PRD Health Check questionnaire Analysing the responses The questionnaire is intended simply as a starter to support you in taking the actions you need to take to improve the quality of the PRD process, and its effectiveness, in your school. There’s no scoring system but if you collate the responses to each of the questions you will get a fair picture of how PRD is seen in your school. Equally, there is no definitive guidance about how you should proceed; if it was as simple as that you’d have thought of it already. We will attempt to explore some of the possible outcomes from the survey, pose questions for you to consider and make suggestions based on our observations of how others have addressed these issues (N.B. some of the issues identified might follow on from one specific question; others will emerge from a more holistic view of the responses NB The questionnaire, and this guide, were written with teachers in mind. In Advancing Professionalism in Teaching, Professor McCormac proposes that all staff who support the delivery of the curriculum should be involved in the Professional Review and Personal Development (PRPD) process. At the time of writing it is not clear if this will become a requirement. In terms of the workload, this would be a considerable undertaking in most schools. In terms of unifying your staff, making everyone feel involved and enhancing their skills it has much to commend it however. Most colleagues would agree that the skills and learning of teaching support staff can make a real and positive difference to children’s learning.
Key question
If no, or the picture is patchy, is it because. .
You might consider . . .
Are you confident that all members of your staff have an annual PRD meeting?
Appointing someone (CPD Co-ordinator?) to monitor the completion rate and remind line managers of the reviews they need to do will at least make sure that PRD meetings take place. It’s worth thinking about the timing of these meeting though. Some schools schedule all PRD meetings towards the end of the school session, as being a good time to look back over the session and forward to next session at a time when CPD opportunities are being planned for the year ahead. The process will be much more meaningful if backed-up by midyear or occasional discussions to give support and encouragement, and a chance for reflection, throughout the year.
you do not have mechanisms in place to monitor the PRD completion rate? it is no one’s specific responsibility to monitor this? colleagues do not appreciate that this is a contractual requirement? you haven’t given a good lead in making sure that everyone knows you regard PRD as a vitally important aspect of professional development for all staff? An additional consideration: do these meetings take place at an appropriate time in the school year? i.e. when CPD opportunities are being planned and there is time for staff to ‘sign up’ for the CPD they want to be involved in.
Key question
If no, or the picture is patchy, is it because. .
You might consider . . .
Are you confident that all members of your teaching staff take seriously the process of self-evaluation and preparation for their PRD meeting?
The lead you give on this is critical. It is important that your policy and procedures are clear, uncomplicated and userfriendly. However, the paperwork or on-line system alone is not enough. It’s the importance that you, as a school, place upon self evaluation as a key aspect of maintaining high standards in all you do. One school we visited follows a month by month calendar of self evaluation, looking at different aspects each month. This makes individual self-evaluation easy and ensures that staff build up their skills in looking critically at their performance. Make sure staff are thoroughly familiar with the Standards and use them as a working document
staff don’t regard it as a high priority and don’t take it as seriously as they might? you do not have a suitable structure, or adequate guidelines in place to support effective self-evaluation? colleagues don’t understand what is required of them? the approach you use isn’t user friendly? you haven’t provided enough training? you haven’t placed sufficient emphasis on the importance of this process in the past?
Key question
If no, or the picture is patchy, is it because. .
You might consider . . .
Are you confident that line managers who conduct PRD interviews take the process seriously, prepare properly and have the skills to make these meetings effectively?
The skills and commitment of line managers will make or break this process. When a principal teacher, DHT or head teacher takes the time to sit down with a member of staff, listen attentively and show a genuine and supportive interest in their professional development the rewards are far greater than being able to say the PRD has been ‘done’. To derive the full benefit from this exercise, the best way to support your line managers is to provide some training in coaching skills, enough to introduce them to the skills of active listening and using
they don’t regard it as a high priority and don’t take it as seriously as they might? they don’t fully understand their role in this process? they lack the interviewing skills necessary to conduct these meetings effectively? they are over-stretched as it is and don’t have the time to do this properly? you haven’t placed sufficient emphasis on
the importance of this process in the past?
coaching questions appropriately.
Key question
If no, or the picture is patchy, is it because. .
You might consider . . .
Do staff generally find their PRD meeting supportive and reassuring?
Staff will ‘take ownership’ of this process and treat it as an entitlement if they find it both helpful and satisfying. We begin with the premise that everyone wants to do the best job they can. The line manager’s task is to help them to see how important their contribution is: that their work is valued and their strengths and skills recognised. Once again, this gives a reason for training line managers in coaching skills. If a member of staff feels that their relationship with their line manager is such that they would prefer someone else to lead their PRD, this should be an option for them. If this is the case, however, it is almost certainly symptomatic of a greater problem which requires to be addressed separately.
line managers are missing an opportunity to show colleagues that they value them and genuinely care about their professional development and job satisfaction? relationship problems get in the way? there hasn’t been enough training for line managers in giving positive feedback?
Key question
If no, or the picture is patchy, is it because. .
You might consider . . .
Do staff generally find their PRD meeting thought provoking and challenging?
This is, once again a skills issue. It is easier to be positive about a colleague’s skills that to help them to focus on their weaknesses. Using coaching skills, and within the context of a relationship of trust and mutual respect, the line manager should be able to have an honest professional conversation
being challenging in a constructive way requires much more skill than being supportive and complimentary? colleagues tend to be reluctant to seem to be being negative or critical?
this hasn’t been addressed in training?
with a colleague without either of them coming away feeling hurt. The golden rule is that there should be no surprises. If there are performance issues with a member of staff these should be addressed, sympathetically, at the time, not stored up for a PRD meeting. A PRD meeting is about the way forward.
Key question
If no, or the picture is patchy, is it because. .
You might consider . . .
Do staff generally find their PRD meeting worthwhile and relevant?
This is really the key question. If your staff value the process it is probably doing its job. The main issue for you might be to ensure that it is positively regarded in all areas of the school and by all members of staff (or all involved in this process). Whilst training is important for those who conduct PRD, it is equally important that everyone involved understands and has had a chance to discuss the function and importance of PRD, what a coaching conversation is and what it aims to achieve. The paperwork should be simple and easy to complete, on paper or on-line, such that it isn’t seen as bureaucratic and offputting. If you are unhappy with the authority paperwork that you are required to use, why not raise the issue with your directorate link person?
PRD has not been regarded as a priority in the past? the policy and procedural guidelines are no longer fit for purpose? it is a training issue, i.e. for those conducting reviews, or for all staff in understanding what is required, or both?
Key question
If no, or the picture is patchy, is it because. .
You might consider . . .
Are staff generally able to access the CPD as agreed at their PRD meeting?
Attendance at courses or events, whilst important as a means of acquiring knowledge about national developments or how others are developing Curriculum for Excellence, should be a minor part of CPD. You have in your school, in your cluster and across your authority a wealth of talent waiting to be tapped into. Moreover, by recognising and making use of the skills available near at hand you will raise the confidence, morale and leadership potential amongst those sharing their skills and knowledge with their peers. Many of the most effective CPD activities have little or no associated cost.
there is an incomplete understanding of what constitutes effective CPD? there is a shortage of CPD opportunities for staff at your school? the CPD budget is inadequate? staff tend to be passive about finding CPD opportunities for themselves? there is scope for you to distribute leadership roles more widely in the school?
Key question
If no, or the picture is patchy, is it because. .
You might consider . . .
Does every member of staff have an annual CPD Plan, written down (or online) and agreed with their line manager?
Under the Teachers’ Agreement, this is a contractual requirement. However, that is not the best reason for having a CPD plan. There’s little point in thinking carefully about professional learning for the year ahead if the key planned activities and what they hope to achieve are not written down. Again, simplicity is the key. Teaching Scotland’s Future emphasises that “At the outset of any CPD activity, the intended impact on young people, and the aspects of the relevant standard the teacher will improve as a result of the
colleagues do not appreciate that this is a contractual requirement? recording of the CPD plan is not supported by the systems in use? of shortcomings in the PRD process? this aspect is not monitored?
activity, should be clear.”
Key question
If no, or the picture is patchy, is it because. .
You might consider . . .
Does every member of staff maintain a record of their CPD, written down (or online)?
This too is a contractual requirement, but more than that it is an essential way of capturing the professional learning that has taken place. Teaching Scotland’s Future: “This process should be captured in a continuing online profile of professional development”.
colleagues do not appreciate that this is a contractual requirement? maintaining a CPD record is not supported by the systems in use? they are very busy and this is low on their list of priorities?
Key question
If no, or the picture is patchy, is it because. .
You might consider . . .
Does every member of staff attempt to assess the impact of their CPD and record evidence in their CPD record?
This is more than keeping a record. Processing the experience is necessary in order to recognise which aspects of the learning were transient and which were lasting. It will encourage staff to think about what difference it has made for young people. This is one argument in favour of seeing PRD as an ongoing process rather than a once-a-year event. Setting aside a little time, even a few minutes, for the line manager and the staff member to discuss the CPD experience, with a focus on impact, is a way of ensuring that the professional learning process remains ongoing and relevant.
this hasn’t been a priority for them in the past? it is difficult to identify evidence of impact? they may know in general terms that their professional learning has been of value, but identifying the impact on young people’s learning is very difficult to assess? anticipated impact is not discussed when CPD priorities are identified? processes for evaluating the learning from
CPD experiences, particularly after some time has passed, could be improved?
Key question
If no, or the picture is patchy, is it because. .
You might consider . . .
Do you have a clear idea of how to gather and assess the impact of various CPD activities?
This is really the holy grail of professional learning. It is very difficult to measure the impact of a CPD experience on young people because of the wide range of variables affecting learning in the classroom. However, that is not a reason not to try; quite the reverse. It’s an area in which we need to share good ideas and practice that works for us. Join PRD IShare on Glow and contribute to discussion about ways of identifying and recording impact. Look at some of the video clips in the presentation “Our Shared PRD Wisdom”. As we become better at identifying impact we will refine our understanding of what makes for effective CPD and we will use our limited resources more effectively.
If yes, it is important that you share your learning with everyone else as a matter of urgency! This is an aspect in which we all need help and support.
If it is a challenge for you just as much as for everyone else, have you thought about encouraging staff to: keep samples of children’s work that illustrate aspects of their professional learning? talk to colleagues about what they have learned and how they might share it? provide CPD for colleagues, sharing their professional learning, and seek feedback? talk to young people about their view of things they are doing differently as a result of a CPD experience? discuss the impact of their CPD, in groups or in their PRD meeting? reflect on every CPD experience, immediately upon its completion and again after an agreed period of time, recording their conclusions about its impact?
Key question
You might consider . . .
Has the questionnaire given you helpful feedback from staff about how the PRD process could be improved?
If so, you will be able to take their suggestions into account in planning to improve PRD across the school. Perhaps those who have given most thought to this issue could come together in a working group to develop their ideas and help you attain the ideal of ‘a learning school’ where staff as well as young people regard themselves as learners and willingly take responsibility for their own learning.
Key question
You might consider . . .
Do you maintain a CPD register of the talents and skills that members of staff may be able to pass on, with appropriate support, to their colleagues in CPD sessions?
You have a wealth of talent amongst your staff. Have you found it yet? Have you given them the opportunity to share their talents and skills with their colleagues and enhance their own professional learning, as well as their confidence and commitment, in the process?
Some suggestions for ways ahead: based on what has made a difference in schools across Scotland:
Join PRDShare on Glow and encourage any other interested colleagues to do the same – sign up here: http://bit.ly/prdshare read the paper ‘PRD – The Wicked Issue’ on Glow (http://bit.ly/prdshare) take a close look at PRD in your school; to get you started – using the PRD Health Check for example discuss the issue with staff; as a whole staff or in focus groups: ensuring that everyone is aware of the locus of PRD in professional development, preparation for leadership and professional update decide, as a staff, what you want to achieve identify who will take this forward; appoint a champion – possibly your CPD co-ordinator -and a task group representative of the staff as a whole who should now:
decide whether your PRD policy and documentation are fit for purpose; join CPD Central on Glow for access to access to PRD IShare – documents; video clips; discussion and support use the Health Check, the Health Check Analysis and focus groups to help identify the issues and develop your strategy identify what needs to be done and allocate responsibilities bring reviewers together to consult with them on the support or training they need: find ways to give them the training they need look for support : from other schools; from your authority CPD co-ordinator; from the CPD Team at Education Scotland develop your new approach, pilot it and amend it until you, and your staff, are happy with it roll it out across the school share it with the CPD community on Glow