DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS. Professional Update - Annual Evaluation Session 2014/15

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1 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS Professional Update - Annual Evaluation Session 2014/15 April 2016

2 Contents 1 Introduction Evaluation Methodology Respondent Population Response rates Demographics Employment Status Professional Update: purpose, principles and key features Purpose, principles and key features of Professional Update The role of evaluation and research Professional Update and the Annual Update of Details Current knowledge of PU and what is involved Annual update of details on GTC Scotland s register of teachers The Professional Review and Development (PRD) Process Engaging in a PRD meeting as part of the PU sign off process Preparing for the PRD meeting The professional discussion Coaching and mentoring Recording the PRD process General reflections on the PRD process Professional Learning and Evidence of Impact Systems used and the Professional Update Sign Off Process Respondents Reflections and GTCS Responses to date Respondents reflections on Professional Update Responses from GTCS to date Recommendations for On-going Development of Professional Update Professional Update Annual Evaluation 2014/2015

3 1 Introduction General Teaching Council Scotland (GTCS) has led on the implementation of Professional Update (PU). The first year of the National Roll-out of Professional Update began in August This followed on from the Professional Update Pilot (Phase 2) which ran from August 2013 to August 2014, an evaluation of which was reported to GTCS Council in April It is important that GTCS knows and understands the experiences of registered teachers as they engage with and complete the process of Professional Update (PU). This research and evaluation will allow GTCS to appropriately develop the processes and guidance for PU. It will also enable GTCS to build an informed understanding of the needs of the profession, gain an insight into the emerging picture of the impact of PU and the nature of professional learning (PL). The research and evaluation of the first year of National Roll-out has comprised of two stages: The main research involved gathering the views of reviewees and reviewers and those who completed a direct submission through an online survey tool. The survey asked the participants to evaluate their experiences of engaging in the PU process. The evaluation focused on the procedural and operational aspects of PU, with a particular focus on the Professional Review and Development process. Focus groups were also convened to allow data to be substantiated through practitioner voice. This annual evaluation is a comprehensive review of the first year of National Roll-out of Professional Update. Throughout this report we keep a focus on the purposes, principles and key features of Professional Update. All data has been analysed thematically and emerging issues identified. It is reported collectively thus removing the risk of individuals being identified. The views reflected in this report are a sample of those participating in the Professional Update session 2014/15. 2 Evaluation Methodology An online survey was an effective way of gathering and collating the views of participants. Three separate surveys were created: one for reviewees, one for reviewers and one for those registrants outwith a validated scheme who completed Professional Update by direct submission. The aim was to evaluate their experience of taking part in the PU process. The reviewee survey was structured around the following key areas: brief details to determine the respondent population and essential demographic information; details relating to current knowledge of the PU system and the process of updating details annually; the PRD process: preparation for the PRD meeting, engagement with the GTCS Professional Standards (PS) as part of the PU process, the professional discussion; professional learning and using associated evidence of impact; systems used for the PU process; the PU sign off process. The reviewee survey was sent out in 2 rounds to try and ensure individuals received the survey as close to their sign off date as was practicable. Round 1 of the survey was sent on 3 June 2015 to those who had confirmed their sign off by 31 May 2015; round 2 was sent on 4 November 2015 to a 20% sample of registrants who had confirmed their sign off between 1 June and 31 October It is important to note that participants were only invited to complete the survey if they had completed the Professional Update sign off. The reviewer survey was structured around the following key areas: brief details to determine the respondent population and essential demographic information; the PRD process: Professional Update Annual Evaluation 2014/2015 1

4 preparation for and experiences of, the professional discussion; professional learning and evidence of impact; systems used for the PU process and sign off. The reviewer survey was sent on 4 November 2015 to a 20% sample of those who had engaged in the PU process in their role as a Line Manager/Reviewer and confirmed sign off for their reviewee(s) for PU year 2014/15, up to and including 31 October. The direct submission survey was structured around the following key areas: brief details to determine the respondent population and essential demographic information; details relating to current knowledge of the PU system and the process of updating details annually; the PRD process: preparation for the PRD meeting, engagement with the GTCS Professional Standards as part of the PU process, the professional discussion; professional learning and using associated evidence of impact; systems used for the PU process; the PU sign off process. The direct submission survey was sent on 4 November 2015 to all those who had engaged in the PU year 2014/15 and confirmed sign off, up to and including 31 October. Participants were invited to complete a balance of closed and open questions, with a mix of mandatory and non-mandatory questions. These took the format of: either specifying their level of agreement or selecting a response from a set of statements; selecting appropriate criteria/categories from a specified data-set; some open ended responses; the opportunity to comment after each section of the survey, should they wish to do so. An invitation to take part in a focus group was ed to schools identified as having a significant number of teachers (greater than 5) who were part of the 14/15 Professional Update sign off cohort. The questions for the focus groups were structured around the following key areas: Professional Update and the PRD process; engaging with GTCS Professional Standards; the professional discussion; professional learning and evidence of impact; support and development. A semi-structured interview format was used for the focus group discussions format. This allowed participants to cover the areas for discussion in a free form way but ensured that each area was covered in sufficient depth by prompts from the interviewer, if necessary. Each discussion was auditory recorded and then a thematic transcription produced. The data from each survey was analysed separately and a thematic analysis was carried out for each of the focus groups. This final evaluation reports pulls on all four data sets and relevant connections are drawn between these to gain a full insight and understanding of the implementation of Professional Update. Throughout the report it is clearly identified which data set is being referred to. For clarity, all tables and graphs are labelled as EEs for reviewees, ERs for reviewers and DS for direct submissions. Please note where direct quotes have been provided, in the form of speech bubbles, they have been colour coded to correspond with either the reviewee, reviewer, direct submission or focus group as follows: Reviewee Reviewer Direct submission Focus group Professional Update Annual Evaluation 2014/2015 2

5 3 Respondent Population 3.1 Response rates The response rate was encouraging; the participation rates were as follows: 21.7% of reviewees completed the survey; 11.7% of reviewers completed the survey; 15.8% of direct submission participants completed the survey; 70 participants were involved through 16 focus groups. The tables in this section illustrate the overall response rates for both reviewees and reviewers, and where applicable direct submission. Graphs 1a and 1b show a summary overview of the reviewee, reviewer respondent populations. Graph 1a: Overview of reviewee respondent population % of respondent population Local Authority: 92.6% (n692) Independent School: 5.8% (n43) Total respondent population: 21.7 (n747) no of invited particiapnts: 3446 University: 0.5% (n4) Education Scotland: 0.0% (n0) SQA: 0.1% (n1) Other: 0.9% (n7) Graph 1b: Overview of reviewer respondent population % of respondent population Local Authority: 90.8% (n148) Independent School: 6.1% (n10) Total respondent population: 11.7 (n163) no of invited particiapnts: 1398 University: 0.6% (n1) Education Scotland: 0.0% (n0) SQA: 1.2% (n2) Other: 1.2% (n2) Professional Update Annual Evaluation 2014/2015 3

6 For direct submissions the percentage of respondents was 15.8% (n9), the number of invited participants for this group was 57. In identifying their employer, 8 respondents chose Outwith a GTCS validated system and 1 Other, further elaborating as working abroad. Tables 1a and 1b below provide a more detailed breakdown of the reviewee and reviewer respondents by employer. Table 1a: Detailed breakdown of reviewee respondent population by employer No. of respondents % respondent population Employer Aberdeen City Council Aberdeenshire Council Angus Council Argyll and Bute Council City of Edinburgh Council City of Glasgow Council Clackmannanshire / Stirling Council Dumfries and Galloway Council Dundee City Council East Ayrshire Council East Dunbartonshire Council East Lothian Council East Renfrewshire Council Eileen Siar Falkirk Council Fife Council Highland Council Inverclyde Council Midlothian Council Moray Council North Ayrshire Council North Lanarkshire Council Orkney Council Perth and Kinross Council Renfrewshire Council Scottish Borders Council Shetland Council South Ayrshire Council South Lanarkshire Council West Dunbartonshire Council West Lothian Council Independent School University of Edinburgh University of Glasgow University of Strathclyde SQA Other Total Professional Update Annual Evaluation 2014/2015 4

7 Table 1b: Detailed breakdown of reviewer respondent population by employer No. of respondents % respondent population Employer Aberdeen City Council Aberdeenshire Council Angus Council Argyll and Bute Council City of Edinburgh Council City of Glasgow Council Clackmannanshire / Stirling Council Dumfries and Galloway Council Dundee City Council East Ayrshire Council East Dunbartonshire Council East Lothian Council East Renfrewshire Council Eileen Siar Falkirk Council Fife Council Highland Council Inverclyde Council Midlothian Council Moray Council North Ayrshire Council North Lanarkshire Council Orkney Council Perth and Kinross Council Renfrewshire Council South Ayrshire Council South Lanarkshire Council West Lothian Council Independent School University of Aberdeen SQA Other Total Professional Update Annual Evaluation 2014/2015 5

8 3.2 Demographics Although the survey was anonymous, participants were requested to supply some brief details to enable us to differentiate between the responses of different groups i.e. gender and age-range, type of post/contract, sector and employer. The following tables illustrate the demographics of both reviewee, reviewer and direct submission respondent populations. Table 2a: Reviewee respondent population by gender and age-range Gender Age-range Over 60 Total % Female Male Total % Table 2b: Reviewer respondent population by gender and age-range Gender Age-range Over 60 Total % Female Male Total % Table 2c: Direct submission respondent population by gender and age-range Gender Age-range Over 60 Total % Female Male Total % Of the reviewee respondent population, 27.7% had participated in the Teacher Induction Scheme (TIS) and 1 of the 9 (11.1%) direct submission respondents had also participated in the TIS. Only 14.7% of the reviewer respondent population had participated in the TIS. Data relating to disability and protected characteristics was also gathered to help identify or gain insights into any possible issues that may arise for individuals affected by these. With no declaration of disability from the direct submission respondent population and only 1 of the reviewers, the following applies only to the reviewee respondent population. Twenty-three of these respondents declared themselves to have a disability. Of the 46 who declared protected characteristics, these were as follows: Disability (3); Pregnancy and Maternity (16); Retired (from full time post) (12); Prefer not to say (7); and Other (8). Professional Update Annual Evaluation 2014/2015 6

9 Thirty-five respondents chose to express how their disability and/or protected characteristics impacted on their engagement with the PU process. These included: specific learning difficulties; completion of PU prior to maternity leave; changes in personal circumstances, e.g. bereavement; issues due to stress related illness. Of the respondents who identified themselves as retired (from full time post) 3 respondents declared they were supply teachers, 2 of these respondents commented that they had had difficulties completing PU due to their work pattern being fragmented and a lack of contact/information available to them. For Professional Update it is important that we continue to understand the diverse circumstances of individual teachers and continue to develop appropriate supports to ensure we meet the needs of all individuals. This is part of GTC Scotland s on-going commitment to ensuring equality and diversity in all of its work and in line with its shared values. 3.3 Employment Status It was also important for us to have an understanding of the employment status of the respondent population. This information helps us to understand and recognise any issues unique to particular groups of teachers. As may be seen from the following tables, there is a wide range of posts within sectors from the reviewee, reviewer and direct submission respondent populations. Tables 3a-c provide a detailed overview of the reviewee, reviewer and direct submission populations by their post and sector. Table 3a: Reviewee respondent population by post and sector Post Sector/Area Early Years Primary Secondary Special Centrally Based Other (please specify) Other (n/k) Total % Peripatetic Teacher Classroom Teacher Chartered Teacher Principal Teacher Depute Head Teacher Head Teacher Centrally Based Officer Associate Tutor Other (please specify) Total % It can be seen, from the above, that Classroom Teachers make up the overall majority of posts, however, a wide range of other posts are also represented. Professional Update Annual Evaluation 2014/2015 7

10 Table 3b: Reviewer respondent population by post and sector Sector/Area Early Years Primary Secondary Special Centrally Based Qual. Dev. Other (please specify) Total % Post Peripatetic Teacher Classroom Teacher Chartered Teacher Principal Teacher Depute Head Teacher Head Teacher Centrally Based Officer Associate Tutor Manager (SQA) Other (please specify) Total % Principal Teachers, Depute Head Teachers and Head Teachers make up the overall majority of the reviewer posts. Table 3c: Direct submission respondent population by post and sector Sector Early Years Primary Secondary Special Centrally Based Other (please specify) Total % Post Peripatetic Teacher Classroom Teacher Chartered Teacher Principal Teacher Depute Head Teacher Head Teacher Centrally Based Officer Other (please specify) Total % A range of posts is represented, in the table above, for the direct submission respondents. For the purposes of analysis, all respondents were given the opportunity to categorise their post from the following employment groupings: Teaching staff (including Peripatetic, Classroom Teachers, Chartered Teachers and Principal Teachers). School management (including Head Teachers and Depute Head Teachers). LA centrally based staff and Other (including Support for Learning and Community based staff). University. National Body (including Education Scotland, SQA, etc.). Colleagues from these organisations were categorised together given the nature of their role working externally from schools and local authorities but supporting and working with staff at local authority and school level. Other (please specify). Professional Update Annual Evaluation 2014/2015 8

11 The following graphs show the summary outcomes for all respondent populations. Graph 2a: Reviewee categorised groups 83 11% % 0% 0% 5 1% Teaching staff (incl Peripatetic, Classroom, Chartered & PT) School management (incl HT, DHT) LA centrally based staff & 84.5% of respondents identified themselves as teaching staff. University % National Body (incl Educ Scot, SQA, etc) Other (please specify) Graph 2b: Reviewer categorised groups 1 2 1% 1% % 1% 53 33% Teaching staff (incl Peripatetic, Classroom, Chartered & PT) School management (incl HT, DHT) LA centrally based staff & Of the 32.5% teaching staff, 52 held a Principal Teacher post, the other being a Centrally Based Officer % University National Body (incl Educ Scot, SQA, etc) Other (please specify) 58.3% of respondents identified themselves as School management. Graph 2c: Direct submission categorised groups 3 33% 1 11% 0 0 0% 0% 1 11% 4 45% Teaching staff (incl Peripatetic, Classroom, Chartered & PT) School management (incl HT, DHT) LA centrally based staff & University National Body (incl Educ Scot, SQA, etc) Other (please specify) 4 respondents identified themselves as teaching staff. The Other respondent identified themselves as supply, private tutor and other educational trust The majority of respondents held a permanent contract. Those employed on a temporary, supply and seconded contract were in the minority. As can be seen in graph 3a, 42 respondents identified themselves as Temp/Supply (long term) or Temp/supply (short term), the age range profile of these respondents corresponds with the age range profile of the population. It is important that we hear the views and perceptions of those employed on this basis. Professional Update Annual Evaluation 2014/2015 9

12 Graph 3a: Reviewee contract types Permanent post: 683 Temp/Supply (long-term): 31 Respondent population: = 747 Temp/Supply (short-term)/ Zero hrs: 11 Other: 11 Secondment: 11 Graph 3b: Reviewer contract types Respondent population: = 163 Permanent post: 158 Temp/Supply (long-term): 1 Temp/Supply (short-term)/ Zero hrs: 0 Other: 2 Secondment: 2 Graph 3b: Direct submission contract types Respondent population: = 9 Permanent post: 8 Temp/Supply (long-term): 0 Temp/Supply (short-term)/ Zero hrs: 1 Other: 0 Secondment: 0 Professional Update Annual Evaluation 2014/

13 4 Professional Update: purpose, principles and key features 4.1 Purpose, principles and key features of Professional Update Purpose: Professional Update is premised upon two key purposes for teachers: To maintain and improve the quality of our teachers as outlined in the relevant GTCS Professional Standards and to enhance the impact that they have on pupils learning. To support, maintain and enhance teachers continued professionalism and the reputation of the teaching profession in Scotland. Principles: The following three key principles for teachers provide the foundation for Professional Update: A responsibility to reflect upon and identify their professional learning needs. An entitlement to a system of supportive professional review and development (PRD) which can: help to identify constructive ways for registrants to engage in self-evaluation and professional learning in order to maintain and enhance professional knowledge, skills and practice; support professional learning activities which can develop and enhance professional practice; and Offer support on ways in which registrants can enhance their careers. Confirmation that they have maintained the high standards required of a teacher in Scotland s educational establishments. Key features: The Professional Update process is based around the following interlinked key features which outline the core aspects of the process that an individual will engage in: a career-long commitment to, and engagement in, professional learning including continuing engagement in PL and the PRD process; on-going self-evaluation against appropriate GTCS Professional Standards; maintenance of a professional learning record and associated evidence of impact on thinking and professional actions, discussed with a line manager as part of the PRD process; an annual update of details held on the GTCS Register; a 5 yearly confirmation of engagement in the Professional Update process (also known as the PU sign off). An individual s on-going professional learning and the impact of this on their practice sits at the heart of Professional Update. The Professional Standards provide the backdrop for professional practice and offer a coherent framework for individuals to consider their professional actions and on-going professional learning journey. The PRD process is a significant mechanism to enable and promote professional dialogue to support this process. The protocols of Professional Update must offer appropriate support for teachers to engage in the process. This support must ensure that Professional Update provides a meaningful context for Professional Learning and is not regarded as a bureaucratic process that does not support improvement in practice. This system level change ensures the focus is on productive, meaningful, on-going professional learning and development that impacts positively on all learners. 4.2 The role of evaluation and research It is critical then, that the GTCS seeks to explore, understand and evaluate the Professional Update process through: the potential impact of Professional Update on the Scottish Education system and on the individuals engaged in the process; identifying and addressing emerging issues that may challenge, limit or hinder progress; seeking to promote and further support positive developments and impact. This evaluation is a comprehensive review of the implementation of the first year of Professional Update. Throughout this report we revisit and keep a focus on the purposes, principles and key features of Professional Update and the aims of the evaluation. This data will be used to inform the on-going development of Professional Update and the support and guidance provided by GTC Scotland. Professional Update Annual Evaluation 2014/

14 As an aspect of our on-going partnership working, it is our intention to share specific findings on Professional Update with LAs. 5 Professional Update and the Annual Update of Details 5.1 Current knowledge of PU and what is involved It was recognised that individuals would be at very different stages of engagement with Professional Update. For that reason, this survey focuses on engagement with the Professional Standards and professional learning. However, it was also important for us to ascertain current levels of knowledge about Professional Update. The following section reports on this and looks in some detail at the ways in which individuals have been informed about the process. Graph 4: (EEs) Q20 From the following, please select a response that best describes your level of knowledge of PU at this stage: 59 8% 2 0% % % I am very knowledgeable I know a fair amount I know very little I have no knowledge 91.8% of respondents believe they are have a fair amount of knowledge or are very knowledgeable about Professional Update Only 2 respondents believed that they had no knowledge of Professional Update The survey asked respondents to tell us about the range of sources of information that have informed them about Professional Update. A summary is presented in graph 5 below. Graph 5: (EEs) Q21 How have you been informed about PU? Please select all that apply: Attended staff briefing session (own sch/org) GTCS website Teaching Scotland magazine Information materials from LA/sch/org EIS journal LA briefing session GTCS presentation Other (please specify) Other news/media SCIS or EtCS The most used sources of information appear to be from the GTCS (a combination of presentations, website and the Teaching Scotland magazine). Attendance at a staff briefing session within their own school/organisation was a frequently cited source of information and many of these briefing sessions were held in partnership with the GTCS. Information from the EIS journal was also a significant source of information about Professional Update. Only a very small minority of respondents (n2) claimed to have no knowledge of Professional Update and of the two, one claimed to have attended briefing session (own school/organisation). It is important for the GTCS and employers to continue to engage with the profession and support all registrants. However, for this to be most effective, practitioners should be offered a wide range of sources to engage with. Professional Update Annual Evaluation 2014/

15 Graph 6: (EEs) Q22 To what extent did you feel that the information, briefings and support available were helpful in preparing you for the PU process? % 19 3% % Very helpful Helpful 82.3% of respondents felt that the sources of support were very helpful/helpful % Not very helpful Not helpful at all 2.5% of respondents felt that the support sources were not helpful at all. All of the direct submission respondents (n9) believed they have a fair amount of knowledge about Professional Update. Two thirds of the respondents (n6) found the sources of support helpful, with the other third finding them unhelpful. The main source of support used was the GTCS (website and Teaching Scotland magazine), see graph 7 below. Graph 7: (DS) Q13 How have you been informed about PU? Please select all that apply: GTCS website Teaching Scotland magazine Other (please specify) Attended staff briefing session (own sch/org) Information materials from sch/org EIS journal Other news/media Annual update of details on GTC Scotland s register of teachers One of the requirements of Professional Update is to keep details up to date on the GTCS register on an annual basis. The easiest way to do this is via a MyGTCS account where all details can be updated online, 99.3% (n742) of reviewees have a MyGTCS account. However, 2.9% (n22) of respondent have not checked their details within the last year. Graph 8: (EEs) Q24 Have you checked your details held on the GTCS register within the past year? This includes personal details, teaching qualification(s), employment details. 22 3% 97 13% 10 1% % Yes, my details were accurate (no further action was required) Yes, they needed to be updated and I have done this Yes, but I have not yet updated these No, I have not checked my details 82.7% (n618) had checked their details and found them to be accurate. 13.0% (n97) of respondents needed to update their details and did so. Of these; 88.7% (n86) did so through MyGTCS, 6.2% (n6) phoned GTCS; and 5.1% (n5) wrote/ ed GTCS. 32 (4.3%) people had either not updated (n10) or not checked their details (n22). All 9 direct submission respondents have a MyGTCS account and had checked their details as held on the GTCS register within the past year, 5 of whom required no further action, with the remaining 4 updating details through the MyGTCS account. Not all who completed the PU sign off updated their details, as a result a number of inconsistencies and gaps exist in the data held on the register. These tend to be either related to: Professional Update Annual Evaluation 2014/

16 changes to surname; employer details missing or incomplete. It is important that clear communication is shared with regard to the need to update all details held on the register and ensure employer information, as well as personal details, are correct. 6 The Professional Review and Development (PRD) Process One of the key principles of Professional Update is an entitlement to supportive PRD. An effective PRD process is essential to successful engagement in the Professional Update process. Revised national guidance on PRD has been produced and identifies the following six key features of effective PRD: It is an entitlement and responsibility of all registered teachers to commit to professional learning and to engage in the process of Professional Update. It should impact positively on planning for and engagement in professional learning, practice and development. It is an on-going process which takes place within a supportive, challenging and collegial culture. It is based on robust, evidence-based self-evaluation. It involves focused professional dialogue on a regular process. It requires all registered teachers to maintain a reflective professional learning record supported by evidence of impact. Using a coaching and mentoring approach is acknowledged to be the most advantageous approach to support an effective and meaningful PRD process. Employers PRD systems were validated (including quality assurance procedures) by GTC Scotland. This was to ensure they were robust, consistent and enabled registered teachers to engage fully in the Professional Update process. Given the importance of PRD as an aspect of the PU process it was important for the GTCS to evaluate participants experiences of PRD. This evaluation was used to determine possible impact, potential challenges and any emerging issues. The survey for reviewees, reviewers and direct submissions focused on key aspects of the process including: engaging in a PRD meeting as part of the PU sign off process; preparing for the PRD meeting; the professional discussion; coaching and mentoring; recording the PRD process; general reflections on the PRD process. Reviewees were asked to reflect on their engagement in, experience of, and perceived value of the process for them. We asked reviewers to tell us about their knowledge, skills and confidence in leading the PRD process. Respondents who completed the PU process by direct submission may not have taken part in the PRD process but may have used a different mechanism for professional dialogue. 6.1 Engaging in a PRD meeting as part of the PU sign off process PRD, as part of the PU process, should be an on-going process. One key component of that process is a formal annual PRD meeting. Reviewees were asked to confirm that they had had a PRD meeting as part of the PU sign off process. Professional Update Annual Evaluation 2014/

17 Graph 9: (EEs) Q26 Have you had a PRD meeting? 30 4% % I confirm that I have had a PRD meeting as part of the PU sign off process I have not had a PRD meeting as part of the PU sign off process 96.0% of respondents confirmed that they had a PRD meeting as part of the PU sign off process. However, 30 respondents reported they had not yet had a PRD meeting. Of those who reported they had not yet had a PRD meeting the main barriers to the meeting taking place were: time and/or staffing issues; the meeting was planned but had not yet taken place; changing role of respondent (changing post/retiring). Comments from respondents about the time and/or staffing issues related mainly to issues of workload and staff absences. Lack of time given by senior management team Still to take place. Line manager off ill It is concerning that some reviewees have not yet had an opportunity to engage in professional dialogue about their professional learning, impact and development as part of an effective PRD meeting. Whilst the numbers affected by this are small, they are from different employers and ranged across both primary and secondary sectors. There appears to still be some misconceptions around the value and importance of the PRD process within PU, as shown by the comment from one reviewee: this sort of process is on-going in my school and there was no need for a specific meeting This brings into question the level of engagement, and the support and challenge, provided for reviewees and may indicate an issue in terms of the perceived value of the PRD process and the important role this plays in Professional Update. 6.2 Preparing for the PRD meeting Whilst PRD should be an on-going process there will be at least one formal PRD meeting providing the opportunity for focused professional dialogue. To help ensure this PRD meeting is useful for the reviewee, careful planning and preparation by both reviewee and reviewer is important. To facilitate the effectiveness of the meeting there is an expectation that the reviewees professional learning record is shared prior to the PRD meeting. Due to local authority agreements, there are differences in the expectation of what is shared by the reviewee. It is considered good professional practice that the reviewee shares an outline of the professional learning undertaken to allow the reviewer to sign off the reviewee with confidence. Professional Update Annual Evaluation 2014/

18 Reviewers experiences of preparing for the PRD process Reviewers were asked to tell us about their knowledge and staff development/training in preparation for the PRD process as part of PU. They were also asked to tell us about the ways in which they have been informed about PU and the extent to which they felt this information and support was helpful in preparing them for the line manager/reviewer role as part of the PU process. The wide spread of sources of information, briefings and support provided are illustrated within graph 10 below. Graph 11 below, shows that 85.9% (n140) of reviewers believed the support and information provided was useful to either a large or some extent with 14.1% (n23) believing it was of not very much use or of no use at all. Graph 10: (ERs) Q20 How were you informed about PU? Please select all that apply: Attended staff briefing session (own sch/org) GTCS website LA briefing session Teaching Scotland magazine Information materials from LA/sch/org GTCS presentation EIS journal Graph 11: (ERs) Q21 To what extent did you feel that the information, briefings and support you were given were helpful in preparing you for your Line Manager /Reviewer role in the PU process? 22 13% 1 1% 78 48% 62 38% To a large extent To some extent Not very much Not at all Other (please specify) SCIS or EtCS Other news/media Graph 12: (ERs) Q23 To what extent, if any, did you use/engage in the following to prepare for the PRD meeting with your reviewee(s)? Please rate as appropriate: GTCS Professional Standards National PRD framework and guidance Local PRD framework and guidance Organisation's improvement/development plans PRD process training Shared materials with reviewee Coaching and mentoring training To a large extent To some extent Not very much Not at all 57.1 Reviewers prepared for the PRD meeting with their reviewees in a variety of different ways as identified in graph 12 above. Professional Update Annual Evaluation 2014/

19 It is perhaps unsurprising that both reviewers and reviewees are engaging with the Standards in preparing for the PRD process (refer graphs 12 and 14). Both groups also make significant reference to using the school/organisational improvement plan. It is important for us to not only understand the various sources of information and support, the nature of the preparation undertaken and the perceived value of these, but also to understand the extent to which reviewers felt they had the appropriate knowledge and confidence with particular aspects of the PU process. Graph 13: (ERs) Q22 - To what extent did you feel you had the appropriate knowledge and confidence with regards to the following areas? Please rate as appropriate: Professional Update requirements PRD processes (incl. any LA/organisations's revised policy) Professional Learning (as part of PU) Familiarity with GTCS Standards Coaching and mentoring Support reviewee's engagement with GTCS Standards to plan PL and self-evaluate Discuss reviewee's evidence of impact and reflective record of learning To a large extent To some extent Not very much Not at all There was a positive response overall, as can be seen from graph 13, with reviewers generally feeling confident in all areas. Those areas where reviewers indicate confidence to a large extent tend to be related to the procedural elements of the PU process. However, 3 key areas that remain a concern relate to the more reflective aspects of the PU process: discussing reviewees evidence of impact and reflective record of learning; supporting reviewees engagement with Standards to plan PL and for self-evaluation; Coaching and mentoring. In comparing the data from this survey with Phase 2 final data, there was a slight increase in the knowledge and confidence of reviewers in coaching and mentoring and supporting reviewees engagement with Standards to plan PL and self-evaluate, however these remain areas that require further development. A number of respondents recorded that they were not very/not at all knowledgeable and confident in discussing reviewees evidence of impact and reflective record of learning. This remains a significant issue if reviewers do not have sufficient expertise, knowledge and confidence to be able to engage and support reviewees in the aspects of the PU process that require critical thinking and reflection of practice. Reviewees experiences of preparing for the PRD process Reviewees were asked firstly to reflect on their use of the GTCS Professional Standards in preparing for the PRD before then telling us about other influencing factors. Using the GTCS Professional Standards Use of the Professional Standards is a key part of the PU process with teachers reflecting against aspects of the Standards as appropriate to their own role, context and professional development. Professional Update Annual Evaluation 2014/

20 The data shows a positive shift in engagement from Phase 1 of the pilot to Annual PU 14/15 regarding use and discussion of the Standards as part of the PU process. Respondents engaging with these to a large extent rose from 15.0%, at Phase 1, to 50.8% in Annual PU 14/15. This is a significant shift and the pattern of engagement can be seen clearly in graph 14 below. As can be evidenced from graph 14 more respondents are using the Standards, however 18 respondents declared that they had not used the Standards which raises concerns/ issues and is something that should be challenged/ supported by reviewers. Graph 14: (EEs) Q28 To what extent did you use the GTCS Professional Standards for your selfevaluation in preparation for your PRD meeting? To a large extent To some extent Not very much Not at all Phase 1 Phase 2 Final Annual PU 14/15 Graph 15: (EEs) Q30 - To what extent did you find these Standards useful for this process? To a large extent To some extent Not very much Not at all Phase 1 Phase 2 Final Annual PU 14/15 It is important to note that teachers in Phase 1 of the Pilot were using the previous Standards. Teachers engaging in Phase 2 of the pilot, and thereafter, will have used the revised Standards which came into effect on 1 August We asked reviewees to what extent the Standards were useful in preparing for PRD, see graph 15 above. There is a varying picture with a very slight increase in reviewees who found the Standards useful to a large extent, however the number of reviewees who found the Standards useful to some extent has dropped from 55.2% to 49.2%. There is an increase in the number of reviewees who found the Standards of not very much use. In addition to gaining an insight into the perceived usefulness and value of the Standards it was also helpful to know what Standards were being used and by which groups. Graphs 16 to 19 below show the range of Standards used by different groups. It is encouraging to see that the majority of reviewees are reflecting beyond the Standard for Registration (SFR), with the Standard for Career-Long Professional Learning (SCLPL) being used by a majority of respondents. Professional Update Annual Evaluation 2014/

21 Graph(s) 16 to 19 (EEs) Q29 Which Standards did you use for this? Please select all that apply shown by category Graph 16: Teaching Staff (n606*) 61 10% 53 9% % 15 3% % 90 15% 11 2% 27 4% SFR SFR & SCLPL SFR & SLM SFR & SCLPL & SLM SCLPL SCLPL & SLM SLM Not used (*) Excludes 2 respondents who returned mixed nonconclusive responses. The teaching staff group includes Principal Teachers, and these are the individuals who primarily indicated that they referred to the SLM either on its own or in conjunction with another Standard. Graph 17: School Management (n80) 46 58% 1 2 1% 2% 14 17% 2 3% 15 19% SFR SFR & SCLPL SFR & SLM SFR & SCLPL & SLM SCLPL SCLPL & SLM SLM The majority of school management refer to the SLM. Not used Graph 18: University (n3) 1 33% 1 33% 1 34% SFR SFR & SCLPL SFR & SLM SFR & SCLPL & SLM SCLPL SCLPL & SLM SLM Not used Graph 19: LA centrally based / National body / Other (n28) 11 39% 1 1 4% 4% 1 4% 2 7% 6 21% 6 21% SFR SFR & SCLPL SFR & SLM SFR & SCLPL & SLM SCLPL SCLPL & SLM SLM Not used As can be seen from the graph 16, 105 of reviewee respondents used only the SFR to prepare for the PRD. Whilst this is not an issue in itself, as the SFR is the benchmark for competence in Scotland and therefore it is perfectly acceptable for an individual to focus solely on this Standard. However, it may be assumed that those in a promoted post, working beyond the school and classroom context, would also be referring to the SLM and/or SCLPL to help enhance and further their professional learning and actions. In total 16 reviewees reported that they did not use the Standards at all for their self-evaluation in preparation for the PRD meeting. Using the Standards as part of self-evaluation is a requirement of the PU process. It is unknown whether these individuals reflected against the Standards as part of a supportive and challenging PRD meeting but just did not use the Standards in preparing for the meeting. It is essential then, that we continue to emphasise the importance of this part of the process and ensure both reviewee and reviewer are aware of their responsibility. Guidance should continue to be developed by GTCS to support this and support provided at a local level. Professional Update Annual Evaluation 2014/

22 Of the direct submission respondents who undertook the PRD process, all (n3) stated that they used the Standards for self-evaluation in preparing for their PRD meeting to some extent. The Standards used by the 3 respondents were: one respondent used SFR/SCLPL; one respondent used SCLPL; one respondent used SFR/SCLPL/SLM. As part of on-going self-evaluation, it was useful to know for what purpose(s) the Standards were being used by reviewees. Graph 20: (EEs) Q33 Did you use the Professional Standards for any of the following purposes? Please select all that apply: To consider my development needs in relation to enhancing my subject content and pedagogical expertise To consider how the professional values are reflected in my professional actions To critically reflect on my own learning (with focus on impact) To consider my own practice and how this has developed in order to improve outcomes for all learners (consider evidence To reflect on areas of accomplishment/expertise and consider what areas I would like to develop To consider ways in which I engage in professional literature, theory, research and policy to challenge and inform my To consider how to share my accomplishments/expertise with colleagues, lead developments within and beyond the school To question who I am as a teacher and what has influenced me To consider what PL would support my personal development e.g. Masters level learning To formulate critical questions that allow me to reflect on my own assumptions, beliefs and values I have not used the Professional Standards Other (please specify) It can be seen from graph 20 above, reviewees are using the Standards in a number of ways, predominantly as a reflective tool to critically self-evaluate professional learning and values. The Standards were also used to consider the evidence of impact of professional learning and to identify their professional learning needs. The pattern for direct submission respondents was broadly similar, however the two statements below were rated more highly by the direct submission respondents. Since the respondent number is small (n3) this may not be reflective of the whole population: to formulate critical questions that allow me to reflect on my own assumptions, beliefs and values; to consider what professional learning would support my personal development e.g. Masters level learning. It is important to understand what helped/supported or hindered/limited reviewees to engage with the Professional Standards to self-evaluate and plan Professional Learning activities. Professional Update Annual Evaluation 2014/

23 Graph 21: (EEs) Q34 Considering the following factors, which, if any, have helped/supported your engagement with the Professional Standards to self-evaluate and plan your Professional Learning? Please select all that apply: PRD meeting 505 Professional dialogue with colleagues 450 Time to read and reflect on the new PS 375 In-service session GTCS support materials School/LA/Organisation support materials 165 I have not engaged with the PS to help me self-evaluate or Other (please specify) Professional dialogue through a PRD meeting or with colleagues was identified as the most supportive activity for reviewees to engage with the Standards. In comparison direct submission respondents (n3) found the GTCS support materials most supportive and helpful to self-evaluate and plan their professional learning. Both respondent groups found having time to read and reflect on the Professional Standards and their PRD meeting helpful/supportive. Graph 22: (EEs) Q35 Considering the following factors, which, if any, have limited/hindered your engagement with the PS to self-evaluate and plan your PL? Please select all that apply: No factors have limited/hindered my engagement 374 I have not had time to fully engage with the PS I have had other priorities There are other factors that are more relevant/appropriate for my self evaluation (e.g. school improvement I have not had any/sufficient support to help me understand the concepts and principles underpinning the PS and how these Other (please specify) My PL is set by my line manager As stated previously, I have not engaged with the PS PS do not meet the needs of my current role It is encouraging to see the number of respondents who felt they were not limited/hindered in their engagement with the Standards. However, as can be seen in graph 22, the main hindrance /barriers identified were due to respondent feeling that they did not have enough time to engage with the Standards, they had other priorities or other documentation that was more appropriate in planning their professional learning. For those respondents in the direct submission population, they felt that they were limited/hindered by the Standards as they did not meet the needs of their current role. They also commented that there was insufficient support to help them understand the concepts and principles underpinning the Standards and how these may impact on their practice. This is demonstrated through comments from two direct submission respondents: I currently work in the central office of the Western Australian Department of Education No opportunities to attend a support session or info session in my organisation Professional Update Annual Evaluation 2014/

24 Other influencing factors for reviewees preparation for the PRD There are a number of other influencing factors that an individual will refer to in planning and preparing for their PRD. Respondents were given the following options and asked to select as many as applicable: departmental/school improvement plans; professional learning records; reflections on evidence of impact; How Good Is Our School (HGIOS); respondents also had the option to include other factors. Most respondents (81.6%) used their professional learning record most frequently and usually in combination with other factors. The departmental/school improvement plan followed closely with 70.4 % of respondents using this. The professional learning record and associated evidence of impact is an important part in the PU process and should inform the professional dialogue as part of the PRD meeting. A full summary is provided in graph 23 below. Graph 23: (EEs) Q31 Did you use any of the following to prepare for the PRD meeting? Please select all that apply: Professional learning record Department/school improvement plan Reflections on evidence of impact HGIOS Other (please specify) Of the other factors indicated, these are categorised as follows: Use of Local Authority/School Improvement planning documentation and attainment data. Previous year s PRD objectives. Using advice from other education services e.g. HMIe Inspection report, SQA. The responses from direct submission respondents followed a similar pattern with the professional learning record and reflections on evidence of impact used by all respondents in preparing for the PRD meeting. An area of concern in preparing for a PRD meeting for reviewees and reviewers is competing demands which hinders the engagement with the Standards. Reviewers also identified supporting reviewees engagement with Standards to plan PL and for self-evaluation as an area of concern which must be addressed to support reviewers to develop their knowledge and skills to support reviewees. 6.3 The professional discussion The formal PRD meeting forms part of the PRD process but professional dialogue should be on-going to support reviewees to reflect on their professional learning and practice. We asked reviewees if there had been any opportunities for on-going professional dialogue over the course of the year. The majority of reviewees (77.4%) reported that they did have an opportunity over the course of the year to discuss their professional learning. However, this was not the case for all, with 22.6% reporting that they did not have any opportunity for this. It is interesting to note that reviewers perceived that there were more opportunities for on-going professional dialogue (87.1%) than reviewees. Of the direct submission respondents, who had had a PRD, 100% (n3) reported opportunities for on-going professional dialogue. The ways in which on-going professional dialogue took place is shown in graphs 24 and 25 below. Professional Update Annual Evaluation 2014/

25 Graph 24: (EEs) Q38 Were these (please select all that apply) Graph 25: (ERs) Q26 If yes, were these: (please select all that apply) Formal + Informal 44.3 Informal 41.5 Informal 35.9 Formal + Informal 34.5 Formal 18.4 Formal 16.2 Other 0.7 Other 3.5 Informal + other 0.5 Informal + other 2.1 Formal + Informal + other 0.2 Formal + Informal + other 2.1 Please note re above keys: Formal = Formal/scheduled meetings and Informal = Informal/ ad-hoc catch-ups Of those reporting there had been no opportunity for on-going dialogue this was attributed to: Time/low priority or; Workload/staff capacity issues. I think that as this was the first year of the PU, I was unaware that I could discuss how I was getting on during the year. Lack of supply to allow teachers to have meaningful, appropriate learning discussions. Also no time to train/help them with PU during staff meetings Lack of time / forward planning. I am aware however that this has to be built in in future. Although this is a positive picture, it is still important that this on-going element is developed and supported, particularly in relation to the relevance and impact of professional learning. The focus of the professional discussion: The PRD should focus on the individual, their needs and development within their current professional context. From the responses, from both reviewees and reviewers, it would seem that the discussions were relatively balanced and encompassed a range of areas. We asked both reviewees and reviewers about the focus of the PRD discussions, see graph 26 and 27. Graph 26: (EEs) Q40 Thinking about the focus of your PRD discussion what, from the following, did you address? Please rate as appropriate: My PL and future development needs Impact of my PL on me and my practice Needs of pupils School/dept/org priorities/issues Career planning Main focus Some focus No focus at all Graph 27: (ERs) Q28 Thinking about the focus of the PRD/review discussion what, from the following, did you address? Please rate as appropriate: Reviewee's PL and future development needs Impact of reviewee's PL on them and their practice Needs of pupils School/dept/org priorities/issues Career planning for the reviewee Main focus Some focus No focus at all Professional Update Annual Evaluation 2014/

26 The majority of reviewees identified several aspects as a main focus of discussion during their PRD meeting, with 4.0% (n29) responding that they had discussed all five areas as a main focus. Only 2 respondents identified themselves as having only one main focus and a further 5 respondents indicated that there was one area that had some focus for their PRD meeting. Of the 4 respondents who indicated that their PRD meeting had no focus at all, 3 identified as teaching staff, the other, as School Management. Reviewees felt that within the PRD meeting they addressed most areas with the exception of career planning which was the least rated aspect for discussion. It can be seen, from graph 27, that reviewers felt that there was a clear focus on Reviewee s PL and future development needs and Impact of reviewee s PL on them and their practice. It is interesting to look at the range of responses from reviewees and reviewers, and although the distribution between main focus and some focus varies in each aspect, the general picture of engagement with each aspect is positive. The exception to this would be the career planning aspect where reviewers felt that this was more of a focus than reviewees. Responses from direct submission respondents are shown in graph 28. Graph 28: (DS) Q32 Thinking about the focus of your PRD discussion what, from the following, did you address? Please rate as appropriate: My PL and future development needs Impact of my PL on me and my practice Needs of pupils The number of respondents is very small (n3) and may not be representative of the whole population, however it is interesting that the needs of pupils had no focus at all in the direct submission PRD process. School/dept/org priorities/issues Career planning Main focus Some focus No focus at all The PRD meeting should provide the reviewee with a structured opportunity to consider and plan their professional learning and development. To ensure this is a worthwhile process it is important that time is given, both prior to, and during the PRD meeting for reviewees to reflect on learning and give consideration to the evidence of impact of their professional learning. Professional Update Annual Evaluation 2014/

27 Graph 29: (EEs) Q61 To what extent do you think your PL has had an impact on yourself, your pupils, your colleagues or your school? Please rate as appropriate: Yourself Your pupils Your colleagues Your school To a large extent To some extent Not very much Not at all Graph 30: (ERs) Q29 To what extent did you discuss the impact of the reviewee's PL on themselves, their pupils, their colleagues or the school at the PRD/review meeting? Please rate as appropriate: Reviewee Pupils Colleagues School As can be seen from graph 29 above, the majority of reviewees reported that they discussed the impact of their professional learning on themselves to a large extent (55.7%). Discussing impact of their professional learning on pupils was also regarded as an important focus with 44.0% of reviewees discussing this to a large extent. However, the impact on colleagues and the school was discussed to a far lesser extent. Reviewers reported that the main focus of the discussion was on the impact of the professional learning on the reviewee to a large extent (74.8%), see graph 30 above. When considering the impact of professional learning on self and/or others it is important this is informed by evidence of impact. The majority (86.1%) of reviewees reported that they referred to evidence of impact as part of their discussion either to some or a large extent, as shown in graph 31. It is concerning that 13.9% of reviewees did not discuss the evidence of impact of their professional learning very much or at all during their PRD meeting To a large extent To some extent Not very much Not at all Graph 31: (EEs) Q41 To what extent did you refer to/discuss evidence of impact of your PL? Graph 32: (ERs) Q41 To what extent was the reviewee's record of PL and evidence of impact useful to inform dialogue as part of the PRD process? Please select as appropriate: 82 11% 18 3% % To a large extent To some extent 8 6% 0 0% 56 38% To a large extent To some extent % Not very much Not at all 82 56% Not very much Not at all Reviewers reported a very similar response to the extent to which evidence of impact was discussed, see graph 32 above. It is encouraging the number of reviewers with whom the reviewees had shared their evidence of impact of their professional learning. Both reviewees and reviewers have a responsibility to ensure that the appropriate information is provided and discussed as part of the PU process. The reviewee is responsible for sharing their professional learning record and evidence of impact with their reviewer. For those reviewers whose reviewees had Professional Update Annual Evaluation 2014/

28 shared their learning record, 27.8% of reviewers reported that they discussed their reviewee s reflective record of professional learning to a large extent, with 66.9% reporting they did so to some extent. The remainder 5.3% reported not very much. The reviewer has a responsibility to ensure that the dialogue is appropriately challenging, rigorous and focused. It would be considered good practice and a professional courtesy for the reviewee to share their professional learning record and evidence of impact to allow the reviewer to prepare for the PRD meeting. Unfortunately, 7.4% of reviewers claimed that the reviewee did not share their reflective record of professional learning and 10.4% stating that no evidence of impact was shared. For these reviewees the quality of discussion may have been impeded, as a focus for discussion may have been difficult to ascertain. Graph 33: (EEs) Q42 Overall, how useful was your PRD meeting in helping you to reflect on the previous year's PL, its impact and plan your PL for next year? Graph 34: (EEs) Q43 To what extent do you feel you have appropriate plans/steps for your PL and development from the PRD discussion? 96 13% 26 4% % Very useful Useful 66 9% 23 3% % To a large extent To some extent Not very useful Not very much % Not useful at all % Not at all Overall there was a positive response regarding the value of the PRD meeting. Graph 33 shows 29.4% of respondents found their PRD meeting to be very useful and 53.6% useful, in helping to reflect on their previous year s PL and to plan their learning for the coming year. From the data it must also be recognised that the process was found to be of not much, if any use by 17.0% of respondents, indicating that the PRD process is not fully meeting the needs of all registrants. Part of the PRD process should allow the individual to develop appropriate plans for their professional learning and development. Whilst some do believe they have done this to a large extent, as may be seen in graph 34, nearly 50% have only done this to some extent. There could be a number of reasons for this and it may be something that is developed further after the PRD meeting. However, as part of the PRD process, it is important that reviewees are able to maximise opportunities to discuss their learning and next steps. 6.4 Coaching and mentoring PU has emphasised the value in adopting coaching and mentoring approaches for PRD and this formed part of the criteria for GTCS validating employers PRD processes. The PRD should be supportive but also offer challenge to enable the individual to further develop and enhance their practice, a coaching approach provides the structure and tools to do this effectively. Both reviewees and reviewers were asked about the extent to which coaching approaches were used for the PRD meeting. Graphs 35 and 36 below provide a summary of these responses comparing data from Pilot Phase 1, Pilot Phase 2 Final and Annual PU 14/15 data for both reviewees and reviewers. Professional Update Annual Evaluation 2014/

29 Graph 35: (EEs) Q44 To what extent would you say your manager used coaching and/or mentoring approaches? Graph 36: (ERs) Q31 To what extent did you use coaching and/or mentoring approaches? To a large extent To some extent Not very much Not at all To a large extent To some extent Not very much Not at all Phase 1 Phase 2 Final Annual PU 14/15 Phase 1 Phase 2 Final Annual PU 14/15 There is no trend in the number of reviewees reporting that coaching was used to a large extent. The number of respondents reporting that coaching was used to a large extent varied from 24.3% in Phase 1, to 31.5% in Phase 2 Final and then fell to 22.9% in Annual PU14/15. There is a similar pattern in the number of reviewees that reported coaching being used to some extent. There is a decrease in use of coaching and mentoring through Phase 1 to Phase 2 final to Annual evaluation 14/15 for reviewers, particularly for those using coaching to a large extent, which fell from 61.5% in Phase 1 to 33.7% in Phase 2, to 29.4% in Annual PU 14/15. This reflects a trend in responses from reviewers suggesting that knowledge and confidence in coaching approaches is an area of concern. There is a disconnect in the beliefs of reviewees and reviewers in the use of coaching, with reviewers believing that coaching is more prevalent than is experienced by reviewees, this is an area that should be explored further. In the Annual PU 14/15 when asked how useful coaching was, 64.6% found coaching/mentoring approaches when used by their manger to be either very useful or useful. 12.0% found this to be not very useful. We were interested in the perception of reviewees and reviewers in the balance between support and challenge within the PRD meeting. From graph 37, it can be seen that the majority of reviewees (83.5%) believe the right balance of support and challenge was provided. Whilst 61.3% of reviewers believed that they provided the correct balance between support and challenge. Professional Update Annual Evaluation 2014/

30 Graph 37: (EEs) Q45 Reflecting on the balance of support and challenge at your PRD meeting, from the following descriptions: Graph 38: (ERs) Q32 Reflecting on the balance of support and challenge you provided at the PRD/review meeting, from the following descriptions: % 34 5% 84 12% Too much support and not enough challenge Too much challenge and not enough support About the right balance of support and challenge % 5 3% 58 36% Too much support and not enough challenge Too much challenge and not enough support About the right balance of support and challenge Some reviewees gave very positive feedback about their experience of coaching and mentoring as part of the PRD meeting, see comment below. I very much enjoyed my PRD meeting. It was a most welcome opportunity to focus on my role and my professional learning. Good recognition of what I've achieved and next steps to develop further. Thoughtful questioning on what mentor thought would be good to stretch me. I feel that this meeting is very important and I have been fortunate to have a supportive line manager, who has encouraged and also challenged me. It is interesting to note that whilst the reviewees broadly perceive there to be the right balance of support and challenge, 4.7 % believe there is too much support and not enough challenge. Several reviewers commented that the balance between support and challenge was very much dependent on the needs of individuals and their current circumstances. From graph 38 above, it can be seen that 35.6% of reviewers believed they provided too much support and not enough challenge. This was reflected in the comment from a reviewer. I personally need to present more challenge with some staff, but at the moment some staff need a greater element of support until they are more up to speed with the process. A small number of individuals raised concerns that the PRD process did not meet their expectations or provide the opportunity to discuss their professional learning. The poor experience of these individuals may leave them with a negative view of the PRD process rather than PRD becoming a meaningful part of their practice and development. Limited discussion and not hugely helpful It is important for GTCS to develop an informed understanding of reviewers preparation, knowledge and confidence in adopting coaching and mentoring approaches. Table 4 below cross-references the training reviewers had in coaching and mentoring and the extent they used these approaches in the PRD process. Professional Update Annual Evaluation 2014/

31 Table 4: (ERs) Q24 Have you had training in coaching and mentoring approaches? crossreferenced with Q31 To what extent did you use coaching and/or mentoring approaches? Q24: Have you had training in coaching and mentoring approaches? Q31: To what extent did you use coaching and/or mentoring approaches? To a large extent To some extent Not very much Not at all Total % Yes, had training and confident in this area Yes, had training but not confident in this area No, not had training but confident in this area No, not had training, not confident and would like training in this area Total % From table 4 it can be seen that: 53.4% of reviewers had previously had training in coaching and mentoring and were confident in this area, of these most (n84) used coaching and mentoring approaches to a large or some extent; only 3 reviewers who had previously had training in coaching and mentoring and were confident in this area did not use this approach very much; 12.9 % of reviewers had previously had training but were not yet confident in this area, although 17 of these respondents did use coaching and mentoring to a large or some extent in the PRD process; of the reviewers who had no training some were confident and 23 of these individuals used coaching and mentoring approaches to a large extent/some extent in the PRD process; 13.5% of reviewers had not had any training, were not confident and would like training in coaching and mentoring, however, 8 of these individuals commented that they used coaching and mentoring approaches to some extent. There remain issues for reviewees and reviewers in coaching and mentoring approaches to support the PRD process: Reviewers require opportunities/training to develop their knowledge and skill in coaching and mentoring approaches. These opportunities need to support the experiential aspect in developing confidence and skills in coaching and mentoring. It is evident from the reviewers comments that high quality professional learning in coaching and mentoring approaches have supported them in this area and would be welcomed by those who have yet to undertake such professional learning. This would help reviewers to support and challenge staff in more appropriate ways. My coaching skills have improved through appropriate training As previously indicated, I will be actively seeking training on coaching and mentoring approaches. The importance of using a coaching and mentoring approach for PRD was an issue raised by both reviewees and the reviewers and highlights the need of PL for all reviewers in managing and conducting the PRD process. In some local authorities, coaching and mentoring is being offered to reviewees and reviewers to ensure all involved have clarity of expectation, process and purpose. We would consider this good practice and this is expressed in the comments below: Professional Update Annual Evaluation 2014/

32 i think the introduction of the coaching and mentoring materials will be useful for future developments and professional discussions. Reviewees are being trained in coaching and mentoring approaches therefore greater consistency. Professional Update supports teachers professional learning, therefore it is important that both reviewees and reviewers have a good level of understanding of the process which should be a meaningful and valuable process. Reviewees should be coached by appropriately trained reviewers through the PRD process so it provides challenge and supports critical reflection which informs practice to improve outcomes for pupils. 6.5 Recording the PRD process GTCS validates each employer s PRD policy and the supporting processes to ensure it meets the needs of PU and supports registrants to fully engage with PU. In this first year of National Roll-out of Professional Update, 50.5% of the reviewee population have used MyGTCS and 29.1% have used their LA/organisation on-line system (e.g. Gateway, SOPRA, LA/organisations own system) to record their PRD meeting. The remaining 20.4% of reviewees used either an electronic document, paper only or by some Other means, see graph 39 below. Graph 39: (EEs) Q68 How did you record your PRD meeting? (n717*) 80 11% 50 7% 16 2% % % LA/org online system (e.g. Gateway, SOPRA, org's own system) MyGTCS Electronic document (e.g. Word) Paper only Other (please specify) (*) Excludes those who did not have a PRD (n30) Of the respondents who identified using Other means of recording their PRD meeting, the breakdown of responses was as follows: LA on-line system (n6) Unknown (n4) LA word document (n3) MyGTCS (n2) PRD has yet to happen (n1) It became evident from the reviewee responses that some individuals were reporting using a system to record their PRD that was not consistent with their employer s agreed system. This mainly seemed to be an issue for those working within local authority contexts. Of those respondents within a local authority using a LA/organisation on-line system (e.g. Gateway/SOPRA, organisation s own system) 13 respondents did not use this system to record their PRD. Of those respondents within a LA using MyGTCS, 44 respondents used a different recording system for their PRD. It is important that the process for recording PRD is transparent and easy to follow. Any misconception in which system to use to record PRD must be challenged to prevent unnecessary duplication of entries. A similar misconception was noted on the system used to record professional learning (see section 7 Professional Learning and Evidence of Impact). The reviewees were asked to comment on the extent to which the system met their needs; this is reported in section 8 Systems used and the Professional Update Sign Off Process. 6.6 General reflections on the PRD process Respondents were invited to reflect on the nature of the PRD meeting in comparison to previous experiences and the extent to which they believed this process was meeting their needs (see graph 40 and 41). They were also asked to provide some general feedback on the PRD process. Professional Update Annual Evaluation 2014/

33 Graph 40: (EEs) Q47 To what extent do you think that the nature of your PRD meeting has changed compared to previous meeting? Just over half of the respondents (53.3%) felt that the nature of their PRD had changed to some or a large extent. To a large extent To some extent Not very much Not at all Phase 1 Phase 2 Final Annual PU 14/15 Reviewers reported a similar pattern but with a greater number believing it had changed to a large extent (22.7%). Although the number of respondents reported that the nature of their PRD meeting did not change very much or at all, this may be due to the fact that the process was already in place prior to PU. Below are comments from focus group participants, indicating that there had not been much change to the process in some LAs. The culture of PRD was already established Regular PRD s so change to PU not a big jump Graph 41: (EEs) Q49 To what extent do you believe the PRD process has met your needs this year compared to previous meetings? % 44 6% % To a large extent To some extent % Not very much Not at all Again the majority of respondents (76.0%) felt that their PRD had met their needs to some or a large extent. Although the majority of these believing only to some extent. When invited to describe to what extent the nature of their PRD had changed, the comments from the reviewees fell into the following categories; The PRD was meeting their needs to a greater extent as it was being led by, and more focused on the reviewee. Reviewees engaged more with the Standards. There was more focus and reflection on professional learning and its impact on classroom practice. Some respondents believe that the processes were time consuming or had required a greater amount of paperwork. Professional Update Annual Evaluation 2014/

34 However, several reviewees commented that they found the process to be more meaningful as they felt they were leading the discussion. It would appear that overall reviewees believe they have more ownership of the PRD process with a greater focus of the dialogue being about their professional learning needs and next steps, as can be seen from some of the comments below and graph 42. More focused on standards. More focused on impact. More focused on professional learning that relates to the standards. It is much more about me taking responsibility for my PL and being supported to do so rather than a list of courses to attend. Graph 42: (EEs) Q50 To what extent do you feel you have ownership of and responsibility for the PRD and Professional Update process? % 48 7% 26 4% % To a large extent To some extent Not very much Not at all The majority of respondents (89.7%) felt that their PRD had met their needs to some or a large extent. Only 26 respondents did not feel ownership of and responsibility for the Professional Update process. Some respondents (10.3%) commented that they had very little ownership in the process, this was mainly due to: the lack of engagement from reviewees and/or reviewers; lack of coaching and mentoring approaches to support a productive PRD meeting; lack of understanding of reviewers of the processes and purpose of PU. One reviewee commented on the lack of skills in coaching and mentoring, see below; I consider that my validator requires further support in carrying out the role The issue of the reviewer s knowledge and skills in coaching and mentoring was also raised in the earlier section relating to the reviewer s preparation for the PRD process. (see section 6.2 Reviewers experiences of preparing for the PRD process). Reviewers identified the following areas for further development, this was consistent with the messages from Phase 2 final evaluation: PRD being more reviewee led and focused. Greater focus and attention on the Standards. Far greater focus and reflection on professional learning and its impact. Both reviewer and reviewee being better prepared to engage in focused dialogue. Reviewers comments were very positive in terms of the changes in the PRD process. They discussed the benefit of being more focused on impact of professional learning rather than courses attended and linked this professional learning to changes in pedagogy to support improved outcomes for pupils. Changes to the focus on impact not just attendance at courses. Time to focus on strengths and development needs with regard to GTCS professional standards. The reviewee doing more of the talking and me doing more listening and reflecting. Professional Update Annual Evaluation 2014/

35 Only one reviewer, who commented, was negative about the process and stated my reviewees were overwhelmed with the paperwork. This raises the question of understanding on the part of the reviewer and the support they put in place for reviewees. General reflections Reviewees were offered the opportunity to reflect on their overall experience of the PRD process and comment on this. For reviewees who commented they felt: the PRD meeting was more focused on the impact of their learning on classroom practice; they had more ownership and responsibility of the PRD process; there was a focus on their professional learning needs and how these could be addressed. Current meeting require a more in-depth and rigorous look and analysis on what is going on within the classroom. It encourages teachers to consider all aspects of what they are doing and looking to the future with a view to make changes to ensure good practice and up dated knowledge and understanding. Found the PRD experience much more meaningful and valuable process, having completed the new process However, some other reviewees felt they had too little support. Other respondents demonstrated a misconception about what is involved in the PRD process. The comment below illustrates that some reviewees do not appear to understand that double entries are not necessary and they should exclusively use their LA/organisation system to record PRD. This is a replication re LA paperwork and information requires for GTCS PU We have to maintain a focus on the experience of supply teachers within the Professional Update process and take on board the issues specific to this cohort of reviewees. The comment below illustrates some of the issues that LA/organisations have to overcome to ensure supply teachers are involved in a meaningful PU process. I feel the needs of short-term supply staff should be more to the fore in LAs in considering preparation for the PRD meeting, as these staff have no easily identifiable line manager, and preparation for the PRD is therefore sometimes difficult. For reviewers the key strengths in the process appeared to be: using coaching approaches which improved the focus on learners; the PRD process allows for a more reflective and productive professional dialogue; the reviewee had more ownership of the process and used this to focus on the impact of their professional learning. I think it is good it has a personal focus and direction that show an impact in the classroom. Its strong focus on academic development can remove staff from pedagogy. To be effective and reflective practitioners we need both. I value this process and am working hard to help staff embed the thinking and continuous improvement in their selfevaluation in relation to the standards Although the responses were overwhelmingly positive, there are still some issues that were raised by reviewers mainly relating to allocating dedicated time to complete the process in a world of competing demands. Professional Update Annual Evaluation 2014/

36 If we could allocate more time to the process, that would be very helpful PU should be relevant, meaningful and integrated into practice. However, reflection on practice must go beyond tacit assumptions and be a more critical reflection of the impact of professional learning. This shift in culture requires that GTCS continues to offer advice and guidance to embed the aspects of Professional Update into practice to improve outcomes for young people. Overall it would appear that the main issues emerging from this survey in relation to the PRD process relate to: understanding of, and engagement with, the Standards in preparation for the PRD process; the importance of high quality professional learning and on-going support in coaching and mentoring approaches for reviewers; a full understanding of the Professional Update process and the expectation of both reviewees and reviewers; local processes in place that support the PU process. To ensure that PU continues to be a meaningful process and has a positive impact it is essential that: registrants are continued to be supported in engaging with the Standards; PRD is continued to be promoted as an essential aspect of the professional update process; support and guidance is offered around the necessary elements that constitutes good practice in PRD as part of the PU process; support is provided at local levels particularly in relation to time and staffing pressures; PU is supported at both a local and national level to ensure engagement of registrants 7 Professional Learning and Evidence of Impact Reviewees were asked to tell us about their engagement with professional learning. This focused mainly on the process of recording their professional learning and the use of evidence as part of this process. Graph 43: (EEs) Q70 What system have you used to record your PL and evidence of impact of that PL? 54 7% 31 4% % 23 3% % LA/org online system (e.g. Gateway, SOPRA, org's own system) MyGTCS Electronic document (e.g. Word) Paper only Other (please specify) The majority of reviewees are using an on-line system such as their LA/organisation system or MyGTCS. Of those 6 who indicated Other, 3 are using an on-line system, 2 are using paper and 1 said it was not applicable The majority of respondents, 57.6%, used MyGTCS and 28.0% used their LA/organisation s on-line system (e.g. Gateway, SOPRA, etc.) to record their PL and evidence of impact of that PL. A few individuals reported using a system different to their employers agreed and validated system. Employers guidance about the systems and processes required to be used must be clear to reviewees so as to prevent any unnecessary paperwork. There is a positive shift with regards to the recording of professional learning, see graph 44 below, with more reviewees reporting that they are recording their PL. Of the other options offered, the statement that illustrates best practice is I have mainly recorded a reflective summary of what I have learners from PL, I have engaged in and relate this to the GTCS PS (and other Standards as appropriate) and how this is impacting on my thinking and practice, again in this area there is a positive trend. Professional Update Annual Evaluation 2014/

37 Graph 44: (EEs) Q52 Which one of the following best describes the way in which you have recorded your PL? I have not recorded my PL I have mainly recorded a list of all PL activities I have engaged in eg course handouts/notes; courses/events attended; record of sessions engaged in (such as TLCs/learning rounds) I have recorded a list of all my PL and a reflective summary of my learning and how this is impacting on my thinking and practice I have mainly recorded a reflective summary of what I have learned from PL I have engaged in and relate this to the GTCS PS (and other Standards as appropriate) and how this is impacting on my thinking and practice Other (please specify) Phase 2 Interim Phase 2 Final Annual PU 14/15 The trend from the direct submission respondents replicates the trend of reviewees. Of the 17 respondents who responded other only 1 commented negatively saying that I wrote what I had to be signed off. This particular individual has reported a very negative experience of Professional Update and reported minimal engagement with the various aspects, including choosing not to engage with the Standards and not perceiving the PRD as useful. This indicates that quality professional learning for both reviewer and reviewees to support knowledge in, and understanding of, the process should be on-going. We then asked respondents to identify what has informed the focus for their professional learning for this year, as shown in graph 45 below. Graph 45: (EEs) Q53 Please tell us what has informed the focus of your PL this year (please select all that apply) Self-evaluation 519 School improvement plan 404 PRD discussion 379 Reflections on impact of PL from previous year 355 National /LA initiative 158 Other (please specify) 62 It is encouraging that most respondents (69.5%) had used self-evaluation to inform their PL. Some of the other opportunities that respondents identified as informing their PL were: Personal situation Scottish Qualification Authority(SQA)/Curriculum for Excellence(CfE) Enquiry/further study Needs of the children Respondents were asked about the nature and focus of their PL over the past year. The majority of respondents (64.8%) stated that their PL focused on one key area with some additional PL in other areas. 31.1% of respondents had no main focus for their PL. Of the respondents who indicated that they had Professional Update Annual Evaluation 2014/

38 no main focus or had indicated that their PL covered a number of areas of interest this year, it would be interesting to find out why they had not planned a focus for their PL for this year. From graph 46 below, it can be seen that individuals engage in a fairly broad range of PL activities. Curriculum area/development and subject knowledge were most prevalent. This could be due to the major changes in the curriculum as CfE is embedded and candidates are presented for new SQA national qualifications. Assessment was also highly rated as a main and some focus. The focus of professional learning in the Others category included; Building skills and knowledge in Developing the Young Workforce Undertaking coaching and mentoring Supporting community/international engagement Enquiry/further study Building knowledge in sustainability Graph 46: (EEs) Q55 With the previous question in mind, what was the focus of this professional learning? Please select as appropriate Professional Values Curriculum area/dev (inc School dev) Subject knowledge Pedagogical expertise Specific teaching strategy/approach Classroom org and mngmt Assessment SQA/National Assessment Local or national initiative About enquiry/research practices Current research in a particular area (i.e. Current research about assessment) Educational policy Leadership Social, emotional, behavioural, and Spec Educ Needs Child protection/specific policy related training/girfec ICT Other Main focus Some focus It is also important to ascertain the type of professional learning activities that respondents engaged in and the value they placed on these activities, see graph 47 and 48 below. Professional Update Annual Evaluation 2014/

39 Graph 47: (EEs) Q56 Please identify the kind of PL you engaged in to help you address the focus of your PL (please select as appropriate and as many as apply) Further academic study Practitioner enquiry/research Leadership activity Collaborative learning with others Attendance at PL course/event Other Main kind(s) of PL I engaged in Some of my PL was Graph 48: (EEs) Q57 How valuable was this kind of PL for you? (please rate this and select as many as apply) Further academic study Practitioner enquiry/research Leadership activity Collaborative learning with others Attendance at PL course/event Other Of most value Of some value Not much value No value at all Collaborative learning with others remains the most popular form of PL. Attendance at courses/events was the second most popular type of PL, with practitioner enquiry and research following. These three types of PL remain the most reported by the respondent population, across the PU pilot phases to the PU annual evaluation. We asked respondents to give some detail about the nature of PL around collaborative learning and leadership activities as these terms can be rather undefined. Professional Update Annual Evaluation 2014/

40 Graph 49: (EEs) Q58 Thinking about any Collaborative Learning with Others please select from the list below all, if any, specific activities you have engaged in as part of your PL. (If not identified in previous question please select 'None'.) School based working group Classroom/school visits (with follow up prof dialogue) Teacher/Professional Learning Community Mentoring/supporting a colleague Lesson study - Lesson obs and analysis (of self/other) Cooperative/Team teaching Local authority/external working group Professional/Academic conference Learning rounds Online learning community/discussion/blog SQA Assessor development/meetings Study visit None Other (please specify) Reading group Other collaborative learning activities included: moderation events cluster learning community through role in LA/national organisation Graph 50: (EEs) Q59 Thinking about any Leadership Activity please select from the list below all, if any, specific activities you have engaged in. (If not identified in the previous question, please select 'None'.) None Leading the development of new initiative/curriculum/development/programme Leading a working group (internally/externally) Coaching and mentoring course / staff development Leadership course 109 Leading an enquiry Other (please specify) Other leadership activities included: leading extra-curricular activities inter-authority moderation event Professional Update Annual Evaluation 2014/

41 Respondents were invited to comment about why particular kinds of PL were most appropriate to meet their learning needs, the key themes are outlined below. A number of respondents chose to tell us more about the specific focus and what they learned rather than explore the way in which they had learned. As can be seen by the comments some respondents are using professional learning to develop skills and knowledge, and are reflecting how this impacts on them as a professional. Some respondents are still to develop this critical awareness and focus on the activity rather than the impact of the learning on them as a professional through the activity. Leadership Learning through leadership was valued by respondents who felt that by being a leader they were able to be specific and address their professional learning needs for professional improvement. This being the presentation year for those students progressing through the introduction of Curriculum for Excellence, the major focus as a senior manager has been on ensuring the most successful outcome possible for all of these young people. In addition, I have engaged in numerous meetings with parents, either in 'public meeting' scenarios, or on a one-to-one basis, to offer information and reassurance about our curricular structure. This 'on the job training' has required me to reassess, and as a result, reinforce, my aims and values as an educator. The best professional learning, in my experience, is when there is a genuine symbiosis between the job you have to do and your engagement with the value system and evidence-based theory which underpins that job. Collaboration Collaborative learning was reported as the dominant mode of professional learning. It was evident that a range of different types of learning were taking place under this heading of collaborative learning. working with colleagues collaboratively helped establish a consistency of approach for the pupils and an overall view for colleagues collaborative learning, gaining knowledge from and sharing knowledge regarding pedagogy has improved my teaching methods / questioning skills. Sharing ideas and discussions / activities with other professionals - is how I learn best. I take on board new ideas/strategies and implement these into my practise. Opportunities to reflect and evaluate with others. I always enjoy Collaborative Learning with others and value professional discussion. We work closely with other schools/members of staff in our Cluster where we have had a number of Moderation evenings. Working collaboratively on school improvement issues and professional update activities has equipped me with the skills required to return to the classroom, following a lengthy period in a management HT role. I have found the whole process to be extremely helpful and beneficial. Collaborating with colleagues very valuable. Professional reading most valuable in challenging teaching practice and pedagogy and methodology. Engaging in the learning rounds as part of the school's selfevaluation programme. I found these experiences fantastic and really got me thinking critically about my classroom practices. Professional Update Annual Evaluation 2014/

42 Academic/further study Learning through Master accredited learning or other further study was also highlighted as a successful way for some respondents to engage in professional learning. It was the practice of skills learned through a post graduate course of study which challenged me as a learner and allowed me bring something new and challenging into different classes in the school. I am doing an M Ed which involves finding out about other teachers' perspectives in my own and other schools Working with.. University challenged my thinking and made me make active use of recent research in developing the role of critical colleagues to support masters` learning in cooperation between authority and university. Curriculum area/development As previously mentioned above, changes to the national curriculum as CfE is embedded and candidates are presented for new SQA National Qualifications was the focus of many respondents professional learning. I needed to understand the requirements of the new Nationals - both internal assessments and external exams. I then had to prepare and develop resources to meet these criteria. Required skills in order to deliver new courses, I have gaps in personal skills and subject knowledge that must be filled to deliver the new higher Coaching and mentoring A few respondents highlighted that professional learning in coaching and mentoring had an impact on themselves and the learning of colleagues. With 25 years experience and numerous academic qualifications, I find that contributing to the development of others is more fulfilling than sitting in courses or reading about things I already have thorough knowledge of. I am now conducting education consultancy and my personal professional learning and the influence I have upon colleagues (albeit on a part time basis) is very important. It is important to hear from supply teachers about how their, sometime disjointed. professional learning experiences are supporting to develop their skills, abilities and dispositions as a professional. As a supply teacher, often working in curricular areas other than my own, I feel it is important to be a self-directed and autonomous learner to some extent, absorbing information and subject background and teaching materials quickly and efficiently. At the same time it is important to build positive, collaborative relationships with colleagues in different curricular areas in order to facilitate an efficient transfer of subject knowledge, methods and approaches, so that effective supply cover can be provided. Professional Update Annual Evaluation 2014/

43 From all of the above comments, it is evident that deep learning comes from individuals choosing activities that best suit their own PL needs with a specific purpose. Professional learning should be appropriate, meaningful and provide sufficient challenge to the individual. It should be noted that while collaborative approaches can lead to rich learning opportunities, unless this is developed with critical awareness then it may lead to surface learning instead of impact to improve practice. Respondents noted significant changes or improvement in their professional practice when they were supported and challenged which led to a change or improvement in their practice. Therefore, it is important their professional learning opportunities are well designed, appropriately challenging and meeting the needs of the individual. It is a concern that some individuals perceive the purpose of PU in negative terms, however the majority of reviewees reported that they believed their professional learning had an impact on themselves, their pupils, colleagues and school (see section The professional discussion - The focus of the professional discussion, graph 29). As can be seen from graph 51 below, the majority of reviewees believed their PL had challenged them to a large extent/some extent, was relevant to a large extent/some extent, and that they had ownership of this to a large extent/some extent. This is reflected in the direct submission population, graph 52. However, it is interesting to note the differences in the distribution between to a large extent and to some extent with reference to each element of the questions asked. The overall response is very similar and indicates a positive engagement with PL. Graph 51: (EEs) Q60 Thinking about the PL you have engaged in this year, please rate the extent of your agreement with the following: My PL has challenged my thinking and practice this year My PL has been relevant to my development needs this year I have had ownership over the PL I have engaged in To a large extent To some extent Not very much Not at all Graph 52: (DS) Q52 Thinking about the PL you have engaged in this year, please rate the extent of your agreement with the following: My PL has challenged my thinking and practice this year My PL has been relevant to my development needs this year I have had ownership over the PL I have engaged in To a large extent To some extent Not very much Not at all Each respondent population had the opportunity to tell us if they had gathered evidence of their PL, see graph 53, and also the kind of evidence that was most useful. They were also given an opportunity to provide feedback on any issues relating to understanding professional learning and using evidence of impact as an aspect of the PU process. Professional Update Annual Evaluation 2014/

44 Graph 53: (EEs) Q63 Have you gathered evidence of impact of your PL? There has been a slight increase in the number of reviewees reporting they have gathered evidence of impact. However, 22.6% of reviewees have not done this. This continues to be an area for future development and support. Yes No Phase 2 Interim Phase 2 Final Annual PU 14/15 When asked about the type of professional learning activities that they were engaging in, there still appears to be an over-reliance on professional learning courses, events and more formal professional learning opportunities, such as working groups, compared with more practice-based and/or research enriched professional learning, see graph 54. Graph 54: (EEs) Q66 Thinking about your planned PL for this year; please tell us about the kinds of evidence you have used/will use to ascertain the impact of your PL on your thinking and practice. Course notes/handouts and evaluations (for courses, Log of courses/pl attended Record of working groups/focus groups Copies of lesson observations and other feedback Pupil/student work Notes re how courses impact on learning Copies of Readings/reading lists Analysis of course materials Learning journal/self evaluation folder Analysis of pupil/student work to show progress and Photos/videos Pupil/student learning profile Analysis of pupil/student surveys Analysis of planned programme of studies for Analysed critical reflections of teaching Critical summary of reading, research and/or theory Notes on national policy Analysed plans of work Notes on local policy Analysis of pupil/student interviews/group discussion Analysis of pupil/student talk (individual, group, pair) Probationer reports/mentoring notes/minutes Mind map of thinking Analysis of photos/videos Analysis of teacher talk (from audio and/or video recording) Professional Update Annual Evaluation 2014/

45 Level of understanding, knowledge or misconceptions around the evidence of impact The level of understanding, knowledge or misconceptions can be illustrated through the following comments from reviewees and reviewers: Some reviewees are demonstrating understanding and knowledge and seem to have moved forward with collecting and using the evidence of impact in their practice. Opportunities to reflect on practice support me plan next steps and I find them most helpful. I can also discuss findings/information with colleagues informally to help crystallise my thinking or to learn from their experiences as part of my personal blog/learning log - I can gather evidence in a 'messy way' and continually revisit and review, making connections and linking back to standards as I go. However, some respondents comments demonstrate that they require more support in developing their understanding of evidence of impact of professional learning. Not knowing what sort of thing counts as evidence that can be uploaded. Still need further guidance Time and training. Teachers need to be helped to become action researchers, how to gather data of impact and how to analyse. But most of all they need more time to do this. One respondent although they felt that they were not knowledgeable or confident at all, then proceeded to identify some PL activities followed up by their thoughts on how this evidence would be useful as below: This evidence will be useful in informing next steps in my learning and enabling me to reflect on what I have learned There are a few comments that demonstrate the misconception of the evidence of impact of professional learning. The following comments from respondents show that they have yet to take on the fundamental principles of PU or the professional responsibilities and actions which must be demonstrated not only in practice but also through the use of theory and reflection on practice for continuous improvement. The evidence is shown practically on a daily basis As previously observed, I feel this detracts from the teacher's primary focus on pupils and is unnecessary where we have a good working relationship. Some respondents suggest that the re-culturing of the profession to become evidence enriched is starting but it requires to become more consistently applied. Have not previously been asked to record this so not in habit. Do reflect on impact of PL but not in written fashion. Probably reflection is more unfocussed and lacking in rigour. This helps me to review my learning and the impact it has on pupils, the department, the school. I tend to review.this effectively with my colleague and plan the forthcoming year with this in mind. I think that an element of analysis is involved in this but perhaps I need to formalise this. guidelines could have been a little more clearer as often we started with too much information and had to weedle it down Many teachers still find this difficult. This will itself be an ongoing area for professional learning over the next few years. Professional Update Annual Evaluation 2014/

46 An example of an engaged professional in the Professional Update process is demonstrated through the following comment from a DS respondent: To evidence the commitment to ongoing professional development. To be able to look back at records and help assess the progress and impact that this has had on my work practice and how I deliver my role. To also be able to share relevant information with other colleagues through team meetings and discussion. From respondents comments it is clear that further advice and guidance to support the professional engagement with, and use of, evidence is still required. 8 Systems used and the Professional Update Sign Off Process Systems used It is important for us to develop an informed understanding for each of the reviewee, reviewer and direct submission experiences of the systems used to complete Professional Update. Reviewees were asked to comment on the system used to complete their PRD process (see section 6.5 Recording the PRD process, graph 39), this was cross-referenced against the extent to which the system met their needs. Graph 55: (EEs) Q68 How did you record PRD meeting cross-referenced with Q69 Extent system met needs for recording PRD meeting LA/org online system (e.g. Gateway, SOPRA, org's own system) MyGTCS To a large extent To some extent Not very much Not at all Electronic document (e.g. Word) Paper only Other (please specify) It can be seen, from graph 55, that most reviewees felt that the system used met their needs to a large extent/some extent in recording their PRD. We also asked reviewees to provide further comments, the emergent issues were: systems were difficult to navigate, not user friendly or cumbersome; systems were restrictive, e.g. need to be able to input multiple dates, only one target can be selected; more training needed on how to use the system. Some respondents commented positively saying that they liked having all of their records in the same place and that the system they used was robust and user friendly. Some LA/organisations use a different system to record the PRD process to that used for the PL record. Both reviewees and reviewers were asked to comment on the system they used to record professional learning and this was cross-referenced against how this system met their needs, see graph 56 and 57 below. Professional Update Annual Evaluation 2014/

47 Graph 56: (EEs) Q70 What system have you used to record your PL and evidence of impact of that PL? with Q71 Extent system met needs for recording PL and evidence of impact of that PL Graph 57: (ERs) Q48 What system did you use for the PU processes? with Q49 To what extent did this system meet your needs for viewing evidence of impact of the PL record? To a large extent To some extent Not very much Not at all LA/org online system (e.g. Gateway, SOPRA, org's own system) MyGTCS Electronic document (e.g. Word) Paper only Other (please specify) To a large extent To some extent Not very much Not at all LA/org online system (e.g. Gateway, SOPRA, org's own system) MyGTCS Electronic document (e.g. Word) Paper only Other (please specify) As can be seen from the above graphs both the reviewees and reviewers felt that the system they used mainly met their needs to a large extent or to some extent for recording PL. Professional Update Sign Off Process Reviewees were asked to reflect on the PU sign off statement they were asked to confirm. It should be noted that the sign off statement was revised part way through Phase 2 of the PU Pilot. Those reviewees who signed off before 31 July 2014 used the original statement whereas those signing off after that date were confirming their sign off against the updated statement. Both statements can be seen below; the main difference between the statements was the removal of the term portfolio and an explicit emphasis on the reflective nature of the professional learning record. These changes were made as a result of the feedback gathered as part of the Phase 1 of the PU Pilot. Original reviewee s sign off statement: I confirm that I have engaged in on-going professional development in line with the GTCS Professional Standards, maintained a CPD record and portfolio of evidence, and have discussed the impact of my professional learning with my line manager as part of my Professional Review and Development process. Revised reviewee s sign off statement: I confirm that I have engaged in on-going professional learning and reflected against the appropriate GTCS Professional Standards. I have maintained a reflective record of professional learning and evidence of its impact on my thinking and professional actions. I have discussed this with my line manager as part of my Professional Review and Development process. Reviewer s statement: I confirm that this teacher has engaged in on-going professional learning and reflected against the appropriate GTCS Professional Standards. They have maintained a reflective record of professional learning and evidence of its impact on their thinking and professional actions. They have discussed this with me as their line manager as part of the Professional Review and Development process. Professional Update Annual Evaluation 2014/

48 Graph 58: (EEs) Q73 What did you think of the statement that you were asked to confirm? Graph 59: (ERs) Q52: What did you think of the statement that you were asked to confirm? It was relevant and meaningful It had some relevance and meaning but needs to be changed It was irrelevant and meaningless and should be changed It was relevant and meaningful It had some relevance and meaning but needs to be changed It was irrelevant and meaningless and should be changed Phase 1 Phase 2 Final Annual PU 14/15 Phase 1 Phase 2 Final Annual PU 14/15 As shown in both graphs there was a continued positive response to the value of the sign off statement. In general, respondents appear to be satisfied with the sign off statement and perceived it to be relevant. We offered reviewers an opportunity to comment on the extent to which the system for sign off met their needs. As can be seen from graph 60 below, the majority of reviewers felt that the system used met their needs to a large extent or to some extent. Graph 60: (ERs) Q48 What system did you use for the PU processes? with Q50 To what extent did this system meet your needs for completing the PU sign off? LA/org online system (e.g. Gateway, SOPRA, org's own system) MyGTCS Electronic document (e.g. Word) To a large extent To some extent Not very much Not at all Paper only Other (please specify) There were a number of frustrations experienced by both reviewees and reviewers that were largely due to technical issues related to the sign off procedure. These included a lack of certainty if the sign off had been accepted by the system by those who completed prior to August 15. This caused particular concern when the sign off had not actually been accepted by the system but the reviewee and reviewer were unaware of this. This has since been rectified and a confirmation of sign off has been issued to registrants as they complete the process. There was also a lack of familiarity with systems and some reviewees believe their reviewer lacked knowledge and skills in the PU sign off process. Professional Update Annual Evaluation 2014/

49 The comments below demonstrate some of these frustrations: Despite some training from our Authority neither myself or my manager were sure what we were doing during the sign of procedure and both felt we were muddling through. I am still not sure whether I have been signed off successfully. The actual process of 'signing off' wasn't straight forward and it took a few attempts for the staff members to submit using the correct button However, this is balanced by some reviewees and reviewers who found the process easy to manage, see comments below: As one of the first cohort groups to use the new sign off process - I have found it easy to follow - and well documented in professional journals - how to complete in time for closing submission date. Think PU is a really useful and valuable process and should be impacting on the quality of learning and teaching we are providing across the school. 9 Respondents Reflections and GTCS Responses to date 9.1 Respondents reflections on Professional Update In general, the overall feedback in regards to the PU process was positive. All respondents were invited to share any final comments relating to the topics of the survey and alongside this the thematic analysis of the focus groups gives some final reflections on the PU process as experienced by registrants. This feedback will prove useful to help further develop systems and processes for PU. Respondents comments also helped to identify some misconceptions of Professional Update so that these can be challenged and further support offered. Below is a summary of the emergent themes from the data that should continue to be addressed to support the implementation of and engagement with PU: Time and support for registrants to engage with the PU process. The importance of effective professional dialogue as part of the PRD process. The importance for reviewees and reviewers having the opportunity for professional learning in coaching and mentoring approaches to support expectations of the PRD process. The need to develop further support and guidance to help engagement with the Standards, reflect on the impact of professional learning and use the evidence of impact. For some respondents the change to PU has not been a significant one as similar processes already existed in their LA/organisation. Not different to what we were doing, so it has not really changed but maybe more specific now because we link it to the standards, SIP, LA and helped me to try new things like Masters learning We have regular PRD s so change to PU not a big jump Many individuals believed that engagement in the PU process was very valuable and was already impacting positively on them. This largely appeared to relate to: Professional Update Annual Evaluation 2014/

50 Being prompted to use the Standards and literature to inform practice. Like the different Standards to help me decide how to move to the next level It is interesting to see how different folks used the Standards PRD allowing the registrant to share their learning as part of a meaningful dialogue. I had ownership, the PRD was very helpful when I left I was chuffed with myself Reviewee s are prepared and have a good idea of what they want to do Give responsibility to reviewee but within the framework Pushes the need for PRD and makes it visible PRD supporting critical reflection on the needs of the registrant. Evidence is inherent in our school due to our culture of professional dialogue and self-evaluation conversations, what was collated in the folder was not looked at but used as a prompt, not a judgement tool but a fully reflective tool Paperwork was different, but I looked at the totality and looked at it as an evaluative tool for me so I can plot my path PRD supporting reflection on the impact of PL on pupil outcomes. This online system made me think more critically about the activities I undertook and made me reflect more on the impact they had on my me, staff and pupils. There were a few cautions and frustrations expressed by respondents: A number of technical issues were raised that need to be considered. Some of these relate to minor changes regarding the layout and unnecessary limitations within MyGTCS such as: it can be difficult to navigate; recording of PL lacks flexibility. The impact of the PU process depends on commitment, confidence and willingness of both the reviewee and the reviewer. I need to build confidence, I don t know how much or little to write Coaching and mentoring who is doing the discussion makes a big difference There is not yet a shared understanding about the PU process leading to some respondents being frustrated by the lack of clarity. Guidance also about how to be 'reflective' would be appreciated. [My PRD was] Very formal, it felt like an interview, was not a conversation but questioning, very little coaching Reviewer came with an agenda so I felt that it was not about my needs Exemplars would be good for staff to record evidence of impact Didn t realise that I could use all the standards and can move between them Finding evidence is difficult, we know there has been a change but how do we show that Professional Update Annual Evaluation 2014/

51 A direct submission respondent raised an important issue around support for those either outwith a validated system, which was also commented upon by a reviewee with reference to supply teachers: If at all possible could GTCS provide a 'mentor' for those completing the process outside the Scottish system. Someone that can answer s, direct you to the right place on the website to find the information that you need. Someone that you feel confident in that can guide you through the process so that you don't feel quite so alone. Supply teachers, it is difficult for them to keep up PL and PU There is a perception that PU is time consuming and bureaucratic. I found the process very time consuming. Trying to match up the correct standard to activity in some cases took too long. As highlighted by the comments above, it is essential GTCS continues to support individuals understanding of the nature and purpose of PU to help ensure it is valued as a meaningful process that positively impacts on practice. It is concerning that one reviewer reported that they had found the process confusing and this further emphasises the importance of high quality professional learning for all. Some individuals still seem to believe that GTCS will, or indeed should, be checking individuals reflective records of professional learning and associated evidence of impact to ensure they are sufficient in meeting the requirements of PU. The GTCS Quality Assurance document discusses a 1% sampling of all PL records to ensure high standards are maintained. The GTCS has ensured that all systems in place by employers are designed to enable individuals to engage fully in the PU process. This includes a revalidation process to support LA/organisation who make significant changes to their procedures that result in re-validation being required. However, it is the responsibility of the reviewer to explore and discuss individuals reflective PL record and associated evidence of impact with the reviewee and to confirm that they have engaged in the PU process. While most of the feedback was generally positive and constructive, there was a small minority who have yet to understand the value of the PU process. Those reviewees not yet on board with the PU process reported low levels of perceived ownership and did not believe their PRD met their needs. The reviewers who have not yet fully engages in PU reported that they were not confident in coaching and mentoring. They also cited, time and workload as barriers. It is important that these individuals are supported and challenged appropriately. 9.2 Responses from GTCS to date The following updates have been made in response to feedback of the evolving nature of the implementation of PU. This feedback had been gained through prior survey data, feedback from registrants, local authorities and other educational organisation staff. Updates to MyGTCS Phase 4 of GTCS was launched in December 15 and gave better functionality to registrants with improved features allowing greater flexibility in how PL and PRD is recorded, accessed and shared. The upgraded features include: For PRD, registrants can: select/change their PRD reviewer, share their new reflective PL record and PRD record and submit this as part of their PRD; record key targets, set as part of their PRD meeting, which will also be shown as part of their PL record; link PL targets to the Standards; share their PRD record with their reviewer; download a word version of their PRD record. Professional Update Annual Evaluation 2014/

52 For PU sign off, registrants can: request to defer their PU sign off; request to bring forward their PU sign off to the year they are retiring. For the PL record, registrants can: search records by date range, the Standards, aspects of the Standards or type of PL undertaken; edit records to add evidence and /or reflections; archive or retrieve records from their archive; select PL entries to share with their line manager; download a word version of their record; delete records. Updates to the GTCS website The Teacher Journey Graphic The Teacher Journey graphic illustrates a typical teaching career, from probation into early career phase, then moving into career-long professional learning as the teacher continues to advance their knowledge and pedagogical expertise. There is also a leadership and management phase for those who would like to progress into leadership roles. The Professional Standards We are monitoring areas of the website that registrants are using frequently and know from the number of hits that the Standards and support resources, in particular the coaching wheels, are the most regularly visited pages. There have been some additions to the website in the area of the Standards, e.g. there is a new section entitled Engage with the Standards. The website has been upgraded to support engagement with the PRD process, for example, How do I engage with the Standards? sets out guidance on Focused and planned PRD: reviewer and reviewees using the Standards to help registrants to engage with the Standards to support the PU process. Professional Learning The website content will soon be updated to respond to the needs of registrants in the area of evidence of impact. The PL cycle will form the basis of a navigation tool to support registrants to follow a PL process linking content from the GTCS website in a meaningful and manageable way. PRD As coaching and mentoring is one aspect of the PRD process which has been highlighted as an area of concern, the website has been updated with resources to support registrants understanding of coaching and mentoring approaches. However, in order to be successful in coaching and mentoring, it would be recommended that professional learning is undertaken this area. Quality Assurance GTCS have produced a policy document that outlines the quality assurance procedures to support PU. Partnership working GTCS hosts bi-annual seminars for LA/organisation officers to support partnership working and to keep our partners up to date with GTCS developments. This meeting enables sharing of good practice relating to the PU process. GTCS also hosts a meeting with professional associations, the aim of which is to share the evolving landscape of PU so they can support their members. Professional Update Annual Evaluation 2014/

53 10 Recommendations for On-going Development of Professional Update GTCS seeks to explore, understand and evaluate the Professional Update process through: the impact of Professional Update on the Scottish Education system and on the individuals engaged in the process; identifying and addressing emerging issues that may challenge, limit or hinder progress; identifying areas that require continued promotion and support for development. This annual evaluation has provided very useful data and has given insights into the experiences and impact of Professional Update for the first year of the National Roll-out. A number of encouraging positive developments have emerged. Through these surveys and focus groups we have received valuable feedback to help ensure effective and meaningful development and implementation of PU is continued. This data will be used to inform the on-going development of Professional Update and the support and guidance provided by GTCS. Key findings of the impact of Professional Update on the Scottish Education system and on the individuals engaged in the process The positive changes identified through the data from the survey and the feedback from focus groups are outlined below: Professional Update: Current knowledge Most respondents felt they were knowledgeable about the PU process and what is involved. This has been facilitated by a range of helpful materials used to support and inform registrants. The sources of information that were identified as most useful are GTCS (presentations, website, and Teaching Scotland magazine), LA/organisation presentation, and the EIS journal. The Professional Review and Development process The majority of reviewees had a PRD meeting as part of the PU sign off process and both reviewees and reviewers were using the Standards to prepare for the PRD meeting. It was encouraging the number of reviewees who felt they were not limited/hindered in their engagement with Professional Standards. They identified professional dialogue as the most supportive way to achieve this. There is a positive move towards reviewees feeling that they had more ownership of the PRD process and it being more focused on impact of PL on classroom practice to improve outcomes for all learners. Both reviewees and reviewers regard the PL record and evidence of impact useful to inform the PRD discussion. The GTCS Professional Standards along with school/organisation improvement plans were used extensively to inform PL and professional dialogue during the PRD meeting. Professional Learning and Evidence of Impact The majority of reviewees were reflecting with the Standard for Career-Long Professional Learning and felt that there was more focus and reflection on PL and its impact on classroom practice. A broad range of PL activities were reported by reviewees, with curriculum area/development, subject knowledge and assessment highlighted by many. This may reflect the current stage of implementation of SQA National Qualifications. The majority of reviewees reported that they discussed the impact of their PL on themselves and pupils, and felt that their PL challenged them. Reviewees are moving forward with collecting and using the evidence of impact in their practice. Professional Update Annual Evaluation 2014/

54 Systems used and Professional Update Sign Off Process The systems for PL are perceived to be meeting the needs of PU and there continues to be a positive response to the value of the sign off statement and it is thought to be relevant. Key findings in identifying and addressing emerging issues that may challenge, limit or hinder progress A number of key issues and misconception emerged from the data, these are discussed below: Engaging with the Standards While there is an overall improving picture with engaging with the Standards, some still feel they need more support in this area. It must also be acknowledged that time, staffing issues and/or workload do have a negative impact on the ability of registrants to engage with the Standards and the PU process. There also needs to be more support, guidance and professional learning opportunities to develop knowledge and skills in supporting engagement with the Standards. The Professional Review and Development process From the data it became apparent that the PRD process was not meeting the needs of all registrants and is not valued by some. This was acknowledged to be mainly due to staffing issues and/or workload, also the skills of the reviewer in coaching and mentoring to facilitate effective professional dialogue seemed to be an issue. Sharing of the reviewees PL record is an important aspect of the PRD process to support effective professional dialogue, as some respondents did not find this the case this area needs to be further developed. Professional Learning and Evidence of Impact It was identified that more support is required for individuals to develop appropriate plans for their professional learning and development. There still appears to be an over-reliance on formal professional learning opportunities compared with more practice-based professional learning activities. Systems used and the Professional Update Sign Off Process Further clarity is needed in relation to the systems used to record PRD and PL as there were a few individuals who reported using a system different to their employers agreed and validated system. There was also a lack of certainty if the sign off had been accepted by the system for those who completed prior to August This has since been rectified by a confirmation sign off being issued to registrants as they complete the process. Key findings in identifying areas that require continued promotion and support for development The areas that have been identified through this evaluation that require to be continually promoted and where further support is required are: Professional Update: annual update of details It is important to continue to emphasise the requirement to check and update details as part of the PU process. It may be useful to review the PU sign off statement to make explicit the requirement to update details. Professional Update Annual Evaluation 2014/

55 The Professional Review and Development process Overall, there was a positive response regarding the value of the PRD meeting. However, the importance of PRD as a part of PU must continue to be emphasised and guidance should continue to be developed by GTCS to support our LA/organisation colleagues address this at a local level. Another area highlighted for further development was the reviewers level of knowledge and understanding about the PRD process. It is interesting to note that reviewers believed that opportunities for on-going dialogue and coaching and mentoring approaches were more prevalent than was experienced by reviewees. Where used, a coaching and mentoring approach was valued by reviewees. However, reviewers still require opportunities/training to develop their knowledge and skills in coaching and mentoring approaches to ensure that the dialogue is appropriately challenging, rigorous and focused. It would also be good practice for reviewees to be given the chance to undertake professional learning in coaching and mentoring. This would support a fuller understanding across the system of effective professional dialogue which supports continued improvement. Professional Learning and Evidence of Impact Collaborative learning remains the most valued professional learning activity for reviewees. Although this is very positive as it indicated that reviewees engage in professional dialogue to support their own and each other s learning, this has to include critical reflection and analysis to move it beyond surface learning. From the data, it is apparent that more guidance is required in both gathering evidence and understanding evidence of impact of professional learning. Particular areas highlighted that require more guidance are in discussing reviewees evidence of impact, reflective PL record, and supporting reviewees engagement with the Standards. We also need to continue to highlight the professional responsible of both reviewees and reviewers within the PU process. Reviewees are responsibility for sharing their reflective PL record and evidence of impact with their reviewer prior to a PRD meeting. This allows their reviewer time to consider how best to support the professional learning needs of the reviewee and how these could be addressed. Systems used and the Professional Update Sign Off Process There was an overwhelming positive response to the systems used to supporting registrants needs and the ease of the sign off process. There still requires further development to ensure that all registrants feel confident in using the systems required by their LA/organisation to record the PRD, PL and PU sign off. Professional Update helps to maintain and improve the quality of teachers and enhance teachers professionalism and the reputation of the teaching profession in Scotland. It is evident that a re-culturing of the profession to become more evidence enriched is starting but this requires more support and guidance so that it can become embedded practice to enhance the impact on pupils learning. Charlaine Simpson Senior Education Officer: Seconded (Research & Professional Learning) Patricia Morris Research Officer Professional Update Annual Evaluation 2014/

56 GTC Scotland aims to promote equality and diversity in all its activities GTC Scotland Clerwood House, 96 Clermiston Road, Edinburgh EH12 6UT Tel: Fax: Direct weblinks Main site: Probation department: Probation site for teachers: Registration department: Professional Update: Professional recognition: Fitness to Teach: Research:

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