Transcript Independent Safeguarding Authority

Appraisal, Capability
and Standards
Briefing
July 2012
1
Agenda

Local Model Policy

Teacher Appraisal - Summary of
Key Issues / Changes

Inspection

Teacher Capability - Summary of
Key Issues / Changes

Remit to STRB

Teachers’ Standards
2
DfE Model Policy
•
Changes become effective from the 1st
September 2012.
•
New DfE Model Policy combines
Appraisal and Capability in one
document and links the processes.
•
Outlines statutory elements and
includes some guidance.
•
Tightens expectations about outcomes?
•
More flexibility about process and
structure.
•
A ‘nod’ to Support Staff.
3
Local Model Policy
•
Our current policy developed in line
with the DfE model to meet the new
requirements and local expectations.
•
Includes best local practice and seeks
to make the transition as
straightforward as possible.
•
Potentially limits the time required for
school Governors to consult to the
minimum that is practicable.
•
Schools can now finalise their own
policy for September.
4
Appraisal
5
Teacher Appraisal
Summary of Similarities
•
Requirement for Governors to
establish their own policy for the
annual appraisal of Teachers.
•
No requirement for Support Staff
Policy but this is included locally.
•
Policy ensures that objectives are
set annually for each teacher in
the school and that these are
linked to the school’s
improvement plans.
•
Much of the process and our local
principles remain very similar.
6
Teacher Appraisal
Summary of Similarities
•
Much, not all, of the documentation
already in place is very similar.
•
Object setting is still by “agreement”
but if no agreement, the Appraiser
decides.
•
Professional development needs
identified and the means to deliver
these are integral to the process.
•
Currently recommendations on pay are
linked to Appraisal - this continues for
now.. uncertainties about how this will work in
future.
•
Appraiser skills continue to be central
to the effectiveness of the process.
7
Teacher Appraisal
Summary of key changes
•
Some of the more detailed requirements
about processes in the current
regulations have been removed.
•
Governing Bodies have more flexibility
to determine Appraisal Policy and
process for their school.
•
More flexibility about who Appraisers
are and time scales for the process.
(QTS still required).
•
No guidelines on the number or type of
objectives included – best practice
recommendation in local policy.
8
Teacher Appraisal
Summary of key changes
•
Requirement to appoint an external
adviser to advise/support on
Headteacher appraisal.
•
The new professional standards are part
of the benchmark for objective setting
and must be applied at all career stages.
(NB no new Headteacher standards).
•
Standards are applied according to the
experience and role of the appraisee.
•
….but current Post Threshold Standards
continue to apply, for the moment, for
the progression of M6 and UPS staff.
(STRB to report).
9
Teacher Appraisal
Summary of key changes
•
A written report on the outcomes of the
previous year, (previously the Review
statement), is written by the appraiser.
Signed, with comments by the
appraisee. Implications for Appraisers. A
significant shift to “sharpen” the process?
•
No national guidelines on observation,
best local practice recommendation is
in the policy.
•
Observation to be carried out in a
“supportive fashion”.
•
Specific process when
underperformance is identified.
10
Inspection
11
“A good education for all”
•
Ofsted will now require schools to
provide anonymised information of
appraisal outcomes, in whatever form it
is available, to inspectors.
•
This will be used, alongside other
evidence, to determine how well leaders
use appraisal to improve teaching and
raise pupil achievement.
•
Inspectors will consider the way
professional development is aligned with
appraisal, school self-evaluation and the
school’s priorities for improvement.
12
The framework for
school inspection
•
The judgement on the quality of teaching
must take account of evidence of pupils’
learning and progress.
•
Direct observation is supplemented by a
range of other evidence to evaluate the
impact teaching has on pupils’ learning
over time.
•
Grade descriptors should be applied
using a ‘best fit’ approach.
•
In the appraisal process teacher’s
performance should be assessed
against the relevant standards, their
objectives and their role in school.
13
Capability
14
Capability
Summary of Similarities
•
New Policy has drawn on best practice
guidance in current local Policy and on
feedback received during consultation.
•
Essentially the same structure once
Capability becomes formal (same
number of Formal Meetings and Review
Periods and Hearings).
•
Emphasis on giving employee
structured support and a full and
sufficient opportunity to improve.
15
Capability
‘Comparison with the DfE Model'
•
Guidance given as to when Policy does
not apply (i.e. when other policies should
be applied instead).
•
Policy now linked in one overall
document to the Appraisal Policy that
applies to all staff.
•
New model policy is not statutory, but is
based on ACAS Code for Disciplinary
and Grievance.
16
Capability
Transition from Appraisal to
Capability
•
Only significant change is that the
equivalent of the informal stage of
Capability has now been moved to the
Appraisal part of the Policy.
•
Emphasis on support where there are
concerns about performance that
arise out of the appraisal process.
•
Essentially the matters to consider
when deciding whether to initiate
formal Capability remain as before.
17
Capability
Summary of key changes
•
There is no informal stage to the new
procedure – instead this falls within
Appraisal Policy process.
•
The new structure has a suggested
monitoring and review period following a
first Formal Capability Meeting of 4-10
weeks, reduced from 8-20 weeks.
•
The new procedure allows for more
discretion on the part of schools (for
example, in terms of the length of review
periods and what constitutes a serious
case).
18
Capability “reporting”
•
Measure to prevent the “Recycling” of
underperforming Teachers.
•
Employers are required to share, on
request with a prospective employer if
the teacher had been the subject of
capability procedures by:
•
advising in writing whether or not that member of staff
has, in the proceeding two years, been the subject of
[capability] procedures and if so
•
providing written details of the concerns which gave
rise to this, the duration of the proceedings and the
outcome’
19
Remit to the School
Teachers’ Review Body
•
How can the pay framework for teachers should
best be made more market facing in local areas?
•
How can the pay scales, including the main and
upper pay scales, be reformed to effectively link
pay and performance, including arrangements for
progression?
•
What other reforms should be made to teachers’
pay and conditions in order to raise the status of
the profession and best support the recruitment
and retention of high quality teachers in all
schools?
•
The STRB must respond by 28 September 2012
(written submissions to inform its report were due
by 20 April).
•
Initial feedback on DfE website appears to largely
ignore LGA/NEOST responses.
20
Standards
21
Teachers’ Standards
Introduction of new ‘Teacher Standards’ and
‘Master Teacher Standard’ were intended to
entirely replace all existing standards for:
•
•
trainee teachers, NQTs, Core, UPS, Excellent
Teacher and AST.
•
The Teacher Standards will be
implemented on 1st September 2012.
•
The Master Teacher Standard’ – is still at
the proposal stage and is not yet to be
implemented.
•
….but the Post Threshold Standards
continue to apply, for the moment, for the
progression of M6 and UPS staff. (STRB to
report).
22
Preparing for these
changes
•
All documents are available on CPD
Online Resources area: http://schoolsnsomersetcpd.webbased.co.uk/performancemanage
ment
Additional Documents
•
“Recycling” of teachers
•
Appraisal roles and responsibilities
•
Staff briefing on Appraisal
•
Updated contextual notes
•
Updated forms for preparation for and process of
Appraisal
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