisit the conclusions you reached at the end of the first workshop activity.

Explanation

ten statements about the benefits of PRSD follow read each one and think about its relevance to your school on your own, put the statements into a rank order, giving first place to the one that seems the most important to you and last place to the one that seems least important when you have done this, look back over your list and compare what it says with the statement you wrote at the end of the first activity discuss your order of priority with others from your school or a partner

Statements Rank

9.

WORKSHOP 2 - Exploring the potential benefits of PRSD

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dent

ifyi

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he b

enef

its

of P

RSD

A Greater consistency in pupils' learning experiences

B Higher levels of attainment for the school

C Enhanced staff capability and capacity

D High-quality working relationships

E Higher-quality learning and teaching

F The creation of a high-performance culture in the school

G Better focused leadership and management support

HEffective preparation for self-evaluation, inspection, Investors in People and the like

I Clearer expectations of and better support for individual teachers

JGreater control for teachers over their professional learning and career development

Each of the statements contribute to a school's emphasis on creating a 'high performing school' culture.

NOTES:

10.

PRSD can become a significant catalyst to creating a high performance culture within the school. Linked to the school development plan it brings coherence to the work of principals and teachers in achieving the outlined strategic priorities. It has the potential to add substantial challenges and value to the work of the school,departments/teams and to the individual teacher and principal.

Potential benefits of PRSD to the school include

improved pupil attainments quality improvement throughout the school effective communication improved organisational performance linkages between organisation self-evaluation (TTI) and individual self-reflection on performance linkages between school development planning and personal/shared objectives improved team working coherence to the school's professional development activity distributed leadership through increased teacher participation in decision making and career planning reduction in bureaucracy a key component of external awards - IIP, EFQM, National Training Awards

Potential benefits of PRSD to a school department and/or school teamPotential benefits of PRSD to a school department and/or school team

improved team-working improved motivation and commitment better overview of the work of the department and/or team more insight and better working relationships with and between all staff sharing of professional practice commitment to departmental and/or team plans and goals

Potential benefits of PRSD to the individual (teacher / principal)Potential benefits of PRSD to the individual (teacher / principal)

clarification of individual, departmental/team and school objectives and priorities better understanding of their contribution to the school increased job satisfaction opportunity to talk professionally to their reviewer enhanced professional knowledge, skills and capability feedback on current performance greater awareness of strengths and areas for improvement

11.

Personal Reflections and Key Learning from Session 1.

12.

NOTES:

13.

SESSION 2

NOTES:

NOTES:

14.

NOTES:

15.

The purpose of this activity is to give you an opportunity to think about what is involved in the first, critical, stage of the annual review process. The initial meet-ing at which the objectives for the review are established.

If this goes well and the objectives are clearly defined, the remaining stages are much easier to manage and, more important, the outcome of the review is likely to be of much greater value to everyone involved.

Explanation

You will find three essential pieces of information below:

1. an outline of a fictional school's development priorities. These could apply to any school or type of school; 2. some information about the fictional teacher whose performance is being reviewed; 3. the criteria applying to review objectives for teachers, as set out in the scheme.

Working with another participant, your challenge is to use the information about the criteria for review objectives, the details of the school's development planning priori-ties and what you have been told about the teacher concerned to prepare one possible objective for this teacher's performance review. You might imagine that you are this teacher's reviewer and, as part of your preparations for the initial meeting you will have with the teacher, you have drawn up a possible objective to discuss with the teacher.

A Framework to Use for this Activity

1. What is the proposed objective? 2. Is the objective (a) personal or (b) shared? (PRSD Scheme 4.4) 3. Which of the three areas set out in the scheme does it cover? (PRSD Scheme 4.4) 4. How does the objective relate to the development plan? (PRSD Scheme4.4) 5. Is the objective (PRSD Scheme 4.4) Specific? Manageable? Attainable? Realistic? Time-bound? 6. What are the success criteria for the objective? 7. What evidence will be collected to enable a decision to be made about the extent to which the objective has been achieved? (PRSD Code of Practice 2.7)

You should now be able to complete the one-page record sheet that follows

When you have finished, consider the objective that you have written and ask whether it is appropriately challenging for the teacher concerned.

16.

WORKSHOP 3 - Establishing performance objectives

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Case Study Case Study

Some of the main priorities in the school development plan for this notional school are to:

raise pupils standards of achievement generally and improve their standards of attainment in literacy and numeracy in particular ; make greater and more effective use of ICT to raise standards in literacy and numeracy; encourage more collaborative approaches to curriculum and lesson planning and the use of assessment data to inform the planning process; begin the process of creating an agreed policy for learning and teaching in the school; carry out a curriculum audit in order to inform preparations for the introduction of the revised Northern Ireland curriculum; strengthen links between the school and its local community.

The chief characteristics of the teacher whose performance is to be reviewed are as follows

well-qualified with a postgraduate qualification ; six years' experience of teaching in the school and no previous teaching experience; hard-working, enthusiastic and energetic. Liked and respected by pupils and parents; committed to the aims and purposes of the school; much involved in after-school activities, especially drama and music; limited experience of using ICT in the classroom, but NOF trained and keen to develop in this area; highly regarded by their line manager as a teacher with considerable leadership potential; aspires to a middle management position within two years.

The PRSD scheme states that review objectives for teachers must

combine those that are personal with those that are shared; cover the areas of

professional practice pupil and curriculum development the personal and professional development of the teacher;

relate to the school development plan; be specific, measurable, attainable, realistic and time-bound.

17.

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PRSD Planning Record for Stage 1 - Setting Objectives

PLANNING RECORD 2005 -06

Reviewee …………………. ……. Reviewer……………………

Date of meeting …………………

Objectives:1.

2.

3.

Development and training identified:

Resources identified:

Reviewee comment:

Signed:Reviewee ………………………… Reviewer signature: …………….. .. ……

Date: ………………………….

18.

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Classroom observation should be followed by feedback to the reviewee and a note recording the key outcomes. It is important to note that the lesson observation sheets issued with the PRSD Model School Policy are sample observation sheets offered to schools. They provide a useful framework for schools, if they wish, to either adopt or adapt them to the school's own particular approaches to lesson observation.

NOTES:

19.

NOTES:

20 .

1 In workshop 3, we asked you to write a performance objective for a teacher about whom we gave you a certain amount of information.

2 This activity asks you to bring the review process for this teacher to a close by completing the review statement that you will find below.

3 This activity is based on the following assumptions:

you are dealing with only one of the teacher's review objectives

the objective you are reviewing is 'By June 2006 to ensure that all my pupils, during class, use ICT to prepare and present a minimum of 2 oral presentations '.

the success criteria agreed for this objective were

(a) teacher's use of ICT to support learning, particularly pupil oral presentation work, would increase from the present use (b) pupil's oral presentations would include an ICT medium (c) teacher and pupils use a range of presentation software available on the school network (d) teacher's scheme of work and lesson plans includes ICT

the evidence to be collected to enable a decision about the extent to which this objective was achieved included

(a) a sample of pupils' presentations (b) the teachers' plans for the year, setting out expected learning outcomes and strategies to be used

21.

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4.

Com

plet

ing

a R

evie

w S

tate

men

t

WORKSHOP 4 Completing a Review Statement

(c) a survey of pupils' attitudes conducted by the teacher towards the end of the year, using the school's agreed self-evaluation proforma. (d) two classroom observations, one in term 1 and the second in term 2, focusing on the use of ICT in pupils' classroom activity(e) update knowledge and skills on use of presentation software on the school network

the evidence that was collected suggested that

(a) not all of the pupils presented their oral presentation using ICT. (b) the classroom observations showed that the teacher had, through the use of ICT enhanced the work of pupils in their oral presentations (c) pupils across the ability range within the class were using ICT and the teacher was supporting their learning as they were using it. (d) the classroom observation showed that the teacher used only one presentation software package. (e) the self-evaluation proforma indicated that most (84%) of the pupils said they were more motivated to learn by making more use of ICT(f) all the pupils who presented their work using ICT were successful in the task

at the review discussion, where the evidence was considered, you and the teacher agreed that

(a) the other two review objectives were met fully(b) the objective described above was not fully met

a reason was that the teacher discovered in the course of the year that his/her knowledge and understanding of relevant software programs was not what it needed to be

and that the utilisation of computers in the classroom needed to be reviewed andtimetabled to increase pupil access

4. Taking all of this background information into account, please complete the review statement below as if it was for the teacher concerned.

NOTES

22.

23.

NA

ME

:

JOB

TIT

LE

:

DA

TE

OF

RE

VIE

W M

EE

TIN

G:

1. S

umm

ary

of d

iscu

ssio

n an

d co

nclu

sion

s re

ache

d:

2. O

vera

ll re

view

of

exte

nt to

whi

ch o

bjec

tives

hav

e be

en a

chie

ved.

Obj

ecti

ve 1

:

Obj

ecti

ve 2

:

Obj

ecti

ve 3

:

3. R

evie

wee

com

men

ts (

if a

ny)

I ag

ree

the

abov

e is

an

accu

rate

rec

ord:

Sign

atur

e (r

evie

wee

):

D

ate:

Sign

atur

e (r

evie

wer

):

D

ate:

AN

NE

X T

O R

EV

IEW

ST

AT

EM

EN

T

Dev

elop

men

t and

trai

ning

nee

ds id

entif

ied.

Dev

elop

men

t/tr

aini

ng n

eeds

A

ctio

n P

lan

and

Res

ourc

es

Add

ition

al C

omm

ents

(if

any

)

Agr

eed

by:

Rev

iew

ee ..

......

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. D

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.

24.

NOTES:

Personal Reflections and Key Learning from Session 2

25.

NOTES:

NOTES:

NOTES:

26.

NOTES:

NOTES:

NOTES:

27.

NOTES:

NOTES:

NOTES:

Personal Reflections and Key Learning form The PRSD Process Session

28.

NOTES:

We have indicated that

PRSD is to be operational in schools from September 2005 principals are responsible for ensuring that their colleagues in school are ready for the implementation of the scheme and aware of what it means for them

We have also emphasised that

the context of each school is unique each school's starting point for PRSD may be different and the journey to it may take a different amount of time since schools can only start from where they are, it is important that they are able to have a sense of where that is

This activity is designed to enable you (a) to make an assessment of where your school stands in terms of readiness for PRSD and (b) identify the priorities you might want to set for the first year or so of the scheme's operation.

29.

W

OR

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OP

5.

Put

ting

PR

SD in

Pla

ce

WORKSHOP 5 : Putting PRSD in Place in Your School

30.

Task 1

Below you will find a set of indicators to inform a school's PRSD 'level of readiness'

Read the descriptions of each level carefully and then decide which of the three levels best describes your school as it is now. This cannot be an exact science. Real schools tend not to fall neatly into one category, but that is not important at this stage. The first aim of the activity is to give you something that will enable you to form a broad sense of where your school is.

Please note that, when the comments that follow refer to 'performance review', they do not mean the specific scheme agreed for implementation from September 2005. It is recognised that many schools in Northern Ireland already have review processes working successfully, schools may have classroom observation already working with their teachers, staff development may already be well informed by systems and processes in the school. Some schools may be working towards or have achieved Investors in People.

As you read the descriptors interpret the term 'performance review' in the wider context.

Levels of Readiness for Performance Review

Level One. There is Little Knowledge or Experience of Performance Review

SDPR has either not been a feature of the school's processes or has fallen into abeyance classroom observation, whoever does it, is uncommon and regarded as unusual threshold assessment is an 'event' with no impact on or implications for the wider staff group school development planning is limited, largely confined to senior staff and not seen as relevant to the 'real' lives of most teachers the continuing professional development of teachers is patchy, incoherent and largely dependent on external providers there is no agreed school policy for teaching, learning and assessment

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RSD

in P

lace

Level Two. A Form of Performance Review is in Place

the school is familiar with SDPR, aware of its benefits and limitations and comfortable with its implications classroom observation is routine, common for all teachers and regarded as normal threshold assessment is managed professionally, but has not been integrated into an overall policy for performance review the continuing professional development of staff reflects and takes account of some of the priorities set out in the school development plan much professional development activity is school-based school development planning is well-developed, based on broad consultation and aware of the importance of a carefully designed process of performance review decisions about teachers' career and pay progression are based on reliable evidence about their performance work is being done to establish an agreed policy for teaching, learning and assessment

Level Three. Performance Review is Well Established

staff and governors have discussed the need for performance review and are aware of its benefits a performance review policy has been agreed and formally adopted the school's improvement planning and the priorities in its development plan reflect the need to implement this policy the school's performance review processes reflect the priorities set out in the school development plan and its professional development programme takes full account of the outcomes threshold assessment has been integrated into a coherent performance review strategy classroom observation is routine, common for all teachers and regarded as normal, informs internal professional dialogue and sharing of professional practice members of staff are familiar with - and experienced in - reviewing the performance of their colleagues protocols governing the operation of performance review have been negotiated and agreed there is overall staff ownership of performance review and it is seen as neither unusual nor threatening mentoring has been established and is growing the operation of the school's performance review processes is regularly monitored and evaluated and the operation of the policy is amended accordingly

31.

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Pu

ttin

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PR

SD

in

P

lace

32.

TA

SK T

wo

Hav

ing

esti

mat

ed t

he le

vel o

f re

adin

ess

that

see

ms

best

to

desc

ribe

whe

re y

our

scho

ol is

, ple

ase

look

at

the

char

acte

rist

ics

of t

he o

ther

leve

l des

crip

tors

and

, usi

ng t

he

fram

ewor

k th

at f

ollo

ws,

thi

nk a

bout

wha

t yo

ur p

rior

itie

s fo

r th

e re

mai

nder

of

this

sch

ool y

ear

- an

d be

yond

- s

houl

d be

, so

far

as P

RSD

is c

once

rned

.

Lev

el O

ne :

The

re is

Lit

tle

Kno

wle

dge

or E

xper

ienc

e of

Per

form

ance

Rev

iew

If y

our

scho

ol is

mai

nly

refl

ecte

d in

the

des

crip

tors

at

this

leve

l, yo

ur p

rior

itie

s fo

r ac

tion

are

like

ly t

o in

clud

e so

me

or a

ll of

the

fol

low

ing

Mat

eria

lsR

espo

nsib

ility

T

imel

ine

Act

ivit

yP

rior

ites

for

act

ion

ensu

ring

that

the

sche

me

for

perf

orm

ance

rev

iew

- a

nd it

s im

plic

atio

ns f

or te

ache

rs a

re

wel

l und

erst

ood

by a

ll m

embe

rs o

f st

aff

and

gove

rnor

s

esta

blis

hing

the

proc

esse

s se

t out

in th

e sc

hem

e -

polic

y, r

evie

wer

s, d

ocum

enta

tion,

etc

build

ing

the

conf

iden

ce o

f st

aff

in th

eir

abili

ty to

put

the

sche

me

into

eff

ect a

nd

enco

urag

ing

wid

e ow

ners

hip

of th

e sc

hem

e

If a

ppro

pria

te -

iden

tifyi

ng a

sen

ior

mem

ber

of s

taff

to c

oord

inat

e pe

rfor

man

ce r

evie

w a

nd

staf

f de

velo

pmen

t

revi

sitin

g jo

b de

scri

ptio

ns to

ens

ure

that

they

are

acc

urat

e an

d up

-to-

date

givi

ng te

ache

rs c

lear

and

sim

ple

guid

ance

, muc

h re

assu

ranc

e, s

uppo

rt a

nd ti

me

to d

evel

op

the

know

ledg

e, u

nder

stan

ding

and

ski

lls th

ey w

ill n

eed

to m

ake

PRSD

wor

k

seek

ing

agre

emen

t for

som

e pr

otoc

ols

for

the

oper

atio

n of

PR

SD

havi

ng -

and

set

ting

- lim

ited

and

real

istic

exp

ecta

tions

for

the

firs

t rev

iew

cyc

le

enco

urag

ing

the

reco

gniti

on th

at e

stab

lishi

ng a

mor

e de

velo

ped

syst

em w

ill ta

ke ti

me,

but

w

ill b

e w

orth

whi

le

focu

sing

on

fam

iliar

isat

ion,

und

erst

andi

ng a

nd c

onfi

denc

e in

the

proc

ess

33.

Lev

el T

wo

: A

For

m o

f P

erfo

rman

ce R

evie

w is

in P

lace

If y

our

scho

ol is

alr

eady

fam

iliar

with

som

e of

the

proc

esse

s as

soci

ated

with

per

form

ance

rev

iew

, you

r pr

iori

ties

for

actio

n ar

e lik

ely

to

incl

ude

som

e of

the

follo

win

g

Mat

eria

lsR

espo

nsib

ility

Tim

elin

eA

ctiv

ity

Pri

orit

ies

for

Act

ion

ensu

ring

that

the

sche

me

for

perf

orm

ance

rev

iew

- a

nd it

s im

plic

atio

ns f

or te

ache

rs -

are

wel

l un

ders

tood

by

all m

embe

rs o

f st

aff

and

gove

rnor

s

ensu

ring

that

cur

rent

pra

ctic

e is

alig

ned

to th

e PR

SD s

chem

e an

d th

atits

req

uire

men

ts a

re

fully

met

advi

sing

gov

erno

rs a

bout

cur

rent

pra

ctic

e an

d th

e w

ays

in w

hich

it c

onne

cts

to P

RSD

cons

ultin

g w

ith a

ll m

embe

rs o

f st

aff

on th

e ad

optio

n of

a p

erfo

rman

ce r

evie

w p

olic

y th

at is

co

nsis

tent

with

the

sche

me

revi

sing

job

desc

ript

ions

to e

nsur

e th

at e

very

mem

ber

of s

taff

has

a c

lear

and

wel

l foc

used

re

mit

build

ing

the

conn

ectio

ns b

etw

een

PRSD

and

the

prio

ritie

s of

the

scho

ol d

evel

opm

ent p

lan

secu

ring

the

know

ledg

e, s

uppo

rt a

nd u

nder

stan

ding

of

gove

rnor

s fo

r th

e sc

hem

e an

d its

im

plic

atio

ns f

or th

em

emph

asis

ing

the

pote

ntia

l of

the

sche

me

to s

uppo

rt a

nd s

usta

in te

ache

rs' c

ontin

uous

pr

ofes

sion

al d

evel

opm

ent

enco

urag

ing

the

setti

ng o

f ri

goro

us a

nd c

halle

ngin

g ob

ject

ives

deve

lopi

ng o

r ex

tend

ing

the

skill

s ne

eded

by

thos

e as

ked

to a

ct a

s re

view

ers

deve

lopi

ng a

nd s

usta

inin

g a

cons

iste

nt p

roce

ss a

cros

s th

e sc

hool

and

ens

urin

g th

at th

e de

velo

pmen

t nee

ds o

f al

l mem

bers

of

staf

f ar

e ef

fect

ivel

y id

entif

ied

enco

urag

ing

the

deve

lopm

ent o

r ex

tens

ion

of m

ento

ring

for

all

mem

bers

of

staf

f

build

ing

supp

ort s

yste

ms

and

data

that

und

erpi

n pe

rfor

man

ce r

evie

w

alig

ning

PR

SD w

ith o

ther

sch

ool p

olic

ies

- Sa

lary

, Gri

evan

ce, e

tc

revi

ewin

g an

d ev

alua

ting

the

revi

ew p

roce

ss a

t the

end

of

the

firs

t yea

r an

d ta

king

ful

l ac

coun

t of

the

outc

omes

Lev

el T

hree

: P

erfo

rman

ce R

evie

w is

Wel

l Est

ablis

hed

If y

our

scho

ol is

fam

iliar

with

per

form

ance

rev

iew

of

som

e ki

nd a

nd a

sch

eme

has

been

in o

pera

tion

for

som

e tim

e, y

our

prio

ritie

s fo

r ac

tion

are

likel

y to

incl

ude

som

e of

the

follo

win

g

34.

Mat

eria

lsR

espo

nsib

ility

Tim

elin

eA

ctiv

ity

Pri

orit

ies

for

Act

ion

ensu

ring

that

the

sche

me

for

perf

orm

ance

rev

iew

- a

nd it

s im

plic

atio

ns f

or te

ache

rs -

are

wel

l un

ders

tood

by

all m

embe

rs o

f st

aff

and

gove

rnor

s

alig

ning

the

agre

ed s

chem

e fo

r pe

rfor

man

ce r

evie

w w

ith th

e sc

hool

's e

xist

ing

prac

tice

ensu

ring

that

all

the

requ

irem

ents

of

the

sche

me

are

fully

met

inte

grat

ing

the

scho

ol's

per

form

ance

rev

iew

pol

icy

fully

into

its

man

agem

ent s

truc

ture

s an

d sy

stem

s

mat

chin

g th

e id

entif

ied

prof

essi

onal

dev

elop

men

t nee

ds o

f in

divi

dual

s to

thos

e of

the

scho

ol o

r te

am

enco

urag

ing

revi

ewee

s to

set

them

selv

es c

halle

ngin

g an

d ri

goro

us o

bjec

tives

supp

ortin

g de

eper

pro

fess

iona

l dia

logu

e

stre

ngth

enin

g th

e pr

oces

s of

men

tori

ng f

or e

very

mem

ber

of s

taff

ensu

ring

that

PR

SD is

see

n an

d un

ders

tood

as

fund

amen

tally

dev

elop

men

tal a

nd c

lear

ly li

nked

to

sch

ool i

mpr

ovem

ent s

trat

egie

s

build

ing

in r

igor

ous

a an

nual

rev

iew

of

the

proc

ess

and

seek

ing

cons

tant

ly to

ref

ine

and

exte

nd it

cele

brat

ing

succ

ess

and

achi

evem

ent

offe

ring

to a

ssis

t oth

er s

choo

ls in

the

deve

lopm

ent o

f PR

SD

TASK 3

The implementation of educational initiatives in schools are not new and similar schemes to PRSD have recently been a feature of school activity, such as SDPR and threshold. Some schools are also working towards achieving IIP and other have been successful. Increasing numbers of schools are embracing the processes of school self evaluation as promoted by Eduactional & Training Inspectorate (ETI). There is a richness ofknowledge and experience within the school leadership fraternity in Northern Ireland who have continually been involved in the educational change agenda.

Around the table discuss with fellow professional colleagues the priority tasks you have

identified for your school, either tapping into the practice of other schools or perhaps sharing your own success strategies.

Notes and Key Learning Points

35.

NOTES:

NOTES:

NOTES:

36.

Feb

’06

Jan

’06

Dec

’05

Init

ial M

eeti

ng t

o ag

ree

obje

ctiv

es

wit

h P

rinc

ipal

and

req

uire

men

ts f

or

gath

erin

g in

form

atio

n

Init

ial m

eeti

ng w

ith

revi

ewee

to

agre

e ob

ject

ives

and

req

uire

men

ts f

or

gath

erin

g in

form

atio

n

Init

ial m

eeti

ng w

ith

revi

ewee

to

agre

e ob

ject

ives

and

req

uire

men

ts f

or

gath

erin

g in

form

atio

n

Adv

ise

and

supp

ort

Gov

erno

r R

evie

wer

s

Nov ’05

Oct

’05

Sep

’05

Aug ’05

Jul

’05

Jun

’05

Pre

pare

and

app

rove

a s

choo

l per

form

ance

re

view

pol

icy

Pre

pare

a s

choo

l per

form

ance

rev

iew

pol

icy

Pla

n an

d pr

ovid

e P

RSD

tra

inin

g fo

r te

ache

rs

Agr

ee P

RSD

pro

toco

ls

Att

end

scho

ol

base

d tr

aini

ng

Att

end

scho

ol

base

d tr

aini

ng

Ass

igne

d by

E

mpl

oyin

g A

utho

rite

s to

sc

hool

S

May

’05

Ass

ign

rev

iew

ers

for

teac

hers

Apr

’05

Att

end

Tra

inin

g fo

r G

over

nor

Rev

iew

ers

and

Pri

ncip

als

Att

end

Tra

inin

g fo

r G

over

nor

Rev

iew

ers

and

Pri

ncip

als

Att

end

Tra

inin

g fo

r P

rinc

ipal

s an

d Se

nior

Sch

ool L

eade

rs

Att

end

Tra

inin

g

Mar

’05

Feb

’05

Jan

’05

Des

igna

te a

min

imum

of

2go

vern

or r

evie

wer

s

Dec

’04

BO

G

Pri

ncip

als

Rev

iew

ers

Rev

iew

ees

Ext

erna

l A

dvis

ers

37.

To assist us with the evaluation process we would appreciate your honest comments which will be treated confidentially.

Courses/conferences PRSD - Principal and Senior LeaderDate/s: ____________________ Venue:____________________________

____________________ ____________________________

Please help us to rate facilities from low to high on a 5 point scale. Section A.1 Low High

Section A.2 Low High Section B How do you feel the conference has met the expected learning outcomes?

URN: Evaluation Form - Level 1. Reaction

RTU Organisation / Materials / Facilitators 1. 2. 3. 4. 5. OfficeRating

1. RTU Organisation / Administration

2. Audio / Visuals

3. Handbook / Workbooks

4. Facilitators

5. Booking arrangements (on-line)

CONFERENCE VENUE 1. 2. 3. 4. 5. Office Rating

1. Catering

2. Services

3. Training Room / Waiting Areas

FACILITATORS ORGANISATION Did the conference:

1. 2. 3. 4. 5.Office Rating

1.Show you how PRSD fits into the wider educational picture

2. Explain what PRSD offers schools

3.Provide an overview of the annual review cycle

4.Explore the processes of the scheme for principals and teachers

5.Give you time to consider the PRSD's most important elements

6.Help you to put PRSD in place in your school and beaware of connections to associated school policies /procedures

7.Signpost resources for supporting school based training for teachers

SECTION C

Final comments - Please comment on the following questions:

1. Do you have a better understanding of what PRSD means in the context of your school?

Comment:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Are you clearer about the key priorities for your school in relation to PRSD ?

Comment:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Did the facilitators contribute to your learning? Yes / No

Comment:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Final Comments:

Is there any insight or observation you can make to help us develop the course as a learning experience?

Comment:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Yes / No

Yes / No

Reg

ion

al T

rain

ing

Un

it

PR

SD S

UB

STIT

UT

E C

OV

ER

CL

AIM

RE

QU

EST

FO

RM

Scho

ol N

ame:

___

____

____

____

____

____

___

B

oard

: ___

____

____

____

____

__

DE

NI

Ref

eren

ce N

o: _

____

____

____

____

____

Teac

her

Ref

No:

___

____

____

___

Part

icip

ant's

Nam

e: (

Prin

t) _

____

____

____

____

____

____

____

_

Part

icip

ant's

Sig

natu

re:

_

____

____

____

____

____

____

____

_ D

ate:

___

____

____

__

Nam

e of

Sub

stitu

te T

each

erC

onfe

renc

e Ti

tleD

ate

of S

essi

on

Trai

ning

/Ass

essm

ent V

enue

For

Off

ice

Use

Onl

y

UR

N N

o: _

____

____

____

____

__

Dat

e R

ecei

ved:

___

____

____

___

Proc

ess

Dat

e: _

____

____

____

___

Proc

esse

d B

y: _

____

____

____

___

Reg

ion

al T

rain

ing

Un

it

NOTES:

NOTES:

NOTES:

Blacks Road, Belfast BT10 0NB Telephone: 9061 8121 E-mail: admin@rtuni.org www.rtuni.org