Rheoli Perfformiad Performance Management

1. RheoliPerfformiadPerformance Management

2. Recap and Overview of the Revised Performance Management Requirements

3. Revised Requirements Timescale • Revised regulations were introduced January 2012 • GBs moved to the revised arrangements by 31st December 2012 Revisions • Performance management is explicitly linked to: • professional standards, whole school and national priorities and pupil performance data • Greater Local Authority involvement in the school’s performance management process • Estyn has access to the headteacher’s performance objectives

4. 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 April 2010

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 • develop all practitioners effectively • ensure job satisfaction • high levels of expertise • the progression of practitioners in their chosen profession

6. The Appraisal Cycle

7. The Appraisal Cycle • The headteacher will determine the timing of the appraisal cycle for every teacher • The governing body must determine the appraisal cycle for the headteacher • The length of the appraisal cycle will normally be one year

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

9. Roles and Responsibilities of the Appraiser

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

11. Role of Appraiser • Agree and record objectives with appraisee • Monitor and review performance throughout the cycle • Discuss and identify professional development need • Prepare the annual appraisal statement • Make a recommendation on pay progression where the appraisee is eligible for pay progression under the School Teachers’ Pay and Condition Document (STPCD), where appropriate.

12. 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 • Discuss and identify professional development needs • Keep progress under review and monitor performance against objectives regularly throughout the performance management cycle (formative review) • Conduct an annual review of performance with the appraisee (summative review including judgements) • Take appropriate action and facilitate support when there is underperformance • Arranging for the appraisal statement to be made available to the required personnel

13. Knowledge and Understanding Appraisers need a secure understanding of • the context of the school • school performance data including the All Wales Core Data Set • the school’s improvement priorities • Local Authority and national improvement priorities • the Revised Professional Standards for Education Practitioners in Wales • the appraisee’s job • the school’s training plan and related budget • the performance management procedures

14. Attributes of the Appraisers Attributes that may be considered when selecting appraisers include: • good communication skills • good interpersonal skills • good skills in information seeking and data analysis including the ability to understand, interpret and analyse key performance indicators relating to school performance • good working relationship with the appraisee, including his/her trust and respect • sufficient time to carry out their role as appraiser and to do justice to the process.

15. Appraiser’s Self Assessment • Appraisers should complete a self -assessment to identify their development needs • Further training can be undertaken in the areas of development identified to ensure that that the role can be conducted effectively • The Welsh Government Guidance states that all appraisers should be appropriately trained to undertake the role

16. Reviewing Performance

17. The Annual Appraisal Meeting A formal opportunity to: • recognise achievements and celebrate successes • discuss areas for improvement • agree future priorities, including objectives for the following performance management cycle

18. The Performance Review • The appraiser(s) and the appraisee must hold an annual appraisal review with the object of: • Assessing the extent to which the appraisee has met the objectives for the cycle • Determining whether there has been successful overall performance in confirming that the appraisee has met the professional standards for teachers • Identifying the need for additional support training and development • Recording the Appraisal Statement • The appraisee’s Practice, Review and Development (PRD) Record should be taken into account when reviewing performance

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

20. Preparing for the Annual Review of Performance • 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 appraisee(s) should undertake self reflection prior to the meeting • Agree monitoring and review arrangements

21. Appraisee Self Reflection The appraisee should consider performance against: • Their own assessment of performance against the objectives • Evidence of performance in the round • The benefits of any professional development undertaken • Any in-year reviews that have taken place • Any factors which affected performance • Possible objectives for the next cycle

22. Documentation to be considered • Any relevant school performance data and information • School Improvement Plan/Area plan • The school/area self evaluation record • Post Estyn inspection plan • The Revised professional standards for education practitioners in Wales • Relevant materials from local authority reviews including the regional categorisation matrix

23. Preparing for the Annual Review of Performance • Allocate adequate time for the review • Teaching observations should be agreed in advance with notice of at least 5 school days • Teachers should have advanced notice of the date of the review meeting • Practice, Review and Development (PRD) Record to be sent to appraisers at least 5 days ahead of the review meeting

24. 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

25. Setting Objectives

26. Setting the Objectives • Three objectives would normally be sufficient • The appraisee’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

27. Objectives need to 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

28. Identifying Professional Development Needs Professional development should: • support the enhancement of knowledge and skills • support agreed objectives • develop strengths • address areas for personal development or professional growth

29. Monitoring Performance

30. 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 appraisee must keep an up to date Practice Review and Development (PRD) Record

31. 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 appraiser(s) and appraisee • The appraisee’s Practice, Review and Development Record • School Improvement Plan • School performance data and information • The school’s on going self evaluation process • Teaching observation (where appropriate)

32. Teaching observations • Observers must hold Qualified Teacher Status (QTS) • Observations should take place during lessons and activities that have been planned in advance • At least 5 school days notice is required • Minimum one observation per year -more permissible by agreement • Feedback given as soon as is possible • Outcomes of observation should be recorded • Teacher can add comments

33. 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

34. Reflection and Discussion – Self Evaluation A. In what ways do the appraiser(s) • Plan the appraisal cycle with the appraisee? • Set the objectives taking account of the performance review of the previous cycle? • Discuss and identify professional development needs? • Keep progress under review and monitor performance against objectives regularly throughout the performance management cycle? (formative review) • Take appropriate action and facilitate support when there is underperformance? • Conduct an annual review of performance with the appraisee? (summative review including judgements) • Arrange for the appraisal statement to be made available to the required personnel? B. How is PM embedded in the improvement process of the school? C. Are there any aspects that could be improved? Use prompt sheet 3 to facilitate discussion

35. Roles and Responsibilities of the Appraisees

36. Role of Appraisee • Discuss and set objectives with appraiser(s) • Participate in monitoring and review arrangements • Discuss and identify professional development needs

37. Responsibilities of Appraisee • Discuss setting of objectives with appraiser 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 maintain an up to date Practice Review and Development (PRD) Record • Contribute to the annual review against objectives and overall performance • Discuss and identify professional development needs to support professional practice • Write the ‘Statement of Objectives’

38. Reflection and Discussion A. In what ways do the appraisees: 1. Discuss setting of objectives with appraiser within context of the school, job description and the appropriate professional standards? 2. Facilitate the process by identifying and providing relevant data and evidence? 3. Participate in monitoring arrangements and maintain an up to date Practice, Review and Development (PRD) Record? 4. Contribute to the annual review against objectives and overall performance? 5. Discuss and identify professional development needs to support professional practice? B. How do you know what is happening and that it’s embedded in the improvement process of the school? C. Are there any aspects that could be improved? Use prompt sheet 4 to facilitate discussion

39. Best Practice Some characteristics … • A commitment to the attainment and welfare of pupils; • An appreciation of the crucial role that teachers play; • Commitment to the performance and welfare of staff; • An atmosphere of trust between the teacher and their appraiser, which allows for rigorous evaluation of strengths and identification of areas for development; • Encouragement to share good practice; • The integration of performance management into the overall approach to leading and managing the school.

40. Reflection and Discussion – Self Evaluation A. In what ways does the performance management process • Support the vision of the school? • Contribute to improving the attainment and welfare of pupils? • Assist in the professional development of all staff? • Establish an atmosphere of trust between the teacher and their appraiser, which allows for rigorous evaluation of strengths and identification of areas for development? • Encourage the sharing of good practice? • Underpin the overall approach to leading and managing the school? • Meet the revised statutory regulations? B. How do you know that the process is effective and embedded in the improvement process of the school? C. Are there any aspects that need to be revised and improved? Use prompt sheet 5 to facilitate discussion

41. And finally.... ‘Performance management focuses attention on making teaching and leadership more effective to benefit pupils, teachers and schools.’ Performance Management for Teachers WG 073/2012