Transcript PowerPoint version

NEW STATUTORY REGULATIONS
FOR TEACHER APPRAISAL AND
CAPABILITY 2012
Mary Higgins, Advisor
Objectives
• Familiarise school leaders with changes to Teacher
Appraisal and capability regulations and process
• Provide an opportunity to consider the new Teachers’
Standards
• Respond to questions and concerns
• Identify future needs
• Consultation
The Challenge
“I want to ensure
that all my
teachers are at
least good without
any hindrance or
bureaucracy”
“The next thing will
be a staff
shortage”
“This is a bully’s
charter, if we are
not careful”
“What are we
going to do with all
these satisfactory
teachers?”
Context
• Expectation that all teaching will be consistently at least
“good”
- Teachers’ Standards (2011) and Ofsted 2012 grade
descriptor of “Good” match significantly
- “Satisfactory” grade to be replaced with “requires
improvement”
• Teachers’ Standards provide criteria for what does a
good job look like?
• What does a good job look like? (Including professional
conduct)
Teachers’ Standards
• High expectations
• Good (secure) and
curriculum knowledge
(including English)
• Accurate and productive
use of assessment
Ofsted 2012 Grade Descriptors
(Good)
• Teachers have high
expectations
• Well developed subject
knowledge, teaching,
reading, writing and
communication is very
efficient
• Accurate assessment of
pupils’ prior skills, … to
plan effectively and set
challenging tasks
Teachers’ Standards
• Plan and teach well structured
lessons
set homework
promote a love of learning
• Manage behaviour effectively
Ofsted 2012 Grade Descriptors
(Good)
• Appropriate and regular
homework to enthuse and
motivate
• ….Strategies for managing and
improving behaviour applied
consistently, disruptive
incidents seldom occur
• Teachers’ Standards provide criteria for what does a
good job look like?
• Other standards expected
Post Threshold/AST/Excellent Teachers
Accepted by S of S for consideration by STRB
Standards – how I must work day in\day out?
Objectives - what I should achieve?
Local Context
• Level of DFE monitoring in Birmingham
• Ensuring success of school to school support
• Recent Ofsted inspections –
first mention of leadership and management
being “too slow” in dealing with underperformance
Our Preferred Approach
• Build on what you have already…..in majority of schools,
PM is robust! No need for complete revision
• Supportive
recognising that the majority of
teachers want to do a good job
• Leadership
enabling good performance is a
key function
• A duty of care
Preparation is everything
No surprises!
Keep it simple!
Principles
• Fairness
• Consistency
• Balance
• Enablement
• Confidentiality
Key Features of Best Quality
Performance Management
• CLARITY of expectations
What does a good job look like in our school for
our pupils?
“Code of practice?”
Key question – Have you already got an understanding?
Are you sure?
• ALIGNMENT to School Improvement Plan
• CONSISTENCY
across all leaders at every level
the “message” - and the practice!
-
(inconsistency – a performance issue)
Key question – How do you make sure there is
consistency now?
• ROBUST systems/activities and record-keeping to
provide evidence
• ON-GOING DIALOGUE
• LINK to other policies
CPD
Teaching and learning
(Pay Policy, Managing Sickness Policy revision by
LA)
Regulations
Governing Bodies required to:• Establish an annual appraisal policy for teachers
• Appoint an external adviser to support appraisal of
Headteacher
• Ensure objectives are set for each teacher
• Annual appraisal
• Each teacher receives their appraisal report to include
assessment of performance
assessment of development needs
recommendation on pay progression (if applicable)
What’s the difference between current and new?
• Limit on observation removed
• Assessment against Teachers’ Standards
(and any other relevant standards)
• No overlap between performance management and
capability, “a seamless process”
The Policy
• LA recommend the National Model Policy (Part A only)
Part B. Capability Procedure – work in progress
• Appraisal period – academic year
• Appointing appraisers – as previously
• Setting objectives – as previously (October 31st)
• SMART
No limit on numbers but will be recognised across all
sectors that, where there are no or very few issues,
3 is still reasonable
Pupils progress in key area(s)
Wide contribution to improving provision
Professional development
• Teachers’ Standards
All teachers – Teachers’ Standards 2011 plus other
relevant sets of standards published by the Secretary of
State
• Reviewing performance
• Include all your systems, processes which will provide
robust evidence of a teacher’s performance, eg book
scrutiny, PPR’s, data analysis, “voice”
Balancing your
Observation of
Teaching
Judgement
Internal and External
Teacher
Voice
Scrutiny of Learning
Outcomes
•Pupil
•Pupil progress reviews
•Parent
•Book scrutiny
•External partners
•Test/Exam Results
•Data Analysis
• Observation
-
As per policy as you are doing now and for the
majority of teachers
• Development and Support
- As per policy and as you are probably
doing now
• Feedback
- As per policy
Annual Assessment
- As per policy
Capability Procedure
• As document… still consulting on whether we should
clarify further, eg. timelines?
• You will need and receive ER support anyway! Contact
early!
Making links to the Ofsted Framework for the Quality of
Teaching – to what extent do teachers understand and
use the criteria to self-reflect and offer professional
advice to colleagues?
Have all staff understood and agreed what is meant by
key components of effective teaching and learning such
as progress, pace and depth of learning?
What evidence could teachers use to exemplify these
aspects?
In order to ‘keep their knowledge and skills as teachers
up-to-date and are self-critical’ how does the leadership
use the performance management process to foster a
learning ethos and support staff to evaluate the impact
of any CPD?