Performance Management: ADVICE AND GUIDANCE FOR LINE MANAGERS

1. Performance Management: ADVICE AND GUIDANCE FOR LINE MANAGERS Monday 1st September C10 11.20 am

2. The purpose of appraisal • To fulfil a statutory responsibility • Governors are accountable to OFSTED for the appraisal process and annual pay progression results • School improvement and raising standards • Value for money use of public funds • Personal professional development • Managing teacher performance • To make an assessment of a teacher’s overall performance for the year, which make have an effect on any pay award

3. How does this affect teacher appraisal? • Teachers will still be assessed against three criteria: • Their performance, values, behaviours and conduct and how they compare with the Teachers’ Standards • Their role in school (therefore crucial that roles and responsibilities are up to date and clearly understood) • Their performance management objectives

4. What are my responsibilities as line manager? • Become familiar with the standards and make sure you understand them • Make sure the teachers in your team are familiar with them, from NQTs to veterans • Become familiar with the new pay policy • Introduce and encourage the self-evaluation audits, which are designed to help you and your appraisees to identify areas for professional development.

5. What are my responsibilities as line manager? • In addition there are also guidance sheets of evidence for each of the 8 Teacher Standards to help you and your appraisees • Whilst Brian ultimately decides who, for example, merits an upper pay scale award, the responsibility for assessing the evidence and making (or not) a recommendation lies with you • Discuss with your own line manager any teacher in your team who is at risk of not consistently meeting any of the three criteria (referred to on a previous slide)

6. How should I prepare to fulfil my responsibilities? You need to know: • The detail of our school pay and appraisal policy • What the key priorities are in our School Improvement Plan • What our school’s professional development plan/strategy is • What the roles and accountabilities of each of your appraisees are (up-to-date JDs) • Where each of your appraisees is on the pay scale for 2014

7. What do I need to do in advance of the annual review meeting? • Decide on the meeting time, date and venue (see p5). Give plenty of notice. • Gather together data on the performance of the appraisee, including any observation data and data from SISRA • Reflect on appraisee’s performance over the last year using the relevant teachers’ standards audit (see p12-19) and give him/her a copy so that (s)he can reflect on his/her own performance • Make an assessment on the performance of the appraisee which might include a recommendation on pay

8. What do I need to do in advance of the annual review meeting? • Be ready to address any areas where performance is weak as they arise • Draft appropriate performance objectives and professional development goals (see p7-11) • And then …. • Write the appraisal report (see p20-23) • Monitor the appraisee’s performance throughout the year • Maintain confidentiality, fairness, etc. in line with the Appraisal Policy • Call interim meetings to discuss progress (see p5-6)

9. What skills do I need to be an effective appraiser? • Good organisational skills • Ability to listen, reflect, summarise and paraphrase • A commitment to personal development and school improvement • Professionalism • Ability to lead, persuade and direct, trust and honesty • Ability to deal with the ‘difficult conversation’ • Ability to explain clearly and unambiguously • Good written, summative skills • Able to inspire confidence

10. Setting appropriate and effective objectives • Objectives should: • be SMART – specific, measurable, achievable, realistic, time-bound • have sufficient challenge for the appraisee • contribute to overall or specific school improvement • complement and develop the appraisee’s skills, knowledge, experience or effectiveness • be related to the appraisee’s role and accountabilities • be related to the appraisee’s teacher standards • be assessable • Is professional development is required for the objective to be achieved? If so………………….

11. Assessing and monitoring performance • Success Criteria: • What will a successful outcome to the objective look like? • The actions needed to achieve a successful outcome become the success criteria • Will a lack of success be a deal breaker in terms of pay progression? • Monitoring arrangements and evidence: • With your help, the appraisee should be able to identify their actions and related dates for you both to monitor and review progress • NB there should be no surprises. Deal with any poor performance as it arises

12. Some tips • Where possible develop outline objectives with colleagues • If an objective works well it could be the basis for similar ones – sharing is useful • Always remember appraisal is a professional dialogue and process – nothing personal! • If an objective is clearly not working* or if circumstances change for the appraisee, hold an interim meeting and change or modify the objective * = you need to be clear it is the objective and not the appraisee’s response to it

13. An objective for all teachers this year • Objective 1: (see p7) • Implement strategies to improve the performance of pupil premium pupils (or other groups of underperforming pupils, e.g. at KS5) so that they make the expected progression in line with career progression criteria.

14. What will success look like, what monitoring should be done and what evidence should be gathered? • Success Criteria: • Effective plans are in place to support those not making the expected levels of progress • Pupil progress: e.g. “By the end of Key Stage (KS)…, most students achieve in line with school expectations and…”* • Quality of teaching* • *differentiated outcome according to career stage

15. What will success look like, what monitoring should be done and what evidence should be gathered? • Monitoring arrangements and evidence: • Progress data in SIRA shows the progress that pupils are making and identifies the percentage making the expected progress • End of year exam/assessment results • Scrutiny of work to show: assessment feedback is identifying areas for improvement; evidence this feedback is being acted upon; literacy marking guidelines are being used consistently and regularly • Lesson observation(s) to show that pupils are making effective progress • Pupil feedback • *differentiated outcome according to career stage • NB this objective would provide evidence that would help towards meeting the following teacher standards S1, S2, S3, S4, S5, S6 and S7.

16. And finally… • You will find this power point and all the other information and guidance* you need in the Staff area of Notrenet • * including: the Professional Standards for Teachers, the STPCD 2013, NDHS PM Objectives 2014, PM and Department link Schedules, Threshold Assessment, Annual Review Meeting, CPD relevant to PM, Self Evaluation Audits, Guidance on Evidence to Meet the 8 Standards and FAQs • Our Pay Policy and Performance Management Policy can be found in the School Policy Folder (see Cornerstone for directions)