Developing an effective staffing structure & related job descriptions to inform performance management & CPD

1. Developing an effective staffing structure & related job descriptions to inform performance management & CPD Wednesday 2nd July 2008

2. Programme for the day • 9.00am/1.15pm Arrival and coffee • 9.15am/1.30pm Objectives for the session • Staffing structures – the Staffing Review • Formulating job descriptions • Macro job description • Brainstorming • 10.30am/2.45pm Coffee • 10.45am/3.00pm Job description - micro • Performance management • Continuous Professional Development • Introduction to the Identifit tool • 12.15pm/4.30pm Evaluation and depart

3. Objectives: • To understand the relationship between the staffing structure, job descriptions, performance management, the new professional standards and school improvement planning in order to ensure that appropriate C.P.D. is planned to support targets set for the school workforce • To introduce practical, relevant, effective use of change management tools to engage the school workforce in agreeing an appropriate staffing structure and detailed job descriptions that effectively reflect the roles and responsibilities of the school workforce.

4. Before we start: • Parking lot • Ground rules

5. Ground rules: • A room of equals • Be open • Listen to each other • It may be messy at times • One voice at a time • Minimise distractions, like mobile phones • And/or …?

6. Performance Management School Improvement Planning Framework developing people improving young lives Continuing Professional Development Staffing structure/ Job descriptions

7. The Staffing Review The Staffing Review provided us with the opportunity to develop a shared vision of a future structure, which will result in enhanced teaching and learning for pupils enabling us to deliver our school’s teaching and learning priorities as efficiently and effectively as possible. 6th May 2005

8. The Staffing Review The reviews must be conducted with a view to ensuring that the management and deployment of all staff and the allocation of responsibilities and duties is effective and focused on teaching and learning to raise standards. The review will encompass the staffing structure for all staff.  It should be a genuine whole-school review and not an assimilation exercise (ie not simply substituting the new Teaching and Learning Responsibilitypayments for the old management allowances).  Instead, the review provides the opportunity to develop with staff and trade unions a shared vision of a future structure which will result in enhanced teaching and learning for pupils. The School Improvement Plan will be a key document to inform the review.  The revised staffing structure should provide the capacity to deliver the schools' teaching and learning priorities.

10. STA/Midday supervisor Teaching in FS/KS1 FS Observations KS1/FS Record Keeping Reading Intervention, Classroom Display, Active playtimes, First Aid Canteen Assistant (CCS) Healthy Eating, Behaviour, H&S Make a positive contribution Cleaner-in-charge Premises Health and Safety Behaviour Enjoy and Achieve Headteacher Curriculum Leader Key Stage 2 Coordinator Assessment H&S /Premises, Primary Link Teacher (PE Dev), Student Mentor, Extra –Curricular, Links with other schools, Budget, Perf. Management Bursar Financial management inc. Budget, Staff health and Safety, Ordering of Stock, Clerk to Govs Be healthy Stay Safe Admin and Clerical Secretarial duties Data input and handling Management of personnel records Teacher 0.2 UPS Regular supply in both classes, Deputises for head, Inclusion (SEN and G and T), Extra curricular support, Dev. of grounds Peripatetic Teacher Individual music tuition Teacher (0.2) Music, PPA Cover, Extra-curricular Achieve economic wellbeing Teacher (Full time) -UPS Key Stage 1/FS co-ordinator, Staff Development/CPD, Student Mentor, Deputises for head Extra-curricular, Data Analysis Midday Supervisor (PT) Behaviour Active Playtimes First Aid HLTA/Midday Supervisor (PT) Teaching in KS 2 KS 2 Record Keeping ICT Management, Active Playtimes, Maths Recovery First Aid

11. Midday Supervisor Behaviour Playtimes Healthy Eating Secretary, Cleaner, Caretaker Administrator, Finance Health and Safety, Receptionist Premises HLTA Covers PPA, ROAs, Reading Intervention, First Aid Nursery Leader Head teacher Class teacher, Key Stage 2 coordinator, Subjects coordinator, Staff Development, Budget, Perf. Mt, Student mentor, Staff induction, Link with other schools, Health and Safety, Extra Curricular,Assessment, Reading Intervention Key Stage 1 and Foundation Stage Teacher. Class teacher SENCO Subjects coordinator First Aid Student mentor Extra curricular Teaching Assistant Classroom display, Small Group work, Active playtimes, Administrative assistant, School Council, Maths Recovery Governors Oversee the community of Temple Sowerby School that they stay safe, be healthy, achieve economic well being, enjoy and achieve and make a positive contribution. Creating positive participants for the world community Key Stage 2 Teacher Class teacher Subjects coordinator, Student mentor, Deputises for head, Reading Intervention Student mentor, Extra curricular Maths Recovery Senior Learning Support Assistant. Learning Mentor Behaviour

12. Staff Teams: • Inclusion and SEN • Numeracy • Literacy • Science • P.S.H.E. • R.E. • Gifted and Talented • Racial/ multi-cultural • Music • Buddies • Bullying • Garden Meteor club • Shows • Residential and visits • Community links • IEPs • Outside agencies • Infant links • Secondary links • ICT • Knowledge and understanding of the world • Numeracy • Literacy • Science • Geography • Modern Foreign Languages • Exchange trips • Science • D.T. • Residential • Library • Playground • Art - places • History • Viktor – incoming pupils from other countries • ICT • Assessment and tracking • Numeracy • Literacy • Science • ICT • Target setting • PIVATS (performance indicator value added tracking system) • RAISE online (Reporting and Analysis for Improvement through School self-Evaluation) • Foundation Stage profile • Criterion scale • Fisher Family Trust Creativity/ Curriculum Development • Numeracy • Literacy • VAK • Science • Displays • Art • Music • P.E. • Different learning styles • Accelerated learning • Philosophy • Drama • S & L • “Thinking hats” • ICT

13. Staffing Structure Every Child Matters: • Stay safe • Healthy • Enjoy and achieve • Economic well-being (achieve) • Positive contribution (make a)

14. Staffing Structure Foundation stage areas of development: • Personal, social and emotional development • Communication, language and literacy • Mathematical development • Knowledge and understanding of the world • Physical development • Creative development

15. Our Staffing Structure Further areas to consider: • Assessment for learning • Personalised learning • Accelerated learning • School council • Community links …….

16. Staffing Structure Assessment and tracking Curriculum Development E.C.M. Agenda Inclusion and SEN Stay safe Healthy Enjoy and Achieve Economic Well being Positive contribution What areas should be included at your school? Creativity Knowledge and Understanding of the world

17. Our Staffing Structure Design a staffing structure for your school, thinking about the following points: • Does the structure utilise the strengths of the school? • Does it deal with areas that need developing further – Ofsted action plan, School Improvement Plan? • What does the structure say about your vision? • Does your structure make the most of the talents of your staff? Spend 5 minutes explaining your structure to a colleague at your table

18. Job Descriptions • The purpose of a job description is to set out fair, clear and mutually understood statement of the grading and salary of a post and the work and responsibility attached to the post. • Although all teachers’ statutory professional duties are the same, individual teachers play different roles in school. • Performance Management cannot be carried out effectively without accurate job descriptions. • A proper staffing structure and associated job descriptions are crucial to the effectiveness of the school. (Taken from NUT guidance)

19. Job descriptions • Introduction: set out overall framework within which person discharges his/her responsibilities • Title and grade of post: full-time/ part-time, year group … • Purpose of job: how the post fits in staffing structure • Employment duties: STPCD 2007 • Relationships: accountability, responsible for… • Particular responsibilities: overall requirements of the school and school’s aims • Key tasks: particular responsibilities of post holder

20. Job descriptions – layered approach • Core: School Teachers’ Pay and Conditions Document 2007 – outlines the statutory conditions of employment of head teachers, deputy/ assistant heads and school teachers in England and Wales • Macro: duties specifically relating to individual schools • Micro: roles and responsibilities of individual teachers eg: deputy head, TLR post, UPS, curriculum leader, etc

21. Job descriptions – core section All job descriptions from the School Teacher’s Pay and Condition document 2007 are on the Workforce Development section of the Cumbria Grid for Learning. • Headteacher • Deputy head • TLR post • Upper pay scale teacher • Main scale teacher

22. Job descriptions – layered approach • Core: School Teachers’ Pay and Conditions Document 2007 – outlines the statutory conditions of employment of head teachers, deputy/ assistant heads and school teachers in England and Wales • Macro: duties specifically relating to individual schools • Micro: roles and responsibilities of individual teachers eg: deputy head, TLR post, UPS, curriculum leader, etc

23. Job descriptions – macro section “What would you include in the macro section of your school’s job descriptions?” • Making education a positive experience for the children • Modelling positive behaviour • Having high expectations …..

24. Macro section of the job description Examples of resulting macro job description statements • At……, we will be given opportunities to access training according to our own and CPD needs and those of the school. • At……., we will understand the importance of the community and the opportunities that they offer each other. • At……., we will arrive in good time for effective preparation in order to fulfil job descriptions and be part of the team. • At……., we will have consideration for the feelings and well-being of everyone. • At ……, we will be able to develop our self-confidence and self-belief to enable us to step outside our comfort zones. • At……., we will “reach for the sky” by being flexible in our roles and creative in our approach, having high expectations of ourselves, the children and the school.

25. Macro section of the job description Examples of resulting macro job description statements: • At….., we will endeavour to include everyone. • At….., we will show good listening skills and be effective communicators. • At …., we acknowledge that everyone has different styles of working. • At …., we understand the importance and need for a healthy work/ life balance. • At …, we have a right to work in a safe, happy and supportive environment. • At …., we will strive to create and maintain good relationships with parents, Governors and the wider community. • At….., we value a positive, creative outlook with a willingness to be flexible. • At….., we will strive to create an environment where pupils and staff are encouraged to work to the best of their abilities.

26. Brainstorming: What is it? • “The best way to have a good idea is to have lots of ideas” • A technique to capture a group’s ideas relating to a topic or issue • Idea is to capture as many free-flowing ideas as possible When would you use it? • Whenever you have an idea that needs “working” • Whenever you need to involve other people in exploring an issue or idea • Whenever you need to involve other people to explore an issue and/or its resolution

27. Brainstorming: What do you consider the roles and responsibilities of your staff to be?

28. Coffee Break Please come back in 15 minutes.

29. Job descriptions – layered approach • Core: School Teachers’ Pay and Conditions Document 2007 – outlines the statutory conditions of employment of head teachers, deputy/ assistant heads and school teachers in England and Wales • Macro: duties specifically relating to individual schools • Micro: roles and responsibilities of individual teachers eg: deputy head, TLR post, UPS, curriculum leader, etc

30. Job descriptions – micro section These should be developed and agreed with individual members of staff: • Areas of responsibility • Curriculum leader responsibilities • Budget accountabilities • Extra responsibilities – retention and recruitment payments

31. Job descriptions – micro section Key Areas of Subject Leadership: • Strategic direction and development. • Learning and teaching. • Leading and managing staff. • Efficient and effective deployment of staff and resources. On your tables, write down some statements that could define the responsibilities of a subject leader at your school.

32. Job descriptions Remember that all job descriptions need to be checked by Capita - Human Resources.

33. Performance Management School Improvement Planning Framework developing people improving young lives Continuing Professional Development Staffing structure/ Job descriptions

34. Performance Management objectives Objectives should: • Contribute to the School Improvement Plan and pupil progress • Be determined with regard to: - reviewee’s job description - relevant pay progression criteria for eligible teachers - relevant whole school, team, department objectives - reviewee’s professional aspirations - relevant professional standards - work life balance Reference: Regulations 7, 13 Guidance 5.7, 5.9

35. Professional Standards: • The professional standards framework is progressive: • post threshold teachers make a distinctive contribution to raising standards across the school by acting as role models for teaching and learning and providing mentoring and coaching to less experienced teachers • ASTs and excellent teachers provide models of excellent and innovative teaching and use their skills to enhance teaching and learning by undertaking and leading school improvement activities and CPD for other teachers. ASTs also carry out developmental work across a range of workplaces

36. Career Progression: • Teachers need to demonstrate evidence that they are meeting, maintaining and building on their attributes, professional knowledge and understanding and skills • The standards clarify professional characteristics which are maintained and built upon throughout their career • Teachers not aspiring to the next career stage need to identify ways to broaden and deepen their expertise within their current career stages.

37. Post Threshold Standards: • A teacher being considered for the threshold would need to meet the relevant core standards (C) and satisfy the post-threshold standards (P). • Post threshold teachers are expected to: • continue to meet the core and post-threshold standards • broaden and deepen their professional attributes, knowledge, understanding and skills • make a distinctive contribution to raising standards across the school • act as role models for teaching and learning • provide regular coaching and mentoring to less experienced teachers • Professional Standards 2007 & STPCD 2007

38. Performance Management School Improvement Planning Framework developing people improving young lives Continuing Professional Development Staffing structure/ Job descriptions

39. C.P.D. entitlement Teachers need the opportunity to: • Have time to engage in sustained reflection and structured learning • Create learning opportunities for everyday practice such as planning and assessing • Develop the ability to identify their own development needs and those of others • Develop an individual learning plan, with accredited opportunities where appropriate • Experience school-based collaborative learning as well as course participation • Develop self-evaluation, observation and peer review skills • Develop mentoring and coaching skill and their ability to support others • Plan their longer term career aspirations Reference: The Teachers Professional Learning Framework, GTC 2003

40. CPD entitlement and expectations: • All teachers have • a professional responsibility to be engaged in effective, sustained and relevant professional development throughout their careers • a contractual entitlement to effective, sustained and relevant professional development throughout their careers. • Teachers are expected to make a contribution to the development of others • Introduction to Professional Standards 2007

41. Cumbria Children’s Services Continuous Professional Development Framework of Opportunities for Teaching Staff

42. The Identifit tool: • As part of our commitment to support professional development for the wider school based workforce, Cumbria has entered into a partnership with STAR Training and Consultancy Ltd. to provide an electronic web-based tool that supports performance management and professional development review systems for the whole school based workforce. • The purpose of this tool is to improve outcomes for children by identifying the skills, knowledge and experience of the adults who teach, support and guide them in schools. It is intended to help staff to plan for their continued professional development and career aspirations.

43. The Identifit tool: • Information from the analyses will help direct training and professional development opportunities more effectively, whilst ensuring that the successes achieved by colleagues are properly recorded and valued. The overall impact of the analysis process will inform better training provision in partnerships with other providers • It will identify training and development needs and facilitate planning of continuing professional development (CPD) at an individual, school and local authority level.

44. School Cove Website www.schoolcove.co.uk

45. There are 4 main sections to the website: • Job Role analysis • Training Needs Analysis linked to Qualifications • Organisational Analysis linked to Investors in People, Business Excellence Models • About you section enabling the school/LA to gather demographic information about their employees

46. About Me In this section school staff can submit information about themselves covering age, ethnicity, experience, qualifications. This can also be updated when needed This data can then be compiled for the whole school for analysis

47. Job Role Analysis In this section staff can assess themselves against a wide range of job roles at different levels these roles are agreed with the LA for full role out to match the LA structure.

48. Training Needs Analysis In this section support staff can assess themselves against a wide range of qualifications linked to their roles, as well as the Championing Children and Common Core standards

50. Example of school staff file: This could contain each member of staff’s: • Layered job description • Core • Macro • Micro • Performance Management • Policy • Targets • Continuous Professional Development • C.P.D. Framework • Evidence of C.P.D.