The General Teaching Council for Scotland

Enhancing professionalism in education since 1965

Self-evaluation Wheel: Professional Actions of Headteachers

Using the wheel

  • Consider each point on the wheel in turn
  • Think about where you might gauge yourself on the wheel: 0 = really not confident/lots of areas to develop or work on; 10 = feel very confident/accomplished in this area. Think about ‘why’ you place yourself on that point
  • Looking at areas you have identified, what should/could be your next steps to help take PU forward?

Self-evaluation - Headteachers Coaching Wheel

You can download and print the above coaching wheel:

The Professional Actions of Headteachers

4.1 Establish, sustain and enhance the culture of self-evaluation for school improvement

  • Headteachers establish a range of relationships and practices to foster self-evaluation at every level in the school
  • Headteachers establish and use systems to collect evidence with which to inform decision making
  • Headteachers establish and use processes to gather valid information from stakeholders to inform improvement strategies
  • Headteachers collaborate with staff, learners, parents and the wider school community and networks in identifying, agreeing and implementing improvement priorities
  • Headteachers develop systems for ongoing monitoring and review of the school’s improvement agenda

4.2 Develop staff capability, capacity and leadership to support the culture and practice of learning

  • Headteachers work within the structure of employment legislation, national and local agreements and policies governing employment
  • Headteachers establish and promote collaborative practice to support a culture of learning within and beyond the school
  • Headteachers establish and ensure the consistent use of PRD processes to identify strengths and development needs
  • Headteachers ensure a systematic approach to support the culture of professional learning
  • Headteachers build systems to monitor the impact of professional learning on the culture of learning
  • Headteachers contribute to systems level leadership of education in their context and beyond
  • Headteachers critically engage with literature, research and policy in relation to all of the above

4.3 Ensure consistent, high quality teaching and learning for all learners

  • Headteachers build a shared vision to support the improvement of teaching and learning and set consistently high expectations for all in the school community
  • Headteachers ensure appropriate curriculum design and planning are developed to meet the learning and pastoral needs of all learners
  • Headteachers establish and sustain processes to develop pedagogic practices across the school
  • Headteachers build collaborative processes to review and enhance pedagogic practice
  • Headteachers critically engage with literature, research and policy in relation to all of the above

4.4 Build and sustain partnerships with learners, families and relevant partners to meet the identified needs of all learners

  • Headteachers build and communicate the vision, values, ethos and aims of the school with partners
  • Headteachers embed processes to ensure learners contribute to planning and enhancement of their own learning programmes
  • Headteachers develop strategies to foster parental involvement
  • Headteachers build, maintain and review partnerships with other professions and agencies to support the learning, pastoral and emotional needs of learners
  • Headteachers critically engage with literature, research and policy in relation to the above

4.5 Allocate resources effectively in line with identified strategic and operational priorities

  • Headteachers use the review and improvement planning processes to identify priorities and inform resourcing decisions
  • Headteachers allocate resources in a fair and equitable manner in line with priorities to support learning
  • Headteachers ensure systems are established and used to monitor, evaluate and review the use of resources
  • Headteachers critically engage with literature, research and policy texts

Professional Values and Personal Commitment

  • How are the Professional Values reflected in my Professional Actions?
  • How have my professional values been developed and informed by knowledge and experience?
  • How do I critically reflect on my own assumptions, beliefs and values?
  • Who am I as a teacher? What has influenced me? What sustains me?

Social Justice

Integrity

Trust and Respect

Professional Commitment


CONTACTS

For further information about our Professional Standards, contact:

T: +44 (0)131 314 6000

E: standards@gtcs.org.uk