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views and perceptions on the areas given focused attention during the inspection, thethree key questions and other issues arising during the inspection.”In addition, it also states:“We see inspection as a two-way process and we seek to work with staff in a constructive,positive and professional manner. We assume professional engagement with staff,parents, children and young people involved in the inspection process. Based on thisassumption, we expect that staff, parents, children and young people will: work in partnership with us to develop open and constructive dialogue; provide information to ensure that we can report accurately, fairly and reliably; work with us to minimise disruption, stress and bureaucracy; draw any concerns about the inspection process to our attention promptly; and understand that we will visit classes and, at times, wish to talk to staff andparticipants about key issues related to the leadership and management of theschool.”EIS ADVICEI’m unhappy with the way a member of the inspection team spoke to me, what should Ido?Throughout the inspection week, Education Scotland stresses that professional dialoguewill take place with teachers and Headteachers. The EIS advises that members shouldexpect to be treated courteously by the inspection team. Teachers should expect to be ableto put forward their view in an assertive but not unprofessional manner. The teacher hasdetailed knowledge of the pupils, class and context of the school and therefore able toadvise inspectors and enter into a genuine dialogue about learning and teaching. Teachersshould feel able to disagree or put alternative view points to the inspectors about what isworking well and what may require review. They should expect the inspectors to supportthe school/centre or teacher in improvement of the teaching and learning process.If any member is dissatisfied with the conduct of an individual inspector they have the rightto raise their concern with the Managing Inspector and the Headteacher. They should alsoadvise the EIS representative of their concern. The EIS advises that they should do this assoon as possible, preferably during the inspection period. If the issue cannot be resolved atschool/centre level or a teacher/school/centre believes that their concerns have not beentaken seriously the school/centre representative should contact the local associationsecretary in the first instance.Members are also encouraged to pursue Education Scotland’s own complaints procedure.ACTION FOR SCHOOLS BEING INSPECTED:School Representatives should: Inform EIS headquarters that their school is being inspected in order to receive anEIS monitoring form. Advise members on any issues that may arise as a result of the inspection. Contact your local association secretary if clarification is required on issues thatarise during the inspection. Complete a single EIS monitoring form outlining the school’s experience of theinspection and return it to EIS headquarters.Members should: Access the detailed advice contained in the Education Scotland website -58September 2012
www.educationscotland.gov.uk andwww.educationscotland.gov.uk/inspectionandreview/about/index.aspExpect that the process is fair and open.Expect to be treated courteously at all times.Expect to be visited in their classrooms by inspectors.Use the opportunity to engage in professional dialogue with Education Scotlandinspectors.Ensure that the inspection is viewed as a CPD activity.Report any concerns to the Managing Inspector and school representative wherenecessary.Report any concerns to the EIS either through its monitoring form or to the schoolrepresentative or local association secretary if urgent.Please note the analysis of the monitoring forms provides the EIS with evidence to submitto Education Scotland in our discussions with them. Education Scotland is appreciative ofthe feedback from the questionnaires and acts upon the information provided whenrequired.The EIS is grateful for your co-operation in completing the questionnaire.59September 2012
Page 4:
1. THE EIS AND ITS MEMBERSEIS membe
Page 8 and 9: A CENTURY AND A HALF OF SERVICE TO
Page 10 and 11: The EIS-ULA is one of two unions th
Page 12 and 13: 4. YOUR EIS CONTACTSHEADQUARTERS46
Page 14 and 15: 5. EIS POLITICAL FUNDThe EIS was fo
Page 16 and 17: membership within that local associ
Page 18 and 19: YOUR ROLE AS AN EIS REPRESENTATIVE8
Page 20 and 21: A member or representative should n
Page 22 and 23: members of the directorate. An indi
Page 24 and 25: During recent campaigns, the EIS na
Page 26 and 27: • You should make contact with yo
Page 28 and 29: 11. THE ROLE OF THE LOCAL ASSOCIATI
Page 30 and 31: PROTOCOL ON CASE HANDLING1. Introdu
Page 32 and 33: 6. Disciplinary Procedure6.1 Where
Page 34 and 35: Footnote: 1 The term “official(s)
Page 36 and 37: 13. LEARNING REPRESENTATIVES*CURREN
Page 38 and 39: The National Executive Committee wi
Page 40 and 41: (f)(g)talking with colleagues regul
Page 42 and 43: (e)advising appropriate EIS colleag
Page 44 and 45: Advising and supporting individual
Page 46 and 47: Supporting and encouraging teachers
Page 48 and 49: 15. The Role of EIS Learning Repres
Page 50 and 51: EDUCATION AND EQUALITY16. Education
Page 52 and 53: Briefing notes have been provided b
Page 54 and 55: MondayThe inspection will normally
Page 56 and 57: The report should be written in suc
Page 60 and 61: 17. SCHOOL IMPROVEMENT PLANPOLICY A
Page 62 and 63: 5.4 All aspects of work and decisio
Page 64 and 65: 18. EQUALITY“Equality is not a mi
Page 66 and 67: Pregnancy and maternityA woman is d
Page 68 and 69: The legislation also covers enrolme
Page 70 and 71: 19. Standard for Initial Teacher Ed
Page 72 and 73: www.sfc.ac.ukwww.ecu.ac.uk72Septemb
Page 74 and 75: NOTES(a)Maingrade Scale and Charter
Page 76 and 77: THE WORKING HOURS OF TEACHERS21. CO
Page 78 and 79: Where notice in working weeks is no
Page 80 and 81: ADOPTION LEAVE AND PAYThe provision
Page 82 and 83: 22. CONTRACTUAL AND GENERALEIS Tran
Page 84 and 85: Job Sharing1. Good Practice Guidanc
Page 86 and 87: emaining partner. Thereafter, if th
Page 88 and 89: 23. PENSIONS AND SUPERANNUATION - T
Page 90 and 91: either in the interests of the effi
Page 92 and 93: LUMP SUM35 x 1/80 x £32,500 = £14
Page 94 and 95: If you have less than 2 years membe
Page 96 and 97: The contracts also differ in the me
Page 98 and 99: Yes, this could be very sensible be
Page 100 and 101: As with other types of money purcha
Page 102 and 103: (ii) has been employed in pensionab
Page 104 and 105: GENERAL TEACHING COUNCIL SCOTLAND (
Page 106 and 107: EIS AND THE WIDER COMMUNITY25. POLI
Page 108 and 109:
27. TRADES UNION CONGRESSThe TUC re
Page 110 and 111:
29. EUROPEAN AND INTERNATIONAL AFFA
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31. NATIONAL UNION OF STUDENTSEIS e
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