Identifying need - Self Evaluation Guidance

How Successful Are We?

This section provides brief grade descriptions defining the key characteristics of school workforce development under the headings: outstanding, good, satisfactory and inadequate.

It can be used in conjunction with school self-evaluation systems to assess the current quality of workforce development against the following criteria and to consider some of the requirements for improvement. The qualities are based on research evidence about good and successful school workforce development. 

To download a Word version of the table below please see the 'helpful resources' box to the right.

Inadequate

Satisfactory

Good

Outstanding

  • Any needs identified by school, area or individual are largely in situation and do not feed through into a school system
  • Over-reliance on surface feeling or data that has not been evaluated
  • Actual activities bear only a passing resemblance to any needs and aspirations
  • Token or no link with Performance Management objectives
  • Needs and aspirations of individuals are given a low/no priority
  • Main focus is on school needs but the individual is not ignored
  • Systems exist to gather evidence including data, Performance Management and other feedback but not applied evenly and consistently
  • Some criteria for allocation of resources to priorities.

 

  • Consideration given to national, school and individual needs and aspirations
  • Needs based on a range of evidence
  • Individuals and areas of the school expected to consider their particular needs and aspirations
  • Systems are clear as to who is involved, how and when with regard to needs identification
  • Clear relationship with Performance Management
  • Criteria for allocation of resources to priorities.
  • Reliable systems to address national, school and individual needs and aspirations based on reliable evidence
  • All individuals and areas of the school identify and reflect on needs and aspirations and their views considered
  • Systems applied consistently with regard to who is involved, how and when
  • Very clear relationship with Performance Management
  • Clear criteria for allocation of resources to priorities.

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Teachers TV - Coaching in schools

Coaching in schools
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