Appraisal and performance management

1. Appraisal andperformancemanagement Maha and Hadeel

2. School culture We aim to have a school culture that: • empowers teachers to feel confident to fully participate in performance management; • encourages teachers to be engaged in professional development and to contribute to the professional development of others

3. Appraisal and Performance Review: engages Leaders and staff in a professional dialogue demonstrating respect for professionals, making decisions about performance and encouraging contributions in an open,equitable and fair manner acknowledges that professional development should be an ongoingpart of everyday activities not a separate activity adding to workload establishes entitlement and personal responsibility to engage in school-focused CPD which is effective and relevant to individual’s professional development, career progression and aspirations

4. Competency Framework for Teachers • Is focused on the needs and the delivery of services to the refugee community. • Has the appropriate knowledge to accomplish assigned duties and seeks out knowledge to improve performance. • Displays a positive attitude towards work, colleagues, the refugee community and UN and conducts all duties with highest level of ethics and honesty

5. Competency Framework for Teachers 4. Develops and maintains good relationships with subordinates, peers, superiors and external people and agencies of interest. 5. Ensures appropriate allocation of work to staff and use of resources, motivates staff and provides adequate direction for accomplishing the mission of the agency.

6. Self-reflection for teachers Look at each of the indicators on the self-reflection sheet. Think about your current classroom practice and decide if this indicator is: • embedded • developing • established • not yet in your practice. What evidence do you have for your self-assessment? (Hand out copies of the Self-reflection on the Competence Framework for Teachers)

7. Appraisal and performance • accountability for student achievement • leader of teaching and learning in the classroom • competency framework and school priorities are the starting points • entitlement and duty to engage with professional development • working effectively with others • effective communication including with parents

8. Appraisal 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 • No surprises

9. Benefits and Challenges of PM

10. The planning meeting • starts with Competence Framework for Teachers • uses the school’s priorities for improvement • sets objectives linked to improving student achievement • identifies performance criteria • agrees classroom observation • identifies other evidence to be collected • agrees support and professional development • identifies timescales

11. Objectives • SMART • CCCM • linked to student achievement and school improvement • matched with performance criteria • linked Competence Framework • a reflection of individual’s experience, role and aspiration

12. Effective PM