JavaScript is disabled in your browser! You need to enable javascript to use our website correctly. Please follow these instructions to enable scripting.

This website uses cookies. Cookies remember you so we can give you a better service online. By using this website or closing this message you are agreeing to our cookies notice. Cookies FAQs.

Data persisted Data restored Data released
EA Logo


Course Menu



Reviewee Modules

PRSD - the reviewee
Growing the training to support reviewees

Module A - The initial review meeting

  • Preparing for the initial meeting
  • Active listening
  • Setting Objectives
  • Agreeing monitoring arrangements

Module B - Gathering evidence

  • Classroom observation
  • Task observation
  • Feedback on observation
  • Other information

Module C - Review discussion

  • Reviewing the evidence sources
  • Professional judgement on objectives
    having been achieved
  • Recording decisions
  • Starting the cycle again

Module D - PRSD protocols

  • Confidentiality
  • Equality



Setting the scene

All those involved in PRSD will bring a past experience to the process. As part of SDPR, which preceded the introduction of PRSD, many principals, senior teachers and teachers will have already developed the knowledge and skills of self-review, conducting meetings to agree areas of focus for the review, task and/or classroom observation, conducting a review discussion and recording the outcome.

Many schools that have or are working towards 'investors in people' or EFQM will already have many of the review systems and mechanisms in place to align PRSD to. Principals, senior teachers and teachers are therefore familiar with review systems and recognise their value to improving professional practice and the benefits it has on the school, teachers, pupils and parents.

Many schools have also well informed classroom observation arrangements linking into school self-evaluation processes, particularly the ETI 'Together towards improvement' requirements as part of inspection processes.


What distinguishes PRSD from SDPR is PRSD's linkage to the school development plan. SDPR very much concentrated on the reviewee and focussed on ensuring teachers gained the benefits of a review process in the quality of their teaching. PRSD takes this emphasis on learning and teaching and connects it directly to the school development plan.

Many of the concepts that underpinned SDPR also underpin PRSD. The aims of both programmes are similar and the 'plan - do - review' framework is very much evident in both. The skills of planning and agreeing areas of focus and the monitoring arrangements to gather the evidence concluding with a review discussion are transferable into PRSD.

PRSD replaces SDPR as the agreed review process that all teachers are required to participate in as part of their conditions of service. All teachers and principals are required to review their performance as part of the conditions of service.

PRSD and Threshold/UPS2

PRSD follows in the footsteps of Threshold and UPS2. Many teachers will have recently progressed through Threshold and UPS2 and many more will progress as their length of service makes them eligible to apply. There are 2 very important links between PRSD's and Threshold/UPS2.

The 4 standards that underpin Threshold/UPS2 are key components of the 3 criteria that teachers are required to match their PRSD objectives against


  • Professional Practice Teaching and Assessment of Learning
  • Pupil and Curriculum Development Core values - understanding of the curriculum and professional knowledge'
  • Contributions to standards through raising pupil achievement
  • Personal and Professional Development Effective professional development

Many of the teachers who have applied to progress through Threshold will have completed a comprehensive review of their teaching against the 4 standards and will therefore be very well informed of their performance against these standards. They will have a fairly strong benchmark of performance and this should help to inform the key areas for objective setting, though now there has to be a clear link to the school development plan and the school's development priorities that have been identified by the principal.


PRSD excludes teachers at the early stages of their teaching career and who are involved in EPD. However the structure and processes of PRSD and EPD are very similar. They both involve planning meetings to agree objectives, they both include the gathering of evidence, including classroom and task observation with feedback, and a review discussion to determine whether the objectives had been achieved.

Successful EPD teachers will engage in the PRSD process post EPD and because of the EPD structure will therefore be familiar with a review process. They will bring to the PRSD process a portfolio of achievement, linked to a set of ITE standards. All of the PRSD criteria are linked to the ITE standards and will help inform the objective setting for newly accredited EPD teachers.

back | to top