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Leading Change
with Parents
TLAB15
Saturday 21st March 2015
Berkhamsted School
Mark S. Steed, MA (Cantab.), MA
Principal, ...
HOW WE USED TO DO IT
Berkhamsted Schools Group Appraisal Structure
Formal Appraisal
The Appraisal Interview
Formal Appraisal
The Summary Report
• The appraiser should write a summary report following the
interview to include:
– te...
WHY DO WE DO APPRAISAL?
Appraisal and Performance Management in Schools – A practical approach
Appraisal and Performance Management in Schools
Why do we do appraisal?
What
How
Why
1. To ensure that individual
performa...
BACKGROUND
Appraisal and Performance Management in Schools – A practical approach
Appraisal Matrix
Exceeded
objectives
1.3
“Needs
Improvement”
2.3
“Superior
Performer”
3.3
“Outstanding
Performer”
Fully me...
Novartis Appraisal Matrix
Proportion of Staff at Each Level
Exceeded
objectives
1.3
“Needs
Improvement”
2.3
“Superior
Perf...
Novartis Appraisal Matrix
Proportion of Staff at Each Level
= 5%-10%
=50%-70%
=20%-30%
= 5%-10%
Needs
Improvement
Strong
P...
Berkhamsted Schools Group
Appraisal: Rationale
This appraisal system:
• is a transparent system across the School;
• is ab...
Berkhamsted Schools Group
Twilight CPD Programme
Berkhamsted Schools Group
Twilight CPD Programme
Berkhamsted Schools Group
The Appraisal Matrix
The X Axis:
Attitudes and Behaviours
• Based on key teaching,
managerial or...
HoDs Performance Management – 2015-16
Outcomes, Attitudes and Behaviours
Exceeded
objectives
Specific Targets and
INSET re...
Berkhamsted Schools Group
Teacher Appraisal Matrix
There is no ‘Results and Outcomes’ Axis for Teachers
• We wanted the fo...
Teacher Appraisal Grid - Second Cycle 2014-15
Teacher Appraisal Grid - Second Cycle 2014-15
Teacher Appraisal Grid - Second Cycle 2014-15
Novartis Appraisal Matrix
Proportion of Staff at Each Level
= 5%-10%
=50%-70%
=20%-30%
= 5%-10%
Needs
Improvement
Strong
P...
Berkhamsted Schools Group
Teacher Appraisal Matrix
= 5%-10% = 80%-90% = 5%-10%
Teacher Appraisal Grid - Second Cycle 2014-...
Berkhamsted Schools Group
Appraisal Timeline 2014-15
When Appraisals
Michaelmas 2014 Executive
Bar Point Applications
Lent...
THE APPRAISAL PROCESS
Appraisal and Performance Management in Schools – A practical approach
STEP 1: SELF APPRAISAL
Berkhamsted Schools Group Appraisal Structure
Step One: Self Appraisal - Teacher highlights the grid
Teacher Appraisal Grid - Second Cycle 2014-15
STEP 2: GATHERING EVIDENCE
Berkhamsted Schools Group Appraisal Structure
How to conduct a teacher Appraisal
Key Teaching Competences
Key Competences
Teaching and Learning within the Classroom Inc...
How to conduct a teacher Appraisal
Sources of Evidence
• Lesson Observations
• Lesson Plan Documentation
• Pupils’ Work Sc...
Gathering Evidence: Teaching and Learning
T&L: Planning
Evidence of Planning: Lesson Plans
• Do they follow the scheme of ...
STEP 3: MAKING PROVISIONAL
JUDGEMENTS
Berkhamsted Schools Group Appraisal Structure
Step Three: Head of Dept Moderates Grid
Teacher Appraisal Grid - Second Cycle 2014-15
How to conduct a teacher Appraisal
Preparation: Provisional Judgments
Professional Development Targets
1. Consider which a...
Step Three: HoD and Teacher agree three priorities for development
Teacher Appraisal Grid - Second Cycle 2014-15
How to conduct a teacher Appraisal
Preparation: Provisional Judgments
Professional Development Targets
1. Consider which a...
Berkhamsted as a
Professional Learning Community
• Departmental meeting
• Staff Meeting 5-minute
INSETS
• Staff INSET days...
Teaching and Learning in Classroom
“Excellent pace and Vigour in Lessons”
Step Four: HoD and Teacher agree one area to sha...
STEP 4: THE APPRAISAL
MEETING
Berkhamsted Schools Group Appraisal Structure
How to conduct a teacher Appraisal
The Appraisal Meeting
1. Logistics
• Timing
• what are you and the teacher doing next?
...
How to conduct a teacher Appraisal
The Appraisal Meeting
2. Planning
• What are the key issues that you need to discuss?
•...
How to conduct a teacher Appraisal
The Appraisal Meeting
3. The Meeting – Suggested Format
• Is there anything that you wa...
STEP 5: FINAL JUDGEMENTS
AND FEEDBACK
Berkhamsted Schools Group Appraisal Structure
How to conduct a teacher Appraisal
Final Judgements and Feedback
1. Final Judgements
• Review the Grids and your judgement...
Step Five: The Agreed Appraisal Grid
Teacher Appraisal Grid - Second Cycle 2014-15
FINAL THOUGHTS ON TEACHER
APPRAISAL:
Appraisal and Performance Management in Schools – A practical approach
As HoD, you are
setting the standards
for your department.
You set the bar.
How to conduct a teacher Appraisal
It’s your D...
If you want to drive up standards in your department in
• Lesson Planning
• Assessment
• Reporting to parents
How to condu...
If you want members of your department to get more
involved by
• Running trips or societies
• Improving their classroom en...
Conducting Teacher Appraisal is the best opportunity
that you have each year to raise standards within your
department.
Do...
SMT AND EXEC APPRAISAL
STRUCTURE
Appraisal and Performance Management in Schools – A practical approach
Exec and SMT Appraisal Grid - Second Cycle 2014-15
HODS PERFORMANCE
MANAGEMENT
Appraisal and Performance Management in Schools – A practical approach
Senior School
Academic Management Structures
Principal
Mark Steed
Vice Principal
Michael Bond
Deputy Head of
Berkhamsted B...
Senior School
Academic Cluster Groups
Maths and Science
• Mathematics, Science,
Biology, Chemistry,
Physics, ICT.
Language...
HoDs Performance Management – 2015-16
Outcomes, Attitudes and Behaviours
Exceeded
objectives
Specific Targets and
INSET re...
HoDs Performance Management – 2015-16
Appraisal Criteria
• Performance Management was introduced in 2012:
– Scope for prog...
HoDs Performance Management – 2015-16
New HoDs Salary Scale
HoDs Performance Management – 2015-16
Indications of Results and Outcomes
1. MidYIS and ALIS results – against Independent...
HoDs Performance Management – 2015-16
Indications of Results and Outcomes
Key Indicators Partially met
objectives
Fully me...
HoDs Performance Management – 2015-16
Indications of Results and Outcomes
Not Berkhamsted Data
HoDs Performance Management Consultation
Indications of Attitudes and Behaviours
Key Competences
Teaching
House Tutoring
C...
HoDs Performance Management Consultation
Indications of Attitudes and Behaviours
Appraising HoDs Attitudes and Behaviours – 2015-16
Attitudes &. Behaviours 360 Degree Feedback
• Above
– Line-Manager
– Ov...
Appraising HoDs Attitudes and Behaviours – 2015-16
Peer-to-Peer – Exams Officer Feedback
HoDs Performance Management – 2015-16
Outcomes, Attitudes and Behaviours
Exceeded
objectives
Specific Targets and
INSET re...
ResultsandOutcomes
1.3
5 HoDs
2.3 3.3
1.2
9 HoDs
2.2
3 HoDs
3.2
1 HoD
1.1 2.1 2.1
Attitudes and Behaviours
“Too New to Rev...
FUTURE DEVELOPMENT
Appraisal and Performance Management in Schools – A practical approach
Appraisal Structure – 2016 and Beyond
Future: Online Appraisal
Third Cycle 2015
Email: principal@berkhamstedschool.org
Twitter: @independenthead
LinkedIn: uk.linkedin.com/in/independenthead
Blog: http:/...
Appraisal and Performance Management in Schools - A practical approach
Appraisal and Performance Management in Schools - A practical approach
Appraisal and Performance Management in Schools - A practical approach
Appraisal and Performance Management in Schools - A practical approach
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Appraisal and Performance Management in Schools - A practical approach

This presentation discusses the rationale and methodology that lies behind the Berkhamsted Schools Group appraisal structure. The approach is loosely based on an industry model that considers ‘Attitudes and Behaviours’ as well as ‘Performance outcomes’. The senior team have developed a structure using a suite of appraisal grids for each of the key roles within the organisation: teacher, teaching assistant, Head of Department and Senior Leaders. The teacher appraisal structure applies from Early Years through to Sixth Form.
The presentation was given by Mark S. Steed, Principal of Berkhamsted Schools Group at TLAB15 on Saturday 21st March, 2015 hosted at Berkhamsted School.

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Appraisal and Performance Management in Schools - A practical approach

  1. 1. Leading Change with Parents TLAB15 Saturday 21st March 2015 Berkhamsted School Mark S. Steed, MA (Cantab.), MA Principal, Berkhamsted Schools Group @independenthead
  2. 2. HOW WE USED TO DO IT Berkhamsted Schools Group Appraisal Structure
  3. 3. Formal Appraisal The Appraisal Interview
  4. 4. Formal Appraisal The Summary Report • The appraiser should write a summary report following the interview to include: – teaching role; – departmental role; – pastoral role; – extra-curricular role; – administration / management; – any targets set; – any staff development requests
  5. 5. WHY DO WE DO APPRAISAL? Appraisal and Performance Management in Schools – A practical approach
  6. 6. Appraisal and Performance Management in Schools Why do we do appraisal? What How Why 1. To ensure that individual performance reflects good practice; 2. To recognise aspects of outstanding practice so that they can be shared; 3. To ensure that Berkhamsted maintains high standards of professionalism; 4. To identify training and development needs. Simon Sinek: The Importance of Why
  7. 7. BACKGROUND Appraisal and Performance Management in Schools – A practical approach
  8. 8. Appraisal Matrix Exceeded objectives 1.3 “Needs Improvement” 2.3 “Superior Performer” 3.3 “Outstanding Performer” Fully met objectives 1.2 “Needs Improvement” 2.2 “Strong Performer” 3.2 “Superior Performer” Partially met objectives 1.1 “Unsatisfactory Performer” 2.1 “Needs Improvement” 3.1 “Needs Improvement” Poor attitudes and behaviours Good attitudes and behaviours Superior attitudes and behaviours
  9. 9. Novartis Appraisal Matrix Proportion of Staff at Each Level Exceeded objectives 1.3 “Needs Improvement” 2.3 “Superior Performer” 3.3 “Outstanding Performer” Fully met objectives 1.2 “Needs Improvement” 2.2 “Strong Performer” 3.2 “Superior Performer” Partially met objectives 1.1 “Unsatisfactory Performer” 2.1 “Needs Improvement” 3.1 “Needs Improvement” Poor attitudes and behaviours Good attitudes and behaviours Superior attitudes and behaviours
  10. 10. Novartis Appraisal Matrix Proportion of Staff at Each Level = 5%-10% =50%-70% =20%-30% = 5%-10% Needs Improvement Strong Performer Superior Performer Outstanding Performer
  11. 11. Berkhamsted Schools Group Appraisal: Rationale This appraisal system: • is a transparent system across the School; • is about defining the characteristics of a good teacher/manager/leader; • is about teacher/manager/leader improvement; • is a sign that we are a professional organisation. • is easy to use; • starts with self appraisal; • is evidence-based.
  12. 12. Berkhamsted Schools Group Twilight CPD Programme
  13. 13. Berkhamsted Schools Group Twilight CPD Programme
  14. 14. Berkhamsted Schools Group The Appraisal Matrix The X Axis: Attitudes and Behaviours • Based on key teaching, managerial or leadership competences • Defined in 3 columns – Requiring Improvement – Strong Performer – Outstanding Performer The Y Axis: Outcomes and Performance • Based on measurable outcomes of performance • Defined in 3 columns – Partially met Objectives – Fully met Objectives – Exceeded Objectives
  15. 15. HoDs Performance Management – 2015-16 Outcomes, Attitudes and Behaviours Exceeded objectives Specific Targets and INSET required 1.3 Progression to next increment 2.3 Beacon of best practice. Immediate progression to next increment. On course to be promoted 3.3 Fully met objectives Significant areas to work on. Likely to lose increment if repeated 1.2 On track to receive increment if repeated 2.2 Progression to next increment 3.2 Partially met objectives Loss of HoD increment Likely to lose role if repeated. 1.1 Significant areas to work on. Likely to lose increment if repeated. 2.1 Specific Targets and INSET required 3.1 Requiring Improvement Strong Performer Outstanding Performer Attitudes and Behaviours ResultsandOutcomes Second Cycle 2015
  16. 16. Berkhamsted Schools Group Teacher Appraisal Matrix There is no ‘Results and Outcomes’ Axis for Teachers • We wanted the focus to be on teacher improvement • Poor teachers often get good results • because teachers share sets • because of “backfilling” 1. Pupils work harder to compensate 2. Parents pay for tutors. Teacher Appraisal Grid - Second Cycle 2014-15
  17. 17. Teacher Appraisal Grid - Second Cycle 2014-15
  18. 18. Teacher Appraisal Grid - Second Cycle 2014-15
  19. 19. Teacher Appraisal Grid - Second Cycle 2014-15
  20. 20. Novartis Appraisal Matrix Proportion of Staff at Each Level = 5%-10% =50%-70% =20%-30% = 5%-10% Needs Improvement Strong Performer Superior Performer Outstanding Performer
  21. 21. Berkhamsted Schools Group Teacher Appraisal Matrix = 5%-10% = 80%-90% = 5%-10% Teacher Appraisal Grid - Second Cycle 2014-15
  22. 22. Berkhamsted Schools Group Appraisal Timeline 2014-15 When Appraisals Michaelmas 2014 Executive Bar Point Applications Lent 2015 (before HT) All Classroom teachers All Probationary teachers Bar-point Applications Lent 2015 (after HT) Heads of Department Trinity 2015 Heads of House SMT not in Executive
  23. 23. THE APPRAISAL PROCESS Appraisal and Performance Management in Schools – A practical approach
  24. 24. STEP 1: SELF APPRAISAL Berkhamsted Schools Group Appraisal Structure
  25. 25. Step One: Self Appraisal - Teacher highlights the grid Teacher Appraisal Grid - Second Cycle 2014-15
  26. 26. STEP 2: GATHERING EVIDENCE Berkhamsted Schools Group Appraisal Structure
  27. 27. How to conduct a teacher Appraisal Key Teaching Competences Key Competences Teaching and Learning within the Classroom Including Differentiation Subject and Curriculum knowledge Progress and Assessment Teaching and Learning beyond the Classroom Behaviour Management Reporting and Feedback CPD Wider Departmental and School Responsibilities Meetings ICT House Tutoring Co-Curricular Professional Attributes
  28. 28. How to conduct a teacher Appraisal Sources of Evidence • Lesson Observations • Lesson Plan Documentation • Pupils’ Work Scrutiny – Sample of books across the age-groups and campuses • Teacher Mark-book Scrutiny • Sample of Parental Short and Long Reports • Pupil Interviews and Questionnaires – Sixth form Feedback form – Formal and Informal conversations with colleagues • Other Observation – At meetings – Wall displays
  29. 29. Gathering Evidence: Teaching and Learning T&L: Planning Evidence of Planning: Lesson Plans • Do they follow the scheme of work? • Do they account for a range of pupils’ needs? • Do they include examples of differentiation? • Do they include examples of “stretch & challenge”? • Do they include examples of extension tasks? (1) Requiring Improvement (2) Strong Performer (3) Outstanding Performer Planning and/or delivery shows sporadic relevance to schemes of work. Planning and delivery take no account of pupils’ needs (e.g. set tasks do not challenge pupils). Planning and delivery show awareness of differentiation. Lesson planning clearly follows scheme of work and helps ensure that pupils are well-motivated. Uses scheme of work effectively and flexibly Extensive evidence of differentiation/ stretch and challenge/ extension tasks have been prepared and delivered. Consistently motivates and enthuses pupils.
  30. 30. STEP 3: MAKING PROVISIONAL JUDGEMENTS Berkhamsted Schools Group Appraisal Structure
  31. 31. Step Three: Head of Dept Moderates Grid Teacher Appraisal Grid - Second Cycle 2014-15
  32. 32. How to conduct a teacher Appraisal Preparation: Provisional Judgments Professional Development Targets 1. Consider which are priority areas for development • in light of the Departmental Development Plan • In light of the School Strategic Priorities 2. Consider INSET requirements or suggestions
  33. 33. Step Three: HoD and Teacher agree three priorities for development Teacher Appraisal Grid - Second Cycle 2014-15
  34. 34. How to conduct a teacher Appraisal Preparation: Provisional Judgments Professional Development Targets 1. Consider which are priority areas for development • in light of the Departmental Development Plan • In light of the School Strategic Priorities 2. Consider INSET requirements or suggestions Sharing Best Practice • Consider how the teacher can best support colleagues. Again, consider your judgements as provisional, until you have had the appraisal meeting.
  35. 35. Berkhamsted as a Professional Learning Community • Departmental meeting • Staff Meeting 5-minute INSETS • Staff INSET days • Twilight Sessions • TLAB15 • Blogging • Peer-to-peer support Teach Collaborate ShareResearch Learn Share
  36. 36. Teaching and Learning in Classroom “Excellent pace and Vigour in Lessons” Step Four: HoD and Teacher agree one area to share with other staff Teacher Appraisal Grid - Second Cycle 2014-15
  37. 37. STEP 4: THE APPRAISAL MEETING Berkhamsted Schools Group Appraisal Structure
  38. 38. How to conduct a teacher Appraisal The Appraisal Meeting 1. Logistics • Timing • what are you and the teacher doing next? • If there are going to be difficult conversations, the teacher may need time to digest the feedback (before facing a class/ colleagues) • Place • Public/ Private/ Discrete • Length of Meeting • fixed end?
  39. 39. How to conduct a teacher Appraisal The Appraisal Meeting 2. Planning • What are the key issues that you need to discuss? • Praise: What is going well? • Issues: What are the concerns? • Prepare for the difficult conversations • Learn your lines - It is worth scripting these and practising them in front of a mirror or with a senior colleague. • Complete the Appraisal Grid making provisional judgements (see above) • Come up with some provisional suggestions for Target-setting and CPD
  40. 40. How to conduct a teacher Appraisal The Appraisal Meeting 3. The Meeting – Suggested Format • Is there anything that you want to discuss? • Give Praise. • You need to have evidence for negative Feedback • Try to agree judgements • “You have put yourself in column 3, what things are you doing that has led to you to that judgement?” • Discuss and Agree the 3 Development Targets • Discuss and Agree the area for supporting colleagues • Discuss and Agree any INSET requirements
  41. 41. STEP 5: FINAL JUDGEMENTS AND FEEDBACK Berkhamsted Schools Group Appraisal Structure
  42. 42. How to conduct a teacher Appraisal Final Judgements and Feedback 1. Final Judgements • Review the Grids and your judgements in light of the Meeting • Review the Targets, area for supporting colleagues and any INSET requirements 2. Feedback Documentation • Give back a copy of the agreed moderated grid • Give back the 3 + 1 Summary sheet • These should be signed by both the HoD and the teacher.
  43. 43. Step Five: The Agreed Appraisal Grid Teacher Appraisal Grid - Second Cycle 2014-15
  44. 44. FINAL THOUGHTS ON TEACHER APPRAISAL: Appraisal and Performance Management in Schools – A practical approach
  45. 45. As HoD, you are setting the standards for your department. You set the bar. How to conduct a teacher Appraisal It’s your Department Appraisal: HoDs as Guardians of Standards • To check the books • To see the markbook • To watch a lesson • To have difficult conversations Appraisal: A time for Departmental House keeping • To hold to account • To support • To motivate • To earn respect Appraisal: A time to manage and to lead
  46. 46. If you want to drive up standards in your department in • Lesson Planning • Assessment • Reporting to parents How to conduct a teacher Appraisal It’s your Department Gather the Evidence Have the difficult conversation Set the Targets
  47. 47. If you want members of your department to get more involved by • Running trips or societies • Improving their classroom environment • Teaching across age groups and in both schools How to conduct a teacher Appraisal It’s your Department Gather the Evidence Have the difficult conversation Set the Targets
  48. 48. Conducting Teacher Appraisal is the best opportunity that you have each year to raise standards within your department. Don’t waste it How to conduct a teacher Appraisal It’s your Department
  49. 49. SMT AND EXEC APPRAISAL STRUCTURE Appraisal and Performance Management in Schools – A practical approach
  50. 50. Exec and SMT Appraisal Grid - Second Cycle 2014-15
  51. 51. HODS PERFORMANCE MANAGEMENT Appraisal and Performance Management in Schools – A practical approach
  52. 52. Senior School Academic Management Structures Principal Mark Steed Vice Principal Michael Bond Deputy Head of Berkhamsted Boys Nick Dennis Heads of Department English and Languages 7 HoDs Classroom Teachers Deputy Head of Berkhamsted Girls Rosie McColl Heads of Department Science and Mathematics 6 HoDs Classroom Teachers Deputy Head of Berkhamsted Sixth Mary-Clare Startin Heads of Department Humanities 5 HoDs Classroom Teachers Deputy Head of Berkhamsted Sixth Greg Anker Heads of Department Creative and Cultural 7 HoDs Classroom Teachers
  53. 53. Senior School Academic Cluster Groups Maths and Science • Mathematics, Science, Biology, Chemistry, Physics, ICT. Languages • English, French, Spanish, German, Latin, English as a Foreign Language (EFL), Learning Support. Humanities • History, Politics, Religion & Philosophy, Sociology & Psychology, Geography. Creative and Practical • Art & Photography, Music, Media Studies, Drama/Theatre Studies, Design Technology, PE.
  54. 54. HoDs Performance Management – 2015-16 Outcomes, Attitudes and Behaviours Exceeded objectives Specific Targets and INSET required 1.3 Progression to next increment 2.3 Beacon of best practice. Immediate progression to next increment. On course to be promoted 3.3 Fully met objectives Significant areas to work on. Likely to lose increment if repeated 1.2 On track to receive increment if repeated 2.2 Progression to next increment 3.2 Partially met objectives Loss of HoD increment Likely to lose role if repeated. 1.1 Significant areas to work on. Likely to lose increment if repeated. 2.1 Specific Targets and INSET required 3.1 Requiring Improvement Strong Performer Outstanding Performer Attitudes and Behaviours ResultsandOutcomes Second Cycle
  55. 55. HoDs Performance Management – 2015-16 Appraisal Criteria • Performance Management was introduced in 2012: – Scope for progression to the next increment – Scope for losing an increment • Evaluate performance over a three-year rolling cycle: – 2012 was the baseline – 2013 and 2014 – Performance Management Appraisal in Autumn 2014 – HoDs can go up an increment from Sept 2015. • Evaluation Criteria – Results and Outcomes – Attitudes and Behaviours
  56. 56. HoDs Performance Management – 2015-16 New HoDs Salary Scale
  57. 57. HoDs Performance Management – 2015-16 Indications of Results and Outcomes 1. MidYIS and ALIS results – against Independent Schools • Outstanding = over 1 standard deviations re Independent Schools (in blue) • Good = in line to 1 standard deviation (in white) • Weak = lower than average performance (in yellow) 2. Positive Feedback from School community on Departmental performance. 3. Inspiring Pupils: Trend analysis of pupil option numbers at GCSE and A-level and university. 4. Level of Departmental Activity: Trips, Societies, Visiting speakers etc. All measured over a three year rolling period (starting from 2012)
  58. 58. HoDs Performance Management – 2015-16 Indications of Results and Outcomes Key Indicators Partially met objectives Fully met objectives Exceeded Objectives MidYIS Value-added 3 year Average Below the lower 95% line With the 95% envelope Above the 95% line ALIS Value-added 3 year Average on GCSE score Below the lower 95% line With the 95% envelope Above the 95% line ALIS Value-added 3 year Average on CABT score Below the lower 95% line With the 95% envelope Above the 95% line Numbers opting for GCSE - 3 year average Significantly below expectations. Broadly in line with expectations Significantly above expectations Numbers opting for AS - 3 year average Significantly below expectations. Broadly in line with expectations Significantly above expectations Numbers opting for A2 - 3 year average Significantly below expectations. Broadly in line with expectations Significantly above expectations
  59. 59. HoDs Performance Management – 2015-16 Indications of Results and Outcomes Not Berkhamsted Data
  60. 60. HoDs Performance Management Consultation Indications of Attitudes and Behaviours Key Competences Teaching House Tutoring Co-Curricular Departmental Administration Leadership and Motivation of Staff Appraisal Strategic and Budget Planning Coaching, Induction and CPD Lesson Observation and Work Scrutiny Health and Safety ICT Meetings
  61. 61. HoDs Performance Management Consultation Indications of Attitudes and Behaviours
  62. 62. Appraising HoDs Attitudes and Behaviours – 2015-16 Attitudes &. Behaviours 360 Degree Feedback • Above – Line-Manager – Overton • Peer-to-Peer – Examination Officer – SENCO • Below – Department – (Technicians) Second Cycle
  63. 63. Appraising HoDs Attitudes and Behaviours – 2015-16 Peer-to-Peer – Exams Officer Feedback
  64. 64. HoDs Performance Management – 2015-16 Outcomes, Attitudes and Behaviours Exceeded objectives Specific Targets and INSET required 1.3 Progression to next increment 2.3 Beacon of best practice. Immediate progression to next increment. On course to be promoted 3.3 Fully met objectives Significant areas to work on. Likely to lose increment if repeated 1.2 On track to receive increment if repeated 2.2 Progression to next increment 3.2 Partially met objectives Loss of HoD increment Likely to lose role if repeated. 1.1 Significant areas to work on. Likely to lose increment if repeated. 2.1 Specific Targets and INSET required 3.1 Requiring Improvement Strong Performer Outstanding Performer Attitudes and Behaviours ResultsandOutcomes Second Cycle 2015
  65. 65. ResultsandOutcomes 1.3 5 HoDs 2.3 3.3 1.2 9 HoDs 2.2 3 HoDs 3.2 1 HoD 1.1 2.1 2.1 Attitudes and Behaviours “Too New to Review” 2 HoDs 1 HoD HoDs Appraisal – Second Cycle 2015 Evaluation of HoDs post-Moderation Second Cycle 2015
  66. 66. FUTURE DEVELOPMENT Appraisal and Performance Management in Schools – A practical approach
  67. 67. Appraisal Structure – 2016 and Beyond Future: Online Appraisal Third Cycle 2015
  68. 68. Email: principal@berkhamstedschool.org Twitter: @independenthead LinkedIn: uk.linkedin.com/in/independenthead Blog: http://independenthead.blogspot.com

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