Performance Management Briefing for Schools

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Performance Management- Briefing for Schools
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Where are we?

• Appraisal regulations were first introduced in
  1991, following the 1986 Education Act
• Current Regulations for Performance Management
  have been in schools since 2001
• Many aspects work well, but current practice does
  not reflect recent developments in schools and
  teachers/head teachers working practices.
• New teachers professionalism builds on
• The National Agreement (building capacity for
  teachers and head teachers to focus on teaching
  and learning)
• New pay structure
• Review of staffing structures
• Teachers/head teachers need to have access to
  high quality professional development
  opportunities to enable them to meet their career
  aspirations
• The Education (School Teacher Performance
  Management) (England) Regulations 2006 were laid
  on the 9th October 2006

Source TDA Performance Management Briefing and
Planning event
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The context of Performance Management in the new
professionalism agenda

• New arrangements key to the development of the
  new professionalism agenda described by RIG in
  their submission to the STRB in May 2005
• Aims to develop a culture whereby teachers/head
  teachers feel confident and empowered to
  participate fully in Performance Management
• Where those who manage staff engage in a
  professional dialogue with them, respect them as
  professionals, make decisions about their work
  and contribute in an open, equitable and fair
  manner
• Acknowledges that professional development should
  be an ongoing part of everyday activities not a
  separate activity adding to workload
• Entitlement and duty to engage in school-focused
  CPD which is effective and relevant to
  individuals professional development, career
  progression and aspirations

Please read the document Performance Management
key messages which needs to be considered in
conjunction with the Regulations and Guidance
Source TDA Performance Management Briefing and
Planning event
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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
  individuals job description and any relevant pay
  progression criteria, and making plans for the
  individuals future development in the context of
  the schools 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
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Achieving an understanding of Overall
Performance

• There are two elements to overall performance
• An assumption that a teacher/head teacher is
  meeting the requirements of their job
  description, the relevant professional duties,
  and the relevant professional standards
• The content of the planning and review statement,
  which focuses on the key priorities for the
  individual during that performance management
  cycle

Source TDA Performance Management Briefing and
Planning event
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Revised Performance Management arrangements

• Refocuses current 2001 arrangements
• Implementation from September 2007
• Non-bureaucratic, streamlined, multipurpose
  arrangements
• Contribute to raising standards and tackling
  workload
• Effective, transparent, and fair and applied
  consistently
• Need to be consistent with principles and
  practice of equal opportunities and legislative
  requirements

Source TDA Performance Management Briefing and
Planning event
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The Performance Management cycle

• Monitoring Supporting
• Monitoring of performance throughout the cycle
• Provision of agreed support
• Evidence collection
• Ongoing professional dialogue

• Planning
• Objectives agreed
• Classroom observation and evidence collection
  agreed
• Performance criteria for the above agreed
• Support, training and development agreed
• Timescales agreed

• Reviewing
• Overall assessment of individuals progress
  against the performance criteria
• Recommendations for pay progression made for
  eligible teachers
• Judgement on overall performance
• No surprises

Source TDA Performance Management Briefing and
Planning event
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The Planning Meeting- what the revised
regulations say
Key message the planning meeting is far more
significant in the performance management cycle.
Schools need to be better organised up front than
now. All expectations for the reviewee are
determined up front. The review of performance
at the end of the cycle is based on those matters
agreed in the planning meeting.

• At the meeting the reviewer and reviewee meet
  to consider and determine
• Objectives - which must contribute to improving
  the progress of pupils at the school.
• Performance criteria - against which progress
  will be judged
• Classroom observation - the amount and its
  focus
• Other evidence - what else will be gathered to
  help assess performance towards objectives
• The support that will be provided to the
  reviewee to help with achieving the performance
  criteria
• The reviewees training and development needs
  and the actions which will be taken to address
  them

Source TDA Performance Management Briefing and
Planning event
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The Planning Meeting- what the guidance says

• Well planned event
• Sufficient directed time set aside
• Lunch breaks and PPA time must not be used for
  this purpose
• Professional dialogue with both parties playing
  an active part
• Specific priorities and specific actions
• Realistic and manageable, and taking account of
  the desirability of a satisfactory work/life
  balance

Source TDA Performance Management Briefing and
Planning event
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Objective Setting- what the guidance says

• Focus on priorities for the individual
• Objectives should be time bound, challenging and
  achievable
• Different timescales for different objectives
• No specified number or type
• Reviewers responsible for ensuring rigour
• Reflect the need for a satisfactory work-life
  balance
• Reflect experience and aspirations
• Clear link with the school improvement plan

Source TDA Performance Management Briefing and
Planning event
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Performance Criteria- what the guidance says

• Should show what success will look like at the
  end of the cycle
• The basis on which performance will be assessed
• This assessment will form the basis for a
  recommendation on pay progression for eligible
  teachers
• Applied appropriately in terms of equal
  opportunities considerations

• Performance criteria need to be determined which
  relate to
• The objectives
• Observation of the reviewees performance in
  the classroom

Source TDA Performance Management Briefing and
Planning event
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Classroom observation and other evidence- what
the revised regulations say
Key messages there should be no more than three
hours of classroom observation for Performance
Management and it should be planned in advance.
The schools Performance Management policy has to
include a classroom observation protocol. Any
other evidence used needs to be planned, and
there are limits on where it can come from.

• Classroom observation for PM limited to no more
  than 3 hours per cycle
• No requirement to use all 3 hours
• Written feedback must be given on observation
  within 5 days
• Observations must be conducted by a qualified
  teacher
• Governors must establish a Performance
  Management policy which includes a protocol for
  classroom observation
• Only persons with direct professional knowledge
  of the work of the teacher/head teacher can
  provide evidence

Source TDA Performance Management Briefing and
Planning event
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Classroom Observation and other evidence - what
the guidance says

• Clear rationale and focus - supportive and
  developmental
• Proportionate to need
• Limited exceptions to the three hour limit
• OfSTED and Local Authority observations, and head
  teacher drop-ins are outside the 3 hours as they
  are not part of the planned PM observations
• The schools Performance Management policy should
  link to arrangements for school improvement,
  school self-evaluation and school development
  planning, thereby enabling PM observations to be
  multi-purpose

Source TDA Performance Management Briefing and
Planning event
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The Performance Management cycle

• Monitoring Supporting
• Monitoring of performance throughout the cycle
• Provision of agreed support
• Evidence collection
• Ongoing professional dialogue

• Planning
• Objectives agreed
• Classroom observation and evidence collection
  agreed
• Performance criteria for the above agreed
• Support, training and development agreed
• Timescales agreed

• Reviewing
• Overall assessment of individuals progress
  against the performance criteria
• Recommendations for pay progression made for
  eligible teachers
• Judgement on overall performance
• No surprises

Source TDA Performance Management Briefing and
Planning event
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Monitoring and Support- what the revised
regulations say
Key message all monitoring and support should be
agreed at the start of the cycle, and changes
formally agreed if circumstances change mid-cycle
- there should be no surprises at the end of
the cycle

• There is a regulated process for raising
  concerns
• Regulatory provision exists for raising other
  concerns or where circumstances change
• The Guidance adds that
• The reviewer and reviewee should actively
  engage in a professional dialogue throughout the
  year
• Reviewer must share evidence when it becomes
  available
• Either party can request a meeting during the
  cycle
• Reviewee can move from Performance Management
  into capability procedures if/when necessary

Source TDA Performance Management Briefing and
Planning event
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The Performance Management cycle

• Monitoring Supporting
• Monitoring of performance throughout the cycle
• Provision of agreed support
• Evidence collection
• Ongoing professional dialogue

• Planning
• Objectives agreed
• Classroom observation and evidence collection
  agreed
• Performance criteria for the above agreed
• Support, training and development agreed
• Timescales agreed

• Reviewing
• Overall assessment of individuals progress
  against the performance criteria
• Recommendations for pay progression made for
  eligible teachers
• Judgement on overall performance
• No surprises

Source TDA Performance Management Briefing and
Planning event
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The Review Meeting- what the revised regulations
say
Key Message the review of performance is based
on the Performance Criteria established at the
planning meeting, and any necessary pay
recommendation is based on this review.

• Review performance against the performance
  criteria established at the outset
• The assessment at the review meeting (based on
  the performance/success criteria) forms the basis
  for the recommendation for pay progression for
  eligible teachers
• The Guidance adds that
• The review meeting would normally take place at
  the same time as the Planning Meeting
• Making a pay progression recommendation
• Both parties should prepare thoroughly and play
  an active part

Source TDA Performance Management Briefing and
Planning event
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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
  teachers performance on an annual basis
• Use the SIP to advise appointed governors on the
  head teachers performance, or in the absence of
  a SIP, appoint an external adviser to do so.
• Retain a copy of the head teachers 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 teachers 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 schools policy

Source TDA Performance Management Briefing and
Planning event
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Roles Responsibilities- Head Teachers

• 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 teachers 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

Source TDA Performance Management Briefing and
Planning event
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Roles Responsibilities- Head Teachers

• 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 teachers planning and review
  statement is drafted having regard to the need
  for a satisfactory work life balance

Source TDA Performance Management Briefing and
Planning event
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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

Source TDA Performance Management Briefing and
Planning event
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Process and Timings- what the revised
regulations say
Key message Key steps in the process and their
timelines are specified in the Regulations

• Timeline for production of planning review
  statement
• The annual cycle must be completed by 31st
  October each year in time for pay recommendations
  to be made to the Governing body (31st December
  for head teachers)
• Clarity on access and retention of statements
• The regulations governing the process are
  clearer and more detailed
• Provisions in the regulations to seek to limit
  workload arising from Performance Management
• Clear right of appeal
• 2006/07 reviews carried out under current
  regulations
• The Guidance adds that
• Schools should develop a school Performance
  Management calendar
• All parties should respect the confidentiality of
  planning and review statements

Source TDA Performance Management Briefing and
Planning event
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Process and Timings- timeline for agreeing the
planning meeting statement
Reviewer prepares draft planning review
statement
Planning meeting
If the HT instructs the reviewer to make changes,
within 10 working days of being requested to make
changes ....
Copy passed to reviewee
Reviewer prepares new planning review statement
Revised statement signed and resubmitted to HT
within 10 days
Within 10 working days of receipt of the
statement the HT may review the statement, and
may instruct the reviewer to make changes
5 days
Consult with reviewee
Reviewee may add comments
10 days
Copy passed to reviewee
10 days
Reviewer prepares and signs final version
10 days
Reviewee can appeal at this stage if head decides
no changes are required to the statement
Submit the signed statement to HT
Reviewee can appeal against final copy of
statement
Reviewee may add comments
No appeal should be made until after any
moderation process is complete.
Source TDA Performance Management Briefing and
Planning event
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Continuing Professional Development- what the
revised regulations say
Key Message Support, training and development
needs to be planned at the start of the
Performance Management cycle. The head teacher
needs to report on teachers training and
development in the school on an annual basis

• Support, training development needs must be
  agreed at the beginning of the cycle, and the
  actions which will be taken to address them
• Professional development should support
  achieving objectives and respond to career
  aspirations
• Head teacher to report annually to governing
  body on teachers training and development needs
• The Guidance adds that
• Teachers/head teachers should feel they have an
  entitlement to effective, sustained and relevant
  professional development
• Teachers/head teachers should play an active role
  in their own professional development

Source TDA Performance Management Briefing and
Planning event
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Continuing Professional Development- the new
teacher professionalism

• RIGs Joint Evidence to the School Teachers
  Review Body, May 2005
• The major culture change initiated by the
  national agreements needs to extend to schools
  understanding of CPD.
• RIG believes that there is scope for a greater
  emphasis on in-school and cross-school
  activities, such as coaching and mentoring,
  learning from others practice through
  structured, supportive, developmental classroom
  observation, and other forms of professional
  collaboration.
• This needs to happen in the context of effective
  management and leadership and in a culture of
  openness and mutual professional respect. This is
  essential if the benefits of learning from other
  teachers through classroom observation are to be
  realised.

Source TDA Performance Management Briefing and
Planning event
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Continuing Professional Development- what are
the implications for the school?

• Need to review CPD policy to reflect revised
  regulations
• Join up and integrate CPD with other school
  improvement initiatives
• Take account of PM review outcomes to produce and
  resource an effective plan for CPD
• Ensure that teachers/head teachers are involved
  in CPD that best matches their needs
• Where others can benefit from an individuals
  teaching and subject skills, ensure that they are
  involved in coaching and mentoring activities

Source TDA Performance Management Briefing and
Planning event
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Benefits of effective Performance Management for
reviewees

• Provides clarity about the basis on which
  performance is reviewed and on which pay
  recommendations will be made at the beginning of
  the cycle
• Forms part of an ongoing professional dialogue
• Helps to develop professional practice
• Fairness and consistency of Performance
  Management within a national pay framework
• Rewards teachers/head teachers as highly skilled
  professionals
• Professional development agreed at the beginning
  of the cycle, and ongoing part of daily
  activities
• Recognition that career aspirations need to be
  taken into consideration
• Impact on teaching and learning of their own
  professional development that they have
  undertaken and their contribution to others is
  taken into account

Source TDA Performance Management Briefing and
Planning event