What is self-evaluation
Self-evaluation and why it is important
Self-evaluation enables you to critically reflect on your professional practice.
Self-evaluation will involve:
- asking deep and searching questions about self and practice
- using the GTC Scotland Professional Standards to inform and guide your reflections
- using other influencing factors such as school or dept improvement plan; other standards or targets; issues relevant to your particular context
- using your ongoing reflections and enquiry into practice
- considering the needs of learners/colleagues in your context
It should support you to:
- reflect on what you have done and what you might do next
- consider your own progress and development
- deeply understand your professional practice, your professional learning and the impact of this on:
- your thinking
- professional actions
- those you work with/support
- pupils/students and their learning
Effective self-evaluation enables you to:
- plan for meaningful professional learning
- engage in critically reflective dialogue as part of the PRD process
- identify and focus on areas you wish to develop expertise or accomplishment
- consider your career growth
Evaluate against the Professional Standards
As part of engagement in Professional Update, individuals should self-evaluate using the Professional Standards relevant to their context.
Self-evaluation can take many forms and occur at various stages in the professional learning journey. It will also involve a range of sources to help inform you.
The Professional Standards are 1 key resource but other sources may also form part of your self-evaluation, such as:
- any key strengths and areas for development you have identified as part of the Professional Review and Development process
- improvement plans in the context where you work
What is evidence of impact
Self-evaluation involves asking questions about your professional knowledge, understanding, skills and practice. As part of this process, your self-evaluation should be supported by evidence from a range of sources drawn from day-to-day learning and teaching.
Gathering evidence of the impact of professional learning allows you to really focus on what you have learned and see the impact of that learning.
How to gather of evidence of impact
To discuss the impact your professional learning has had, you should consider the following questions:
- How will I know the impact on my practice?
- How will I know the impact on my learners and their learning?
- How will I know the impact on my students' learning?
- How will I know the impact on the learning of my colleagues?
- What evidence might I collect and how?
- How will I analyse and make sense of this evidence?
The Professional learning planning cycle captures where the evidence of impact sits in the ongoing professional learning cycle.