Performance Management Skills Training

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Performance Management Skills Training

  1. 1. Dudley Schools Performance Management Skills Training Session 1 Preparation for the Planning Meeting Aims • To provide an overview of the Performance Management Cycle • Explore how to negotiate, & write motivational objectives • Practise the skills required to hold an effective planning meeting
  2. 2. 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
  3. 3. Extract from Dudley Performance Management policy “Though performance management is an assessment of overall performance of teachers and the Headteacher, objectives cannot cover the full range of a teacher’s roles/responsibilities. Objectives will, therefore, focus on the priorities for an individual for the cycle. At the review stage it will be assumed that those aspects of a teacher’s roles/responsibilities not covered by the objectives or any amendment to the statement which may have been necessary in accordance with the provisions of the regulations have been carried out satisfactorily.”
  4. 4. Roles & Responsibilities -Governing Bodies • 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 Source: TDA Performance Management Briefing and Planning event
  5. 5. Roles & Responsibilities - Headteachers - 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 - 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 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
  6. 6. The Performance Management cycle Monitoring & Planning Supporting Objectives agreed Monitoring of performance Classroom observation and throughout the cycle evidence collection Provision of agreed support agreed Evidence collection Performance criteria for the Ongoing professional above agreed dialogue Support, training and development agreed Timescales agreed 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
  7. 7. Formulating motivational objectives Job Description S.I.P. Career Aspirations Professional standards IDEAL Pay progression criteria Objectives should be: • Rigorous • Challenging • Achievable • Time bound • Fair & equitable • Reasonable • Contribute to improving pupil progress
  8. 8. Teacher career progression and standards M1 M2 C M3 O R E M4 S T T H A R M5 N E D S A H X 2 PM R O M6 D L S D U1 S T X 2 PM A N U2 D A X 2 PM R U3 D S
  9. 9. Session 2 Professional Dialogue & Coaching Skills Aims • Understanding of coaching skills. • To establish a focus and understanding of good practice for lesson observations and feedback skills
  10. 10. Coaching & Mentoring Key Skills – Egon’s Model Pre-requisites: Genuine; Empathy; Unconditional positive regard Aims: To encourage independence, growth & learning • Explore issue (don’t give solution) • Building rapport (comfortable/open neutral body language) • Active listening (non-judgemental) • Reflecting back • Appropriate questions EXPLORE (generate information quickly with open questions) (closed questions generate facts) (never use loaded, limited alternatives, multiple and rhetorical questions) • Challenge (Why…to make them aware of something they are unaware of & therefore put them in control ref Johari window) (How...use a question) (When…you hear negatives; inaccuracies; inconsistencies 2 different behaviours 2 different expressed feelings behaviour & expressed feelings • Refer on (If you realise you’re out of your depth) • Answer to miracle question OPTIONS (If you could fix/was an ideal world, what would you like to happen) • Avoid Ideas from coach (my opinion might not be right for you) • Do nothing (Don’t deny people this option) • Consequences (negative and positive implications for coachee of each option) ACTION • SMART actions • Review (redo cycle)
  11. 11. Exercise In your group discuss your best experiences of being observed & receiving feedback on your teaching in the classroom. What made it a good experience? What words/phrases/questions did the person giving feedback say that was helpful to you?
  12. 12. Lesson Observation criteria CRITERIA What evidence might you hear & see when observing a lesson? 1. Teachers use assessment to Inform planning & target Setting to meet needs of Individuals & groups 2. Teachers show good command of areas of learning, subjects & courses 3. Teachers plan effectively, with clear learning objectives, & suitable teaching strategies 4. Teachers interest, encourage & engage pupils 5. Teachers challenge pupils, expecting the most of them 6. Teachers use methods & resources That enable all pupils to Learn effectively 7. Teachers make effective use of Time & insist on high Standards of behaviour 8. Teachers make effective use of Teaching assistants & Other support
  13. 13. 9. Teachers where appropriate, use Homework effectively To reinforce & extend Learning in school 10. Teachers promote equality of Opportunity 11. Pupils acquire new Knowledge or skills, Develop ideas & increase Their understanding 12. Pupils understand how well They are doing & how they Can improve 13. Pupils show engagement Application & concentration & are productive 14. Pupils develop the skills to Work independently & collaboratively 15. Teachers assess pupils’ Work thoroughly & Constructively
  14. 14. Lesson Observation Form TIME PUPIL ACTIVITY TEACHER ACTIVITY COMMENTS
  15. 15. Lesson Observation Exercise The focus for the observation is on: • interest, encourage & engage pupils & • use methods & resources that enable all pupils to learn effectively Group A You are the person who will feedback to the teacher. In your group, agree evidence & make judgements: discuss possible development points. It is important that you keep notes. Group B You are the teacher of the lesson. Try to be this person, even though your own practice is different from the person you observed. In your group, & as teachers of the lesson, reflect on the lesson, identify strengths & areas for development. Discuss two main priorities for the teacher’s professional development. It is important that you keep notes. Group C You are the person who will observe A feeding back to the teacher using the observation sheets. In your group discuss & agree evidence/judgements. If you were feeding back what would be the priorities for development? It is important that you keep notes. Notes
  16. 16. Observation Form: Giving Feedback SKILLS: EVIDENCE COMMUNICATE EFFECTIVELY ORALLY CLEAR, SPECIFIC & OPEN FEEDBACK ACCURATELY FROM EVIDENCE BASE – IN A BALANCED WAY IDENTIFIES STRATEGIES FOR DEVELOPMENT DEAL SENSITIVELY WITH THE SITUATION Attributes: Evidence Self confidence Integrity Commitment Body Language: Evidence Tone of voice Posture Eye contact Facial expression Additional comment:
  17. 17. Observation Form: Receiving Feedback SKILLS: EVIDENCE RECEIVE FEEDBACK DISCUSS EVIDENCE IN AN OPEN & HONEST WAY RESPOND CONSTRUCTIVELY FEEDBACK JUDGEMENTS ACCURATELY IDENTIFY RELEVANT DEVELOPMENT POINTS & ACTION PLAN Attributes: Evidence Self confidence Integrity Commitment Body Language: Evidence Tone of voice Posture Eye contact Facial expression Additional comment:
  18. 18. Session 3 Preparing for the review meeting Aims: • Prepare staff for conducting and participating in a review meeting • Practise & receive feedback on how to lead a review meeting • Explore how to handle a range of outcomes from “met” to “not met” • Review own practice & action plan for improvement • Understand how PM process links to capability procedures
  19. 19. Extract from Dudley policy 6. REVIEWING PROGRESS “At the end of the cycle assessment of performance against an objective will be on the basis of the performance criteria set at the beginning of the cycle. Good progress towards the achievement of a challenging objective, even if the performance criteria have not been met in full, will be assessed favourably. The performance management cycle is annual, but on occasions it may be appropriate to set objectives that will cover a period over more than one cycle. In such cases, the basis on which the progress being made towards meeting the performance criteria for the objectives will be assessed at the end of the first cycle and will be recorded in the planning and review statement at the beginning of the cycle.”
  20. 20. Exercise In your group discuss how to prepare for the review meeting so that you are able to shine in your best light as a reviewee &/or lead the meeting effectively as a reviewer. What do you need to do?
  21. 21. Chris’s Objective To raise standards in Y(x), & in subject (x), so that pupils attain progress by the end of the academic year. Success criteria Time Evidence Notes Line Examples Discuss pupils with last year’s teacher & Sept Analysis of Data analyse any assessment data available. baseline data checked Establish a base line entry measure for Oct individual pupils within the class. Produce a targeted action plan of Sept Discussion Discussed intervention with Oct Reviewer *Receive support /refine /develop Autumn Professional Certificate /embed new techniques for teaching (x) term Development available with these pupils portfolio Incorporate new practice within lesson Nov Updated Checked plans/scheme of work plans & Nov schemes Autumn Deliver Spring & Lesson Observed Summer observation 2 Feb terms Monitor & evaluate impacts ongoing M & E data Discussed Assessment Take & analyse end assessments & July data & Complete share with next year’s teacher analysis Reviewee comments Signature Date Reviewer signature Date
  22. 22. CONFIDENTIAL Training & Development Annex Training & Development needs (as identified in objective(s)): Receive support /refine /develop /embed new techniques for teaching (x) with Year x pupils Action to be taken Work with subject leader to learn new techniques, update lesson plans & scheme of work, apply new practice in the classroom. Reviewer signature ……………………………………………………… Reviewee signature …………………...………………………………… Reviewee comments
  23. 23. Francis’s objective To lead all staff who teach (x) to raise standards so that pupils attain progress during the year. How (success criteria) Time Evidence Notes Line Examples Facilitate & ensure appropriate staff discuss Sept Analysis of Data pupils with last year’s teacher & analyse baseline data checked any assessment data available. Establish a Oct base line entry measure for individual pupils within Y(x) classes. Co-ordinate & produce a targeted action Sept Discussion Discussed plan of intervention for all Y(x) classes in with Oct subject (x) Reviewer Discussed in Provide support for staff that helps to Autumn Professional Nov – not being done, refine /develop /embed new techniques for term Development support teaching subject (x) with these pupils portfolio offered but not taken See above Ensure new practice is incorporated within Nov Updated lesson plans/scheme of work plans & schemes Autumn Observe delivery, give individual feedback Spring & Lesson Observed to staff, inform Reviewer Summer observations all staff terms Feb Not effective. Oversee the Monitoring & evaluation of ongoing M & E data Support offered but impacts not taken Not complete. Ensure analysis of end assessments, share July Assessment Support offered but with appropriate staff & produce data & not taken conclusions analysis Reviewee comments Signature Date Reviewer signature Date
  24. 24. CONFIDENTIAL Training & Development Annex Training & Development needs: Action to be taken Reviewer signature ……………………………………………………… Reviewee signature ……………………………………………………… Reviewee comments
  25. 25. Joe’s Objective (UPS) To raise standards in your curriculum area so that pupils progress as well as or better than similar learners nationally, and to sustain threshold standards. How (success criteria) Time Line Evidence Notes examples Schemes of Refused to Contribute significantly where appropriate to work, be a PM implementing workplace policies minutes of Reviewer meetings, witness statements Demonstrate an extensive knowledge & Sept baseline Data well informed understanding of the data & checked assessment requirements & arrangements tracking Oct for their subject/curriculum areas, including those related to public exams & qualifications Establish a base line entry measure for individual pupils & track progress throughout the year Produce a targeted action plan of teaching, Sept Discussion Discussed learning & behaviour intervention strategies with Oct that personalises the learning experience to Reviewer provide opportunities for all learners to achieve their potential Develop your knowledge/understanding of Autumn Professional the curriculum that you teach term Development portfolio (emphasis will be on in-school & cross- school activities such as coaching & mentoring, learning from others’ practice through structured, supportive, developmental classroom observation & other forms of professional collaboration) Wished not Deliver INSET through coaching & INSET to do this mentoring, demonstrating effective practice, evaluations & providing advice & feedback
  26. 26. Incorporate new practice within lesson Nov Updated OK plans/scheme of work. To demonstrate plans & flexible, creative & adept design & refined schemes approaches to teaching that are effective & consistently well matched to learning objectives, integrating recent developments, including those relating to pedagogy Autumn Deliver engaging & motivational lessons Spring & Lesson Observed that raise levels of attainment & are Summer observation 2 Feb informed by well grounded expectations of terms OK learners Monitor & evaluate impacts so there is a ongoing M & E data, OK sufficient depth of knowledge to be able to pupil reports give advice on the development & wellbeing of pupils Take & analyse end assessments & share July Assessment OK with next year’s teacher data & analysis Promote collaboration & work effectively as Minutes of Discussed a team member meetings, issues in witness Feb but not statements resolved Reviewee comments Signature Date Reviewer signature Date
  27. 27. CONFIDENTIAL Training & Development Annex * Emphasis will be on in-school & cross-school activities such as coaching & mentoring, learning from others’ practice through structured, supportive, developmental classroom observation & other forms of professional collaboration Training & Development needs (as identified in objective(s): Develop your knowledge/understanding of the curriculum that you teach Action to be taken Reviewer signature ……………………………………………………… Reviewee signature ……………………………………………………… REVIEWEE COMMENTS
  28. 28. Observation Form: Reviewer Evidence Analysing Information Observing Using given evidence Identifying issues Making Judgements Stating values & principles Keeping a focus on what matters Producing effective arguments Making sensible decisions Leading Influencing & motivating others Responding positively to challenge Encouraging & involving others Organising Prioritising Planning Keeping to task Relating to Others Listening & responding Appreciating others’ views Aware of managing own feelings Additional comments:
  29. 29. Observation Form: Receiving Feedback Evidence Analysing Information Observing Using given evidence Identifying issues Making Judgements Stating values & principles Keeping a focus on what matters Producing effective arguments Making sensible decisions Leading Influencing & motivating others Responding positively to challenge Encouraging & involving others Organising Prioritising Planning Keeping to task Relating to Others Listening & responding Appreciating others’ views Aware of managing own feelings Additional comments:

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