Transcript Performance Management Workshop

Performance Management
Briefing and Planning event
Ian Hancock - Extended Schools Remodelling Adviser
Hilary Price – Governing Body Support Officer
Grahame Sherfield - Schools’ Workforce Adviser
Cilla Wilson - HR Advisor
© 2006 TDA Development
Detailed agenda
© 2006 TDA Development
Version 03.11..06
9.00
Coffee & registration
9.30
Introduction, overview and objectives
(incl. reminder of pre course reading – RIG statement)
overview of the value of PM, building on and developing good
practice
9.50
The Revised PM arrangements - overview
legal requirements and key differences
The Performance Management Challenge (Quiz questions)
10.05
Pairs discussion
10.10
The revised PM arrangements (cont.)
the PM Cycle; roles and responsibilities; process and timings
Detailed agenda
© 2006 TDA Development
Version 03.11..06
10.35
Pairs: identifying what participants need or want
10.45
Coffee
11.00
The Performance Management Challenge (answers)
11.15
The Revised PM arrangements (cont.) – more details
11.45
Questions
12.15
Group exercise: Who needs to do what?
12.35
Where do we go from here?
Support and CPD: arrangements and opportunities
1.00
Lunch
1.45
Planning for implementation
Detailed agenda
© 2006 TDA Development
Version 03.11..06
9.00
Coffee & registration
9.30
Introduction, overview and objectives
(incl. reminder of pre course reading – RIG statement);
overview of the value of PM, building on and developing good
practice
9.50
The Revised PM arrangements - overview
legal requirements and key differences
The Performance Management Challenge (Quiz questions)
10.05
Pairs discussion
10.10
The revised PM arrangements (cont.)
the PM Cycle; roles and responsibilities; process and timings
Setting The Scene
5
Lessons from Industry ?
6
 ….. building a professional learning
community ….. supports all staff to
achieve high standards.
Develops and maintains a culture of
high expectations …….. and takes
appropriate action when performance
is unsatisfactory.
Develops and maintains effective
strategies and procedures for ……
professional development and
performance review
7
Headteacher’s Report
the
operation of the performance
management policy;
the
effectiveness of the school’s performance
management procedures; and
the
teachers’ training and development needs.
The Education (School Teacher Performance Management) (England) Regulations 2006
8
School Leadership
Heads should:
 be actively involved in promoting a
CPD culture throughout the school.
 implement and promote effective
performance arrangements for the
entire school workforce.
 We support the use of the new
performance management framework
for school leaders and teachers….
9
Professional Standards for Teachers

…… performance management is the key process.

Performance management provides the context for regular
discussions about teachers’ career aspirations and their future
development ….. The framework of professional standards will
provide a backdrop to discussions about how a teacher’s
performance should be viewed ………. . The relevant standards
should be looked at as a whole in order to help teachers identify
areas of strength and areas for further professional development.

Evaluate their performance and be committed to improving their
practice through appropriate professional development.

…. provide ……. colleagues ……with timely, accurate and
constructive feedback.
10
School Improvement Partner
 Progress
HT has made towards previous PM
objectives
 Identify
objectives for governors to set HT in
next PM cycle
 PM
system’s contribution to raising achievement
and pupil’s wider well-being?
11
Ofsted

……. created a common sense of purpose among staff.

The quality of professional development gives a good
indication of how well managers know their school and
take action to improve it. Inspectors can evaluate the
quality and range of actions taken to support teachers
an improve their performance.

The adequacy and suitability of staff……..
12
Commercial Schemes
Performance Review - Professional Growth
£165+VAT Available - April 2007
Pay Escalator – Performance Development &
Pay Progression Management Toolkit
£50 current users
£115 New customers
13
Questions and Issues

What have we done to make the most of performance
management?

How has it felt to be involved in performance management as
teachers and leaders?

How has it changed our culture, the way we relate to each other
and our expectations of each other?

What do we know about the impact of performance management
in our classrooms?

What has prevented our school from making the most of
performance management?
Making performance management perform:
Leading Edge Series May 2003
14
Self -Categorisation

Advanced – Fully embedded as an integral part of professional
practice. Robust systems lead to significant improvements in
learning and teaching. Viewed as an entitlement, empowering all
staff to participate fully in a professional dialogue.

Established - Most systems in place, but not yet fully embedded.
Generally positive impact on learning and teaching. Most staff
participate confidently, but some may not yet take ownership of the
process.

Emerging – Systems would benefit from review to further develop
professional practice. Appropriate time to strengthen link to
improvements in learning and teaching. Staff experiences would be
enhanced by improved opportunities for effective and relevant CPD.
15
Detailed agenda
© 2006 TDA Development
Version 03.11..06
9.00
Coffee & registration
9.30
Introduction, overview and objectives
(incl. reminder of pre course reading – RIG statement);
overview of the value of PM, building on and developing good
practice
9.50
The Revised PM arrangements - overview
legal requirements and key differences
The Performance Management Challenge (Quiz questions)
10.05
Pairs discussion
10.10
The revised PM arrangements (cont.)
the PM Cycle; roles and responsibilities; process and timings
The revised regulations
- Five key areas of difference
© 2006 TDA Development
Version 12.10..06
Planning meeting
Classroom observation
Review and
the link to pay
Roles and responsibilities
Process and timing
The revised regulations
- Key differences
© 2006 TDA Development
Version 12.10..06
Planning meeting
Classroom observation
• Objectives should contribute to improving
the progress of pupils at the school
• Performance criteria have to be specified
at the outset
• 3 hours maximum per cycle
• Appropriate, proportionate, and
focused approach
Review and
the link to pay
• Direct link between Performance
Management and pay progression at
the point of eligibility
The revised regulations
- Key differences
© 2006 TDA Development
Version 12.10..06
Roles and responsibilities
• Reviewers for teachers will be the head
teacher, who may delegate the
responsibility in its entirety, to the
teacher’s line manager
• Scope for intervention to moderate at
the planning stage by the head teacher
for teachers’ and by the Governing
Body for head teachers
Process and timing
• Clear timeline for process
• Right of appeal
Detailed agenda
© 2006 TDA Development
Version 12.10..06
9.00
Coffee & registration
9.30
Introduction, overview and objectives
(incl. reminder of pre course reading – RIG statement);
overview of the value of PM, building on and developing good
practice
9.50
The Revised PM arrangements - overview
legal requirements and key differences
The Performance Management Challenge (Quiz questions)
10.05
Pairs discussion
10.10
The revised PM arrangements (cont.)
the PM Cycle; roles and responsibilities; process and timings
20
Detailed agenda
© 2006 TDA Development
Version 12.10..06
9.00
Coffee & registration
9.30
Introduction, overview and objectives
(incl. reminder of pre course reading – RIG statement);
overview of the value of PM, building on and developing good
practice
9.50
The Revised PM arrangements - overview
legal requirements and key differences
The Performance Management Challenge (Quiz questions))
10.05
Pairs discussion
10.10
The revised PM arrangements (cont.)
the PM Cycle; roles and responsibilities; process and timings
21
Detailed agenda
© 2006 TDA Development
Version 12.10..06
9.00
Coffee & registration
9.30
Introduction, overview and objectives
(incl. reminder of pre course reading – RIG statement);
overview of the value of PM, building on and developing good
practice
9.50
The Revised PM arrangements - overview
legal requirements and key differences
The Performance Management Challenge (Quiz questions))
10.05
Pairs discussion
10.10
The revised PM arrangements (cont.)
the PM Cycle; roles and responsibilities; process and timings
22
The Performance Management cycle
© 2006 TDA Development
Version 12.10..06
Monitoring &
Supporting
Planning
• Monitoring of performance
throughout the cycle
• Provision of agreed
support
• Evidence collection
• Ongoing professional
dialogue
• Objectives set
• Classroom observation
and evidence collection
agreed
• Performance criteria for
the above set
• Support, training and
development agreed
• Timescales set
Reviewing
• Overall assessment of
individual’s progress against
the performance criteria
• Recommendations for pay
progression made for eligible
teachers
• No surprises
23
The Planning Meeting
- what the guidance says
© 2006 TDA Development
Version 12.10..06
The Planning Meeting
• Well planned event
• Sufficient directed time set aside
• Lunch breaks and PPA time must not be used for this purpose
• Professional dialogue with both parties playing an active part
• Specific priorities and specific actions
• Realistic and manageable, and taking account of the desirability of
a satisfactory work/life balance
24
Objective Setting
- what the guidance says
© 2006 TDA Development
Version 12.10..06
Objective Setting
• Focus on priorities for the individual
• Objectives should be time bound, challenging and achievable
• Different timescales for different objectives
• No specified number or type
• Reviewers responsible for ensuring rigour
• Reflect the need for a satisfactory work-life balance
• Reflect experience and aspirations
25
Performance Criteria
- what the guidance says
© 2006 TDA Development
Version 12.10..06
Performance Criteria
• Should show what success will look like at the end of the cycle
• The basis on which performance will be assessed
• This assessment will form the basis for a recommendation on
pay progression for eligible teachers
• Applied appropriately in terms of equal opportunities
considerations
26
Classroom Observations and other evidence
- what the guidance says
© 2006 TDA Development
Version 12.10..06
Classroom Observations and other evidence
• Clear rationale and focus - supportive and developmental
• Proportionate to need
• Head teacher’s right to drop in to inform their monitoring of the
quality of learning
• Limited exceptions to the three hour limit
27
Classroom Observations and other evidence
- what the guidance says
© 2006 TDA Development
Version 12.10..06
Classroom Observations and other evidence
• Multi-purpose wherever possible
• Enables a general assessment of a reviewee’s teaching practice
• Prompt feedback is essential
• Observers need appropriate preparation and skills
28
Monitoring and Support
- what the guidance says
© 2006 TDA Development
Version 12.10..06
Monitoring and Support
Monitoring &
Supporting
• Monitoring of performance
throughout the cycle
• Provision of agreed
support
• Evidence collection
• Ongoing professional
dialogue
• Professional dialogue throughout the year
• Share evidence when it becomes available
• Either party can request a meeting during the cycle
• Move from Performance Management into capability procedures if/when
necessary
29
The Review Meeting
- what the guidance says
© 2006 TDA Development
Version 12.10..06
The Review Meeting
Reviewing
• Overall assessment of
individual’s progress against
the performance criteria
• Recommendations for pay
progression made for eligible
teachers
• No surprises
• Normally at the same time as the Planning Meeting
• Making a pay progression recommendation
• Both parties should prepare thoroughly and play an active part
30
Detailed agenda
© 2006 TDA Development
Version 03.11..06
10.35
Pairs: identifying what participants need or want
10.45
Coffee
11.00
The Performance Management Challenge (answers)
11.15
The Revised PM arrangements (cont.) – more details
11.45
Questions
12.15
Group exercise: Who needs to do what?
12.35
Where do we go from here?
Support and CPD: arrangements and opportunities
1.00
Lunch
1.45
Planning for implementation
Detailed agenda
© 2006 TDA Development
Version 03.11..06
10.35
Pairs: identifying what participants need or want
10.45
Coffee
11.00
The Performance Management Challenge (answers)
11.15
The Revised PM arrangements (cont.) – more details
11.45
Questions
12.15
Group exercise: Who needs to do what?
12.35
Where do we go from here?
Support and CPD: arrangements and opportunities
1.00
Lunch
1.45
Planning for implementation
Detailed agenda
© 2006 TDA Development
Version 03.11..06
10.35
Pairs: identifying what participants need or want
10.45
Coffee
11.00
The Performance Management Challenge (answers)
11.15
The Revised PM arrangements (cont.) – more details
11.45
Questions
12.15
Group exercise: Who needs to do what?
12.35
Where do we go from here?
Support and CPD: arrangements and opportunities
1.00
Lunch
1.45
Planning for implementation
Detailed agenda
© 2006 TDA Development
Version 03.11..06
10.35
Pairs: identifying what participants need or want
10.45
Coffee
11.00
The Performance Management Challenge (answers)
11.15
The Revised PM arrangements (cont.) – more details
11.45
Questions
12.15
Group exercise: Who needs to do what?
12.35
Where do we go from here?
Support and CPD: arrangements and opportunities
1.00
Lunch
1.45
Planning for implementation
The Planning Meeting
- what the revised regulations say about
© 2006 TDA Development
Version 03.11..06
Previous position
- At the planning meeting: no
requirement to do anything but
set objectives, leaving teachers
unclear about expectations and
the potential for other issues to
be raised during the cycle and
at the review
Revised regulations
- At the planning meeting at the start of the cycle
objectives, classroom observation and its focus, any
other evidence, support/development to be provided,
timescales and performance criteria against which
progress will be judged at the end of the cycle must all
be discussed and recorded reflecting any pay
progression criteria for eligible teachers/head teachers
- The teacher/head teacher must know at the outset
what is expected of them
- Other issues may be raised
and considered at any stage
after the planning meeting
- The outcome of the planning meeting will represent the
overall performance of the teacher/head teacher
The Planning Meeting
– what the revised regulations say
© 2006 TDA Development
Version 03.11..06
The Planning Meeting - the reviewer and reviewee meet to consider
• The reviewee’s objectives
• Arrangements for observing reviewee’s performance in the classroom
• Any other evidence to be taken into account in assessing performance
• The performance criteria for the above
• Support to be provided to reviewee
• Timescales for achievement of the objectives and within which support will be
provided
• Reviewee’s training and development needs and actions to be taken to address
them
The Planning Meeting
- what the revised regulations say [contd]
© 2006 TDA Development
Version 03.11..06
The Planning Meeting - Reviewers will need to consider
• The reviewee’s job description
• Any relevant pay progression criteria
• Any relevant whole-school or team objectives specified in the School
Improvement Plan
• The reviewee’s professional aspirations
• The relevant professional standards
• How to reflect the reviewee’s need for a satisfactory work life balance
Objective Setting
- what the revised regulations say
© 2006 TDA Development
Version 03.11..06
Objective Setting
Objectives should:
• Contribute to the school improvement plan and pupil progress
• Be determined with regard to
– the reviewee’s job description
– relevant pay progression criteria for eligible teachers
– relevant whole school, team, department, or faculty objectives
– a satisfactory work/life balance
– the reviewee’s professional aspirations
– relevant professional standards
Performance Criteria
- what the revised regulations say
© 2006 TDA Development
Version 03.11..06
Performance Criteria
Performance criteria need to be determined at the planning meeting which
relate to:
• The objectives
• Observation of the reviewee’s performance in the classroom
• Any other evidence to be taken into account
What the revised Regulations say about classroom
observation and other evidence
© 2006 TDA Development
Version 03.11..06
Previous position
- No limit on classroom
observation
- A minimum of one observation
required but this was openended and had the potential to
lead to excessive monitoring
Revised regulations
- Classroom observation limited to no more than 3
hours per cycle, no requirement to use all of these
NB this excludes OfSTED observations and Local
Authority observations (using their statutory powers of
intervention)
- Written feedback given on observation within 5 days
- Must be conducted by a qualified teacher
- Often separate systems of
observation operating to inform
Performance Management, the
Self Evaluation Form, school
improvement planning and other
processes
- The school’s Performance Management policy should
link to arrangements for school improvement, school
self-evaluation and school development planning
What the revised Regulations say about classroom
observation and other evidence (continued)
© 2006 TDA Development
Version 03.11..06
Previous position
Revised regulations
- No requirement to have a
protocol for classroom
observation
- head teachers must establish a Performance
Management policy which includes a protocol for
classroom observation, on which they consult with
teachers, and which they seek to agree with trade
unions.
No restrictions on other
evidence and who can supply it
Only persons with direct professional knowledge of
the work of the teacher/head teacher can provide
evidence
What the revised regulations say about monitoring
© 2006 TDA Development
Version 03.11..06
Previous position
Revised regulations
- No regulations requiring information to be
shared or concerns to be raised during the
cycle
- There is a regulated process for raising
concerns
- No regulations preventing other
information not known to the teacher/head
teacher from being introduced and
considered at the review
- Regulatory provision for raising other
concerns or where circumstances change
What the revised regulations say about the
review meeting
© 2006 TDA Development
Version 03.11..06
Previous position
Revised regulations
- At the review meeting no
regulations preventing other
information not known to the
teacher/head teacher being
introduced and considered at this
stage
- At the review meeting, review performance
against the performance criteria established at
the outset
- No direct link with pay decisions
- The assessment at the review meeting
(based on the performance/success criteria)
forms the basis for the recommendation for
pay progression for eligible teachers
- No clarity on the use of
Performance Management
information to inform pay decisions.
What the revised Regulations say about
roles & responsibilities
© 2006 TDA Development
Version 03.11..06
Previous position
Revised regulations
-Team leaders can be peers or line
managers – peers receive no
remuneration for this responsibility
- Reviewer will be the head teacher who may
delegate this role in its entirety to the
teacher’s line manager
-Teachers/head teachers changing schools
part way through a cycle or during the 2
year period between progression on UPS
may have to begin again
- Requirement for schools if requested by the
teacher/head teacher to transfer information
collected to date for teachers/head teachers
changing schools during a cycle
- Scope for intervention:-
- Scope for intervention:-
head teacher/Governing Body able to
take other evidence into account in
addition to outcomes of PM review for pay
decisions
head teacher may instruct reviewer to prepare
a new statement where head teacher is of the
opinion that the statement is inconsistent with
statements of other teachers or does not
comply with PM policy (Governing body will
carry out this role where head teacher is the
reviewee)
Roles & Responsibilities
- Governing Bodies
© 2006 TDA Development
Version 03.11..06
• Establish the schools performance management policy, monitor the
operation and outcomes of performance management
arrangements, and review the policy and its operation every year
• Appoint 2/3 governors to review the head teacher’s performance on
an annual basis
• Appoint an external adviser or use the SIP to advise appointed
governors on the head teacher’s performance
• Retain a copy of the head teacher’s planning and review statement
(normally the Chair)
Roles & Responsibilities
- Governing Bodies (contd)
© 2006 TDA Development
Version 03.11..06
• Where the head teacher makes such a request, to action requests
for evidence from the performance management process if the head
teacher transfers mid-cycle
• Ensure the content of the head teacher’s planning and review
statement is drafted having regard to the need to be able to achieve
a satisfactory work life balance
• Undertake action in relation to appeals in line with the school’s
policy
Roles & Responsibilities
- Head Teachers
© 2006 TDA Development
Version 03.11..06
• Report annually to the governing body on performance
management arrangements and on training and
development needs
• Play an active part in their own performance management
and professional development including taking action as
agreed at review meetings
• Act as performance reviewers and, where appropriate,
delegate the role of performance reviewer in its entirety
• Retain copies of all review outcomes in school
improvement planning and ensure the school produces and
resources an effective plan for the professional
development of its workforce
Roles & Responsibilities
- Head Teachers
© 2006 TDA Development
Version 03.11..06
• Establish a protocol for classroom observation for inclusion in the
performance management policy
• Action any request from a teacher for evidence from performance
management to be transferred if the teacher moves school midcycle
• Evaluate standards of teaching and learning and ensure proper
standards of professional practice are established and maintained
• Ensure that the teacher’s planning and review statement is drafted
having regard to the need for a satisfactory work life balance
Roles & Responsibilities
– Teachers
© 2006 TDA Development
Version 03.11..06
• Play an active role in their own performance management and
professional development including taking actions agreed at
review meetings
• Where the role of reviewer has been delegated to them in
accordance with the regulations, act as reviewers for other
teachers
• Contribute to annual planning and assessment of other teachers
where appropriate
Process and timings under the new regulations
© 2006 TDA Development
Version 03.11..06
Previous position
No clear timeline
Revised regulations
-Timeline for production of planning &
review statement
- Clarity on access and retention of
statements
- No date for the completion of the cycle
leading to discontinuity between
Performance Management and pay
decisions
- The annual cycle must be completed by
31st October each year in time for pay
recommendations to be made to the
Governing body (31st December for head
teachers)
-The regulations excluded major elements
of the process making them optional for
schools giving rise to inconsistencies
- The regulations governing the process are
clearer and more detailed
- No provisions to limit any aspect of the
process or have regard to work/life balance
- Appeal teacher/head teacher could ask for
a review of the outcomes
- Provisions in the regulations to seek to
limit workload arising from Performance
Management
- Clear right of appeal
Process and Timings
- timeline for agreeing the planning meeting statement
© 2006 TDA Development
Version 03.11..06
Reviewer
prepares draft
planning &
review
statement
Process and timings
Planning
meeting
If the HT instructs the reviewer to
make changes, within 10 working
days of being requested to make
changes ....
Copy passed
to reviewee
Within 10 working days of receipt of the
statement the HT may review the
statement, and may instruct the
reviewer to make changes
5 days
10 days
10 days
Reviewer
prepares
and signs
final
version
Reviewer
prepares new
planning &
review statement
Revised
statement signed
and resubmitted
to HT within 10
days
Consult
with
reviewee
Reviewee may
add
comments
Copy passed
to reviewee
10 days
Submit the signed
statement to HT
Reviewee
may add
comments
Reviewee can appeal at this
stage if head decides no
changes are required to the
statement*
* No appeal should be made until after any
moderation process is complete.
Reviewee can
appeal against
final copy of
statement*
What the revised regulations say about
Continuing Professional Development
© 2006 TDA Development
Version 03.11..06
Previous position
- Professional development considered
when setting objectives
Revised regulations
- Support, training & development needs
agreed at the beginning of the cycle and the
actions which will be taken to address them
- Professional development should support
achieving objectives and respond to career
aspirations
- Head teacher to report annually to governing
body on teachers’ training and development
needs
Detailed agenda
© 2006 TDA Development
Version 03.11..06
10.35
Pairs: identifying what participants need or want
10.45
Coffee
11.00
The Performance Management Challenge (answers)
11.15
The Revised PM arrangements (cont.) – more details
11.45
Questions
12.15
Group exercise: Who needs to do what?
12.35
Where do we go from here?
Support and CPD: arrangements and opportunities
1.00
Lunch
1.45
Planning for implementation
Questions
© 2006 TDA Development
Version 03.11..06
Detailed agenda
© 2006 TDA Development
Version 03.11..06
10.35
Pairs: identifying what participants need or want
10.45
Coffee
11.00
The Performance Management Challenge (answers)
11.15
The Revised PM arrangements (cont.) – more details
11.45
Questions
12.15
Group exercise: Who needs to do what?
12.35
Where do we go from here?
Support and CPD: arrangements and opportunities
1.00
Lunch
1.45
Planning for implementation
Who needs to do what?
© 2006 TDA Development
Version 03.11..06
Which individuals
or groups?
Roles &
Responsibilities
Process &
Timing
Classroom
Observation
Planning Meeting,
Review &
Link to Pay
What do they
need to do?
What do
they need
to know?
How can we
achieve this?
Detailed agenda
© 2006 TDA Development
Version 03.11..06
10.35
Pairs: identifying what participants need or want
10.45
Coffee
11.00
The Performance Management Challenge (answers)
11.15
The Revised PM arrangements (cont.) – more details
11.45
Questions
12.15
Group exercise: Who needs to do what?
12.35
Where do we go from here?
Support and CPD: arrangements and opportunities
1.00
Lunch
1.45
Planning for implementation
Detailed agenda
© 2006 TDA Development
Version 03.11..06
10.35
Pairs: identifying what participants need or want
10.45
Coffee
11.00
The Performance Management Challenge (answers)
11.15
The Revised PM arrangements (cont.) – more details
11.45
Questions
12.15
Group exercise: Who needs to do what?
12.35
Where do we go from here?
Support and CPD: arrangements and opportunities
1.00
Lunch
1.45
Planning for implementation
Detailed agenda
© 2006 TDA Development
Version 03.11..06
10.35
Pairs: identifying what participants need or want
10.45
Coffee
11.00
The Performance Management Challenge (answers)
11.15
The Revised PM arrangements (cont.) – more details
11.45
Questions
12.15
Group exercise: Who needs to do what?
12.35
Where do we go from here?
Support and CPD: arrangements and opportunities
1.00
Lunch
1.45
Planning for implementation
Further support
© 2006 TDA Development
Version 03.11..06
Ian Hancock - Extended Schools Remodelling Adviser
[email protected]
Hilary Price – Governing Body Support Officer
[email protected]
Grahame Sherfield - Schools’ Workforce Adviser
[email protected]
Cilla Wilson - HR Advisor
[email protected]