performance management briefing for schools 272 kb3826

8/3/2019 Performance Management Briefing for Schools 272 Kb3826

1/27

Performance Management- Briefing for Schools


2/27

Version 2.0

Where are we?

Appraisal regulations were first introduced in 1991, following the 1986 Education Act Current Regulations for Performance Management have been in schools since 2001

Many aspects work well, but current practice does not reflect recent developments inschools and teachers/head teachers working practices.

New teachers professionalism builds on

The National Agreement (building capacity for teachers and head teachers to focus onteaching and learning)

New pay structure

Review of staffing structures

Teachers/head teachers need to have access to high quality professionaldevelopment opportunities to enable them to meet their career aspirations

The Education (School Teacher Performance Management) (England)Regulations 2006 were laid on the 9th October 2006

Source: TDA Performance Management Briefing and Planning event


3/27

Version 2.0

The context of Performance Management in the newprofessionalism agenda

New arrangements key to the development of the new professionalism agendadescribed by RIG in their submission to the STRB in May 2005

Aims to develop a culture whereby teachers/head teachers feel confident andempowered to participate fully in Performance Management

Where those who manage staff engage in a professional dialogue with them,

respect them as professionals, make decisions about their work and contribute inan open, equitable and fair manner

Acknowledges that professional development should be an ongoing part ofeveryday activities not a separate activity adding to workload

Entitlement and duty to engage in school-focused CPD which is effective andrelevant to individuals professional development, career progression and

aspirations


Please read the document Performance Management key messages which needs to be

considered in conjunction with the Regulations and Guidance


4/27

Version 2.0

The RIG Guidance clarifies some key elementsof the revised Performance Management arrangements

Performance Management is the process for assessing the overallperformanceof a teacher/head teacher, in the context of the individualsjob description and any relevant pay progression criteria, and makingplans for the individuals future development in the context of the schools

improvement plan.

Professional standards provide the backdrop to discussions aboutperformance and future development. The standards define theprofessional attributes, knowledge, understanding and skills for teachersat each career stage.

Professional development opportunities support achieving objectivesand furthering career progression



5/27

Version 2.0

Achieving an understanding of Overall Performance

There are two elements to overall performance:

An assumption that a teacher/head teacher is meeting the requirementsof their job description, the relevant professional duties, and the relevantprofessional standards

The content of the planning and review statement, which focuses on thekey priorities for the individual during that performance managementcycle



6/27

Version 2.0

Revised Performance Management arrangements

Refocuses current 2001 arrangements

Implementation from September 2007

Non-bureaucratic, streamlined, multipurpose arrangements

Contribute to raising standards and tackling workload

Effective, transparent, and fair and applied consistently

Need to be consistent with principles and practice of equal opportunities andlegislative requirements



7/27

Version 2.0

The Performance Management cycle

Monitoring &Supporting

Monitoring of performancethroughout the cycle

Provision of agreedsupport

Evidence collection Ongoing professional

dialogue

Reviewing

Overall assessment ofindividuals progress againstthe performance criteria

Recommendations for payprogression made for eligibleteachers

Judgement on overallperformance

No surprises

Planning Objectives agreed Classroom observation

and evidence collection

agreed Performance criteria forthe above agreed

Support, training anddevelopment agreed

Timescales agreed



8/27

Version 2.0

The Planning Meeting- what the revised regulations say


Key message: the planning meeting is far more significant in the performance managementcycle. Schools need to be better organised up front than now. All expectations for the revieweeare determined up front. The review of performance at the end of the cycle is based on thosematters agreed in the planning meeting.

At the meeting the reviewer and reviewee meet to consider and determine:

Objectives - which must contribute to improving the progress of pupils at the school. Performance criteria - against which progress will be judged Classroom observation - the amount and its focus Other evidence - what else will be gathered to help assess performance towards objectives The support that will be provided to the reviewee to help with achieving the performancecriteria The reviewees training and development needs and the actions which will be taken toaddress them


9/27

Version 2.0

The Planning Meeting- what the guidance says

Well planned event

Sufficient directed time set aside

Lunch breaks and PPA time must not be used for this purpose

Professional dialogue with both parties playing an active part

Specific priorities and specific actions

Realistic and manageable, and taking account of the desirability of asatisfactory work/life balance



10/27

Version 2.0

Objective Setting- what the guidance says

Focus on priorities for the individual

Objectives should be time bound, challenging and achievable

Different timescales for different objectives

No specified number or type

Reviewers responsible for ensuring rigour

Reflect the need for a satisfactory work-life balance

Reflect experience and aspirations

Clear link with the school improvement plan



11/27

Version 2.0

Performance Criteria- what the guidance says

Should show what success will look like at the end of the cycle

The basis on which performance will be assessed

This assessment will form the basis for a recommendation on payprogression for eligible teachers

Applied appropriately in terms of equal opportunities considerations


Performance criteria need to be determined which relate to:

The objectives Observation of the reviewees performance in the classroom


12/27

Version 2.0

Classroom observation and other evidence- what the revised regulations say


Key messages: there should be no more than three hours of classroom observation forPerformance Management; and it should be planned in advance. The schools PerformanceManagement policy has to include a classroom observation protocol. Any other evidence usedneeds to be planned, and there are limits on where it can come from.

Classroom observation for PM limited to no more than 3 hours per cycle

No requirement to use all 3 hours

Written feedback must be given on observation within 5 days

Observations must be conducted by a qualified teacher

Governors must establish a Performance Management policy which includes a protocol forclassroom observation

Only persons with direct professional knowledge of the work of the teacher/head teachercan provide evidence


13/27

Version 2.0

Classroom Observation and other evidence- what the guidance says

Clear rationale and focus - supportive and developmental

Proportionate to need

Limited exceptions to the three hour limit

OfSTED and Local Authority observations, and head teacher drop-ins are outside the 3hours as they are not part of the planned PM observations

The schools Performance Management policy should link to arrangements for school

improvement, school self-evaluation and school development planning, thereby enablingPM observations to be multi-purpose



14/27

Version 2.0






dialogue

Reviewing




No surprises





Timescales agreed



15/27

Version 2.0

Monitoring and Support- what the revised regulations say


Key message: all monitoring and support should be agreed at the start of the cycle, andchanges formally agreed if circumstances change mid-cycle - there should be no surprises atthe end of the cycle

There is a regulated process for raising concerns

Regulatory provision exists for raising other concerns or where circumstances change

The Guidance adds that:

The reviewer and reviewee should actively engage in a professional dialogue throughout theyear

Reviewer must share evidence when it becomes available Either party can request a meeting during the cycle Reviewee can move from Performance Management into capability procedures if/whennecessary


16/27

Version 2.0






dialogue

Reviewing




No surprises





Timescales agreed



17/27

Version 2.0

The Review Meeting- what the revised regulations say


Key Message: the review of performance is based on the Performance Criteria established atthe planning meeting, and any necessary pay recommendation is based on this review.

Review performance against the performance criteria established at the outset

The assessment at the review meeting (based on the performance/success criteria) forms

the basis for the recommendation for pay progression for eligible teachers


The review meeting would normally take place at the same time as the Planning Meeting

Making a pay progression recommendation

Both parties should prepare thoroughly and play an active part


18/27

Version 2.0

Establish the schools performance management policy, monitor the operation andoutcomes of performance management arrangements, and review the policy everyyear

Appoint 2/3 governors to review the head teachers performance on an annual basis

Use the SIP to advise appointed governors on the head teachers performance, or inthe absence of a SIP, appoint an external adviser to do so.

Retain a copy of the head teachers planning and review statement (normally the

Chair)

Where the head teacher makes such a request, to action requests for evidence fromthe performance management process if the head teacher transfers mid-cycle

Ensure the content of the head teachers planning and review statement is drafted

having regard to the need to be able to achieve a satisfactory work life balance

Undertake action in relation to appeals in line with the schools policy

Roles & Responsibilities- Governing Bodies



19/27

Version 2.0

Roles & Responsibilities- Head Teachers

Report annually to the governing body on performance managementarrangements and on training and development needs

Play an active part in their own performance management andprofessional development including taking action as agreed at reviewmeetings

Act as performance reviewers and, where appropriate, delegate the role ofperformance reviewer in its entirety to the teachers line manager

Retain copies of all review outcomes in school improvement planning andensure the school produces and resources an effective plan for theprofessional development of its workforce

Carry out a moderation role, where they deem it appropriate, on teachersplanning statements



20/27

Version 2.0

Roles & Responsibilities- Head Teachers

Establish a protocol for classroom observation for inclusion in the performancemanagement policy, if directed by the Governing body to do so

Action any request from a teacher for evidence from performance management tobe transferred if the teacher moves school mid-cycle

Evaluate standards of teaching and learning and ensure proper standards ofprofessional practice are established and maintained

Ensure that the teachers planning and review statement is drafted having regard to

the need for a satisfactory work life balance



21/27

Version 2.0

Roles & Responsibilities- Teachers

Play an active role in their own performance management and professionaldevelopment including taking actions agreed at review meetings

Where the role of reviewer has been delegated to them in accordance with the

regulations, act as reviewers for other teachers

Contribute to annual planning and assessment of other teachers whereappropriate



22/27

Version 2.0

Process and Timings- what the revised regulations say


Key message: Key steps in the process and their timelines are specified in the Regulations

Timeline for production of planning & review statement

The annual cycle must be completed by 31st October each year in time for payrecommendations to be made to the Governing body (31st December for head teachers)

Clarity on access and retention of statements The regulations governing the process are clearer and more detailed

Provisions in the regulations to seek to limit workload arising from PerformanceManagement

Clear right of appeal

2006/07 reviews carried out under current regulations


Schools should develop a school Performance Management calendar

All parties should respect the confidentiality of planning and review statements


23/27

Version 2.0

5 days

10 days

Reviewee canappeal against

final copy ofstatement*

Planningmeeting

Reviewerprepares draft

planning &review

statement

Revieweemay add

comments

Submit the signedstatement to HT

Revisedstatement signedand resubmittedto HT within 10

days

10 days

10 days

Within 10 working days of receipt of thestatement the HT may review thestatement, and may instruct thereviewer to make changes

Copy passedto reviewee

Reviewerpreparesand signs

finalversion

Consultwith

reviewee

Reviewerprepares new

planning &review statement

Copy passed

to reviewee

Reviewee mayadd

comments

If the HT instructs the reviewer tomake changes, within 10 workingdays of being requested to makechanges ....

* No appeal should be made until after anymoderation process is complete.

Reviewee can appeal at thisstage if head decides no

changes are required to thestatement*

Process and Timings- timeline for agreeing the planning meeting statement



24/27

Version 2.0

Continuing Professional Development- what the revised regulations say


Key Message: Support, training and development needs to be planned at the start of thePerformance Management cycle. The head teacher needs to report on teachers training and

development in the school on an annual basis

Support, training & development needs must be agreed at the beginning of the cycle, andthe actions which will be taken to address them

Professional development should support achieving objectives and respond to careeraspirations

Head teacher to report annually to governing body on teachers training and developmentneeds


Teachers/head teachers should feel they have an entitlement to effective, sustained andrelevant professional development

Teachers/head teachers should play an active role in their own professional development


25/27

Version 2.0

Continuing Professional Development- the new teacher professionalism

RIGs Joint Evidence to the School Teachers Review Body, May 2005

The major culture change initiated by the national agreements needs to extend toschools understanding of CPD.

RIG believes that there is scope for a greater emphasis on in-school and cross-school activities, such as coaching and mentoring, learning from others practicethrough structured, supportive, developmental classroom observation, and otherforms of professional collaboration.

This needs to happen in the context of effective management and leadership and ina culture of openness and mutual professional respect. This is essential if thebenefits of learning from other teachers through classroom observation are tobe realised.



26/27

Version 2.0

Continuing Professional Development- what are the implications for the school?

Need to review CPD policy to reflect revised regulations

Join up and integrate CPD with other school improvement initiatives

Take account of PM review outcomes to produce and resource an effective planfor CPD

Ensure that teachers/head teachers are involved in CPD that best matches their

needs

Where others can benefit from an individuals teaching and subject skills, ensurethat they are involved in coaching and mentoring activities



27/27

Version 2.0

Benefits of effective Performance Managementfor reviewees

Provides clarity about the basis on which performance is reviewed and on whichpay recommendations will be made at the beginning of the cycle

Forms part of an ongoing professional dialogue

Helps to develop professional practice

Fairness and consistency of Performance Management within a national payframework

Rewards teachers/head teachers as highly skilled professionals

Professional development agreed at the beginning of the cycle, and ongoing partof daily activities

Recognition that career aspirations need to be taken into consideration

Impact on teaching and learning of their own professional development that theyhave undertaken and their contribution to others is taken into account

performance management briefing for schools 272 kb3826

Documents