Uploaded byMark S. Steed
Using Appraisal to Drive School Improvement
The document discusses the pivotal role of appraisal systems in driving school improvement by enhancing teacher performance. It outlines processes, benefits, and challenges related to effective appraisals, emphasizing continuous professional development and talent identification. The approach also highlights data collection and outcomes from various appraisal models to establish benchmarks for teacher effectiveness.
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Using Appraisal to Drive School Improvement
- 1. UsingAppraisal to DriveSchool Improvement Mark S.Steed, MA (Cambridge), MA (Nottingham) Director, JESS, Dubai @JESSDubai @JESS_Director @IndependentHead Education Experts Conference, Dubai Monday 30th May, 2016
- 2. Driving School Improvement “The quality ofa school is dependent on the quality of its teachers.” Anonymous - Cliché
- 3. AppraisingBen The Problem withOutcome-related Appraisal Systems • Poor preparation • Poor classroom control • Poor pedagogy • Rarely marked pupil work (on time) BUT pupils got good grades every year BECAUSE: • Pupils worked harder to compensate • Parents paid for PrivateTutors WhyI’mHere
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- 7. TheGreatest Challenges forSchool Leaders • Effective Selection Processes •Competitive Salary & Benefits Packages Recruit and Retain the possible Teachers • To give effective feedback • To identify training Needs • To identifyTalent for Promotion Put in place effective appraisal systems • To develop talent for the next role • To address training needs • To keep up to date Put in place Effective CPD Programmes
- 8. The HR Function of aSchool = ALeadership Function of aSchool CPD Training Benefits Package
- 9. JESS,Dubai Why we do AppraisalWhat How Why Simon Sinek: Start with Why
- 10. How NOT to doappraisal Old SchoolAppraisal Models 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
- 11. JESS,Dubai Why we do Appraisal Toensure that JESS maintains high standards of professionalism To ensure that individual performance reflects good practice To recognise aspects of outstanding practice so that they can be shared To identify training and development needs To identify talented individuals for promotion.
- 12. Appraisal: The Key toSchool Improvement JESSDUBAI Using Appraisal to drive up standards JESS,Dubai Appraisaland School Improvement
- 13. “We’ve got thissaying, ‘performance by the aggregation of marginal gains’. It means taking the 1% from everything you do; finding a 1% margin for improvement in everything you do.” Sir Dave Brailsford
- 14. JESS,Dubai Why we do Appraisal 3Target Areas in Teaching & Learning 1 Target Area for Improvement in Use of IT 1 Area to Share your Expertise with others
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- 16. THEAPPRAISAL GRIDS JESS DUBAI Using Appraisalto drive up standards JESS,Dubai Appraisal Grids
- 17. JESS, Dubai Teacher Appraisal Grid Teacher AppraisalGrid Attitudes and Behaviours 2015-16 1 2 3 Teaching Competence Development Required JESS Practitioner Lead Practitioner = 5%-10% = 80%-90% = 5%-10%
- 18. Teacher Appraisal Grid Attitudesand Behaviours 2015-16 1 2 3 Teaching Competence Development Required JESS Practitioner Lead Practitioner Assessment for Learning Does not mark and return work to students promptly. Uses formative and summative assessment to track progress and set personalised formative targets. Drives the department by piloting and implementing new approaches to assessment for learning. Strategies are innovative, cutting edge and making a measurable difference to exceptional student progress.
- 22. THEAPPRAISAL PROCESS JESS DUBAI Using Appraisalto drive up standards JESS,Dubai Howwedo Appraisal
- 24. Step One: SelfAppraisal -Teacher highlights the grid
- 25. StepTwo: Moderation -Line Manager Makes Provisional Judgements
- 26. StepThree: Appraisal Meeting,Discussions and Agreed Final Judgements
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- 28. Step Five: OverallTeachingCompetence Summary
- 29. Step Six: Targetsfor Progress
- 30. AUTOMATING APPRAISAL USINGOFFICE365SHAREPOINT JESS DUBAI Using Appraisalto drive up standards JESS,Dubai Howwedo Appraisal
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- 32. COLLECTING DATA USINGOFFICE365SHAREPOINT JESS DUBAI Using Appraisalto drive up standards JESS,Dubai Howwedo Appraisal
- 33. JESS,Dubai Collecting Data Capturing Data: wemight find that 25 teachers across the school were found not be using ‘data to inform planning and evaluate the needs of students.’ This is not a problem with the individuals, rather it is a SchoolTraining Issue.
- 34. PERFORMANCE RELATED PAY? Berkhamsted School,UK Using Appraisal to drive up standards BerkhamstedSchool,UK PRP
- 35. Berkhamsted School 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: Evaluation Criteria Results and Outcomes Attitudes and Behaviours
- 36. Berkhamsted School UK HoDsPerformance 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
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- 38. Berkhamsted School HoDs Performance Management– 2015-16 Indications of Results and Outcomes 1. Value-added Data: MidYIS andALIS results – against UK Independent Schools) 2. Positive Feedback from School community on Departmental performance. 3. Inspiring Pupils: Trend analysis of pupil option numbers at GCSE andA-level and university. 4. Level of DepartmentalActivity: Trips, Societies,Visiting speakers etc. All measured over a three year rolling period
- 39. Berkhamsted School, UK HoDsPerformance Management – 2015-16 Not Berkhamsted or JESS Data
- 40. 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
- 41. ResultsandOutcomes 1.3 5 HoDs 2.3 3.3 1.2 8HoDs 2.2 4 HoDs 3.2 1 HoD 1.1 2.1 2.1 Attitudes and Behaviours “Too New to Review” 2 HoDs 1 HoD HoDs Performance Management – 2015-16 Outcomes, Attitudes and Behaviours
- 42. Using Appraisal toDrive School Improvement 1. Where Appraisal fits in 2. Why we do Appraisal 3. Appraisal:The Key to School Improvement 4. The Appraisal Grids 5. The Appraisal Process 6. Automating Appraisal 7. Performance-related Pay?
- 43. MarkS.SteedMA(Cambridge), MA(Nottingham) DirectorofJESSDubai Email: Director@jess.sch.ae Twitter:@JESS_Director @independenthead LinkedIn: uk.linkedin.com/in/independenthead Blog: http://independenthead.blogspot.com Slideshare: http://www.slideshare.net/independenthead JESS,Dubai MyContacts “The quality of a school is dependent on the quality of its teachers.” Anonymous - Cliché