Uploaded byMark S. Steed
Appraisal and Performance Management in Schools - A practical approach
The document outlines the appraisal process and performance management structure at Berkhamsted Schools Group, emphasizing the importance of self-appraisal, evidence gathering, and shared best practices among teachers. The appraisal aims to enhance individual performance, recognize outstanding practice, and maintain high professional standards within the institution. Various appraisal matrices and criteria are presented to evaluate teaching roles, departmental contributions, and pastoral responsibilities, aimed at driving continuous improvement in educational outcomes.
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Appraisal and Performance Management in Schools - A practical approach
- 1. Leading Change with Parents TLAB15 Saturday21st March 2015 Berkhamsted School Mark S. Steed, MA (Cantab.), MA Principal, Berkhamsted Schools Group @independenthead
- 2. HOW WE USEDTO DO IT Berkhamsted Schools Group Appraisal Structure
- 3. Formal Appraisal The AppraisalInterview
- 4. Formal Appraisal The SummaryReport • 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
- 6. WHY DO WEDO APPRAISAL? Appraisal and Performance Management in Schools – A practical approach
- 7. Appraisal and PerformanceManagement 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
- 8. BACKGROUND Appraisal and PerformanceManagement in Schools – A practical approach
- 10. 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” Partiallymet 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
- 11. Novartis Appraisal Matrix Proportionof 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
- 12. Novartis Appraisal Matrix Proportionof Staff at Each Level = 5%-10% =50%-70% =20%-30% = 5%-10% Needs Improvement Strong Performer Superior Performer Outstanding Performer
- 13. 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.
- 14. Berkhamsted Schools Group TwilightCPD Programme
- 15. Berkhamsted Schools Group TwilightCPD Programme
- 16. Berkhamsted Schools Group TheAppraisal 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
- 17. 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
- 18. Berkhamsted Schools Group TeacherAppraisal 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
- 19. Teacher Appraisal Grid- Second Cycle 2014-15
- 20. Teacher Appraisal Grid- Second Cycle 2014-15
- 21. Teacher Appraisal Grid- Second Cycle 2014-15
- 22. Novartis Appraisal Matrix Proportionof Staff at Each Level = 5%-10% =50%-70% =20%-30% = 5%-10% Needs Improvement Strong Performer Superior Performer Outstanding Performer
- 23. Berkhamsted Schools Group TeacherAppraisal Matrix = 5%-10% = 80%-90% = 5%-10% Teacher Appraisal Grid - Second Cycle 2014-15
- 24. Berkhamsted Schools Group AppraisalTimeline 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
- 25. THE APPRAISAL PROCESS Appraisaland Performance Management in Schools – A practical approach
- 26. STEP 1: SELFAPPRAISAL Berkhamsted Schools Group Appraisal Structure
- 27. Step One: SelfAppraisal - Teacher highlights the grid Teacher Appraisal Grid - Second Cycle 2014-15
- 28. STEP 2: GATHERINGEVIDENCE Berkhamsted Schools Group Appraisal Structure
- 29. How to conducta 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
- 30. How to conducta 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
- 31. Gathering Evidence: Teachingand 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.
- 32. STEP 3: MAKINGPROVISIONAL JUDGEMENTS Berkhamsted Schools Group Appraisal Structure
- 33. Step Three: Headof Dept Moderates Grid Teacher Appraisal Grid - Second Cycle 2014-15
- 34. How to conducta 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
- 35. Step Three: HoDand Teacher agree three priorities for development Teacher Appraisal Grid - Second Cycle 2014-15
- 36. How to conducta 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.
- 37. Berkhamsted as a ProfessionalLearning Community • Departmental meeting • Staff Meeting 5-minute INSETS • Staff INSET days • Twilight Sessions • TLAB15 • Blogging • Peer-to-peer support Teach Collaborate ShareResearch Learn Share
- 38. Teaching and Learningin 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
- 39. STEP 4: THEAPPRAISAL MEETING Berkhamsted Schools Group Appraisal Structure
- 40. How to conducta 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?
- 41. How to conducta 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
- 42. How to conducta 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
- 43. STEP 5: FINALJUDGEMENTS AND FEEDBACK Berkhamsted Schools Group Appraisal Structure
- 44. How to conducta 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.
- 45. Step Five: TheAgreed Appraisal Grid Teacher Appraisal Grid - Second Cycle 2014-15
- 46. FINAL THOUGHTS ONTEACHER APPRAISAL: Appraisal and Performance Management in Schools – A practical approach
- 47. As HoD, youare 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
- 48. If you wantto 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
- 49. If you wantmembers 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
- 50. Conducting Teacher Appraisalis 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
- 51. SMT AND EXECAPPRAISAL STRUCTURE Appraisal and Performance Management in Schools – A practical approach
- 52. Exec and SMTAppraisal Grid - Second Cycle 2014-15
- 54. HODS PERFORMANCE MANAGEMENT Appraisal andPerformance Management in Schools – A practical approach
- 55. Senior School Academic ManagementStructures 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
- 56. Senior School Academic ClusterGroups 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.
- 57. 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
- 58. 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
- 59. HoDs Performance Management– 2015-16 New HoDs Salary Scale
- 60. 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)
- 61. 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
- 62. HoDs Performance Management– 2015-16 Indications of Results and Outcomes Not Berkhamsted Data
- 63. HoDs Performance ManagementConsultation 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
- 64. HoDs Performance ManagementConsultation Indications of Attitudes and Behaviours
- 65. Appraising HoDs Attitudesand Behaviours – 2015-16 Attitudes &. Behaviours 360 Degree Feedback • Above – Line-Manager – Overton • Peer-to-Peer – Examination Officer – SENCO • Below – Department – (Technicians) Second Cycle
- 66. Appraising HoDs Attitudesand Behaviours – 2015-16 Peer-to-Peer – Exams Officer Feedback
- 67. 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
- 68. ResultsandOutcomes 1.3 5 HoDs 2.3 3.3 1.2 9HoDs 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
- 69. FUTURE DEVELOPMENT Appraisal andPerformance Management in Schools – A practical approach
- 70. Appraisal Structure –2016 and Beyond Future: Online Appraisal Third Cycle 2015
- 72. Email: principal@berkhamstedschool.org Twitter: @independenthead LinkedIn:uk.linkedin.com/in/independenthead Blog: http://independenthead.blogspot.com