Examples of Evidence. ▪ Psychometric instruments are used appropriately. ▪ The roles of family members and community structures, hierarchies, values, and beliefs within the client's culture are respected. ▪ Maori clients receive offer of available cultural support and kaumatua/kuia ▪ Family/whanau/fono are involved appropriately within ▪ Cultural components and consultation are incorporated in clinical practise ▪ Prejudices and biases are corrected. ▪ Maori practitioners are integrated within psychological assessment and treatment processes ▪ Clients are supported to understand, maintain, and/or resolve their own socio-cultural ▪ Discriminatory practices at the social and community level that may be affecting the psychological welfare of the population being served are identified. Assistant Psychologist Clinical Psychologist Senior Clinical Psychologist Consultant Clinical Psychologist psychological assessment and treatment processes ▪ Behaviours that are likely to be considered offensive or embarrassing are avoided ▪ Participation in Treaty of Waitangi workshop and training ▪ Where appropriate, participation in Pacific Island Peoples workshop identification. ▪ Practices are developed which share power with clients ▪ Resources in the family and the larger community are identified. ▪ Culturally and socio-politically relevant factors are documented in the records. Possible application ▪ Assessment and treatment processes ▪ Appropriate referrals made to other professionals Contributes to the cultural competence and principles of operation of the Service as a whole.
Examples of Evidence. Bullying/Climate Surveys, School Improvement Plan, Building/Student Safety, School-Wide Programming, Collaboration with Classroom Teachers, Parent Meetings, District and Building Committees, Community Partnerships School Counselor: Evaluator:
Examples of Evidence. Community Partnerships, Referral Sources, Parent Meetings, School Committees, IAT, IEP, ETR, RTI Meetings, Test Coordination School Counselor: Evaluator:
Examples of Evidence. Patient registered with a NEL GP practice Pharmacy First referral OR can also be confirmed on the National Care Records Service (NCRS, formerly SCR) Patients under 16 years, who have at least one parent who would be eligible for this service Patient age can be confirmed using nationally recognised ID (e.g. birth certificate, passport) Parent eligibility confirmed from below Patients who are 16, 17 or 18 years old, in full-time education, AND have at least one parent who would be eligible for this service Patient age can be confirmed using nationally recognised ID (e.g. birth certificate, passport, driving licence) Proof of full-time education can be confirmed from student ID Parent eligibility confirmed from below All young people who are under the care of the Local Authority Self-declaration, as difficult to evidence Young care leavers, aged 16-25 years old Self-declaration, as difficult to evidence Patients who are receiving Universal Credit and whose income is at a level where they are eligible for free prescriptions Universal Credit award notice Proof can also be confirmed using Real Time Exemption Checking (RTEC) Patients receiving any other benefits, which give them eligibility for free prescriptions Proof of an income-based benefit, e.g. • Income support • Income-based Jobseeker’s Allowance • Income-related Employment and Support Allowance Proof can also be confirmed using Real Time Exemption Checking (RTEC) Patients who are homeless, asylum seekers or refugees Self-declaration, as difficult to evidence Patients eligible for full help (HC2 certificate) under the NHS Low Income Scheme (LIS). LIS eligibility also extends to the partner and any young dependants HC2 certificate Proof can also be confirmed using Real Time Exemption Checking (RTEC) Patients with a Prescription Exemption Certificate issued by the Ministry of Defence (note that this will normally only offer exemption for an accepted disablement, as specified on the exemption certificate) Prescription Exemption Certificate issued by the Ministry of Defence
Examples of Evidence. ● Reflections on professional dialogue with peers, parents, colleagues and learners ● Individual critical reflections on practice, including reflective journals ● Analysis of pupil work ● Analysis of quantitative or qualitative data ● Notes from professional learning events ● Reflections on and analysis of lessons and/ or discussions with learners Preparation For The Annual PRD Meeting There are no set guidelines or restrictions relating to the time of year annual PRD meetings take place. These should be managed to best fit the needs of the school community through collegiate discussion. The GTCS recommends schools undertake an annual ‘health-check’ to ensure 'School readiness’ for PRD. Any whole school professional learning identified through this resource, and the annual PRD meeting, should then be identified within the establishment WTA. It is recommended that dates and reviewers for the annual PRD meetings are identified and confirmed by the end of September of the new session; requested changes to any arrangements made should be negotiated and agreed between the reviewee and the reviewer. The process of PRD is cyclical; teachers engage in self-evaluation against the appropriate GTCS Professional Standards, participate in professional learning opportunities, and discuss the impact of this with their reviewer. A plan for the following 12 months will be recorded by the reviewee and shared with the reviewer. Reflection of professional learning, alongside self-evaluation against the Standards will form the basis of the next annual meeting. In Clackmannanshire this will be completed through Gateway, CPD Manager from April 2021 onwards. GTCS registered teachers will engage in ongoing self-evaluation of their professional learning as a basis for their annual Professional Review and Development meeting. The GTCS Standards should be used for this self- evaluation. Self-evaluation should be focussed on 1 to 3 key areas of professional learning and ACROSS a range of appropriate Standards. Arrangements for this annual meeting should be simple and effective to ensure quality protected time. Engagement in, reflection, self-evaluation and high-quality professional dialogue, based on a coaching conversation are critical elements. The process is most effective when a culture of trust has been established. In 'Unlocking the Potential of Professional Review and Development' the GTCS has identified the following key features of a high-quality PRD experience, which should:...
