The General Teaching Council for Scotland

Enhancing professionalism in education since 1965

Self-evaluation Wheel: Professional Actions of Middle Managers

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 - Middle managers Coaching Wheel

You can download and print the above coaching wheel:

The Professional Actions of Middle Leaders

3.1 Develop a range of strategies for individual and collective self-evaluation which contribute to school improvement

  • 3.1.1 Middle leaders foster an ethos to support self-evaluation and plan specific opportunities for this to take place
  • 3.1.2 Middle leaders enable staff individually and collectively to engage in regular and rigorous self-evaluation
  • 3.1.3 Middle leaders use established systems to monitor progress of the team’s improvement agenda
  • 3.1.4 Middle leaders critically engage with literature, research and policy, in relation to all of the above

3.2 Develop coherent approaches to professional learning which build and sustain teachers’ practice

  • 3.2.1 Middle leaders work within school policies with regard to staffing and personnel issues
  • 3.2.2 Middle leaders establish and use strategies to identify individual and team professional learning needs to support the school’s improvement agenda
  • 3.2.3 Middle leaders create coherent opportunities for collaborative development activities
  • 3.2.4 Middle leaders evaluate the impact of professional learning on teachers’ practice and understanding, in relation to outcomes for learners
  • 3.2.5 Middle leaders critically engage with literature, research and policy in relation to all of the above

3.3 Lead and work collaboratively to enhance teaching which leads to high quality learning experiences

  • 3.3.1 Middle leaders support the improvement of teaching and learning and set consistently high expectations for all in the school community
  • 3.3.2 Middle leaders work with teams to design coherent and progressive programmes which address learning needs
  • 3.3.3 Middle leaders establish and develop pedagogic practices to meet the learning and pastoral needs of all learners
  • 3.3.4 Middle leaders use collaborative processes to monitor and review pedagogic practice, working across the team
  • 3.3.5 Middle leaders systematically gather and use assessment feedback and learners’ progress data to evaluate and plan future learning
  • 3.3.6 Middle leaders critically engage with literature, research and policy in relation to all of the above

3.4 Build and sustain partnerships with colleagues, learners, parents and other stakeholders to meet the identified needs of all learners

  • 3.4.1 Middle leaders establish and use processes for the regular review of learners in order to identify learners’ needs
  • 3.4.2 Middle leaders establish and enhance the opportunities for learners to contribute to the planning and enhancement of their own learning programmes
  • 3.4.3 Middle leaders build partnerships with parents and carers to support the learner’s needs
  • 3.4.4 Middle leaders work collaboratively with other professions and agencies to support the learning, pastoral and emotional needs of learners
  • 3.4.5 Middle leaders critically engage with literature, research and policy in relation to the above

3.5 Manage allocated resources proactively and effectively to meet learning and development priorities

  • 3.5.1 Middle leaders identify priorities within their area and allocate resources to achieve these
  • 3.5.2 Middle leaders set expectations and ensure resources are allocated and used in fair and effective ways
  • 3.5.3 Middle leaders establish and use systems to monitor the use of resources within their areas of responsibility
  • 3.5.4 Middle leaders 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