GTCS self-evaluation wheel is a required SWOT analysis for student/probationer teachers to meet the Standard for Full Registration.
Using the wheel
- I considered each point on the wheel in turn
- I thought about where I might be on the wheel: 0 = really not confident/lots of areas to develop or work on; 10 = feel very confident/accomplished in this area.
After constructing the wheel, I will then in this blog:
- Considered ‘why’ you place yourself on that point
- Look at these identified areas and evaluate what should/could be my next steps to help take PU forward.
MY LEARNING WHEEL
To find my next steps I will consider the following section of the Professional Standard for Full Registration:
1. Professional Values and Personal Commitment
- How are the Professional Values reflected in my Professional Actions?
- How have my professional values been developed and informed by knowledge and experience?
- How do I critically reflect on my own assumptions, beliefs and values?
- Who am I as a teacher? What has influenced me? What sustains me?
Trust and Respect
2. Professional Knowledge and Understanding – Professional Actions Registered teachers
- 2.1 Curriculum
- Registered teachers have knowledge and understanding of the nature of the curriculum and its development
- Registered teachers have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum
- Registered teachers have knowledge and understanding of planning coherent and progressive teaching programmes
- Registered teachers have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning
- Registered teachers have knowledge and understanding of the principles of assessment, recording and reporting
- 2.2Education Systems and Professional Responsibilities
- Registered teachers have knowledge and understanding of the principal features of the education system, educational policy and practice
- Registered teachers have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them
- 2.3 Pedagogical Theories and Practice
- Registered teachers have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices
- Registered teachers have knowledge and understanding of the importance of research and engagement in professional enquiry
3. Professional Skills and Abilities – Professional Actions Registered teachers
- 3.1 Teaching and Learning
- Registered teachers plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities
- Registered teachers communicate effectively and interact productively with learners, individually and collectively
- Registered teachers employ a range of teaching strategies and resources to meet the needs and abilities of learners
- Registered teachers have high expectations of all learners
- Registered teachers work effectively in partnership in order to promote learning and wellbeing
- 3.2 Classroom Organisation and Management
- Registered teachers create a safe, caring and purposeful learning environment
- Registered teachers develop positive relationships and positive behaviour strategies
- 3.3 Pupil Assessment
- Registered teachers use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning
- 3.4 Professional Reflection and Communication
- Registered teachers read and critically engage with professional literature, educational research and policy
- Registered teachers engage in reflective practice to develop and advance career-long professional learning and expertise