Performance Management Training for Governors

1. Performance Management Training for Governors

2. Session Objectives • Understand the requirements of the performance management regulations and how to implement them effectively • Understand the role of the performance management in raising standards in your school • Understand how performance management is embedded in the broad context of the improvement process of the school • Understand the operation of the headteacher’s performance management process including the roles and responsibilities of those involved

3. Purpose of Performance Management Performance management helps schools to improve by supporting and improving the work of head teachers as individuals and leaders of school teams. It sets a framework for teachers and leaders to agree and review priorities and objectives in the context of the school’s improvement plan. It focuses attention on making teaching and leadership more effective to benefit pupils, teachers, and schools.’ Welsh Government Guidance May 2012

4. The Performance Management Process Best practice in performance management is characterised by: • a commitment to the attainment and welfare of pupils; • an appreciation of the crucial role that teachers play; • an atmosphere of trust between the teacher and appraiser, which allows for rigorous evaluation of strengths and identification of areas for development; • an encouragement to share good practice; • the integration of performance management into the overall approach to leading and managing the school.

5. Role of Performance Management in the School Improvement Process Performance Management supports:- • schools to improve by supporting and improving the work of practitioners as individuals and in teams • teachers to meet the needs of children and raise standards Performance Management demonstrates the school’s commitment to:- • developing all practitioners effectively • ensuring job satisfaction • developing high levels of expertise • supporting the progression of practitioners in their chosen profession

6. The Appraisal Cycle ReviewingPlanning Self reflection Appraiser Self analysis Review meeting and Strategic analysis Appraisal statement Appraisee Setting objectives Monitoring Informal in-year reviews Teaching observation Other agreed sources of evidence appropriate to the teacher's role

7. Performance Management Policy

8. The Performance Management Policy ‘The Policy should set a framework for all staff to agree and review priorities and objectives within the context of the school’s development plan and their own development needs. It will assist in the aim to develop all staff, and to help, where appropriate, to raise standards of achievement for pupils.’ Performance Management for Teachers WG 073/2012

9. Performance Management Policy The performance management policy needs to be clear about: • implementation • expectations • priorities • monitoring and assessment • review

10. Key Elements of a Performance Management Policy • Introduction: what the policy aims to achieve • Roles and responsibilities • Timetable for reviews • The performance management cycle • The appeals procedure • Confidentiality • Access to outcomes

11. Roles and Responsibilities in the Performance Management Process

12. Roles and Responsibilities in the Performance Management Process Key players • The governing body/the relevant body • The headteacher • Appraiser(s) • Appraisee(s) • The Local Authority • The Welsh Government

13. Governing Body / Relevant Body Responsibilities The governing body/relevant bodies must: • review and agree the performance management policy annually • monitor the effectiveness and impact of the performance management process • review the headteacher’s performance management through an appraisal panel • implement any appeals process • keep a copy of the headteacher’s appraisal statement for at least 3 years • send a copy of the headteacher’s appraisal statement to the Chief Education Officer(CEO)

14. Headteacher Responsibilities within the Performance Management Process Headteachers must: • review and agree the Performance Management Policy with the Governing Body and the Local Authority • determine the timing of the school’s appraisal cycle • appoint an appraiser for every teacher in the school and ensure appraisers carry out their responsibilities • ensure that there is monitoring of teaching and developmental feedback • ensure that teachers have individual plans and targeted professional development that support whole school improvement • report annually the effectiveness of the school’s performance management procedures to the governing body • keep a copy of all appraisal statements for at least 3 years • at least once in a school year, make a written report to the governing body about the process of performance management in the school

15. Role of Appraiser(s) (Teacher, Headteacher, Governor, Local Authority Nominee) Appraisers must: • Agree and record objectives with appraisee • Monitor and review the performance of the appraisee throughout the cycle • Discuss and identify the professional development needs of the appraisees • Prepare the annual appraisal statement • Make a written recommendation where the appraisee is eligible for pay progression in line with the School Teachers Pay and Conditions Document (STPCD) , where appropriate

16. Responsibilities of the Appraiser(s) Carry out their responsibilities by:- • planning the appraisal cycle with the appraisee • setting the objectives taking account of the performance review of the previous cycle • discussing and identifying professional development needs • keeping progress under review and monitoring performance against objectives regularly throughout the PM cycle (formative review) • conducting an annual review of performance with the appraisee(summative review including judgements) • taking appropriate action and facilitating support when there is underperformance • arranging for the full appraisal statement or annex to the appraisal statement to be made available to the required personnel

17. Role of Appraisee(Teacher or Headteacher) Appraisees should: • discuss, plan and set objectives with appraiser • participate in monitoring and review arrangements • discuss and identify professional development needs

18. Responsibilities of Appraisee Appraisees must: • discuss setting of objectives with appraiser(s), taking notice of the context of the school, job description and the appropriate professional standards • facilitate the process by identifying and providing relevant data and evidence of performance • participate in monitoring arrangements • maintain an up to date practice and review development record • contribute to the annual review against objectives and overall performance • discuss and identify professional development needs to support professional practice

19. The Local Authority The Local Authority must: • approve the school’s Performance Management Policy • nominate one or two Local Authority appraisers to serve on the headteacher’s appraisal panel • Consult with the headteacher on the Local Authority Nominee(s) • provide nominees for the appeals process • receive and keep for three years , the headteacher’s signed and dated appraisal statement • ensure appraisal procedures are in place for unattached teachers

20. Performance Management of the Head Teacher

21. Governing Body Responsibilities for the Performance Management of the Headteacher The governing body / relevant body must: • Appoint an Appraisal Panel to • review the headteacher’s performance management through an appraisal panel • agree objectives for the headteacher • agree an annual appraisal statement • regularly monitor the performance of the headteacher • Include the Local Authority nominated person(s) in the headteacher’s appraisal panel and performance management process • Ensure that the headeacher’s performance management process is carried out in line with the statutory requirements

22. Role of the Headteacher in their own Performance Management Process • Discuss and set objectives with appraisers • Participate in monitoring and review arrangements including:- • reviewing their own performance using the leadership standards • maintaining their Practise, Review and Development (PRD) Record • attend informal in-year performance review meetings with the appraisal panel • Suggesting objectives for the next cycle • Considering the appraisal statement • Discuss and identify professional development needs

23. Responsibilities of Headteacher • Discuss setting of objectives with appraisal panel within context of the school, job description and the appropriate professional standards • Facilitate the process by identifying and providing relevant data and evidence of performance • Participate in monitoring arrangements and maintaining an up to date practice and review development record • Contribute to the annual review against objectives and overall performance • Discuss and identify professional development needs to support professional practice

24. Role of Appraisal Panel The appraisal panel must: agree and record objectives with the headteacher monitor and review performance throughout the cycle discuss and identify the headteacher’s professional development needs prepare the annual appraisal statement provide a copy of the appraisal statement to the Headteacher, the Chair of the Governing Body and the Chief Education Officer provide a copy of the headteacher’s statement of objectives to Estyn on request

25. Appointing the Appraisal Panel At least two governors appointed by the governing body One or two appointed by the Local Authority Additionally, where the appraisal is of a headteacher of a school which has a religious character, the Diocesan Authority may appoint an appraiser Where the time a headteacher spends teaching amounts to a significant proportion of their role, then consideration should be given to the inclusion of an appraiser with Qualified Teacher Status (QTS) No governor may be appointed as an appraiser of the headteacher if they are a teacher or other member of staff at the school

26. The Local Authority Nominee(s) The LA will: nominate one or two representatives who would normally have knowledge of the school, the role of the headteacher and of relevant Local Authority priorities where appropriate, give specific consideration to the inclusion of an appraiser with Qualified Teacher Status (QTS) consult with the headteacher on who will be appointed as appraiser(s)

27. Regional Arrangements for Appointing Local Authority Nominees The Local Authority Chief Education Officer (CEO) will nominate one appraiser, and reserves the right to nominate a second appraiser: when a school is in challenging circumstances when a school is in an Estyn monitoring category at the request of the headteacher by agreement with the Chief Education Officer at the request of the Governing Body by agreement with the Chief Education Officer

28. The LA Nominee (s) • The first of the Local Authority nominees will be the consortium school improvement officer who carries out the core monitoring and challenge role on behalf of the Local Authority • The second will be a trained appraiser who meets the criteria outlined in the guidance, and will be one of the following: • a Local Authority officer from the school’s Local Authority • a Local Authority officer from the South West and Mid Wales Consortium • a peer Headteacher from within the South West and Mid Wales Consortium • The Local Authority Chief Education Officer will ensure that each nominee has a secure understanding of • the school and its context • the performance data and information of the school • the Leadership Standards

29. Reviewing Performance

30. The Annual Appraisal Meeting • The appraisers and the headteacher must hold an annual appraisal review with the objective of: • assessing the extent to which the headteacher has met the objectives for the cycle • determining whether there has been successful overall performance in confirming that the headteacher has met the professional standards for headteachers - the leadership standards • identifying the need for additional support training and development • The headteacher’s Practise, Review and Development should be taken into account when reviewing performance

31. Documentation to be considered during the Annual Appraisal Meeting Any relevant school performance data and information School Improvement Plan The school self evaluation record Post Estyn inspection plan The Leadership Standards within the Revised Professional Standards for Education Ppractitioners in Wales Relevant materials from local authority reviews including the national categorisation matrix

32. Consideration should also be given to: Reviewing, discussing and confirming the headteacher’s essential tasks, objectives and standards Recognising strengths and achievements and taking into factors outside their control Confirming action agreed during informal in-year reviews Identifying areas for development and how these will be met Recognising professional development needs Agreeing clear objectives and completing an individual plan for the year ahead

33. Making Judgements The appraisal panel and the headteacher must assess: the extent to which the objectives have been met whether or not the overall performance has been successful whether the headteacher continues to meet the headteacher’s professional standards for headteachers the need for support training and development

34. Preparing for the Annual Review of Performance Allocate adequate time for the review Headteacher must be informed in writing of the date of the review meeting at least 10 school days in advance, and in writing The Practise, Review and Development Record (PRD) to be sent to appraisers at least 5 days ahead of the review meeting

35. Preparing for the Annual Review of Performance • Identify a chair for the Appraisal Panel • Determine how records will be kept and appraisal statement written • Identify data and appropriate evidence to be used in keeping with the regulations • Decide how the objectives from the previous cycle are taken into account • The headteacher should undertake self reflection prior to the meeting • Agree monitoring and review arrangements

36. Setting Objectives

37. Setting the Objectives • Three objectives would normally be sufficient • The headteacher’s objectives should: • contribute to improving the progress of pupils at the school • take account of relevant evidence including school performance information • be focused on key expectations and developmental priorities on which evidence based judgements can be made

38. Objectives must relate to:- school leadership and management the headteacher’s job description any relevant pay progression criteria any relevant whole school or team objectives specified in the school improvement plan the revised professional standards for headteachers as specified by Welsh Ministers any national priorities for school improvement set by the Welsh Minister

39. Objectives should be:- • Clear: offering no possibility of ambiguity or confusion about the intended outcome. • Concise: using as few words as possible to convey the intention. • Measurable: expressed in such a way that criteria can be agreed which will demonstrate whether or not the objective has been achieved. • Challenging: sufficiently challenging, taking into account the circumstances of the school, to bring about significant improvement. • Developmental: supporting the improvement of the school and the appraisee

40. Identifying Professional Development Professional development opportunities identified should: support the development of the knowledge skills and competences of the Head Teacher support agreed objectives develop strengths address areas for personal development or professional growth

41. The Appraisal Statement Written statement must be provided within 10 school days Training and development needs must be provided in an annex Teacher may add comments to the statement within 10 days This will form part of the statement The Appraisal statement is personal and confidential

42. Monitoring Performance

43. Monitoring Performance • Monitoring procedures should: • be discussed and agreed at the planning meetings • include a variety of methods • Progress should be monitored throughout the year • Sufficient appropriate evidence should be gathered to ensure secure judgements • The headteacher must keep an up to date Practice, Review and Development (PRD) Record

44. Teaching Observations for Headteachers Observers for the purpose of performance management must hold QTS Observations should take place during lessons and activities that have been planned in advance At least 5 school days notice is required Minimum of one observation per year for performance management – more permissible by agreement Feedback given as soon as is possible (usually with 5 school days) Outcome of observation, including feedback should be recorded Headteacher should be given the opportunity to add comments

45. Managing Underperformance The review meeting and the appraisal statement do not form any part of any formal disciplinary competency or capability procedures Effective line management with clear expectations and appropriate support will assist in identifying and addressing any weakness in performance Appraisal statements may be taken into account by those responsible for taking decisions about performance, pay, promotion, dismissal or disciplinary matters

46. Exceptional Circumstances Where a decision is taken to enter into a formal competency or capability procedure, then that procedure supersedes performance management arrangements The performance management process may be suspended at any time

47. Monitoring Activity There should be a variety of monitoring activity that gathers sufficient appropriate evidence in order to ensure secure judgements are made. The evidence can be gathered from various sources including: • In-year meetings between the appraisal panel and the headteacher • The headteacher’s Practice, Review and Development (PRD) Record • School Improvement Plan • School performance data and information • The school’s on going self evaluation process • Teaching observation (where appropriate)