The General Teaching Council for Scotland

PRD Roles and Responsibilities

We all have a role to play in Professional Review and Development. Reviewees, Reviewers, School Leadership Teams, Local Authorities and Employers and GTCS all have to contribute towards high-quality PRD.

We have listed the Roles and Responsibilities you should be aware of in three formats:

 

Reviewees should...

Before PRD

  • be familiar with the benefits and impact a high-quality PRD can have, and know and understand the roles and responsibilities for all within the process
  • be familiar with expectations of the locally agreed PRD policy 
  • have an understanding and appreciation of the value, purpose and process of coaching conversations and be aware when a coaching conversation is happening
  • be familiar with current and new career structures and consider own next steps
  • allow the reviewer sufficient time to prepare for a high-quality PRD session by submitting any preparatory work in a timely fashion
  • engage in self-evaluation across GTCS Professional Standards, and other appropriate reference points, as an integral part of the PRD process, and share those reflections with the reviewer, using the preferred tool/ process eg coaching wheel etc
  • make associations with reviewer if it is your PU sign-off year

During PRD

  • consider unconscious bias during all PRD discussions to ensure there is an equity of experience for all
  • share through professional dialogue how professional learning has impacted on practice supported through appropriate evidence. Avoid solely talking about what was done.

After PRD

  • review their part in the PRD conversation and reflect on their ownership, self-reflections and general professionalism in their own approach to Professional Learning and the potential of PRD
  • plan and undertake professional learning once areas of development have been identified and have opportunities to adapt during the course of the year if the need or opportunity dictates

Ongoing throughout PRD

  • play their part in ensuring the Reviewee/ Reviewer relationship is one of trust and respect
  • have some knowledge of varying different sources where professional learning can be sought, such as LA directories, practitioner enquiry, EdScot, RICs, Professional Recognition etc
  • maintain a reflective professional learning record with associated evidence of impact, recording only significant pieces of professional learning, linking them to the professional standards
  • regularly seek-out professional learning conversations with peers/ Reviewer to discuss ongoing learning experiences
  • embrace a culture of professional learning and engage in life-long learning opportunities for improved outcomes for our children and young people