RDL Self Evaluation framework Introduction The following is a self-evaluation framework for Regional Development Leaders (RDLs) to assess the outcomes and impact of their work with partnerships in providing high quality subject –specific CPD which impact on teachers’ development and pupil outcomes. There are five key areas in which RDLs need to self-evaluate their outcomes: partnerships, networks and communications, sustainability, programme and impact. RDLs will self-evaluate their impact each term using this framework and develop an action plan to improve their outcomes. RDLs should provide evidence and discuss their self-evaluation with their regional coordinator to agree the outcomes, progress and action plan which they report to STEM Learning Ltd. In this context: Modelling is defined as the RDL enabling the SLP staff to learn through observing the RDL in context and having a discussion of how they have achieved the outcomes. Coaching is defined as the RDL observe the SLP carry out the processes, possibly after some joint planning with the RDL, and then discuss how to improve for subsequent situations The RDL will use evaluation in all their interactions with SLPs and provide constructive challenge to improve the practice and SLP outcomes. Partnership Networking Sustainability Programming Impact Initiating and getting an SLP to stage 1 - RDL uses their knowledge, contacts and expertise to support the SLP … to identify existing, and potential partners and develop the partnership so as to provide a range of CPD opportunities in the SLP programme to network with a range of local schools/colleges, and develop a range of communications ( e.g. launch events and roadshows) so the SLP and Network brand becomes well known locally to establish its vision for sustainability, funding opportunities and providing guidance and training for the SLP and the training of adequate and effective CPD facilitators (e.g. Teacher leader programme day 1 & 2) to undertake a simple needs analysis and develop a CPD plan which includes a series of local high quality science-specific CPD and makes effective use of the Network-provided CPD to address subject and pedagogical knowledge needs to help the SLP understand the importance of embedding reflective practices in CPD and to provide evidence of impact Partnership Networking Sustainability Programming Impact
improve to independence ( Moving from stage 3-4) - RDL challenges the SLP … distributed leadership across a wide range of organisations so as to increase the reach and quality of the CPD provision and to make the SLP more independent and sustainable communication strategies so as to establish the SLP as the ‘go to place’ for cutting edge, effective and expert science- specific CPD locally and regionally provider of CPD holding the gold level of the Science Mark; having a well-developed portfolio of financially successful STEM projects which provide value for money CPD using excellent, quality assured staff who have gained national recognition backed by effective support staff and leadership meets local needs, addresses the changes in the educational landscape; embeds research and evidence and increases in the awareness of STEM careers and pathways; using very effective facilitators positive impact of CPD on teacher development and pupil outcomes and how the evidence has been used to improve and extend the CPD offer Areas of focus Summer 2016