Self-Evaluation

1. Self-Evaluation Siobhan Kean Principal Teacher RMPS & Geography Kyle Academy, South Ayrshire

2. My Leadership Journey • Appointed as Principal Teacher RMPS June 2014. • Joined the South Ayrshire Council ‘Coaching Leaders’ Team in September 2014. • Appointed Principal Teacher RMPS/Geography January 2016.

3. Critical Incidents 3.2.2 Middle leaders use coaching and mentoring skills to support the PRD process. 3.2.3 Middle leaders use coaching and mentoring to support colleagues to build these skills to develop peer support.

4. The Purpose of the Standards • Provide a benchmark for teacher competence (Standard for Full Registration). • Provide continuum for career-long learning and professional development. • Provide a framework for self-evaluation and reflection. • Inform discussion, debate and public expectations about teaching standards in schools and the wider education system. • Inform Professional Review and Development (PRD) and Professional Update.

6. •2014/15 - registrants with the following registration numbers x9xxxx and x4xxxx •2015/16 - registrants with the following registration numbers x0xxxx and x5xxxx •2016/17 - registrants with the following registration numbers x1xxxx and x6xxxx •2017/18 - registrants with the following registration numbers x2xxxx and x7xxxx •2018/19 - registrants with the following registration numbers x3xxxx and x8xxxx

7. PRD in South Ayrshire • Identify an appropriate time and place to meet that suits both the reviewer and reviewee.

8. PRD in South Ayrshire • Select the appropriate standard: • Consider current post, needs of the pupils, aspirations. • Standard for Registration • Standard for Career-Long Professional Learning (Sustainability/Leadership/Practitioner Enquiry) • Standard for Leadership and Management (Incorporating Middle Leaders and Headship)

9. PRD in South Ayrshire • Self-Evaluate against the selected standard using the SAC template. • Model/Professional Dialogue/Selective Coverage. • Note strengths/development needs/impact of professional learning. • Inform discussion at PRD meeting.

10. PRD in South Ayrshire • The reviewee sets the agenda using the SAC template. • The reviewee shares their ‘Professional Learning Record’ with the reviewer. • Reflect/Trap Thinking/Support Discussion.

11. PRD in South Ayrshire • The PRD meeting takes place using a Coaching Approach. • GROW model

12. Coaching Approach • ‘… unlocking people’s potential to maximise their own performance.  It is helping them to learn rather than teaching them.’ (Whitmore, J. (2009), Coaching for performance: GROWing human potential and purpose: The principles and practice of coaching and leadership (4th ed.) • Non-directive • Open ended questions • Summarising • Promotes Self-Evaluation

13. Directive……..Non-Directive Advice Instruction Opinion Observation Ask Summary ‘Go and speak to Mary.’ ‘I think that, without Mary’s support, this won’t work.’ ‘Here’s what you just said.’ ‘I think you need to speak to Mary first.’ ‘You seem to be avoiding speaking to Mary.’ ‘What are you going to do?’ Adapted from ‘Manager as Coach’, Julie Starr. Association for Coaching Conference. Belfast. April 2012.

14. PRD in South Ayrshire • The reviewee types up a record of the meeting using the SAC paperwork.

15. PRD in South Ayrshire • Based on discussions during the PRD meeting the reviewee then creates a Professional Learning Plan which directly links to areas of the Standard and identifies appropriate CLPL/CPD activities. • Record of the meeting/PLP should also be recorded on the my GTCS website.

16. Impact • Supportive but challenging conversations take place. • Meaningful/focused PRD. • Embedding the standards. • Staff feel empowered to achieve key priorities/targets on Professional Learning Plan. • Informs CLPL. • STAFF FEEL VALUED AND LISTENED TO.

17. Impact • “When we are given autonomy and are trusted, we work better and gain greater job satisfaction.” (Pink, 2010) • “If a staff training event is followed by coaching, the implementation rate is much higher, than if people are just left to get on with it.” (Cornett & Knight, 2008; Knight & Van Nieuwerburgh, 2012) • “If allowed to set our own goals, we are more likely to achieve them, and more likely to set ourselves more demanding goals.” (Grant et al, 2009)

18. Self-Evaluation PRD meeting. Agree new Professional Learning Plan Things can change! Ongoing discussion with reviewer. Throughout the year Every 5 years: Professional Update sign-off Ongoing record-keeping on MyGTCS Ongoing Professional Learning Ongoing self-reflection

19. Big Picture BETTEREXPERIENCESAND OPPORTUNTIES FOR OUR YOUNG PEOPLE IN SOUTH AYRSHIRE

20. Colleague’s Experience • Who am I? • The Standards and I • My PRD Experience • Tips

21. Coaching Task • Pairs • Reviewee & Reviewer • SMART Target e.g tidy classroom • GROW model • Five minutes