GTC Scotland

The General Teaching Council for Scotland

Comhairle Choitcheann Teagaisg na h-Alba

PRD Support Week

PRD Support Week (1)

GTC Scotland understands that Professional Review and Development (PRD) could be somewhat different this year, as teachers cope with the ongoing changes arising during the pandemic. To help support you during this time and beyond, we have pulled together a range of resources covering all aspects of PRD. If you have any comments or questions about areas you would like us to address, please contact or tweet us @gtcs

PRD Sketchnote

Drawn by Debbie Bowie, Teacher of Art and Design at Renfrew High School

Click to enlarge



Existing PRD Resources

A culture and climate of trust, where teachers feel nurtured, valued and empowered is core to the success of PRD.

PRD requires teachers to talk openly and honestly about their professional learning, and for this to be achievable teachers need to feel safe in doing so. They need to know that they have permission and space to make mistakes, and opportunities to take risks.

We should all feel comfortable in being challenged and questioned about our professional learning, and confident in discussing the decisions that we have taken. Strong, positive relationships with trust and respect are all required for this to be fully maximised.

We should avoid making assumptions that we all feel the same about our place of work, and endeavour to take the time to self-evaluate to understand the quality of our professional relationship.

The Culture and Climate of Trust resources below are provided to assist schools with this process - schools are free to use the resource in anyway suitable for their own context and circumstances.


Guidance to use Resources (PDF)

Culture and Climate Resource

In order to give PRD value, we should prepare and plan for its success.

Schools should, ideally every year, take the time to ensure that working time agreements have time identified and prioritised for the formal PRD meetings, and that reviewers have received training in coaching for PRD.

Both reviewers and reviewees should be knowledgeable about their locally agreed policies/LNCT agreement and be fully aware of what is required of them.

Additionally, the roles and responsibilties should be understood, with everyone ensuring they undertake their own obligations to contribute to the success of their own PRD. Ideally pairings between reviewers and reviewees should be identified as early as possible to allow for on-going professional dialogue to support professional learning throughout the year, and for the reviewee/ reviewer relationship to grow.

10 key features of high-quality PRD

To ensure a positive PRD experience for all and to achieve the ten key features of high-quality PRD we must strive to make sure:

  • there is a positive climate and culture of trust in schools;
  • schools have ensured they are prepared and ready to engage in high-quality PRD; and;
  • there is ongoing professional dialogue between colleagues.

The ten key features are:

  • self-evaluation across the Professional Standards;
  • ongoing engagement in meaningful professional learning and reflection;
  • explore leadership opportunities;
  • support strategic development;
  • career conversations and next steps;
  • coaching conversations to support and challenge;
  • offer a reflective, safe space to explore successes and challenges;
  • celebrations of success and planning for future next steps;
  • enhance empowerment and develop teachers as agents of change; and
  • nurture teacher professionalism, building professional capital.

The central wheel is divided into three section, which may support considerations as teachers engage with PRD:


  • Nurture teacher professionalism, building professional capital.
  • Enable empowerment and develop teachers as agents of change.
  • Celebrations of success and planning for future next steps.
  • Offer a reflective space to explore successes and challenges.

Professional Learning

  • Self-evaluation across the Professional Standards.
  • Ongoing engagement in meaningful professional learning and reflection.
  • Explore leadership opportunities.
  • Support strategic development.

Process and Practice

  • Career conversations
  • Coaching conversations

We should all ensure we are familiar with our own roles and responsibilities for PRD to make certain that we all have high-quality, meaningful PRD experiences. PRD is not something ‘done to us’, and we have a collective responsibility to ensure that we prepare in advance and take the time to reflect on where we are in our professional journeys prior to our formal PRD conversation. Roles and responsibilities have been identified for the following groups:

  • Reviewees
  • Reviewers
  • Senior Leadership Teams
  • Local Authorities and Employers
  • GTCS

Effective coaching approaches ensure the reviewee is appropriately supported and challenged in their professional learning conversations

Local authorities and employers have an important role in ensuring PRDs are valued and seen as positive experiences for teachers and schools.

There are many misconceptions about PRD.