Monday 2 nd September C10 11.15am

PERFORMANCE MANAGEMENT: ADVICE AND GUIDANCE FOR LINE MANAGERS

SOME GOOD NEWS

 For this academic year teachers who are eligible for assessment for post threshold (UPS1-3) will be assessed in the same way, using the same process that we have been using for a number of years. (See separate hand out)  I am presenting a twilight cpd session on Monday 16 th September for those who are eligible.

PERFORMANCE MANAGEMENT (APPRAISAL) AND PAY PROGRESSION  What are the changes we need to be aware of for our school?

Area Pay progression for main and upper pay scale teachers • • • Provisions in the STPCD 2013 All pay progression is related to performance, as set out in each school’s pay policy. It is no longer based on length of service.

Affects pay decisions made from September 2014 A teacher cannot have his/her salary reduced while he/she remains in the same post in the same school

Area Upper pay scale and threshold assessment Provisions in the STPCD 2013 • Each school must have a pay policy outlining the process of making a decision on progression to and through the upper pay range. The current 10 post threshold standards will be replaced with simpler criteria. • A teacher’s application is assessed by considering: Evidence from performance reviews.

Whether he/she is ‘highly competent’ in all elements of the teacher’s standards.

Whether his/her achievements and contribution to the school has been substantial and sustained

Area Teaching and learning responsibility payments • • • Provisions in the STPCD 2013 TLR1 and TLR2 payments are permanent while the teacher remains in the same post New TLR3 payments can be awarded for a fixed-term period. They can be paid to teachers already receiving TLR1 or 2 payments and they do not have to be made pro rata for part time teachers. TLR3 payments enable schools to reward time-limited school improvement projects, or one-off externally driven responsibilities Salary safeguarding arrangements continue to apply to TLR1 and TLR2 payments, but not TLR3s

HOW DOES THIS AFFECT TEACHER APPRAISAL?

 1.

2.

3.

 Teachers will still be assessed against three criteria: Their performance, values, behaviours and conduct and how they compare with the Teachers’ Standards Their role in school Their performance management objectives We have developed differentiated criteria to help identify and assess levels of performance (See separate hand out)

WHAT ARE MY RESPONSIBILITIES AS LINE MANAGER?

       Become familiar with the standards and make sure you understand them Make sure the teachers in your team are familiar with them, from NQTs to veterans Become familiar with the new pay policy Introduce and encourage the self-evaluation audits, which are designed to help you and your appraisees to identify areas for professional development.

In addition there are also guidance sheets of evidence for each of the 8 Teacher Standards to help you and your appraisees Whilst Brian ultimately decides who, for example, merits an upper pay scale award, the responsibility for assessing the evidence and making (or not) a recommendation lies with you Discuss with your own line manager any teacher in your team who is at risk of not consistently meeting any of the three criteria (referred to on the previous slide)

PERFORMANCE MANAGEMENT AND DEPARTMENT LINK SCHEDULES  In order to improve the focus and consistency of the meetings between LT and line managers, we have developed a schedule of meetings throughout the year.

 In addition we are recommending a schedule to enable you to meet with your appraisees to discuss their performance (See separate sheet)

AN OBJECTIVE FOR ALL TEACHERS THIS YEAR       Objective 1: (See separate hand out) Promote good progress and outcomes by pupils The teacher/subject leader will implement strategies to improve the performance of pupils so that (

choose from one of the following options as appropriate

): with appropriate additional support, most pupils achieve in line with school expectations (M2)* most students achieve in line with school expectations and some exceed them (M6)* almost all pupils achieve in line with school expectations; many exceed them (UPS3)*

    WHAT WILL SUCCESS LOOK LIKE, WHAT MONITORING SHOULD BE DONE AND WHAT EVIDENCE SHOULD BE GATHERED?

Success Criteria:    Effective plans are in place to support those not making the expected levels of progress Pupil progress: e.g. “By the end of Key Stage (KS)…, most students achieve in line with school expectations and…” (

copy option choice from above

) Quality of teaching (

choose from one of the following options as appropriate

): many, but not all, aspects of teaching over time are good (M2)* all aspects of teaching over time are good (M6)* all aspects of teaching over time are good; many are outstanding (UPS3)*

 Monitoring arrangements and evidence:   Termly data monitoring shows the progress that pupils are making and identifies the percentage making the expected progress End of year exam results   Scrutiny of work to show: assessment feedback is identifying areas for improvement; evidence this feedback is being acted upon; literacy marking guidelines are being used consistently and regularly Monitoring of lesson observations to show that pupils are making effective progress

 NB this objective would provide evidence that would help towards meeting the following teacher standards S1 through to S7.

  

Advice (specific to this objective)

: The use of work record cards will enable the appraiser to see that each student has reflected on the feedback, sought to demonstrate that (s)he understands the feedback (by writing down their own target for improvement). They could also incorporate a way to show that the teacher has monitored that the student has acted on the advice.

The most effective feedback is often two-way, i.e. a dialogue between the teacher and student. Learning conversations can be one way in which both teacher and student can demonstrate understanding of the current performance of the student and what (s)he needs to do to improve.

  Objective 2: Heads of Department can identify a second objective that the whole Department can have as a focus as identified in their SIDP Objective 3: The third will reflect the specific needs of that individual. This objective could be used to identify cpd needs that will enable the teacher to, for example, develop or maintain current practice, extend practice in order to support assessment for pay progression or to provide effective experience for promotion opportunities. This objective could be used when a colleague needs to demonstrate progression in developing professional relationships.

AND FINALLY…

   You will find this power point and all the other information and guidance* you need on the NDHSStaff Drive: Admin/School Operational Matters/PERFORMANCE MANAGEMENT & PAY POLICY * including: the Professional Standards for Teachers, the STPCD 2013, NDHS Pay Policy, NDHS PM Objectives 2013, PM and Department link Schedules, Threshold Assessment, Annual Review Meeting, CPD relevant to PM, Self Evaluation Audits, Guidance on Evidence to Meet the 8 Standards and FAQs