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Performance Management- Briefing for Schools
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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
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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
Source: TDA Performance Management Briefing and Planning event
Please read the document Performance Management key messages which needs to be
considered in conjunction with the Regulations and Guidance
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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
Source: TDA Performance Management Briefing and Planning event
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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
Source: TDA Performance Management Briefing and Planning event
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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
Source: TDA Performance Management Briefing and Planning event
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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
Source: TDA Performance Management Briefing and Planning event
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The Planning Meeting- what the revised regulations say
Source: TDA Performance Management Briefing and Planning event
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
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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
Source: TDA Performance Management Briefing and Planning event
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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
Source: TDA Performance Management Briefing and Planning event
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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
Source: TDA Performance Management Briefing and Planning event
Performance criteria need to be determined which relate to:
The objectives Observation of the reviewees performance in the classroom
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Classroom observation and other evidence- what the revised regulations say
Source: TDA Performance Management Briefing and Planning event
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
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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
Source: TDA Performance Management Briefing and Planning event
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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
Source: TDA Performance Management Briefing and Planning event
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Monitoring and Support- what the revised regulations say
Source: TDA Performance Management Briefing and Planning event
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
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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
Source: TDA Performance Management Briefing and Planning event
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The Review Meeting- what the revised regulations say
Source: TDA Performance Management Briefing and Planning event
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 Guidance adds that:
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
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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
Source: TDA Performance Management Briefing and Planning event
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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
Source: TDA Performance Management Briefing and Planning event
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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
Source: TDA Performance Management Briefing and Planning event
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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
Source: TDA Performance Management Briefing and Planning event
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Process and Timings- what the revised regulations say
Source: TDA Performance Management Briefing and Planning event
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
The Guidance adds that:
Schools should develop a school Performance Management calendar
All parties should respect the confidentiality of planning and review statements
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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
Source: TDA Performance Management Briefing and Planning event
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Continuing Professional Development- what the revised regulations say
Source: TDA Performance Management Briefing and Planning event
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
The Guidance adds that:
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
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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.
Source: TDA Performance Management Briefing and Planning event
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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
Source: TDA Performance Management Briefing and Planning event
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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