GTC Scotland

The General Teaching Council for Scotland

Self-evaluation Wheel: Learning for Sustainability

Using the wheel

  • Consider each point on the wheel in turn
  • Use the questions and guidance below 
  • 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 - Learning for Sustainability Coaching Wheel

You can download and print the above coaching wheel:

Self Evaluation and Reflection - Learning for Sustainability

The coaching wheel encapsulates the broad key themes covered by Learning for Sustainability. These themes are embedded across the suite of Standards from the Standard for Full Registration to the Standard for Leadership and Management.

The purpose of this wheel is to allow you to consider Learning for Sustainability in a more focused way whatever your role or level of responsibility and to support you in identifying what professional learning and action(s) would engage in order to be in take this agenda forward.

Consider the areas outlined in the coaching wheel. In your own professional role and context, take a few moments to complete the wheel as an individual.

Reflective Questions

You may find the following reflective questions helpful

  • What opportunities for outdoor learning exist in my class/department/across the school/beyond the school? What do these opportunities look like? Do they form part of a cohesive programme? How are the pupils responding? In what ways could these be further developed? What learning would I need to engage in and/or what would I need to do to achieve this?
  • What does Social Justice mean to me as an individual? What does a socially just class/school look like? How well does this sit with the current position in my class/department/school? What key action could I take to move more towards this vision? What would success look like?
  • How I am presently engaging with the local community? Who are the key partners? Who would I wish to add to these partnerships and why? What would be the benefits of working collaboratively for me, the pupils and/or the school?
  • How am I presently promoting the concept of Global Citizenship? What impact is this having on the pupils I work with? How do I know? What is my next step?
  • In what ways are the pupils in my class/department/school involved in decision making processes about their learning and their needs? How do I demonstrate my respect of the rights of children in both my professional practice and behaviours?
  • In what ways do I demonstrate an enquiring and critical approach to Learning for Sustainability; to my professional practice and development and engage in systematic professional dialogue with colleagues? What is the present focus of my critical reflections? How could I work more collegiately to secure the best outcome for my pupils? What aspects of Learning for Sustainability interest me most and why? How am I sharing my professional knowledge and skills in terms of Learning for Sustainability
  • In what ways do I demonstrate my commitment to the Learning for Sustainability agenda? What else could I do and why?


For further information about our Professional Standards, contact:

T: +44 (0)131 314 6000