Performance management - briefing for schools (272Â KB)
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  • FACILITATOR NOTE Key Message: Revised arrangements are about making sure that all teachers have the entitlement to effective Performance Management, and all have what the best schools already have. The following notes summarise for reference the points made in the opening keynote statement [provided separately ] PM or Appraisal has been in existence for 20 years 2006 regulations are a development of previous work in schools and seek to refine and bring up to date the earlier regulations in line with the 2002 Education Act Although there are sound and secure systems in place many schools there have been significant changes in the enhancement of the professional status of teacher/head teachers and these are reflected in the revised regulations Takes forward the vision as a result of the National Agreement of a remodelled workforce in which teacher/head teachers working with qualified support staff have conditions of service which enable them to focus on their core roles of teaching and learning These changes have laid the foundations for a new professionalism for teachers and head teachers The introduction of the new pay system including the replacement of management allowances with the new teaching and learning responsibility allowances is a significant step towards ensuring teacher/head teachers are recognised and rewarded as highly skilled professionals This remodelling of the teachers pay structure, introducing TLRs and the Excellent teacher scheme together with the staffing reviews support schools in organising themselves in ways to deliver the best outcomes for children Teachers/head teachers should be engaged in effective, sustained, and relevant CPD throughout their careers
  • Key Message : The development of more effective arrangements for Performance management is being taken forward as part of the development of the new professionalism for teachers’ and head teachers’ The new professionalism for teacher/head teachers’ was described by RIG in May 2005 in their evidence to the STRB and builds on the achievements so far of:- removing tasks which do not require their professional skills bringing downward pressure on working hours building capacity to focus on teaching and learning Revised PM arrangements are key to furthering the new professionalism agenda and continuing the culture of change Key messages above outline the context of PM in the new professionalism agenda Underlying the new professionalism is the aim that all teachers/head teachers should have a contractual entitlement to effective, sustained and relevant professional development throughout their careers as part of a wider review of teachers professional duties Note: The Rewards and Incentives Group was established following the Agreement on Rewards and Incentives for Post-Threshold Teachers and Members of the School Leadership Group. The members are ASCL, ATL, DfES, NASUWT, LGE, and PAT. STRB = School Teachers’ Review Body
  • Key Message: the RIG Guidance clarifies key elements the revised Performance Management arrangements, and highlights the importance of Performance Management in meeting the needs of both the individual and the school PM provides an assessment of the overall performance of the teacher/head teacher’s performance [more information will be available about this in a forthcoming ‘How to’ sheet] The STPCD* provides for how the outcomes of PM form the basis of pay and career progression Professional Standards – define the professional attributes, knowledge, and understanding and skills for teachers/head teachers at each career stage. These cover:- QTS(Q) Main scale teachers who have successfully completed induction (I) Post threshold teachers (P) Excellent teachers (E) Advanced Skills teachers (A Professional development - professional responsibility of teacher/head teachers to be engaged in effective, sustained and relevant professional development throughout their career and to contribute to the professional development of others Ongoing part of daily activities rather than a separate activity adding to workload * STPCD - School and Teachers’ Pay and Conditions Document
  • Key message: Overall Performance starts from the premise that teachers/head teachers are committed and responsible professionals doing their job effectively, and seeking to improve their performance Reviewer should start from the assumption that the reviewee is meeting the requirements of their role and responsibilities There is no need for every aspect of the reviewee’s responsibilities to be covered in the plans - rather the plans should focus on priorities and areas where specific action is required [G5.6] Restate the value of the RIG Guidance: The Guidance is non-statutory, which means that you are not legally required to have regard to it. However, we recommend that you do, because it explains, in laymen's terms, what you must do in order to comply with the Regulations and gives example of good practice, which, if followed, will ensure that essential compliance
  • Key Message RIG has sought to develop non-bureaucratic, streamlined and multipurpose arrangements for teachers/head teachers’ PM which builds on the existing system G1.7 Refocuses current appraisal arrangements Revised arrangements contribute to partners’ overarching commitment to raising standards and tackling workload G1.7 Information and data collected for PM should be capable of being used in a number of different ways eg SEF and school improvement and development planning RIG believes streamlining the process in this way is essential to ensure that bureaucracy and workload for all parties is kept to a minimum Schools need to ensure the effective management of individual arrangements are consistent with the principles and practice of equal opportunities and the legislative requirements and duties which apply to schools and local authorities G1.5 Governors, head teachers and teachers all have key roles to play
  • Performance Management arrangements take place within the framework of an annual cycle, the exact timing of which should be outlined in the school’s performance management policy. The slides following consider the necessary regulations and guidance to ensure effective implementation of the new arrangements at each stage in the cycle.
  • Restate the key message : the planning meeting is far more significant in the performance management cycle. All expectations for the reviewee are determined up front. The review of performance at the end of the cycle is based on those matters agreed in the planning meeting. The matters referred to above shall be determined having regard to the reviewee’s job description; any relevant pay progression criteria; any relevant whole-school or team objectives specified in the School Improvement Plan; the reviewee’s work-life balance; the reviewee’s professional aspirations; and the relevant professional standards. The review at the end of the cycle is based on those matters agreed in the planning meeting at the beginning of the PM cycle [18(1)] … … plus any matters raised during the year [17(3)] . (This could include feedback on aspects of the teacher/head teacher’s performance not explicitly referred to in the planning statement, but there should be no surprises – matters should be raised at that time and should NOT be stored up until the end of the review cycle. [16(10, (2) and (5)] ) A reminder re overall performance – we are starting from the premise that all teachers/head teachers are committed, responsible, and competent professionals who are doing their job effectively and seeking to improve their practice.
  • In practice, planning and reviewing performance would take place in a single meeting G5.1 The meeting should be scheduled as far in advance as possible G5.2 In some schools one or more of the teacher days have been scheduled at appropriate points in the cycle G5.3 Confirmation of the meeting should be given at least 5 days in advance G5.2 An hour should be sufficient G5.3 Re-directed time: in remodelled schools in most cases there should be sufficient scope for short term cover to be available for meetings without arranging supply cover G5.3 No requirement for a reviewee to provide written input on their reflections to inform the planning meeting G5.4 Plans should focus on priorities and areas where specific action is required G5.6 – plans agreed should be realistic and manageable G5.7
  • Note: Not every aspect of an individual’s responsibilities need be covered in the planning and review statement. Reviewers will need to consider ( G1.5 and 5.8) : The number of objectives Their scope The conditions for their delivery The needs of the individual Maintaining consistency across the team NB It would be helpful to set objectives over the cycle where someone is eligible for pay progression on the upper pay spine 2 years hence, but objectives should not go beyond a cycle to inhibit pay progression where someone is eligible Teachers/head teachers should not be held accountable for progress towards objectives where professional support has not been forthcoming G5.9
  • The performance criteria should indicate what success would look like G5.21 The performance criteria should provide clarity about the basis on which the reviewer will assess the overall performance of the reviewee, based on progress towards the achievement of objectives, classroom observations, and other evidence G5.21 The performance criteria should take into account the reviewees job description, relevant professional standards, what can reasonably be expected of the reviewee and, where eligible, the pay progression criteria in the STPCD G5.21 Taken together, they should enable the reviewer to make a recommendation about pay progression, where the reviewee is eligible. Take into account relevant pay progression criteria in STPCD. G5.21 It is the responsibility of reviewers to ensure that performance criteria are applied appropriately in terms of equal opportunities considerations G5.22
  • For any teacher, the total classroom observation for Performance Management in any one cycle must not exceed three hours [17(4)] The actual amount agreed can differ according to the needs and experience of an individual reviewee. There is no requirement for the whole 3 hours to be used [17(4)] Classroom observation must be conducted by a qualified teacher [17(8)] “ Classroom” here means any setting where teaching takes place [2] The observer should give the reviewee written feedback on their performance within 5 days of the observation [17(7)] Arrangements for classroom observation, and the focus of each observation, should be agreed during the Planning Meeting [13(1)(b) and 17(2)] … … although other aspects of the reviewee’s performance, observed during these observations, can be used at the review stage [17(3)] If concerns emerge about a reviewee's performance, extra observations can be arranged over and above the three hour limit [17(5)] … … to do this the reviewer shall ensure a revision meeting is held and details of any such observation are inserted into an addendum to the planning statement [17(6)] The school’s Performance Management policy needs to include a classroom observation protocol [7(9)(e)] As it forms part of the Performance Management policy, the governing body is responsible for establishing this protocol and reviewing it annually [7(1) and (5)] Any other evidence to be taken into account in judging the reviewee’s performance, and the criteria to be used, needs to be determined at the Planning Meeting and recorded in the Planning and Review Statement [13(1)(c)] Only people with a direct, professional knowledge of the reviewee can provide this evidence [13(4)] If a revision meeting leads to changes in the evidence to be used, the changes need to recorded in an addendum to the Planning and Review Statement [16(1-3)] .
  • There should always be a clear rationale and focus for any classroom observation, which should be supportive and developmental G5.10 The amount of observations planned and agreed in the statement should reflect, and be proportionate to, the needs and experience of the individual reviewee G5.11 head teachers have a right to drop in to inform their monitoring of the quality of learning in the school. In large schools, they may delegate drop in to appropriate members of the senior leadership group. However, head teachers may feel that Performance Management observations fulfil this purpose sufficient to render drop-ins unnecessary. G5.8 NB therefore for the majority of teachers the three hour limit should be sufficient Teachers should have the opportunity to engage in classroom observation with other professional colleagues, by agreement, in order to review and develop their practice. Developmental peer observations are voluntary and initiated by teachers and are not part of performance management arrangements. G5.17 Classroom observations by Ofsted or by a local authority using its statutory powers of intervention are also not part of performance management. G5.17 Even in these circumstances observation should be reasonable, proportionate and fit-for-purpose and should be the subject of consultation with staff and unions. G5.17
  • Plans must to be formally revised if… - circumstances change [16(1)(a)] - the reviewee’s responsibilities change [16(1)(a)] - evidence emerges that gives rise to concern about the reviewee’s performance [16(1)(b)] the reviewee is absent for a long time and the Statement is no longer appropriate [16(1)(c)] Within 10 days this should lead to a Revision Meeting and an addendum to the Planning and Review Statement within a further 10 days [16(1) and (2)]. The reviewer and reviewee should maintain a professional dialogue throughout the year G1.5 All evidence gathered during the cycle should be shared with the reviewee as it is collected so that there are no surprises G5.31 Reviewees should be advised of any concerns at the time they arise and have the opportunity to discuss them G5.30 A reviewer will have to make a judgement whether the concern is sufficient to merit a meeting to consider a review of the statement. This is by no means automatic. However, if the concern is significant it may be appropriate to go into the ‘capability’ process rather than seeking a review of the statement. Reviewees should ensure that their reviewer is aware of any concerns they have at the time they arise about progress, provision of support or training G5.30 Reviewees should ensure reviewers are aware of things that have been helpful or have impacted positively on their performance G5.32 No requirement to schedule formal meeting to review performance during the cycle but if either party thinks it helpful they can request a meeting G5.33 If serious weaknesses are identified in a teacher/head teacher’s performance, performance management should cease and the school’s capability procedure be substituted G5.38
  • Towards the end of the Performance Management cycle, the reviewee’s performance across the cycle is reviewed against the Performance Criteria set out in: the Planning and Review Statement [13, 14 and 18(1)(a)] , and any addenda produced as a result of revision meetings [16 and 18(1)(a)] Note: no new factors, information or evidence should be introduced If the reviewee is eligible for pay progression ( i.e. Post-threshold, Advanced Skills Teachers, Leadership group) , the reviewer should make a recommendation about pay progression based on this review [18(1)(b)] The outcomes of these discussions should be recorded on the Planning and Review Statement [18(3)] The review meeting should be combined with the following cycle’s planning meeting wherever practicable [18(2)]
  • Key Message: Governing body need to ensure that a performance Management policy review is undertaken to reflect the revised regulations Points covered by Regulations: 7(1) and 7(5) Governors’ role as before to establish the school’s PM policy, monitor it’s operation and the outcomes of PM arrangements and review operation annually. 7(9) The Performance Management policy should 10(2) The governing body may appoint two or three governors to perform the duties imposed upon the reviewer on behalf of the governing body. 9(1) and (2) the governing body shall appoint an external adviser, or the school improvement partner where one has been appointed, to provide it with advice and support on the management and review of the head teacher’s performance . 20(1) the governing body shall retain the head teacher’s statement for a minimum period of 6 years from the date on which the cycle to which it relates ends Related points covered by Guidance: DfES have relaxed limit on how long an individual can act as an adviser so the Governing Body can continue with a former adviser G4.9 The selection process of an external adviser should be open, transparent and relevant G4.9 If a head teacher has professional reasons for doing so, they can ask the Chair of Governors for a change in reviewer [10(6)] If the Chair of Governors disagrees, the must explain why in writing.[ 10(8)]
  • The head teacher’s annual written report on Performance Management to the governing body will report on training and development needs of teachers at the school [21(1)(c)] NB reporting on PM is not a new requirement Reviewers will be: For teachers, the head teacher [11(1)] The head teacher may delegate this responsibility in its entirety to a teacher's line manager [11(2)] If the reviewee has more than one line manager, the head teacher may delegate the reviewer role to the line manager best placed to take the role for that teacher [11(3)] Related points covered by Guidance: Take account of review outcomes in school improvement planning and ensure the school produces and resources an effective plan for the professional development of its workforce. G3.1
  • Establish PM and Pay policies [7] which: set out basis on which pay is determined how arrangements for PM work procedures for appeals address EO issues ensure PM does not increase working hours Heads & Governing bodies should consult teachers & seek to agree with unions on PM and Pay policies and review annually or when there are changes to STPCD or statutory guidance (Note: RIG will in due course publish models for PM and pay policy which will includes a model classroom observation protocol) If a reviewee changes schools during the Performance Management cycle, they can ask the head teacher (or governing body for a head teacher) in writing to transfer their Planning and Review Statement, and any evidence gathered to date, to the new school [20(8)] If a teacher's reviewer is not the head teacher, the reviewer should copy the Planning and Review statement to the head teacher [14(2)(c)] The head teacher may then review other teachers’ planning and review statement for: Consistency with other statements [15(4)(a)] ; and compliance with the school’s Performance Management policy [15(4)(b)] and, if necessary, instruct the reviewer to prepare a new statement within 10 days [15(4) ].
  • Teachers are expected to ( G3.1) : Play an active role in their own performance management and professional development 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 where appropriate Note: RIG recognises that, in order to minimise the workload on individuals, schools may wish to place a limit for each reviewer on the number of teachers for which reviews have to be carried out. Schools may have to consider their responsibility structures in the light of the demands made on those appointed as reviewers. Schools may decide that several teachers in a large department or key stage should have line management responsibilities. Line managers should be paid an appropriate Teaching and Learning Responsibility Payment G4.12
  • The Regulations set out in detail the key steps in the Performance management cycle, such as: The content of planning meetings [13] ; Recording plans [14] ; The moderation of plans by the head teachers [15] ; The revision of Planning and Review statements due to changing circumstances or emerging concerns [16] ; The review of performance [18] . In many cases, the Regulations set out specific timeframes for these processes [for example, 14(1) and (2)] Regulation 20 outlines processes for use and retention of statements .The annual cycle for all teachers must be completed by 31 October each year. This must include the review from the previous cycle, and the planning statement for the new cycle. Discussions about objectives, classroom observation, other evidence to be taken into account, and performance criteria, must have regard to reviewee's work-life balance [13(2)(d)] . The reviewee may appeal against any of the entries made in a Planning and Review statement when the reviewer first prepares it, if it is revised after moderation by the head teacher, or if an addendum is added following a revision meeting [19] . The reviewee’s line manager is granted access to the planning statement [20(6)] It is good practice for the school planning process to include a calendar, setting specific dates and times at which performance reviews will take place. This calendar should be made available to all teachers and provide for equality of access G4.4 For the year 2006/7 the review of performance will be completed under the 2001 Regulations, whereas planning for 2007/08 will take place under the revised arrangements [4(2)] A reviewee should be assured of confidentiality around the Performance Management review discussion and the retention, and access to review statements [20]
  • The timeline illustrates the actions to be taken following the planning meeting. The first section are those tasks which must be carried out by the reviewer within 5 and 10 working days of the planning meeting [14(1) and (2)] . On receipt of his/her copy, the head teacher can within 10 working days review the statement and instruct the reviewer to prepare a new statement [15(3)] If the head requests changes, the reviewer must carry out the tasks in the final part of the slide within 10 working days [15(5)] . The reviewee can make an appeal against the contents of the statement using the schools appeals procedure. Where a reviewee wishes to appeal on the basis of more than one entry this would constitute one appeal hearing. Any appeal should be deferred until after the moderation process is complete where the head teacher has indicated an intention to moderate the statements. Simple disagreements should be capable of being resolved by discussion between the reviewer and the reviewee without recourse to formal appeal procedures G5.46 (RIG guidance will be set out in the model pay and performance management policy that will be made available on Teachernet.) The number of days quoted above are maximums, and therefore the whole process does not necessarily take 30 working days.
  • The Planning Meeting must include a determination of: The support that will be provided to the reviewee in relation the performance criteria [13(1)(e)] ; The timescales within which support will be provided [13(1)(f)] ; The reviewee's training and development needs [13(1)(g)] ; and The actions that may be taken to address these needs [13(1)(g)] . This discussion should have regard to the reviewee’s professional aspirations [13(2)(e)], as well as, for example, their job description and the Professional Standards for teachers [13(2)] The reviewee’s training and development needs, and the actions that may be taken to address them, should be recorded in a Training and Development annex to the Planning and Review statement [14(1)(a)] . This is passed to the person in the school responsible for teachers’ training and development [14(2)(e)] This process should be repeated if the Planning and Review statement is revised: for example after moderation by the head teacher, [15(3)(f)] or after a revision meeting [16(2)(e)] The head teacher's annual written report on Performance Management to the governing body will report on training and development needs of teachers at the school [21(1)(c)] Performance Management is a developmental process – a key part of planning discussion includes what support reviewee needs to meet the performance criteria and what their training and development needs and how they will be met - Support includes time, coaching and mentoring, additional assistance in the classroom, equipment, ICT facilities Training and development courses are one possible option but a wide range of activities are possible Teachers/head teachers should be engaged in effective, sustained and relevant professional development throughout their careers Teachers/head teachers should feel they have an entitlement to effective, sustained and relevant professional development Teachers/head teachers should play an active role in their own performance management and professional development, including identifying what professional development might help them develop their practice further Reviewers must provide CPD coordinator or equivalent post-holder details of the agreed CPD support (Training and Development Annex of the planning statement) Teachers head teachers should not be held accountable for progress towards objectives where professional support has not been forthcoming G5.9
  • Part of the new teacher professionalism agenda is the expansion of schools’ understanding of CPD CPD not to be seen as solely in terms of going on courses but as a planned and sustained activity designed to improve knowledge and skills Recognition that some of the most effective CPD is teachers learning from other teachers whilst working with pupils in the classroom Therefore all teachers should benefit from coaching and mentoring Work still outstanding with STRB on securing a contractual entitlement to CPD RIG believes that CPD in the context of PM should underpin pay scale progression through all key career stages

Performance management - briefing for schools (272Â KB) Performance management - briefing for schools (272Â KB) Presentation Transcript

  • Performance Management - Briefing for Schools
  • 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 in schools and teachers/head teachers’ working practices.
    • New teachers’ professionalism builds on
      • The National Agreement (building capacity for teachers and head teachers to focus on teaching and learning)
      • New pay structure
      • Review of staffing structures
    • Teachers/head teachers need to have access to high quality professional development 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
  • The context of Performance Management in the new professionalism agenda
    • New arrangements key to the development of the new professionalism agenda described by RIG in their submission to the STRB in May 2005
    • Aims to develop a culture whereby teachers/head teachers feel confident and empowered 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 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
    • Entitlement and duty to engage in school-focused CPD which is effective and relevant to individual’s 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
  • The RIG Guidance clarifies some key elements of the revised Performance Management arrangements
    • Performance Management is the process for assessing the overall performance of a teacher/head teacher, in the context of the individual’s job description and any relevant pay progression criteria, and making plans for the individual’s future development in the context of the school’s improvement plan.
    • Professional standards provide the backdrop to discussions about performance and future development. The standards define the professional attributes, knowledge, understanding and skills for teachers at each career stage.
    • Professional development opportunities support achieving objectives and furthering career progression
    Source: TDA Performance Management Briefing and Planning event
  • Achieving an understanding of ‘Overall Performance’
    • There are two elements to ‘overall performance’:
    • An assumption that a teacher/head teacher is meeting the requirements of their job description, the relevant professional duties, and the relevant professional standards
    • The content of the planning and review statement, which focuses on the key priorities for the individual during that performance management cycle
    Source: TDA Performance Management Briefing and Planning event
  • 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 and legislative requirements
    Source: TDA Performance Management Briefing and Planning event
  • The Performance Management 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
    • Recommendations for pay progression made for eligible teachers
    • Judgement on overall performance
    • No surprises
    • Planning
    • Objectives agreed
    • Classroom observation and evidence collection agreed
    • Performance criteria for the above agreed
    • Support, training and development agreed
    • Timescales agreed
    Source: TDA Performance Management Briefing and Planning event
  • 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 management cycle. Schools need to be better organised up front than now. All expectations for the reviewee are determined up front. The review of performance at the end of the cycle is based on those matters 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 performance criteria
    • The reviewees training and development needs and the actions which will be taken to address them
  • 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 a satisfactory work/life balance
    Source: TDA Performance Management Briefing and Planning event
  • 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
  • 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 pay progression 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 reviewee’s performance in the classroom
  • 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 for Performance Management; and it should be planned in advance. The school’s Performance Management policy has to include a classroom observation protocol. Any other evidence used needs 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 for classroom observation
    • Only persons with direct professional knowledge of the work of the teacher/head teacher can provide evidence
  • 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 3 hours as they are not part of the planned PM observations
    • The school’s Performance Management policy should link to arrangements for school improvement, school self-evaluation and school development planning, thereby enabling PM observations to be multi-purpose
    Source: TDA Performance Management Briefing and Planning event
  • The Performance Management 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
    • Recommendations for pay progression made for eligible teachers
    • Judgement on overall performance
    • No surprises
    • Planning
    • Objectives agreed
    • Classroom observation and evidence collection agreed
    • Performance criteria for the above agreed
    • Support, training and development agreed
    • Timescales agreed
    Source: TDA Performance Management Briefing and Planning event
  • 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, and changes formally agreed if circumstances change mid-cycle - there should be “no surprises” at the 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 the year
    • 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/when necessary
  • The Performance Management 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
    • Recommendations for pay progression made for eligible teachers
    • Judgement on overall performance
    • No surprises
    • Planning
    • Objectives agreed
    • Classroom observation and evidence collection agreed
    • Performance criteria for the above agreed
    • Support, training and development agreed
    • Timescales agreed
    Source: TDA Performance Management Briefing and Planning event
  • 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 at the 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
    • Establish the schools performance management policy, monitor the operation and outcomes of performance management arrangements, and review the policy every year
    • Appoint 2/3 governors to review the head teacher’s performance on an annual basis
    • Use the SIP to advise appointed governors on the head teacher’s performance, or in the absence of a SIP, appoint an external adviser to do so.
    • Retain a copy of the head teacher’s planning and review statement (normally the Chair)
    • Where the head teacher makes such a request, to action requests for evidence from the performance management process if the head teacher transfers mid-cycle
    • Ensure the content of the head teacher’s 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 school’s policy
    Roles & Responsibilities - Governing Bodies Source: TDA Performance Management Briefing and Planning event
  • Roles & Responsibilities - Head Teachers
    • Report annually to the governing body on performance management arrangements and on training and development needs
    • Play an active part in their own performance management and professional development including taking action as agreed at review meetings
    • Act as performance reviewers and, where appropriate, delegate the role of performance reviewer in its entirety to the teacher’s line manager
    • Retain copies of all review outcomes in school improvement planning and ensure the school produces and resources an effective plan for the professional development of its workforce
    • Carry out a moderation role, where they deem it appropriate, on teachers’ planning statements
    Source: TDA Performance Management Briefing and Planning event
  • Roles & Responsibilities - Head Teachers
    • Establish a protocol for classroom observation for inclusion in the performance management policy, if directed by the Governing body to do so
    • Action any request from a teacher for evidence from performance management to be transferred if the teacher moves school mid-cycle
    • Evaluate standards of teaching and learning and ensure proper standards of professional practice are established and maintained
    • Ensure that the teacher’s 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
  • Roles & Responsibilities - Teachers
    • Play an active role in their own performance management and professional development 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 where appropriate
    Source: TDA Performance Management Briefing and Planning event
  • Process and Timings - what the revised regulations say Source: TDA Performance Management Briefing and Planning event Key message: K ey 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 31 st October each year in time for pay recommendations to be made to the Governing body (31 st 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 Performance Management
    • 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
  • 5 days 10 days Reviewee can appeal against final copy of statement* Planning meeting Reviewer prepares draft planning & review statement Reviewee may add comments Submit the signed statement to HT Revised statement signed and resubmitted to HT within 10 days 10 days 10 days Within 10 working days of receipt of the statement the HT may review the statement, and may instruct the reviewer to make changes Copy passed to reviewee Reviewer prepares and signs final version Consult with reviewee Reviewer prepares new planning & review statement Copy passed to reviewee Reviewee may add comments If the HT instructs the reviewer to make changes, within 10 working days of being requested to make changes .... * No appeal should be made until after any moderation process is complete. Reviewee can appeal at this stage if head decides no changes are required to the statement* Process and Timings - timeline for agreeing the planning meeting statement Source: TDA Performance Management Briefing and Planning event
  • 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 the Performance 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, and the actions which will be taken to address them
    • Professional development should support achieving objectives and respond to career aspirations
    • Head teacher to report annually to governing body on teachers’ training and development needs
    • The Guidance adds that:
    • Teachers/head teachers should feel they have an entitlement to effective, sustained and relevant professional development
    • Teachers/head teachers should play an active role in their own professional development
  • Continuing Professional Development - the new teacher professionalism
    • RIG’s Joint Evidence to the School Teachers’ Review Body, May 2005
    • “ The major culture change initiated by the national agreements needs to extend to schools’ 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’ practice through structured, supportive, developmental classroom observation, and other forms of professional collaboration.
    • This needs to happen in the context of effective management and leadership and in a culture of openness and mutual professional respect. This is essential if the benefits of learning from other teachers through classroom observation are to be realised.”
    Source: TDA Performance Management Briefing and Planning event
  • 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 plan for CPD
    • Ensure that teachers/head teachers are involved in CPD that best matches their needs
    • Where others can benefit from an individual’s teaching and subject skills, ensure that they are involved in coaching and mentoring activities
    Source: TDA Performance Management Briefing and Planning event
  • Benefits of effective Performance Management for reviewees
    • Provides clarity about the basis on which performance is reviewed and on which pay 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 pay framework
    • Rewards teachers/head teachers as highly skilled professionals
    • Professional development agreed at the beginning of the cycle, and ongoing part of daily activities
    • Recognition that career aspirations need to be taken into consideration
    • Impact on teaching and learning of their own professional development that they have undertaken and their contribution to others is taken into account
    Source: TDA Performance Management Briefing and Planning event