P erformance Management

1. Performance Management Briefing and Planning Workshop 2 WELCOME

2. Why are we here? The Education (School Teacher Performance Management) (England) Regulations 2006 were laid on the 9th October 2006

3. OBJECTIVES FOR THIS WORKSHOP By the end of this event, you will . . . • Be reminded what is different about the revised Performance Management regulations • Develop further confidence in fulfilling your role in implementing the revised Performance Management regulations • Receive support and guidance • Be able to identify the next steps to put the necessary arrangements in place

4. PROGRAMME • Introduction • Revision of new performance management procedures • Preparing your performance management policy • Roles and responsibilities • Guidance for reviewers • Templates for use • Timeline for the process • Evaluating your readiness and progress • Plenary and conclusion

5. QuestionsPARKING LOT

6. What did we do in the first workshop: • The revised arrangements for Performance Management • Key areas of difference in new arrangements • The Performance Management cycle • Roles and responsibilities • Process and timings • Continuing Professional Development • Planning for implementation • Summary and next steps

7. Key areas of difference in new arrangements The Performance Management cycle Planning meeting Classroom observation • Objectives should contribute to improving the progress of pupils at the school • Performance criteria have to be specified at the outset • 3 hours maximum per cycle • Appropriate, proportionate, and focused approach Review and the link to pay • Direct link between Performance Management and pay progression at the point of eligibility

8. Key areas of difference in new arrangements The Performance Management cycle Roles and responsibilities • Reviewers for teachers will be the head teacher, who may delegate the responsibility in its entirety, to the teacher’s line manager • Scope for intervention to moderate at the planning stage by the head teacher for teachers’ and by the Governing Body for head teachers Process and timing • Clear timeline for process • Right of appeal

16. Preparing your PM policy Key Principles This must become the school’s policy: choosing to adopt a model does not mean that it is really “RIG’s” or “the LA’s” You must prepare it, make choices where these are offered and provide the draft to all teachers for consultation and seek to agree with the unions Policy to be read in conjunction with regs and guidance Policy to be read in conjunction with the school’s Pay policy Issue: GB/HT to consider how to revise where it already has a PM policy or pay and PM combined Other policy models may be available

17. Preparing your PM policy Using the RIG Model The introduction sets out what the policy must contain and explains the use of bold/italic formatting to highlight options to be chosen. Bold = required by legislation Bold Italic = required by legislation, but where there are options Italic = good practice, recommended for inclusion

18. Preparing your PM policy What are the options? Whether the headteacher will quality assure statements by being the reviewer for all or delegate reviewer role for some teachers and therefore, Whether the head will moderate all, some or none of the statements Whether the GB will nominate the chair or other governors to quality assure the HT’s statement, (or not to QA) How many objectives to set

19. Preparing your PM policy What are the options? Delegation of HT’s review to governors depending on school status Whether the GB is supported by a SIP or other as external adviser Whether the head will be the reviewer for all or not Whether line managers will review all they line manage or there is a limit on the number

20. Preparing your PM policy What are the options? The start and end of the PM cycle for teachers and the HT At which meeting of the year governors will review the policy

21. Preparing your PM policy • Classroom Observation Protocol • Begin with the protocols which the school already has in place. • Consider: • An explanation of the interpretation of ‘proportionate to need’ • Who will carry out ‘drop-ins’

22. Preparing your PM policy For discussion Look at the model Choose one or more of the options to be considered Discuss the implications for your school of the choices and the process you will use to make those choices Remember to identify any outstanding issues or questions on the ‘post-its’.

23. Roles and Responsibilities of Reviewers THE REVIEWER Revised Regulations: “The Reviewer will be the Head Teacher who may delegate this role in its entirety to the teacher’s line manager.”

24. The Performance Management cycle • Monitoring & Supporting • Monitoring of performance throughout the cycle • Provision of agreed support • Evidence collection • Ongoing professional dialogue • Planning • Objectives set • Classroom observation and evidence collection agreed • Performance criteria for the above set • Support, training and development agreed • Timescales set • Reviewing • Overall assessment of individual’s progress against the performance criteria • Recommendations for pay progression made for eligible teachers • No surprises

25. TABLE DISCUSSION / ISSUES TO DISCUSS AT SCHOOL • How can we make sure that everyone involved in the performance management processes understand the role and responsibilities being taken by those acting as reviewers? • How many reviews is an individual reviewer able to undertake effectively? • Does the school’s staffing structure support the approach to appointing reviewers required by the revised arrangements? • How can we create opportunities for reviewers to share knowledge, learn from each other and align performance management practice?

26. PERFORMANCE MANAGEMENT: GUIDANCEPlanning and Review Meetings • Performance review and forward planning are normally covered in the one meeting • Effective planning and review meetings are focused on ensuring these essentials are covered: Both reviewers and reviewees should prepare well • Rooming, environment, privacy, timekeeping are all important to set the scene • Positive tone, trust, confidentiality, are all important ways of working • Active listening and supportive dialogue underpin the success of a meeting • Effective meetings conclude with clear agreed and recorded understanding of the outcomes with specific and realistic priorities, objectives, actions etc • Where eligible the review meeting should conclude with a recommendation on pay progression

27. Setting Objectives Objectives Should: • Contribute to the School Improvement Plan and pupil progress • Be determined with regard to: - reviewee’s job description - relevant pay progression criteria for eligible teachers - relevant whole school, team, department objectives - reviewee’s professional aspirations - relevant professional standards - work life balance Reference: Regulations 7, 13 Guidance 5.7, 5.9

28. Setting Objectives Questions: • What evidence is available to help identify priorities? • Who might you need to consult? • What information, data and reference materials need to be considered? • How will the objectives contribute to pupil progress? • How will career aspirations be taken into account? • How will we ensure consistency with objectives set for colleagues with similar roles, responsibilities, expertise and experience? • How will progress be measured?

29. Performance Criteria Performance criteria need to be determined at the planning meeting and should relate to: • The objectives • Performance in the classroom • Any other evidence to be taken into account They should show: • What success will look like at the end of the cycle • The basis on which performance will be assessed Reference: Regulations 13,18 Guidance 5.21, 5.22

30. Performance Criteria Performance Criteria What does success/good look like Other Evidence Objectives Classroom Observation

31. Activity Using the primary or secondary example in your pack • Work in 2s or 3s • Focus on a role in school • Discuss the development of performance criteria to match the objective • Suggest revisions • Work through another role

32. PERFORMANCE MANAGEMENTEvidence of Performance • The evidence needed to review performance should be agreed at the beginning of each PM cycle • Classroom observation is a key source of evidence for performance review • Other evidence will normally be in the form of data or written feedback from specific individuals who have direct professional knowledge of the reviewee’s work • Evidence gathering should aim to limit bureaucracy and avoid duplication • Examples of evidence which might be collected are shown on this list taken from one school’s agreed procedures: • Evidence should be shared and reviewed as it is collected to avoid end-of-cycle surprises!

33. PERFORMANCE MANAGEMENT: GUIDANCECLASSROOM OBSERVATION • General Guidance • Only qualified teachers can undertake classroom observation for performance management purposes • All classroom observations should be undertaken in accordance with the school’s agreed protocols • All classroom observation requires a clear rationale and focus • Classroom observation should be proportionate and multi-purpose wherever appropriate • The extent and focus for classroom observation should be agreed in the planning and review statement • Appropriate time should be identified for preparing and carrying out classroom observation and feedback • Classroom observation should be supportive and developmental • There should be a short written record of the observation and the feedback; made available within five working days.

34. PERFORMANCE MANAGEMENT: GUIDANCECLASSROOM OBSERVATIONS Preparation BEFORE the observation Purpose: agree the purpose of the observation eg PM or SE or other Lesson: agree the time, lesson, subject, teaching group, etc Focus: agree the focus of the observation; skill development, overview Teaching Group: establish details of the group; age, ability, SEN, etc Lesson Plan: review the lesson plan; in advance whenever possible Protocols: agree introductions, interactions with individual pupils etc Recording: agree how recording will occur; format, audience(s) Feedback: agree arrangements for feedback; time, place, duration

35. PERFORMANCE MANAGEMENT: GUIDANCECLASSROOM OBSERVATION Procedures DURING the observation Presence: let the teacher introduce and acknowledge you to the pupils Style: remain pleasant, unobtrusive, neutral, natural, sensitive Focus: remain focused on the purpose and focus of the observation Talk: talk to pupils, groups at appropriate points about their work Progress: gather evidence from exercise books and discussion Evaluate: interact to evaluate pupils’ learning; do not teach Recording: keep records factual, focused, with connections, judgements Duration: observe for the agreed time only; leave politely Feedback: always offer thanks; with brief feedback if appropriate

36. PERFORMANCE MANAGEMENT: GUIDANCECLASSROOM OBSERVATION • Feedback AFTER the observation • Environment: prepare the appropriate rooming, privacy, seating • Start with the positives: look for something which can justifiably be praised and use this as a starting point for discussion • Be balanced: the main strengths and two key areas for development provides an appropriate balance • Be straight: about strengths and weaknesses; not ‘That was fine, but … • Be subtle: offer the main strengths, then allow the colleague to respond • Be factual: provide factual statements about what you observed and its impact • Be objective: focus on the evidence not on the personality • Be measured: don’t quibble; keep to the big issues

37. Planning For CPD CPD Entitlement Teachers need the opportunity to: • Have time to engage in sustained reflection and structured learning • Create learning opportunities for everyday practice such as planning and assessing • Develop the ability to identify their own development needs and those of others • Develop an individual learning plan, with accredited opportunities where appropriate • Experience school-based collaborative learning as well as course participation • Develop self-evaluation, observation and peer review skills • Develop mentoring and coaching skill and their ability to support others • Plan their longer term career aspirations Reference: The Teachers Professional Learning Framework, GTC 2003

38. PLANNING AND REVIEW STATEMENTS How do we record: • the outcomes of review • the planning

40. Process Timeline Within 5 days of the planning meeting The draft statement must be prepared and shared with the reviewee Between 6th and 10th day after the planning meeting The reviewer must prepare and sign the final version The reviewee may then add comments The reviewer passes the statement to the HT

41. Process Timeline Within 10 working days of receiving the statement The HT may review the statement and instruct the reviewer to make changes At the end of that 10 day period The reviewee may appeal against the statement NB No appeal can be made until after any moderation has taken place.

42. Process Timeline Within 10 working days of receiving the instruction to amend the statement The reviewee is consulted The reviewer prepares and signs an amended statement Copy to the reviewee The reviewee may add comments The revised statement is submitted to the HT NB The reviewee may appeal against the revised statement

43. The Performance Management Assessment Tool This instrument enables the school community to assess where it is in relation to the new orders. There are three stages : 1. Entry. 2. Development. 3. Exemplary. School communities can use it in a variety of ways.

44. The Performance Management Assessment Tool. The Performance Management Assessment Tool has four elements: • School Culture. • The Performance Management Process. • People. • Impact/Effectiveness/Sustainability. The first three are relevant to you as you prepare your school for the introduction of the revised regulations.

45. The Performance Management Assessment Tool. Example Aspect: School Culture: Input into and ownership of the SIP • Entry: • All our staff know about the school improvement plan and how it is produced. A number of senior leaders are involved in the development of the plan. • Developing: • We encourage our staff to input into production of the SIP • Exemplary: • Through a culture of shared ownership we give all staff the opportunity to contribute to the development of the SIP. The plan is at the centre of school life.

46. Performance Management and the Self Evaluation Form. There is no perfect SEF and inspectors know this. There are however several factors to take into account to make sure your SEF does its job well. Your SEF should: • Convey a clear picture of how well the school is doing • Provide proof of how you know what you know • Show what you are doing to build on successes and remedy weaknesses.

47. The Annual Report To Governors The head teacher has the responsibility to report annually to the governing body on performance management arrangements and on training and development needs. The report will include: • The operation of the performance management policy; • The effectiveness of the school’s performance management procedures; and • The teachers’ training and development needs. The head teacher’s report shall not contain any information which would enable any teacher at the school to be identified.

48. Self Evaluation Form Performance Management School Improvement Plan

49. PLENARY Please post any outstanding questions.

50. The Performance Management Challenge - Answers