Appraisal andperformance

management

Maha and Hadeel

School cultureWe aim to have a school culture that:

• empowers teachers to feel confident to fully participate in performance management;

• encourages teachers to be engaged in professional development and to contribute to the professional development of others

Appraisal and Performance Review:

• engages Leaders and staff in a professional dialogue demonstrating respect for professionals, making decisions about performance and encouraging contributions in an open, equitable and fair manner

• acknowledges that professional development should be an ongoing part of everyday activities not a separate activity adding to workload

• establishes entitlement and personal responsibility to engage in school-focused CPD which is effective and relevant to individual’s professional development, career progression and aspirations

Competency Framework for Teachers

1. Is focused on the needs and the delivery of services to the refugee community.

2. Has the appropriate knowledge to accomplish assigned duties and seeks out knowledge to improve performance.

3. Displays a positive attitude towards work, colleagues, the refugee community and UN and conducts all duties with highest level of ethics and honesty

Competency Framework for Teachers

4. Develops and maintains good relationships with subordinates, peers, superiors and external people and agencies of interest.5. Ensures appropriate allocation of work to staff and use of resources, motivates staff and provides adequate direction for accomplishing the mission of the agency.

Self-reflection for teachers

Look at each of the indicators on the self-reflection sheet. Think about your current classroom practice and decide if this indicator is:• embedded• developing• established • not yet in your practice.What evidence do you have for your self-assessment?

(Hand out copies of the Self-reflection on the Competence Framework for Teachers)

Appraisal and performance• accountability for student

achievement• leader of teaching and

learning in the classroom• competency framework

and school priorities are the starting points

• entitlement and duty to engage with professional development

• working effectively with others

• effective communication including with parents

Appraisal Cycle Monitoring &

Supporting• Monitoring of performance

throughout the cycle• Provision of agreed

support• Evidence collection• Ongoing professional

dialogue

Reviewing• Overall assessment of

individual’s progress against the performance criteria

• No surprises

Planning• Objectives set• Classroom observation

and evidence collection agreed

• Performance criteria for the above set

• Support, training and development agreed

• Timescales set

Benefits and Challenges of PMBenefits ++ Challenges ??

The planning meeting• starts with Competence

Framework for Teachers• uses the school’s priorities for

improvement• sets objectives linked to

improving student achievement

• identifies performance criteria• agrees classroom observation• identifies other evidence to be

collected• agrees support and

professional development• identifies timescales

Objectives

• SMART• CCCM• linked to student

achievement and school improvement

• matched with performance criteria

• linked Competence Framework

• a reflection of individual’s experience, role and aspiration

Effective PMTeachers

Self-reflectionPreparation Evidence collectionEngagement with CPDCollaboration and teamworkSharing ideas and resources

Head Teachers/ PrincipalsCommunicationMaking timePersistenceSupport for poor and underperformanceValuing and trusting teachers

ResourcesSelf –reflection sheetPlanning meeting agendaA school calendar with all the dates for planning, monitoring and review meetingsA schedule of professional development meetings

Education SpecialistsSupporting HT/SPs with classroom observationDiscussing and improving plans for PM and CPDSupporting with CPD deliveryCoaching