PUPIL Performance management is a teacher’s continuous activity-based function in his classroom that aligns PUPIL’s learning interest with SCHOOL & STATE interest to evolve and sustain passion towards the realization of set educational goals through continual review and assessment of progress.

1. PUPIL’S
PERFORMANCE
MANAGEMENT
The Art Of Pupil Performance
Development
120 minutes
RABBI MODEL SCHOOLS

2. TRAINING
INTENT
TRAINING
CONTENT
 To equip teachers to
enhance and sustain
the performance of
individual
performance of their
pupils through to the
set standard.
 To enable teachers
plan, cater, support
and reinforce the
performance of their
pupil to a
satisfactory level.
 The concept of
performance
management.
 Pupils performance
planning and
modeling.
 Pupils performance
supervision,
coaching and
reinforcement.
 Pupil Performance
Appraisal
RABBI MODEL SCHOOLS

3. THE CONCEPT OF
PERFORMANCE
MANAGEMENT
Performance management is a continuous activity-
based function in an organization that aligns individual
and organizational interest to evolve and sustain
passion towards the realization of set goals through
continual review and assessment of actions.
PUPIL Performance management is a
teacher’s continuous activity-based
function in his classroom that aligns
PUPIL’s learning interest with SCHOOL
& STATE interest to evolve and
sustain passion towards the
realization of set educational goals
through continual review and
assessment of progress.
RABBI MODEL SCHOOLS

4. THE CONSTRUCT OF
PERFORMANCE MANAGEMENT
IN A CLASSROOM
ALIGNMENT OF
ORGANISATIONAL
VISION, GOALS AND
STRATEGYWITH A PUPIL
PERFORMANCE PLAN
PUPIL PERFORMANCE
COACHING,
MENTORING AND
FEEDBACK
PUPIL PERFORMANCE
EVALUATION AND
REVIEW
THE PUPIL
PERFORMANCE
DEVELOPMENT PLAN
(PDP)
RABBI MODEL SCHOOLS

5. THE SCOPE PERFORMANCE
MANAGEMENT IN A
CLASSROOM
PERFORMANCE
MANAGEMENT
VISION &
GOALS
PUPIL
STATE
INTEREST
TASK
PERFORMANCE &
STANDARD CHECKS
SCHOOL
INTEREST
TEACHER
RABBI MODEL SCHOOLS

6. WHAT HAPPENS
WHEN A PUPIL’S
PERFORMANCE IS
NOT PROPERLY
MANAGED?
RABBI MODEL SCHOOLS

7. •PUPIL’s performance status is
not truly assessed,
• PUPIL Self-esteem may be
lowered,
• Time and money are wasted,
• Relationships are damaged,
• Motivation to perform is
decreased,
• Standards and ratings come to
question,
Score card variances expands.
RABBI MODEL SCHOOLS

8. WHAT AN
EFFECIENT PUPIL
PERFORMANCE
MANAGEMENT
CAN AFFORD?
RABBI MODEL SCHOOLS

9. • Improves PUPIL performance in meeting
school and state educational goals and
objectives.
• Supports PUPIL development by fostering
continuous learning
• Aligns ranks and grades from assessment
report with actual PUPIL performance.
• Enhances and validates teachers
accountability of PUPIL’s performance
variances
RABBI MODEL SCHOOLS

10. THE PUPIL PERFORMANCE
MANAGEMENT PROCESS
COACHING/
SUPERVISION
PERFOMANCE
PLANNING
PERFORMANCE
REVIEW
PERFORMANCE
FEEDBACK
ALIGNMENT
ALL THE
PROCESSES OF
PERFOMANCE
MANAGEMENT
MUST BE ALIGNED
WITHTHE
MISSION AND
VISION OFTHE
SCHOOL & STATE
EDUCATIONAL
GOAL.
RABBI MODEL SCHOOLS

11. PUPIL PERFORMANCE
PLANNING
BASIS:
establish and agree upon PUPIL’s performance
expectations,
clarify what the PUPIL will be evaluated on, and
 set the stage for ongoing feedback and coaching
throughout the PUPIL’s learning period.
SHOULD BE:
 Derived from mission, goals and values
 Mutually understood
 Developed collaboratively, if appropriate
 Descriptive of how each job is to be performed
 Descriptive of fully satisfactory performance
 Expressed in measurable/observable terms
 Reasonable and attainable
RABBI MODEL SCHOOLS

12.  TEACHERS ROLE:
 Writes lesson plans for every school day
 Develops a syllabus to serve as a blueprint for
the school year
 Considers student work samples when writing
lesson plans
 Writes lesson plans with clearly stated
objectives that have measurable outcomes
 Integrates other content areas when
appropriate
 Indicates start and ending times for activities
in lesson plans
 Includes activities and strategies to engage
students of various ability levels in lesson
plans
 Incorporates effective questioning into lesson
plans
 Includes required accommodations for
students with special needs in lesson plans.
RABBI MODEL SCHOOLS

13. PERFORMANCE FEEDBACK
WHY?
 To determine instances of great or poor
performance
 To identify the causes of PUPIL’s performance
problems
 To ascertain the factors behind excellent
PUPIL’s performance
 To provide evidence to determine whether
the PUPIL’s has achieved learning objectives
and met standards
RABBI MODEL SCHOOLS

14. PERFORMANCE FEEDBACK
TEACHER:
 Listens attentively to student questions, comments, and
concerns
 Conducts one-on-one conversations with students
 Positions chairs in groups or around tables to promote
interaction
 Covers walls with student work, student-made signs,
memos, and calendars of student events
 Has students welcome visitors and observers and explain
activities to them
 Arranges classroom so that all students can see and hear
instruction
 Provides easy access to instructional materials
 Establishes procedures for running the classroom and
handling routine student needs (e.g., bathroom visits, pencil
sharpening, throwing away trash)
 Disciplines students with dignity and respect
 Effectively uses the entire classroom (e.g., moves
throughout the room)
 Designs and bases assignments on measurable objectives
RABBI MODEL SCHOOLS

15. PERFORMANCE COACHING
& SUPERVISION
THIS IS THE BASIS OF TEACHING
PROFESSION, HAVING IT THAT
TEACHING IS AN INSTRUCTIONAL
PROCEDURE – THE CORE FUNCTION
IN DEVELOPING PUPIL’S
PERFORMANCE IS COACHING AND
SUPERVISING THEM TO ACHIEVE
LEARNING OBJECTIVES.
RABBI MODEL SCHOOLS

16. DOYOU KNOW
HOWTO
INSTRUCTIONALLY
SCAFFOLD A
CHILD?
RABBI MODEL SCHOOLS

17.  INSTRUCTIONAL SCAFFOLDING IS THE
PROVISION OF SUPPORTTO PROMOTE
LEARNINGWHEN CONCEPTS ARE
BEING FIRST INTRODUCEDTO
STUDENTS.
 THESE SUPPORTS CAN BE
 RESOURCES
 A COMPELLING TASK
 TEMPLTES AND GUIDES
 GUIDIANCE ON THE DEVELOPMENT OF
COGNITIVE AND SOCIAL SKILLS
RABBI MODEL SCHOOLS

18. THIS CAN BE DONE
BY
TASK
MODELLING
ADVICE
MENTORING
 TEACHERS CAN WITHDRAWTHIS SUPPORTS AS
PUPILS DEVELOP INTHE PROCESS OF
COACHINGTHROUGH INSTRUCTIONAL
SCAFFOLDING
RABBI MODEL SCHOOLS

19. SUPERVISION :
OBSERVATION –
It is recommended that teachers observe
their PUPIL’s with the intent of
documenting behaviors and activities
related to performance.
LOOK FOR:
RABBI MODEL SCHOOLS

20.  TRENDS IN PERFORMANCE:
Is he steadily improving or
declining?
Does the individual have “peaks and
valleys” – spots of excellent
performance followed by extended
periods of mediocre performance?
 CRITICAL INCIDENTS:
Outstanding successes or failures.
Performance events that stand out
from typical behavior
RABBI MODEL SCHOOLS

21. DO!!!
Do allow time for coaching. Even on informal
basis, it takes time to do it well.
• Do ask how you can be of help to the PUPIL.
• Do ask the PUPIL what prevents him or her
from performing, if the coaching is about not
meeting expectations.
• Do ask the PUPIL for solutions to the
problem.
• Do describe the PUPIL’s performance as
specifically as possible. Describe what impact it has
on others, the class and the school as a whole.
• Do write down what you and the PUPIL peach
agree to do. RABBI MODEL SCHOOLS

22. DO!!!
• Do talk about follow up. Will you meet again to
discuss the issue?When?
• Don’t be distracted by interruptions.
• Don’t assume the PUPIL knows what you are
thinking.
• Don’t assume that the performance issue
exists because the PUPIL has a bad attitude.
• Don’t end on a threatening or negative note.
Re-state your support and willingness to help the
PUPIL be successful.
RABBI MODEL SCHOOLS

23. DO KEEP
 STRUCTURED DIARY
 List the performance expectations and goals for
the appraisal cycle and space to document date,
skills exhibited results of behavior and other
comments.
 UNSTRUCTURED DIARY
 Informal documentation of performance events.
For example, jot down notes about PUPIL
behavior in your Day timer.
 WORK SAMPLES
 Maintain copies of work that illustrate the
performance dimensions being measured.
 EMPLOYEE FACT FILE
 A file where notes about performance events and
work samples can be maintained. Remember, this
file could be viewed by others if necessary
RABBI MODEL SCHOOLS

24. PERFORMANCE
APPRAISSAL
PLATFORMS:
 CLASSWORKS
 TASK
 INTERVIEWS
 OBSERVATION
 FEEDBACKS
 ASSIGNMENT
 HOMEWORK
 TEST
 EXAMINATION
 DON’T FORGET! YOU ARE NOTTHE
ONLY ONE ASSESSINGTHE CHILD.
YOUR REPORT SHOULD SHOW THE TRUE
PICTURE
RABBI MODEL SCHOOLS

25. CONSIDERATIONS
 WHAT IS THE ESSENCE OF RANKING
PUPILS?
 WHATWASYOUR REMARK ABOUT
YOUR PUPILS’ WORKS, FUZZYVS SPECIFIC?
 HOWTRUE IS THIS AXIOM, EFFORT IS
NOTHING, RESULT IS EVERYTHING?
 WHY DOWE REVIEW PUPILS’
PERFORMANCE?
RABBI MODEL SCHOOLS

26. IMPROVEMENT VS
ACHIEVEMENT
 In those cases, the high-achieving students do not
typically have to work very hard to earn good
grades.
 Lower-achieving students often have no real chance
to earn a good grade regardless of their effort or
improvement.
 Teachers should evaluate students work based more
on effort and improvement than simply on
achievement status.
 This creates an instructional environment quite
different from one where grades are awarded based
primarily on achievement status.
 This focus meant that all students had a chance at
earning good grades, regardless of their achievement
levels.
RABBI MODEL SCHOOLS

27. DURING APPRAISALS:
 DON’T FOCUS ONLY ONTHE PUPIL’S
WORK ONLY:
ALSO CONSIDER:
THE “WHO”
THE “HOW”
THE “WHERE”
THE “WHEN” of the PUPIL’s work
RABBI MODEL SCHOOLS

28. DURING APPRAISALS :
A Teacher should –
 Assists students in planning for homework or tasks.
 Provides opportunities for review and practice
 Provides closure at the end of the class time
 Models learning for students
 Responds spontaneously to student questions
 Help students to make real-world connections to the
content
 Deliver instruction and questions in a logical,
sequential manner
 Makes subject matter relevant to students
 Monitors and adjusts student engagement in all
activities and strategies
 Continuously has high numbers of students on task
 Is responsive to situations and students' needs
 Responds to students with respect, even in difficult
situations
 Communicates high expectations consistently
 Engages in positive dialogue and interaction with
students outside the classroom
RABBI MODEL SCHOOLS

29. PUPIL DEVELOPMENT PLAN
 THE ART OF PUPIL PERFORMANCE
INTELLIGENCE
 We should understand that
nothing happens by :
 collecting performance data
 Generating performance information
 We should focus more on MAKING
DECISIONS ANDTAKING
ACTIONS on performance
information and data.
 What do you do when?
 Pupil performance drops
 Pupil performs high all the time.
 Pupil performance fluctuates
 Pupil performance improves
RABBI MODEL SCHOOLS

30. QUESTIONS?
THANKYOU!
RABBI MODEL SCHOOLS