4. Section 13 Performance Appraisal Policy Teachers

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Headteacher: James Wiltshire

Top of Muswell Hill

London N103ST

020 8444 8488

Date Agreed November 2013

[email protected]

www.muswellhillprimary.co.ukEntrance: 26-28 Dukes Ave, N10

Muswell Hill Primary School

Model Personnel PoliciesPERFORMANCE APPRAISAL POLICY

Date of Issue: NOV 2013Status: This Model Performance Appraisal Policy is intended to replace the ModelPerformance Management Policy for Teachers dated 2007. This procedure hasbeen agreed between the recognised trade unions, teachers associations, headteachers of Haringey Schools and Haringey Local Authority. The procedure isstrongly commended for adoption by the Governing Bodies of Community andVoluntary Controlled schools. Voluntary aided or foundation schools may alsochoose to adopt it.
mailto:[email protected]://www.muswellhillprimary.co.uk/http://www.muswellhillprimary.co.uk/mailto:[email protected]


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1. PURPOSE AND SCOPE

1.1 The Governing Body of __________________________________ Schooladopted this policy on________________________ following consultation with therecognised teaching unions.

1.2 This procedure sets out how -------------- School will improve outcomes forchildren/students, by motivating teachers to up-date their skills and further developtheir performance.

1.3 The performance appraisal procedure will be used also to address anyconcerns that are raised about a teachers performance. If concerns are such thatthey cannot be resolved through the performance appraisal process, there will beconsideration of whether to commence the capability procedure.

This policy applies to the head teacher and to all qualified teachers except those on

contracts of less than one term and those undergoing induction (ie NQTs) orteachers on capability procedures

1.4 The performance appraisal procedure will be a supportive and developmentalprocess designed to ensure that all teachers have the skills and support they need tocarry out their role effectively. It will help to ensure that teachers are able to continueto improve their professional practice and to develop as teachers.

2. PERFORMANCE APPRAISAL PERIOD

2.1 The performance appraisal period will run for twelve months.2.2 If a teacher is due to have a pay decision made, his/her performance

appraisal should be scheduled to enable the pay recommendation to be made by 31October.2.3 Teachers who are employed on a fixed term contract of less than one year willhave their performance managed in accordance with the principles underpinning thispolicy. The length of the period will be determined by the duration of their contract.

2.4 Where a teacher starts their employment at the school part-way through acycle, the head teacher or, in the case where the employee is the head teacher, thegoverning body, shall determine the length of the first cycle for that teacher, with aview to bringing his/her cycle into line with other teachers as soon as possible.

2.5 Where a teacher transfers to a new post within the school part-way through acycle, the head teacher or, in the case where the employee is the head teacher, thegoverning body shall determine whether the cycle shall begin again and whether tochange the appraiser.

3. APPOINTING APPRAISERS

3.1 All appraisers of teachers, other than those appraising head teachers, will bequalified teachers and will be suitably trained.

3.2 Head Teacher


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with similar experience and levels of responsibility. Should the objectives not beagreed, the final decision on allocation of objectives rests with the head teacher.

4.4 The agreed objectives willcontain a description of what success may looklike. Where use of numerical targets is appropriate, these will be reasonable, in the

circumstances in which the teacher works and it will be recognised that factorsoutside teachers control may significantly affect success.

4.5 Main scale teachers will have three objectives relating to teaching & learningresponsibilities. Teachers with additional responsibilities will have one additionalobjective relating to their additional responsibility. Therefore, other than inexceptional circumstances, no teacher will be given more than four objectives

4.6 Setting, for example, sub-targets, can lead to teachers experiencingunreasonable workload and pressure, making the objectives more difficult toachieve.

The objectives set for each teacher are intended to - contribute to the schools plans for improving the schools educational

provision and performance

improve the education of pupils at that school

take into account the professional aspirations of the teacher

4.7 The appraiser will take into account the effects of an individualscircumstances, including any disability, when agreeing objectives. For example, thismight include a reasonable adjustment to allow an individual slightly longer tocomplete a task than might otherwise be the case. When staff return from a period of

extended absence, objectives may be adjusted to allow them to readjust to theirworking environment.

4.8 Before, or as soon as practicable after, the start of each performanceappraisal period, each teacher will be informed of the standards against which thatteachers performance in that performance appraisal period will be assessed.Teachers will be assessed against the appropriate set of standards contained in thedocument Teachers Standards published in July 2011 and implemented with effectfrom September 2012. The head teacher or governing body (as appropriate) willneed to consider whether certain teachers should be assessed against other sets ofstandards published by the Secretary of State or other body that are relevant to

them. For QTLS holders, that may include the overarching professional standardsfor teachers in the lifelong learning sector, held by the Learning and SkillsImprovement Service.

5. PAY PROGRESSION

5.1 Where teachers are eligible for pay progression, the recommendation madeby the appraiser will be based on the assessment of their performance against theagreed objectives. The decision made by the relevant decision-making body will bebased on the statutory criteria and guidance set out in the STPCD and the relevantteacher standards.


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5.2 The Governing Body has agreed the pay policy of the school and hasconsidered the implications of the performance appraisal policy with respect to thearrangements relating to teachers pay in accordance with the School Teachers Payand Conditions Document. The Governing Body will ensure that decisions on payprogression are made by 31 December for head teachers and by 31 October for

other teachers. Pay statements will be issued by these dates.

6. REVIEWING PERFORMANCE

6.1 ObservationThe effective and efficient operation of the performance appraisal process requireslesson observation to be a confidential process of constructive engagement within anatmosphere of support and co-operation.

6.2 Accordingly, observations will be carried out in a supportive fashion, withprofessionalism, integrity and courtesy, and will be evaluated objectively andreported accurately and fairly and will take account of particular circumstances whichmay affect performance on the day. If circumstances on the day require the need toreschedule the observation, this will be arranged if necessary.

6.3 At least 5 working days notice of the date and time of the observation will begiven and verbal feedback provided by at least by the end of the next school day.Classroom observation will be carried out by qualified teachers.

6.4 For the purposes of performance appraisal, teachers performance will beobserved on an appropriate and reasonable number of occasions and will, as far as

possible, be agreed by the appraiser with the appraisee based on the individualcircumstances of the teacher and the overall needs of the school. The number andduration of performance appraisal observations will be in accordance with theschools observation protocol, which includes provision for exceptionalcircumstances where concerns have been raised about a teachers performance, orwhere the teacher requests additional observation visits.

6.5 Head teachers or other leaders with responsibility for learning and teachingstandards may drop in or undertake other observations to evaluate the standards ofteaching and learning and to ensure that high standards of professional performanceare established and maintained. The length and frequency of drop in or other

observations, and the notice to be given, will vary depending on specificcircumstances but will be in accordance with the schools classroomobservation anddrop-in policy.

6.6 For the purpose of professional development, feedback about lessonobservations should be developmental, not simply a judgement using Ofsted grades.

6.7 This school may use the findings of each observation, including performanceappraisal observations, for other management requirements (for example subjectarea reviews), thereby seeking to minmise the total numbers of occasions on whichteachers are observed.


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6.8 Teachers (including the head teacher) whose posts have responsibilitiesoutside the classroom should also expect to have their performance of thoseresponsibilities observed and assessed.

6.9 Development and Support

Performance appraisal is a supportive process which will be used to informcontinuing professional development. The school wishes to encourage a culture inwhich all teachers take responsibility for improving their teaching through appropriateprofessional development, through peer observation for example. Professionaldevelopment will be linked to school improvement priorities and to the on-goingprofessional development needs and priorities of individual teachers.

6.10 The schools CPD programme will be informed by the training anddevelopment needs identified as part of the performance appraisal process. Accountmust be taken of the need for sufficient resources to be made available for theeffective training and development, identified as part of the appraisal process and of

the schools CPD programme, to take place.

6.11 An account of the training and development needs of teachers including theinstances where it did not prove possible to provide any agreed CPD, will form a partof the head teachers annual report to the governing body about the operation of theperformance appraisal process in the school.

6.12 Account will be taken in a review meeting of where it has not been possiblefor teachers to fully meet their performance criteria because the support recorded inthe planning statement has not been provided.

7. FEEDBACK (Observation Reports)

7.1 Constructive feedback on their performance, highlighting both particularstrengths as well as development needs, will be given to teachers throughout theyear and usually within one working day after the observationhas taken place orwhen other evidence has come to light. It will be given during directed time (or at analternative time with the agreement of the teacher) in a suitable, private environment.

7.2 The appraiser will produce a draft statement within 5 working days of theobservation. The appraisee should be given a copy of this statement and be giventhe opportunity to request changes and to make written comments if the appraiseefeels that the statement isnt a fair summary of the meeting and didnt accuratelyreflect what took place. The amended draft should be returned to the appraiserwithin 5 working days of receipt. The final report, which should be signed by bothappraiser and appraisee, should be produced within 10 working days of theobservation.

8. ANNUAL PERFORMANCE APPRAISAL REPORT

8.1 Each teacher's performance will be formally assessed in respect of eachperformance appraisal period. In assessing the performance of the head teacher,the Governing Body must consult the external adviser.


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8.2 The teacher will receive a copy of the written report within 5 working days ofthe end of each performance appraisal periodand have the opportunity tocomment on - a written performance appraisal report. Written comments can beappended to the statement following the same guidelines as those given for theobservation report. A final statement will be produced and signed by both appraiser

and appraisee within 10 working days of the end of the appraisal period.

8.3 The performance appraisal report will include:

details of the teachers objectives for the performance appraisal period inquestion;

an assessment of the teachers performance of their role and responsibilitiesagainst their objectives, and against the relevant standards;

an assessment of the teachers training and development needs andidentification of any action that should be taken to address them;

a recommendation on pay where that is relevant (if necessary, the appraisersrecommendation may be made to a senior teacher for advice before the finaldecision is made)

a space for the teachers own comments

Schools may include other comments as required

8.4 A review meeting will take place to discuss the content of the report and anyfurther action required and to inform objective setting for the next performanceappraisal cycle. In some circumstances an interim review meeting may beappropriate. A copy of the final report should be completed by 31 October for thoseteachers who are due for a pay decision (or 31 December for head teachers), other

teachers will receive their written report either within 10 working days of the end ofthe performance appraisal period or at a later date agreed by both appraiser andappraisee.

8.5 The assessment of performance and of training and development needs willinform the planning process for the following performance appraisal period.

9. APPRAISEES EXPERIENCING DIFFICULTIES

9.1 When dealing with a teacher experiencing difficulties, the objective is toprovide support and guidance through the performance appraisal process in such a

way that the teachers performance improves and the problem is, therefore,resolved.

9.2 Where it is apparent that a teachers personal circumstances are leading todifficulties at school, support will be offered as soon as possible, without waiting forthe formal annual assessment.

9.3 If an appraiser identifies through the performance appraisal process, or viaother sources of information, for example parental complaints, that the difficultiesexperienced by a teacher are such that, if not rectified, could lead to the capabilityprocedure being invoked. The appraiser, will, as part of the performance appraisal

process, meet the teacher (giving sufficient advance notice of the meeting) to:


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by example, demonstrating a high level of competence, judgement and integrity,promoting effective working practices and supporting and encouraging school staffwhen difficulties arise. In return, the Governing Body/Local Authority expects allemployees to strive for high personal standards of performance whilst being realisticand honest about difficulties they are encountering, and to aim for continuous

improvement both through their personal endeavours and through training anddevelopment opportunities which arise.10.2 Head teachers (and the Governing Body in the case of the headteacher) areresponsible for ensuring that every teacher has a clear understanding of theTeachers Standards introduced from September 2012. The Standards apply to allteachers, including those newly qualified, and replace the standards for QualifiedTeacher Status and the core professional standards published by the Training &Development Agency for Schools and the Teaching Agency for Englands Code ofConduct & Practice for Registered Teachers.10.3 Managers will investigate the causes of poor work performance, particularlywhere there has been a sudden deterioration, and will gather information or

examples related to the areas of concern to aid the discussion with the individual;10.4 Consistency of Treatment and FairnessThe Governing Body is committed to ensuring consistency of treatment and fairnessand will abide by all relevant equality legislation.

10.5 SicknessIf long term sickness absence appears to have been triggered by thecommencement of monitoring or a formal capability procedure, the case will be dealtwith in accordance with the schools absence policy and will normally be referred tothe occupational health service to assess the member of staffs health and fitness forcontinued employment and the appropriateness or otherwise of continuing withmonitoring or formal procedures. In some cases it may be appropriate for formalprocedures to continue during a period of sickness absence. However, the views ofthe occupational health physician will always be taken into account before a decisionis reached.

10.6 GrievancesWhere a member of staff raises a grievance during the performance appraisalprocess, the process may be temporarily suspended in order to deal with thegrievance. Where the grievance and performance appraisal are related it may beappropriate to deal with both issues concurrently.

10.7 Confidentiality & Professional RelationshipsThe performance appraisal processes will be treated with confidentiality. Only theappraisers line manager or, where s/he had more than one, each of her/his linemanagers will be provided (including senior managers where appropriate) withaccess to the appraisees plan recorded in her/his statements. This will be doneupon request and only where this is necessary to enable the line manager (includingsenior managers) to discharge her/his line management responsibilities. Appraiseeswill be consulted on requests for access to statements in the context of this policy.

The process of gathering evidence for performance review will not compromise

normal professional relationships between teachers. The governing body recognisesthat the appraiser will consult with, and seek to secure the agreement of, the


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appraisee before seeking information from other colleagues about the work of theappraisee.

However, the desire for confidentiality does not override the need for the headteacher and governing body to quality-assure the operation and effectiveness of the

performance appraisal system. The head teacher or appropriate colleague might, forexample, review all teachers objectives and written performance appraisal recordspersonallyto check consistency of approach and expectation between differentappraisers. The head teacher might also wish to be aware of any payrecommendations that have been made.

10.8 Monitoring and EvaluationThe performance appraisal procedure will be applied fairly and consistently to allteaching staff employed at the school regardless of age, disability, genderreassignment, marriage & civil partnership, pregnancy & maternity, race, religion orbelief, sex, sexual orientation, trade union membership/non membership, contract

status (permanent/temporary/fixed-term status) or number of hours worked. Thegoverning body and head teacher will monitor the operation and effectiveness of theschools performance appraisal arrangements.

The head teacher will provide the governing body with a written report on theoperation of the schools performance appraisal policy annually. The report will notidentify any individual by name. The report will include an assessment of the impactof these policies on the equalities characteristics listed above.

The head teacher will report on whether there have been any appeals orrepresentations on an individual or collective basis on the grounds of allegeddiscrimination.

10.9 RetentionThe governing body and head teacher will ensure that all written performanceappraisal records are retained in a secure place for six years and then destroyed.

APPENDIX 1

Appraisal Targeted Action Plan (example template)

APPENDIX 2

Appraisal Flow Chart


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Appendix 1: Example Template

APPRAISAL TARGETED ACTION PLAN

Appraisees must be aware that following the end of this review period either itwill be decided that:

Sufficient evidence of progress has been made against the objectivesand no further action will be taken

Partial progress has been made against the objectives and the reviewperiod should be extended

Insufficient evidence of progress has been made against the objectivesand the capability procedure will be invoked.

APPRAISAL DETAILS

Name of Teacher:

Post:

Name of School:

Name of appraiser(or external adviser for Headteachers)

Appraisal period:

Date of review meeting:

CONCERNS IDENTIFIED

To be completed where there are concerns about performance. The informationbelow should include

Nature of the concern

Feedback and support previously given

Appraisal targets (where relevant)

Specified standards (where relevant)


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Details of additional support and development to be provided to address the

concerns (include dates for support to be provided by). Support may includecoaching, mentoring, structured observations etc.

Date of follow up meeting:(the teacher must be informed that if sufficient progress has not been made at theend of the review period, the formal capability procedure may be invoked

PERFORMANCE REVIEW

To be completed at the end of the review period. Detail the evidence provided,noting whether the support identified was provided and if not, the reasons for this

and the progression made towards the meeting the objectives set.

Following the end of the review period, I confirm that (delete whichever not appropriate)

Sufficient evidence of progress has been made against the objectives and nofurther action will be taken

Partial progress has been made against the objectives and the review periodshould be extended until (insert date)

Insufficient evidence of progress has been made against the objectives andthe capability procedure will be invoked.

Appraiser Appraisee

I confirm that I have received a copyof Action Plan and understand thenext actions (if any) to be taken.


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Signed: Signed:

Date: Date:

Appendix 2Performance Appraisal : Flow Chart

Performance AppraisalCycle begins

Concerns identified

Appraisal continues

Performance AppraisalCycle ends

Targeted action plan (if required)(usually up to 1 term depending on the circumstances of

the case)

Review / Potential Transition Meeting

Commence CapabilityProcedure

Review period extended

DismissalAction short of dismissal

Documents

4. Section 13 Performance Appraisal Policy Teachers