Leadership Conference Changes to Teachers Pay 2013 Thursday 6 th June 2013

1. Leadership ConferenceChanges to Teachers Pay 2013Thursday 6th June 2013

2. Appraisal WorkshopThursday 6th June 2013Alison Bennett, Jas Kalra, Noella Lynch-Edghill & Therese McNulty

3. Consider your teacher appraisal process - ‘as is’ & ‘to be’ • Objective setting linked to school priorities, roles, responsibilities and experience • Success criteria and evidence • Assessment and link to pay progression • Use of teaching standards • Upper pay range • Moderation • Paperwork, policy and timeline Objectives

4. Setting the scene – changes, Ofsted, Teacher Standards • The appraisal process • Objective setting – main and upper pay ranges • Measuring performance • Monitoring and quality assurance • Next steps Appraisal Workshop Agenda

5. The quality of the performance appraisal system will be key to pay progression working well

6. Teacher Standards Set high expectations which inspire, motivate and challenge pupils Promote good progress and outcomes by pupils Demonstrate good subject and curriculum knowledge Plan and teach well structured lessons Adapt teaching to respond to the strengths and needs of all pupils Make accurate and productive use of assessment Manage behaviour effectively to ensure a good and safe learning environment Fulfil wider professional responsibilities

7. Teacher Standards- Personal and Professional Conduct • Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour within and outside the school • Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality • Teachers must have an understanding of, and always act within the statutory frameworks, which set out their professional duties and responsibilities

8. Inspectors should consider the robustness of performance management and effectiveness of strategies for improving teaching, including the extent to which the school takes account of the ‘Teachers’ Standards’ – this is demonstrated through: • the robustness of procedures for monitoring the quality of teaching and learning and the extent to which underperformance is tackled • a strong link between performance management and appraisal and salary progression • the coherence and effectiveness of the programme of professional development, and the opportunities provided for promotion. Particular attention should be given to the extent to which professional development is based on the identified needs of staff and the needs of newly qualified teachers and teachers at an early stage of their career • the accuracy with which best practice is identified and modelled Quality of Leadership and Management

9. The Appraisal Cycle • Planning • Objectives set • Success criteria • Classroom observation and other evidence agreed • Support, training and development agreed • Timescales set • Agree and sign paperwork • Monitoring & Supporting • Monitoring of performance throughout the cycle • Provision of agreed support • Evidence collection • On-going professional dialogue • Annual assessment/review • Overall assessment of individual’s progress against evidence/standards • Recommendations for pay • No surprises • Identified by: • school priorities • role and experience • career aspirations

10. The Appraisal Process - Definition 'a process which contributes to the effective management of individuals and teams in order to achieve high levels of organisational performance.’ As such, it establishes shared understanding about what is to be achieved and an approach to leading and developing people which will ensure that it is achieved' Armstrong and Baron – CIPD

11. Considerations • How do you use the appraisal process to move teachers from: • Satisfactory to good? • Good to outstanding? • How do you ensure you continue to develop those who are consistently good / outstanding? • Do you use your outstanding teachers to support others – appraisal linked CPD? • How can the appraisal process be used to identify and support those who are not meeting standards?

12. Objectives • Objectives should be Specific, Measurable, Achievable, Relevant and Time-bound (SMART) • Should contribute to the school’s priorities and improving the education of pupils • Appropriate to the role, responsibilities and level of experience • Appraiser and teacher agree objectives. (If not appraiser determine) • All teachers must be assessed against the teacher standards • The appraiser is responsible for ensuring rigour, setting SMART objectives, agreeing success criteria and evidence that will be used to inform initial pay recommendations.

13. Setting SMARTER Objectives • Specific • Measurable • Achievable • Relevant • Time-bound • Engaging • Recorded

14. Success Criteria and Evidence? How will the teacher and appraiser know that objectives have been achieved? What does success look like? • What do you expect to see if development occurs? • What will the teachers/pupils know or do differently as a result? • What sort of evidence will be used to evaluate impact? • Lesson observations what will be the focus (related to the objective)? • Equalities considerations • Remember the success criteria/evidence forms the basis: • On which performance will be assessed • For an initial recommendation on pay progression

16. Appraisal Statement/Written Record • Should include (Regulations): • Details of the teachers objectives, success criteria, evidence to be used relative to school priorities, job role and relevant teacher standards • Details of training and development to support • Assessment of the teacher’s performance, their role and responsibilities against the objectives and relevant standards • Assessment of teacher’s training and development, which will be/has been taken to address objectives/priority areas • An initial pay recommendation

17. Set SMART(ER) Objectives Under the Following Headings • Priority for improvement • Agreed performance objective • Success criteria • Evidence to be used to measure the success of the success criteria • Observation focus • Possible CPD opportunities and support

18. Appraisal Objective – Main Pay Range Case Study Longdean Primary/High School is a good school, which has identified a decline in KS2 / 3 writing standards. One of the priorities in the school development plan is to raise standards in writing with a focus on years 3 and 4 (7 and 8). Set a SMART(ER) objective/success criteria for a year 4 / English teacher on the main pay scale, who has been teaching for 3 years to support this priority.

19. The teacher is highly competent in all elements of the relevant standards; and • The teachers achievements and contribution to the school are substantial and sustained • Teachers to decide whether they wish to apply to be paid on the upper pay range • All applications to include the results of appraisals/ statement of evidence over a period of time to be decided by the school Upper Pay Range

20. Highly competent The teacher’s performance is assessed as having excellent depth and breadth of knowledge, skill and understanding of the Teachers’ Standards in the particular role they are fulfilling and the context in which they are working. Substantial The teacher’s achievements and contribution to the school are significant, not just in raising standards of teaching and learning in their own classroom, or with their own groups of children, but also in making a significant wider contribution to school improvement, which impacts on pupil progress and the effectiveness of staff and colleagues. Sustained The teacher must have had two consecutive successful appraisal reports in this school and have made good progress towards their objectives during this period (see exceptions in the introduction to this section). They will have been expected to have shown that their teaching expertise has grown over the relevant period and is consistently good to outstanding. Further information, including information on sources of evidence should be contained within the school’s appraisal policy. NAHT Pay Policy 2013 Definitions Upper Pay Range Assessment?

21. Objective Setting - Upper Pay Range • Longdean Primary/High School is a good school, which has identified a decline in KS2 / 3 writing standards. • One of the priorities in the school development plan is to raise standards in writing with a focus on years 3 and 4 (7 and 8). • Set a SMART(ER) objective/success criteria for a year 3 / English teacher on the upper pay range, who has been teaching for 8 years to support this priority.

22. Measures of Performance • Levels of performance required – clarity in objectives, success criteria/evidence? • How will judgements about performance be assessed against objectives and the relevant standards ? • Will progression be differentiated? E.g. Become more challenging as the teacher progresses up the main/upper pay range? Within pay ranges? • Will you use absolute or relative performance measures? • Will pay be based solely on meeting objectives or range of evidence?

23. Absolute and Relative Performance Measures The DfE pay policy suggests when setting objectives you may wish to use absolute and/or relative performance measures to assess success. i.e. if it is an absolute performance measure e.g. not related to other teachers in the school or a relative performance measure i.e. performance is measures against the performance of others in the school. Absolute e.g. 70% of your class achieve their ‘challenge target grade’ or above Relative e.g. The percentage of pupils achieving their ‘challenge target grade’ is in the top 20% in comparison to the achievement of other year 11 classes in the school I.e. if 60% achieve their challenge grade in your class but in most other classes 70% you will not have achieved your objective/target

24. Who will moderate objectives and performance assessment judgements? • NAHT pay policy • “The headteacher will moderate objectives to ensure consistency and fairness; the headteacherwill also moderate performance assessment and initial pay recommendations to ensure consistency and fairness.” • How will you ensure fairness, equity and consistency? Monitoring and Quality Assurance

25. Next Steps

26. True or False?

27. For further information contactSchool Workforce and Governance Development TeamEaling Council020 8825 5444governors@ealing.gov.uk