Performance Review and Staff Development - RTUNI workbook.pdf · Performance Review and ... gather...
Transcript of Performance Review and Staff Development - RTUNI workbook.pdf · Performance Review and ... gather...
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.
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
W
OR
KSH
OP
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
WO
RK
SHO
P 2
. I
dent
ifyi
ng t
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.
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
WO
RK
SHO
P 3
. E
stab
lishi
ng p
erfo
rman
ce o
bjec
tive
s
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.
WO
RK
SHO
P 3
. E
stab
lishi
ng p
erfo
rman
ce o
bjec
tive
s
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.
WO
RK
SHO
P 3
. E
stab
lishi
ng p
erfo
rman
ce o
bjec
tive
s
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.
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.
W
OR
KSH
OP
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 ..
......
......
......
......
......
......
......
......
......
......
. D
ate
......
......
......
......
......
......
.
Rev
iew
er
.....
......
......
......
......
......
......
......
......
......
D
ate
.....
......
......
......
......
......
.
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
KSH
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
WO
RK
SHO
P 5
. P
utti
ng P
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.
WO
RK
SHO
P 5
.
Pu
ttin
g
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.
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
Blacks Road, Belfast BT10 0NB Telephone: 9061 8121 E-mail: [email protected] www.rtuni.org