Performance Management Briefing and Planning Event

1. Performance Management Briefing and Planning Event

2. Planning and communications template– Illustrative example

3. Performance Management : The purpose of the briefing • To ensure fairness, clarity and consistency in Performance Management nationally • To provide clarity around the revised regulations • To become familiar with the regulations, with RIG guidance and their implications • To reflect recent developments in teachers’ and head teachers’ working practices • To acknowledge the remodelling agenda along with changes to the teachers’ pay structure • To enhance the professional status of teachers and head teachers • To deliver further improvements in teaching and learning • To embed professional development as an ongoing, integral part of the teachers’ and head teachers’ role • To plan for successful implementation of the revised regulations

4. Where are we now? • 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

5. 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 individual’s professional development, career progression and aspirations

6. The RIG Guidance clarifies some key elements of the revised Performance Management arrangements Key elements • Performance Management is the process for assessing the overall performance of a teacher/head teacher, in the context of the individual’s job description and any relevant pay progression criteria, and making plans for the individual’s future development in the context of the school’s 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

7. Achieving an understanding of ‘Overall Performance’ 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

8. 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

9. The revised regulations- five key areas of difference Planning meeting Classroom observation Review and the link to pay Roles and responsibilities Process and timing

10. The revised regulations- key differences 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

11. The link to pay - eligibility • There is no change to movement from M1 to M6 • Fast track • ‘Double-jumping’ on the main pay spine • Upper Pay Spine 2-3 (Threshold and hence progression to UP1 remain separate) • Advanced Skills Teacher pay spine progression • Excellent Teacher pay spine progression • Leadership Spine progression

12. The revised regulations- key differences 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

13. 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

14. The Planning Meeting- what the revised regulations say

15. The Planning Meeting – what the revised regulations say

16. The Planning Meeting- what the revised regulations say (cont.)

17. The Planning Meeting- what the guidance says The Planning Meeting • 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

18. Objective Setting- what the revised regulations say

19. Objective Setting- what the guidance says Objective Setting • 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

20. Performance Criteria- what the revised regulations say

21. Performance Criteria- what the guidance says Performance Criteria • 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

22. Classroom Observation and other evidence- what the revised regulations say

23. Classroom Observation and other evidence- what the revised regulations say (cont.)

24. Classroom Observation and other evidence - what the guidance says Classroom Observation and other evidence • Clear rationale and focus - supportive and developmental • Proportionate to need • Head teacher’s right to drop in to inform their monitoring of the quality of learning • Limited exceptions to the three hour limit

25. Classroom Observation and other evidence - what the guidance says Classroom Observation and other evidence • Multi-purpose wherever possible • Enables a general assessment of a reviewee’s teaching practice • Prompt feedback is essential • Observers need appropriate preparation and skills

26. Monitoring and Support- what the revised regulations say

27. Monitoring and Support- what the guidance says Monitoring and Support • Professional dialogue throughout the year • Share evidence when it becomes available • Either party can request a meeting during the cycle • Move from Performance Management into capability procedures if/when necessary

28. The Review Meeting - what the revised regulations say

29. The Review Meeting- what the guidance says The Review Meeting • Normally at the same time as the Planning Meeting • Making a pay progression recommendation • Both parties should prepare thoroughly and play an active part

30. Roles & Responsibilities- what the revised regulations say

31. Roles & Responsibilities- Governing Bodies • Establish the school’s performance management policy, monitor the operation and outcomes of performance management arrangements, and review the policy and its operation every year • Appoint 2/3 governors to review the head teacher’s performance on an annual basis • Appoint an external adviser or use the SIP to advise appointed governors on the head teacher’s performance • Retain a copy of the head teacher’s planning and review statement (normally the Chair)

32. Roles & Responsibilities- Governing Bodies (cont.) • 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 teacher’s 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 school’s policy

33. 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 • 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

34. Roles & Responsibilities- Head Teachers • Establish a protocol for classroom observation for inclusion in the performance management policy • 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 teacher’s planning and review statement is drafted having regard to the need for a satisfactory work life balance

35. 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

36. Roles & Responsibilities- implications for head teachers and governors Pay and CPD policies Integration • The revised Performance Management arrangements provide a key mechanism for joining up and integrating school improvement initiatives, the completion of the SEF, School Improvement Planning, and a variety of other policies and processes • Consider the need to review Pay and CPD policies to reflect the new regulations Reviewers Fairness and Consistency • How to determine, consult and agree performance criteria • Ensuring individual arrangements are equitable, transparent and fair, managed effectively and applied consistently • Selection, training and monitoring of reviewers

37. Process and timings- what the revised regulations say

38. Process and Timings- timeline for agreeing the planning meeting statement Reviewer prepares draft planning & review statement Process and timings 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.

39. Process and Timings- what the guidance says Process andTimings • Develop school Performance Management calendar • 2006/07 reviews carried out under current regulations • Respect the confidentiality of planning and review statements

40. Continuing Professional Development- what the revised regulations say

41. Continuing Professional Development - what the guidance says Continuing Professional Development • Support to help reviewees meet the performance criteria • Training and development needs • 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 • Reviewers must provide the Training and Development Annex to the CPD coordinator

42. Continuing Professional Developmentand the new teacher professionalism RIG’s 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.”

43. 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 individual’s teaching and subject skills, ensure that they are involved in coaching and mentoring activities

44. Planning for implementation In this session, we will cover • Mobilisation • What has to happen to get started • Planning for success • Support

45. What do we mean by mobilisation? • Putting in place the essential foundations in terms of processes, systems and people • Thinking through: • What needs to be done? • How it needs to be done? • Who needs to do it? • This typically means considering: • Who are the stakeholders? • How to communicate to them? • Who else should be involved, directly or indirectly, and how can they be involved? • Establishing and putting in place the building blocks that will make the implementation a success

46. Mobilisation in relation to TDA and LA support Standards issued Planning element takes place Regs & guidance issued Review meetings take place Phase 1 – Clarity & mobilisation Phase 2 – Making the planning meeting a success Phase 3 – Making the review meeting a success School mobilisation • Third party education, training • & support: • Governors • SIPs • Local WAMG • Support to schools in putting the building blocks in place : • Training & education • Communications • Sharing of expertise and good practice • Application of remodelling approaches • Delivery of support materials

47. What has to happen to get started Four key areas of activity: • Communications & stakeholder management • Training • Policies and protocols • Timescale for implementation

48. Communications & stakeholder management Potential tactics - how can we position them to achieve this? Which individuals or groups of people? What do they needto do? What do they needto know?

49. Training Who needs training? In order to do what? Potential tactics

50. Policies and protocols Who needs to be involved in formulating them? When do we need them by? Policies & protocols Other issues