Transcript Data, tracking, CEM, target setting, reporting and assessment

What Works
September 2013
How we use Performance Management to
raise standards
Dubai British School Context
•1090 students, from over 50 nationalities
•A non-selective
all-through school:
Dubai British School
Foundation, Primary, Secondary and Post 16
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•British Curriculum:
Foundation - Early Years Foundation Stage
Primary – National Curriculum and IPC
Secondary – NC + GCSE
Post 16 – A level
Quality Indicators
6.1 Leadership and Management
Key aspects:
• Vision and direction
• Distribution and responsibilities of leadership
• Relationships
andSchool
communication
Dubai British
• Capacity to improve and innovate
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6.2 Self-evaluation and improvement planning
Key aspects:
• Processes for school self-evaluation
• Monitoring and evaluation of the school’s performance,
Teaching and learning
The processes and impact of school improvement
planning
Improvement over time
Rationale and context
The DBS framework for performance
management has been designed to
optimise our individual and collective
impact on the learning of our students,
facilitate professional development and
to ensure professional accountability.
Principles
1. Impact on Learning
We teach so that individual children can learn, and
learn as effectively as possible. Everything we do in
school must focus on this simple truth. Our
performance management system exists primarily to
enable us to do the best job we can to enable
individual children to learn.
2. Opportunities for Development
Staff at DBS place high value on professional
development and we all have an obligation to develop
our skills as teachers and educational learning. One
of the most important aims of performance
management at DBS is to enable us to do so by
helping to identify the individual professional needs
we have.
Performance management targets
within professional standards
While the framework requires us to
meet all the DBS standards for
teaching and leadership, at least at a
good level, and preferably higher,
staff and their reviewers will be asked
to give particular attention to meet or
exceed three professional targets
through the year
For all subject/class teachers
1. A common “SMART” target
followed by all staff, linked to the
SDP, set by the SLT
2. A target for student
performance (data based)
3. Target relating to areas of
classroom practice, as identified
by line manager
For middle leaders,
1. A common “SMART” target
followed by all staff, linked to the
SDP, set by the SLT.
2. A faculty/subject target for
student performance (data based)
3. A leadership target
Evidence and data used to measure
impact:
The DBS PM framework does not require the
indiscriminate collection of vast amounts of
supporting paperwork
To illustrate strengths and improvements
across the full range of standards to show
how targets are being met.
Evidence should be authentic and derived
from lesson observations, planning file
review, sampling of marked work, student
performance data, 360 reviews.
Thank you for listening:
Please feel free to come and visit
us at Dubai British School
[email protected]