Transcript Document

Performance management
guidance
Performance management
Part D: appraisees
An introduction to the revised performance
management regulations January 2011
and the role of the appraisee
(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.
• Understand the role of the appraisee.
Recap and overview of the
revised performance
management requirements
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 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
The appraisal cycle
• The headteacher will determine the timing of the
appraisal cycle for every teacher.
• The governing body must determine the appraisal
cycle for the headteacher.
• The length of the appraisal cycle will normally be
one year.
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
of the appraisee
Roles and responsibilities in
the performance management
process
Key partners
• Governing body/relevant body.
• Headteacher.
• Appraiser(s).
• Appraisee(s).
• local authority.
• Welsh Government.
Role of the appraisee
• Discuss, plan and set objectives with their
appraiser(s).
• Participate in monitoring and review
arrangements.
• Discuss and identify professional development
needs.
Responsibilities of the
appraisee
Appraisees must:
• discuss setting of objectives with the 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 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.
Knowledge and understanding
Appraisees need a secure understanding of:
• the context of the school
• school performance data including the All Wales
Core Data Set
• the school’s improvement priorities
• local authority and national improvement priorities
• learner level data and information on the teaching groups
for which they have responsibility
• the revised professional standards for education
practitioners in Wales
• the performance management procedures.
Reviewing performance
The annual appraisal review
meeting
A formal opportunity to:
• recognise achievements and celebrate successes
• discuss areas for improvement and further
professional development
and if desired:
• agree future priorities, including objectives for the
following performance management cycle.
The performance review
• The appraiser(s) and the appraisee must hold an
annual appraisal review with the object of:
– assessing the extent to which the appraisee has
met the objectives for the cycle
– determining whether there has been successful
overall performance in confirming that the appraisee
continues to meet the professional standards for
teachers
– identifying the need for additional support, training
and development.
• The appraisee’s practice, review and development
(PRD) record should be taken into account when
reviewing performance.
Planning for the annual
review of performance
• Allocate adequate time for the review.
• The appraisee must be informed in writing of
the date of the review meeting at least 10 school
days in advance.
• The practice, review and development (PRD)
record should be submitted to the appraiser(s) at
least five days in advance of the review meeting.
Preparing for the annual
review of performance
• Determine how records will be kept and the
appraisal statement written.
• Identify data and appropriate evidence to be used
in keeping with the regulations.
• Decide how the objectives from the previous cycle
are taken into account.
• The appraisee should undertake self-reflection
prior to the meeting.
• Agree monitoring and review arrangements,
including observation of teaching.
Appraisee’s self-reflection
The appraisee should consider performance against:
• their own assessment of performance against
the objectives
• evidence of performance in the cycle
• the benefits of any professional development
undertaken
• any in-year reviews that have taken place
• any factors that affected performance
• possible objectives for the next cycle.
Documentation to be
considered
• Any relevant school performance data and
information.
• School improvement plan/area improvement plan.
• The school/area self-evaluation record.
• Post-Estyn inspection plan.
• The revised professional standards for education
practitioners in Wales.
• Any other relevant materials, including those from
local authority reviews and the regional
categorisation matrix.
The appraisal statement
• Written statement must be provided by the
appraiser(s) within 10 school days.
• Training and development needs must be
provided in an annex.
• Appraisee may add comments to the statement
within 10 days – these will form part of the
statement.
• The appraisal statement is personal and
confidential.
• A copy of the appraisal statement will be given to
the appropriate personnel.
Setting objectives
Setting the objectives
• Three objectives will normally be sufficient.
• The appraisee’s objectives should:
– contribute to improving the progress of
learners at the school
– take account of relevant evidence including
school performance information
– be focused on key expectations and
developmental priorities on which
evidence-based judgements can be made
– be recorded in the statement of objectives.
Objectives need to be:
• clear – offering no possibility of ambiguity or
confusion about the intended outcome
• concise – using as few words as possible to
convey the intention
• measurable – expressed in such a way that
criteria can be agreed which will demonstrate
whether or not the objective has been achieved
• challenging – sufficiently challenging, taking
into account the circumstances of the school, to
bring about significant improvement
• developmental – supporting the improvement of
the school and the appraisee.
Identifying professional
development needs
Professional development should:
• support the appraisee in enhancing skills and
knowledge
• support agreed objectives
• develop strengths
• address areas for personal development or
professional growth
• identify opportunities to share good practice.
Monitoring performance
Monitoring performance
• Monitoring procedures should:
– be discussed and agreed at the planning
meetings
– include a variety of methods.
• Progress should be monitored throughout the
year.
• Sufficient appropriate evidence should be
gathered to ensure secure judgements.
• The appraisee must keep an up-to-date practice,
review and development (PRD) record.
Monitoring progress
There may be a variety of monitoring methods used to
gather sufficient appropriate evidence in order to
ensure secure judgements are made. The evidence
can be gathered from various sources including:
• in-year meetings between the appraiser(s) and the
appraisee
• the appraisee’s practice, review and development
(PRD) record
• school improvement plan/area improvement plan
• school performance data and information
• the school’s ongoing self-evaluation process
• teaching observation (where appropriate).
Teaching observations
• Nature, purpose and focus agreed between the appraiser
and the appraisee prior to observation.
• Observation for the purpose of performance management
must only be carried out by persons holding qualified
teacher status (QTS).
• Observations should take place during lessons and
activities that have been planned in advance.
• At least five school days’ notice is required.
• Minimum of one observation per year for performance
management.
• Feedback should be given as soon as is possible (usually
within five school days).
• Outcomes of observation, including feedback, should be
recorded – appraisee should be given opportunity to add
comments.
Reflection and discussion –
self-evaluation
A. In what way does the appraisee:
• discuss setting of objectives with his/her 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?
• participate in monitoring arrangements and 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?
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.)
Role of the appraiser
• Agree and record objectives with the appraisee.
• Monitor and review performance throughout the
cycle.
• Discuss and identify professional development
needs.
• Arrange the appraisee review.
• 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.
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 their
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.
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)