Learning Block 1: Preparing for the Meeting

Learning outcomes

By the end of this learning block – preparing for the meeting, reviewers should

• Understand the purposes of the initial review meeting
• Be able to identify a number of questions that would form part of the initial review meeting
• Create an agenda to inform the structure of the initial review meeting

The PRSD scheme (4.4) states “At the start of the review cycle, the reviewer and reviewee shall meet to plan and prepare for the review and seek to agree three personal/shared objectives, covering the areas of professional practice, pupil and curriculum development and the personal and professional development of the teacher and relate to the school development plan.”

Constituting, as it does, the first stage of the PRSD process, the Initial Review Meeting is critical. In considering how to approach it you may wish to think about the balanced agreement which you are seeking to achieve.

The challenge for the reviewer is to ensure that the balance does not move so far in favour of the School Development Plan that the thoughts and aspirations of the reviewee are ignored, nor so far in the direction of the reviewee that the targets and priorities in the SDP are neglected.

Achieving the targets in the School Development Plan.

Questions for Reviewers:

• How sound is my knowledge of the priorities within the current SDP?

It is very important that the reviewer has a knowledge and understanding of the school development plan and were available departmental/key stage plans. PRSD’s success will be determined when there is a connection between the school priorities for development and the teacher’s objectives. Each school will differ in their approach to school development planning and the communication methods used to share it with teachers and others. If you are not yet aware of it then it is important that you update yourself.

• Do I have a clear understanding of the present job description and remit of the reviewee?

How well do you know the work of the reviewee? The reviewee’s job description is a good starting point. If this is not readily available the Jordanstown Agreement defines the professional duties of all teachers and this should give a good understanding of their work. If reviewee’s are willing to share their EPD portfolio (new teachers) or their Threshold application, these will give an insight into their work.

• Can I begin to identify areas which might form the basis for discussion?

As you begin to make sense of the previous two points, you will begin to establish areas to focus on to be able to inform the reviewee’s objectives for the next PRSD cycle

Developing and Motivating the Teacher.

Questions for Reviewers:

• Can I put myself in the reviewee’s position? How would I feel?

Everyone is a reviewee at some stage in the process. How would you want to be treated by your reviewer?

• How can I arrange the meeting to put the reviewee at ease?

It is very important that as the reviewer you make the arrangements to help put the reviewee at their ease. If they are comfortable in the surroundings then they will be more confident to engage in the discussion

• Can I arrange a suitable time and a comfortable and confidential setting?

In the very busy working lives of teachers it is very difficult to find time for a discussion. It is important that a time is agreed between the two parties and that the surroundings are comfortable and free from interruption

• How can I set out the agenda to best effect?

The scheme does not provide guidance on the agenda structure for meetings. Each school may adopt its own agenda template. It is important that the agenda is structured to allow the reviewee to reflect on their performance to date and to identify a number of areas that will inform the objectives against the PRSD criteria

Suggested Agenda.

The following headings are suggested:

• School development plan and areas for development over the next year

• What has been achieved
• with which the individual is pleased
• against previously discussed standards or action plans?

• What does the reviewee consider are areas for agreeing objectives and how might they link into the school development plan

• What factors outside the individual's control are presently impeding performance during this review period, are they likely to recur, if so, how can they be eliminated?

• What professional development or experience would help the individual to do the job better and to help them achieve their objectives?

• What personal and/or career aspirations does the reviewee wish to discuss with the reviewer with a view to identifying how these can be met?

• Agreeing PRSD objectives and completing the planning record, including success criteria and timetable for monitoring performance throughout the year

• How can I encourage the reviewee to contribute to the meeting?

The use of questions is very important and the type and structure of the questions will enable reviewees to explore their current performance with confidence and identify the areas to set their objectives.

Effective Questions