The document discusses professional review and development (PRD) in education. It notes that PRD is a contractual requirement, important for professional learning and leadership development, and will become more important with teacher re-accreditation. While some schools conduct PRD effectively by focusing on self-reflection, goal-setting, and support, surveys find that many teachers do not feel supported or find PRD valuable, and PRD is not consistently linked to improving practice. The document advocates for teachers to take more ownership of their own professional learning and development.

1. Professional Review and
Development: The Wicked
Issue
Catriona Oates and Bob Cook
National CPD Team

2. PRD: The Wicked Issue
• contractual requirement
• key to effective professional learning
• cornerstone for leadership development
• will assume even greater importance in
context of teacher re-accreditation
• most of all, it’s for you!

3. What makes for effective PRD?
• begins with a process of reflection /self-
evaluation
• set against relevant standard
• an honest professional conversation,
focused on the needs of the reviewee
• best if conducted a coaching style
• results in a plan for the next year
• best if results in support throughout year

4. and for the reviewee …
• an opportunity to talk about yourself for an
hour, supported by the undivided
attention of a colleague
• recognition, and a celebration of all you’ve
achieved in the past year
• a chance to review your career, plan for
the future, secure your share of the
available resources

5. Effectiveness of PRD according to
Donaldson
 10% very
effective
 42%
effective
 27% neither
 18%
ineffective
 7% very
ineffective

6. Our survey said ….
• Almost 1700 surveys completed across 10
councils
• possibly not a typical sample?
• more positives than negatives

7. Our survey said …
• 1 in 3 respondents working towards
additional qualification
• 65% have had PRD in last year
• 87% based on professional reflection
• 75% maintain CPD record

8. Impact …
• 80% found the experience positive
• 82% try to evaluate impact
• 89% believe CPD has improved their
professional practice
• 74% claim to have evidence of improved
practice

9. However …
• 56% felt did not feel supported
throughout the year
• 28% felt reviewer wasn’t well prepared
• 25% felt strengths not recognised
• 25% do not maintain CPD record

10. Reviewer feedback …
• 88% had prepared thoroughly
• 73% used coaching approach
• 100% tried to be encouraging
• 83% tried to be challenging
• 85% ‘talk to’ reviewee during year
• a significant number of reviewers were
responsible for reviewing more than 9 staff

11. Impact …
• 84% of reviewers focused on impact on
professional practice
• 77% identified evidence of impact

12. However …
• 44% do not feel skilled in conducting PRD
reviews – 26% not using coaching style
• 50% do not ask their reviewee for
feedback

13. The good news …
• some very good practice across the councils
which have issued the survey
• policies and procedures more or less fit for
purpose
• some excellent programmes for electronic / on-
line completion of documentation –CPDReflect…
• creditable attempts to assess impact

14. The issues …
• many teachers not getting their PRD
• for some, a perfunctory exercise
• for others, too cosy
• many don’t value the experience
• evidence that CPD not always fully
understood
• many don’t have CPD plan
• little evidence of link to impact

15. In summary …
insufficient ownership by many teachers of
their own professional learning and
development

16. How is it for you?
• do you recognise the issues as pertaining to
your school?
• any that don’t apply?
• any others that aren’t listed?
• 5 minutes with a partner to share
experiences

17. What might be the role for the
Chartered Teacher?
The Chartered Teacher plays a leading role in
the professional development of colleagues
and makes a recognised contribution to the
educational effectiveness of the school and
the wider professional community
Standard for Chartered Teacher, 2009, para 4.4

18. • With specific reference to the PRD
process, what are the implications from this
quote from the Standard for your practice?
• In your group, do a SWOT analysis to address
this question