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It is universally
acknowledged that improvement in educational systems is crucially dependent
on effective teacher self-evaluation. Indeed, teachers instinctively wish
to reflect on their work, evaluate it and look for ways to improve it.
However, effective self-evaluation is not simply a process for the
individual, but involves colleagues in a variety of ways. A fundamental
principle is that teachers should also see themselves as learners.
Points Arising from Research
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This paper draws
heavily on an English survey of research on collaborative CPD -
See references below |
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Research has
found that collaborative CPD produces improvements in learning and
teaching |
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It was
found that collaborative CPD sustained over a period of time
produced specific benefits in
teachers’ attitudes and beliefs, teaching strategies, pupils’
attitudes and behaviour and pupils’ achievement |
Key Elements of Learning Difficulties
Purposes of a
self-evaluation system
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To encourage
continuing teacher self-evaluation and reflection and to promote an
on-going, innovative approach to teaching |
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To encourage
individual professional growth in areas of interest to the teacher
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To improve
teacher morale and motivation by treating the teacher as a
professional in charge of his or her own professional growth
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To encourage
teacher collegiality and discussion about practices among peers in a
school |
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To support
teachers as they experiment with instructional approaches that will
move all students to higher levels of performance
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Features of effective CPD
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Observation with
professional dialogue including feedback
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Use of external
expertise linked to school-based activity |
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Emphasis on
scope for teacher participants to identify their own CPD focus
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Processes to
encourage, extend, and structure professional dialogue
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Processes for
sustaining CPD over time to enable teachers to embed the
practices in their own classroom settings |
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Enables the
teacher to develop the knowledge and understanding, skills and
attributes and professional values necessary to maintain and enhance
his/her skills |
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Stimulates
innovatory thinking and practice |
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Has flexibility
of access |
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Delivered in a
range of modes to suit different learning styles |
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Delivered/considered in a range of formats, frome fully
accredited programmes to "bite size chunks" |
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Delivered by
staff with appropriate specialist knowledge |
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Delivered by
staff who can identify the links between this learning experience
and the general work of the teacher |
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Contextualised
to meet the needs of the individuals, the school and local and
national priorities |
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Provides
appropriate support for teachers |
Effective CPD produces
significant improvements
As teachers implements new
strategies, there are positive effects on learning and teaching in specific
ways:
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improved pupil
motivation, self-confidence, and satisfaction with work |
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improved pupil
attainment and more positive pupil attitudes in specific subjects |
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better
organisation of work and increased sophistication in responses to
questions |
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the
development of a more collaborative, questioning approach to
learning |
Researchers
found that teachers benefited themselves:
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increased
confidence in their own learning, in trying out new ideas, in
changing their practice and in their power to make a difference to
their pupils’ learning |
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enthusiasm for
collaborative working, despite initial anxieties about being
observed and receiving feedback |
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improved team-work and greater
flexibility in their use of teaching strategies
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increased
awareness of new teaching techniques and greater insight into
pupils’ thinking |
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enhanced planning skills to ensure more effective content and pupil
task match |
Criteria for
self-evaluation
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Standard for
Full Registration |
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The Quality
Indicators in How Good is Our School provide
opportunities for teachers to reflect on practice, both
collaboratively and individually |
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The Standard for
Chartered Teacher offers a schema for professional analysis under
the headings “Professional knowledge and understanding”,
Professional and personal attributes” and Professional action”. |
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Standard for
Leadership (Headship) |
Tools for
self-evaluation
(It is important that
the teacher has “ownership” of the CPD process.)
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Staff Annual
Professional Review procedures |
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Peer support:
coaching; joint preparation of materials; planning; team building |
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Peer support can
operate in a limited way for small-scale projects, within
departments or within the whole school |
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Observation: can
involve colleagues or outside experts; can be informal or built in
to formal CPD procedures |
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Audit checklists
can be used to cover things such as class organisation, use of
particular materials, pupil participation, use of pupils’ prior
learning |
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Feedback from
such observation is very valuable, but must be handled sensitively |
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Action research
- a limited, focused project can enhance the process of reflection |
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The Highland
Learning and Teaching Toolkit offers suggestions which teachers
may use to focus the process of reflection. The philosophy of the
Toolkit is based on the
Highland
Learning and Teaching Policy and (particularly important in
this context) the Key Characteristics of good teaching - which can
be used as a basis for reflection.
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Reflection and Discussion
To what extent do you
feel that you currently engage in reflective activities?
How has reflection
influenced your practice?
What access do you have
to expert advice?
Are there specific areas
in which you would appreciate opportunities to collaborate with colleagues?
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Some Activities Relating To
the Issue of Teacher Self Evaluation |
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Key element |
Objective |
Action |
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Some examples and
suggestions |
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Purposes of a
self-evaluation system |
To encourage individual
professional growth in areas of interest to the teacher |
What is the best way to
identify areas of interest? This can be discussed with colleagues,
promoted staff or people outwith the school. The Contents page of
this Toolkit may spark off ideas. |
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Objectives to evaluate |
Staff development needs
arising from the school development plan or from subject or
curricular plans |
What is the link between
school/department planning and your self-evaluation? Ensure that
your personal CPD interests are taken account of in the planning
process. This may involve reassessment within the school of timing
of processes. |
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Features of effective
CPD |
Observation with
professional dialogue including feedback |
This aspect of CPD is
widely seen as pre-eminently important. Make arrangements to team
up with a “critical friend” for mutual class observation. Should
your school do more to build such opportunities in to the timetable
for the session? |
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Effective CPD produces
significant improvements |
Improved team-work |
Consider how curricular
projects can be enhanced with such collaboration. How can secondary
subject aims be developed along with collaborative CPD? |
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Criteria for
self-evaluation |
The Standard for
Chartered Teacher |
If you are not aware of
the SCT requirements, look at the web site given below to examine
the criteria. |
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Tools for
self-evaluation |
Observation: can involve
colleagues or outside experts |
Look at the English
research survey mentioned below for details on effective use of
outside experts within the classroom. Where this is difficult to
arrange, what alternatives are there? |
Selected References
Further Reading
Teaching for
Effective Learning first published by the SCCC in 1996. This
excellent overview of aspects of effective teaching has a section containing
questions designed to promote teacher reflection. This booklet
also contains an extensive reading list.
What Makes a Good
Primary School Teacher? by Caroline Gipps, Bet McCallum and
Eleanore Hargreaves - RoutledgeFalmer ISBN 0415232473
Am I Teaching Well
by Lisa Hayes, Vesna Nikolic and Hanna Cabaj,
Learning Matters Ltd
ISBN 1903300304
Websites
www.gtce.org.uk
Website of the General Teaching Council for England.
Provides access to a survey of research on
The impact of collaborative Continuing
Professional Development (CPD) on classroom teaching and learning
on which this paper has drawn heavily. The report contains a section on
specific advice for teachers wishing to explore CPD possibilities.
For details
of the Standard for Chartered Teacher, go to:
www.scotland.gov.uk/library5/education/sfct-00.asp
www.gtcs.org.uk/
The site of the General Teaching Council for
Scotland contains information on CPD in Scotland.
www.highlandsd.co.uk
The Highland Staff Development site with CPD
information, including a list of resources, a list of CPD opportunities and
useful links.
www.ltscotland.org.uk
The Learning and
Teaching Scotland site contains details of CPD opportunities. |
