Transcript Document
Performance management guidance Performance management Part A: overview An introduction to the revised performance management regulations January 2011 (to be implemented by 1 January 2013) Objectives of the session • Understand the requirements of the revised regulations and how to implement them effectively. • Review the role of performance management in raising standards in your school. • Review how performance management is embedded in the broad context of the school’s improvement processes. • Review the operation of the performance management process, including the roles and responsibilities of those involved. Revised requirements Timescale • Revised regulations introduced January 2012. • Move to the revised arrangements by 31 December 2012. Revisions • Performance management is explicitly linked to: – professional standards and practice – whole-school and national priorities – learner and school performance data – pay progression. • Practitioners maintain a practice, review and development (PRD) record. • Greater local authority involvement in the school’s performance management process. • Estyn has access to the headteacher’s performance objectives. • Performance management documents should be kept for a minimum of three years. 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.’ Performance management for headteachers (Welsh Government, 2012) 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 learners 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. The appraisal cycle Reviewing Self-reflection Review meeting Appraisal statement Appraiser and appraisee Monitoring Informal in-year reviews Teaching observation Other agreed sources of evidence appropriate to the teacher’s role Planning Self-analysis Strategic analysis Setting objectives Agreeing continuous professional development (CPD) Roles and responsibilities Roles and responsibilities in the performance management process Key partners • Governing body/relevant body. • Headteacher. • Appraiser(s). • Appraisee. • Local authority. • Welsh Government. Governing body/relevant body responsibilities The governing body/relevant body must: • review and agree the performance management policy annually • monitor the effectiveness and impact of the performance management process • review the headteacher’s performance management through an appraisal panel • implement any appeals process • keep a copy of the headteacher’s statements for at least three years • send a copy of the headteacher’s statement to the Chief Education Officer (CEO). Reflection and discussion – self-evaluation A. In what way does the governing body: • review and agree the performance management policy? • monitor the effectiveness and impact of the performance management process? • review the headteacher’s performance management through an appraisal panel? • implement any appeals process? B. How is performance management embedded in the improvement processes of the school? C. Are there any aspects that could be improved? (Use prompt sheet 1 to facilitate discussion.) Headteacher responsibilities within the performance management process Headteachers must: • review and agree the performance management policy with the governing body and the local authority • determine the timing of the school’s appraisal cycle • appoint an appraiser for every teacher in the school and ensure appraisers carry out their responsibilities • ensure that there is monitoring of teaching and developmental feedback • ensure that teachers have individual plans and targeted professional development that support whole-school improvement • report annually on the operation and effectiveness of the school’s performance management procedures to the governing body, including training and development needs of teachers and the headteacher • keep a copy of all appraisal statements for at least three years. Reflection and discussion – self-evaluation A. In what ways does the headteacher: • review and agree the performance management policy with the governing body and the local authority? • determine the timing of the school’s appraisal cycle? • appoint an appraiser for every teacher in the school and ensure the appraisers carry out their responsibilities? • ensure that there is monitoring of teaching and developmental feedback? • ensure that teachers have individual plans and targeted professional development that support whole-school improvement? • report annually the effectiveness of the school’s performance management procedures to the governing body? B. How is performance management embedded in the improvement processes of the school? C. Are there any aspects that could be improved? (Use prompt sheet 2 to facilitate discussion.) Role of the appraiser(s) (teacher, headteacher, governor, local authority nominee) Appraisers must: • agree and record objectives with the appraisee • monitor and review the performance of the appraisee throughout the cycle • discuss and identify the professional development needs of the appraisee • prepare the annual appraisal statement • make a written recommendation where the appraisee is eligible for pay progression in line with the School Teachers’ Pay and Conditions Document, where appropriate. Responsibilities of the appraiser(s) 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 – discussing and identifying professional development needs – keeping progress under review and monitoring performance against objectives regularly throughout the performance management cycle (formative review) – conducting an annual review of performance with the appraisee (summative review including judgements) • taking appropriate action and facilitating support when there is underperformance • arranging for the full appraisal statement and annex to the appraisal statement to be made available to the required personnel. Reflection and discussion – self-evaluation A. In what ways do 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 performance management embedded in the improvement processes of the school? C. Are there any aspects that could be improved? (Use prompt sheet 3 to facilitate discussion.) Role of the appraisee (teacher and headteacher) Appraisees must: • discuss, plan and set objectives with their appraiser(s) • participate in monitoring arrangements and review arrangements • discuss and identify professional development needs to support professional practice. Responsibilities of the appraisee (teacher and headteacher) Appraisees must: • discuss setting of objectives with the appraiser(s), within the context of the school, the job description and the appropriate professional standards • inform the process by identifying and providing relevant data and evidence of performance • participate in monitoring arrangements • 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. Reflection and discussion – self-evaluation A. In what ways do the appraisees: • discuss setting of objectives with their appraiser within the context of the school, the job description and the appropriate professional standards? • inform the process by identifying and providing relevant data and evidence? • participate in monitoring arrangements and maintain an up-to-date practice, review and development record? • contribute to the annual review against objectives and overall performance? • discuss and identify professional development needs to support professional practice? B. How is performance management embedded in the improvement processes of the school? C. Are there any aspects that could be improved? (Use prompt sheet 4 to facilitate discussion.) The local authority The local authority must: • approve the school’s performance management policy • nominate one or two local authority appraisers to serve as appraisers on the headteacher’s appraisal panel • consult with the headteacher on the local authority nominee(s) • provide nominees for the appeals process • receive, and keep for three years, the headteacher’s signed and dated appraisal statement • ensure appraisal procedures are in place for unattached teachers. Reviewing the performance management process The performance management policy ‘The policy should set a framework for all staff to agree and review priorities and objectives within the context of the school’s development plan and their own development needs. It will assist in the aim to develop all staff, and to help, where appropriate, to raise standards of achievement for pupils.’ Performance management for teachers (Welsh Government, 2012) The performance management policy The performance management policy needs to be clear about: • implementation • procedures • expectations • priorities • monitoring and assessment • review. Key elements of a performance management policy • • • • • • • Introduction: what the policy aims to achieve. Roles and responsibilities. Timetable for reviews. The performance management cycle. The appeals procedure. Confidentiality. Access to outcomes. The performance management process Best practice in performance management is characterised by: • a commitment to the attainment and welfare of learners • an appreciation of the crucial role that teachers play • a commitment to the performance and welfare of staff • an atmosphere of trust between the teacher and appraiser, which allows for rigorous evaluation of strengths and identification of areas for development • an encouragement to share good practice • the integration of performance management into the overall approach to leading and managing the school. 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 learners? • assist in the professional development of all staff? • establish an atmosphere of trust between the appraiser and the appraisee, 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? B. How is performance management embedded in the improvement processes of the school? C. Are there any aspects that could be improved? (Use prompt sheet 5 to facilitate discussion.) Reflection and discussion – self-evaluation A. In what ways do the performance management policy and procedures: • integrate the performance management process into the overall approach to leading and managing the school? • provide clarity on: – the operation of the process? – the roles, responsibilities and expectations of the policy? – the evaluation of the effectiveness of the policy? • engender an atmosphere of professional respect and trust? • encourage the dissemination of good practice? • identify professional development needs to support professional practice? B. How is performance management embedded in the improvement processes of the school? C. Are there any aspects that could be improved? (Use prompt sheet 5 to facilitate discussion.) And finally . . . ‘Performance management focuses attention on making teaching and leadership more effective to benefit pupils, teachers and schools.’ Performance management for teachers (Welsh Government, 2012)