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Rick Baker

PERFORMANCE RELATED PAY. Rick Baker. QUESTIONS. What is Performance Management? Why do it? How does it work well? How does it work badly?. GOOD PERFORMANCE MANAGEMENT. Identify, celebrate and disseminate good practice Identify areas for staff to improve their professional skills

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Rick Baker

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  1. PERFORMANCE RELATED PAY Rick Baker

  2. QUESTIONS • What is Performance Management? • Why do it? • How does it work well? • How does it work badly?

  3. GOOD PERFORMANCE MANAGEMENT • Identify, celebrate and disseminate good practice • Identify areas for staff to improve their professional skills • Identify performance that is below the standard expected and provide a supportive system to improve performance • Be an integral part of a school’s self-evaluation process. • No surprises • Is a 2-way process – both parties are committed to improve performance for the benefit of pupils • It’s about managing performance ~ not just meeting targets

  4. A GOOD PROCESS • An agenda for the meeting ~ both parties have prepared • Builds on strengths as reflective practitioners • The culture of the school has to be one of continuous improvement of all staff for the benefit of the children • Are standards being met? • Which standards need to be developed? • How clear is the school about expectations for different teachers? • Does it link to school self-evaluation information?

  5. OBJECTIVES Regulation 6, paragraph 5 of the Education (School Teachers’ Appraisal) (England) Regulations 2012 sets out the requirements for objectives that must be set as part of the performance management of teachers. It says that the objectives set must be such that, if they are achieved, they will contribute to: • Improving the education of pupils at the school; and • The implementation of any plan of the governing body designed to improve that school’s educational provision and performance

  6. TEACHER STANDARDS Teacher Standards set the standard to which: • All trainees should aspire • All qualified teachers should adhere to and improve upon throughout the various stages of their career

  7. 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

  8. POST THRESHOLD An application from a qualified teacher will be successful where the relevant body is satisfied: (a) that the teacher is highly competent in all elements of the relevant standards; and (b) that the teacher’s achievements and contribution to an educational setting or settings are substantial and sustained.

  9. POST THRESHOLD • What is highly competent? • Substantial and sustained? previously defined as: • continuing to meet threshold standards and • grown professionally by developing their teaching expertise post threshold

  10. SETTING OBJECTIVES • How many? • Relating to Teacher Standards – which are most important? • How will progress towards objectives be measured? • Are they appropriate in relation to their current pay grade? • Do objectives have to be met completely for an increment to be awarded? Is this clear for the teacher? • Implications for CPD budget and timetabling

  11. OFSTED • Inspectors can ask for appraisal information (this should not include names) • Is there a mismatch between staff grades and pupils outcomes, e.g. a majority of UPS staff and satisfactory outcomes? • What actions or objectives have been set and has there been any impact? • As you will have less than 24 hours notice, this information will need to be up-to-date

  12. QUALITY ASSURANCE • This is the responsibility of the headteacher • Are objectives fair, appropriate and attainable? • Is their equality between teachers? • Will teaching improve? • Is underperformance being challenged? • Is improvement in teachers’ performance reflected in improved outcomes for pupils?

  13. GOVERNORS • How well do governors provide challenge and hold the headteacher and senior leaders to account for improving the quality of teaching? • How well do governors use performance management systems, including the performance management of the headteacher, to improve teaching, leadership and management?

  14. GOVERNORS • In reaching their judgement on leadership and management, inspectors evaluate: • how well the headteacher and other senior staff are managing staff performance? • how they are using the staff budget to differentiate appropriately between high and low performers?

  15. GOVERNORS • Inspectors consider the extent to which the headteacher/principal ensures that all staff undergo performance management procedures which enable them to benefit from appropriate professional development. • Where teachers’ performance is less than good, inspectors will seek evidence that this is rigorously managed, and that appropriate training and support are provided. • Where teachers’ performance is good, inspectors will expect to see evidence that this is recognised through the performance management process.

  16. GOVERNORS • Inspectors should ask the headteacher for anonymised information from the last three years, which shows the proportions of teachers who have: • progressed along the main pay scale • progressed to, and through, the upper pay scale • progressed along the leadership scale • received additional responsibility payments, such as teaching and learning responsibility payments and special needs allowances.

  17. GOVERNORS • The information provided should include information about patterns of progression through the different salary scale points, and comparisons between subject departments and/or teachers deployed in different key stages. • Inspectors should compare this with the overall quality of teaching, and determine whether there is a correlation between the two, and if there is none, find out why, taking into account the length of time the headteacher has been in post.

  18. PAY PROGRESSION • Can increments awarded be justified? • The decision must be based on the teacher’s overall performance, not solely on whether objectives have been met • If two increments are awarded, is this in line with the school’s pay policy? • If the decision is made not to award an increment, has the teacher been advised (in writing) previously that their performance was causing concern?

  19. Rick Baker rick.baker@firstfederation.org 07730 767848

  20. Primary Excellence C/O Blackpool CE Primary School Liverton Newton Abbot Devon TQ12 6JB Tel: 01626 821316 enquiries@primaryexcellence.org www.primaryexcellence.org

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