Enhance

=ENHANCE =

We ENHANCE  staff skills. We do this by having a cyclical and transparent system of annual appraisal based on portfolios. These portfolios are created and kept by each staff member. The content of the portfolios is guided by clear parameters. These parameters are open to discussion and staff input. The key focus is on staff professional development and how the DREAM Management approach uses the Strategic Plan (created in the DEVELOP chapter) to drive forward a clear professional development framework. It describes how all members of staff use their individual goals for the year to highlight their professional development needs. In addition, examples are provided of individual staff members’ professional development plans. Drawing upon the latest literature in teacher knowledge the importance of reflection and research at all levels of the institution is emphasised. This is done by tying the theory to practical examples of action research in the classroom and reflective writing practices.

The enhancement of staff is essential in the DREAMmodel. The approach is detailed in the appraise page, and it is introduced in the first weeks of a new staff member's arrival at the institute. Once they have familiarised themselves with the mission and goals of the institution and department, they are asked to draw up their own personal and professional development plan in consultation with their line manager. These goals will be directly aligned to the departmental goals and the manager ensures that the staff member has institutional support to attain these.

Experience and research both support this developmental approach to appraisal. However, in education, research also shows that teacher development must be //directly// linked to student development. What seems to be one of the chief characteristics of successful schools is a commitment from teachers and all other employees toward teaching and learning. This involves the teacher in develolping a 'classroom exceeding perspective' (Hopkins: 1998); having adequate knowledge of the standards achieved elsewhere in the institution and beyond. It also involves senior managers and support staff acquiring a 'classroom perceiving perspective' (MacGilchrist et al:1995); they must have a clear understanding of what takes place in the classroom and the effectiveness of teaching and learning opportunities it offers students.

Hopkins, D. (1989). Evaluation for School Development. Open University Press: Milton Keynes. Mac Gilchrist, B., Mortimore, P., Savage, J. and Beresford, C. (1995). Planning Matters. Paul Chapman: London.