Transcript Performance Management Workshop

Performance Management
Reviewer Training
2007-08
Facilitated by
Maggie Swinnerton
Dennis Johnson
© 2006 TDA Development
Agenda for today
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Implications for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Making pay recommendations
Review meeting
Next steps for your school
Review of the day
2
The journey today
PM regs & guidance
= Activity
PM cycle
Reviewer role
Planning meeting
Monitoring performance
Review meeting
Prof standards
Professional dialogue
Overall performance
Support
Line Manager role / TLR
Pay recommendations
Development needs
Classroom observation
Objectives
‘Other evidence’
Performance criteria
Next steps
3
Table introductions
• Name & role
• Expectations / concerns
• Self assessment
1
I have a good knowledge of the new PM
Regulations & Guidance AND/OR I have
attended a local authority briefing
2
I have some overall knowledge of the new PM
arrangements but not much in detail
3
I know very little about the revised PM
arrangements
4
Agenda for today
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Implications for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Making pay recommendations
Review meeting
Next steps for your school
Review of the day
5
The new professionalism agenda
Source:
TDA PM Briefing &
Planning Event
•
New arrangements key to the development of the new professionalism
agenda described by RIG in their submission to the STRB in May 2005
•
Aims to develop a culture whereby teachers/head teachers feel
confident and empowered to participate fully in Performance
Management
•
Where those who manage staff engage in a professional dialogue with
them, respect them as professionals, make decisions about their work
and contribute in an open, equitable and fair manner
•
Entitlement and duty to engage in school-focused CPD which is
effective and relevant to individual’s professional development, career
progression and aspirations
6
Source:
TDA PM Briefing &
Planning Event
The RIG Guidance
Key elements
• Performance Management is the process for assessing the
overall performance of a teacher/head teacher, in the context
of the individual’s job description and any relevant pay
progression criteria, and making plans for the individual’s future
development in the context of the school’s improvement plan.
• Professional standards provide the backdrop to discussions
about performance and future development. The standards
define the professional attributes, knowledge, understanding
and skills for teachers at each career stage.
• Professional development opportunities support achieving
objectives and furthering career progression
7
Source:
TDA PM Briefing &
Planning Event
The revised regulations
5 key areas of difference
Planning meeting
Classroom observation
Review and
the link to pay
Roles and responsibilities
Process and timing
8
The revised regulations:
key differences
Source:
TDA PM Briefing &
Planning Event
Planning meeting
Classroom observation
• 3 hours maximum per cycle
• Appropriate, proportionate, and
focused approach
• Objectives should contribute to improving
the progress of pupils at the school
• Performance criteria have to be specified
at the outset
Review and the
link to pay
• Direct link between Performance
Management and pay progression at
the point of eligibility
9
The revised regulations:
key differences
Source:
TDA PM Briefing &
Planning Event
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
10
The Performance Management cycle
Source:
TDA PM Briefing &
Planning Event
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
11
Roles & responsibilities:
Teachers
Source:
TDA PM Briefing &
Planning Event
Teachers’ roles & responsibilities
• 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
12
Roles & responsibilities:
Reviewers
PREPARING FOR PLANNING MEETING (Guidance)
• Consider school & team improvement objectives (G5)
• Be familiar with the Professional Standards for Teachers
(G5)
• Be familiar with the pay progression criteria in STPCD
(G5)
• Consult third parties about possible objectives for
reviewee (G5)
13
Roles & responsibilities:
Reviewers
THE PLANNING MEETING (Guidance)
• Assume reviewee is meeting requirements of job description
(G5)
THE PLANNING MEETING (Regulations)
• Arrange a meeting with reviewee to consider & determine the plan
(R13)
• Prepare the draft and final planning & review statement (R14)
• Provide Training & Development Annex to CPD coordinator (R14)
• If instructed by the head teacher, prepare a new plan & statement
(R15)
14
Roles & responsibilities:
Reviewers
DURING THE PM CYCLE (Guidance)
• Maintain a professional dialogue with reviewee throughout cycle (G5)
• Undertake any agreed classroom observations (G5)
• Use classroom observations to assess overall performance (G5)
• Receive other written evidence from specific individuals (G5)
• Assemble evidence as agreed at Planning Meeting (G5)
• Share all evidence with reviewee before Review Meeting (G5)
DURING THE PM CYCLE (Regulations)
• Ensure reviewee gets written feedback on any classroom observations (R17)
• Engage in revision meetings if requested (R16)
• Arrange additional classroom observations in response to concerns (R17)
15
Roles & responsibilities:
Reviewers
THE REVIEW MEETING (Regulations)
• Review performance against the specified performance criteria (R18)
• Determine recommendation on pay progression, where eligible (R18)
• Prepare the draft and final planning & review statement (R18)
THE REVIEW MEETING (Guidance)
• Explore issues that may have impeded performance (G5)
16
Introduction to the Professional Standards
• Part of wider framework for whole school workforce
• Underpinned by the 5 ECM outcomes
• Provides standards for :
Q
C
P
E
A
QTS
Core
Post threshold
Excellent Teachers
ASTs
•Standards are statements of a teacher’s professional:
Attributes
Knowledge & Understanding
Skills
17
How the standards work
Each set of standards
builds on the previous
set(s)
A
E
A teacher considered for
the Threshold needs to
satisfy the P standards
and continue to meet the
relevant C standards
P
C
Q
18
Use of the standards
(Introduction to the draft revised Professional Standards)
 A framework for career progression
 Professional development
 needs identified
 responsibility on teachers to engage
 contractual entitlement
 expectation to contribute to development of others
 effective, sustained and relevant
 Context for PM discussion: strengths & areas for development
19
Professional Standards & STPCD
‘The standards are not to be confused with and do not replace the
professional duties contained in the School Teachers’ Pay and
Conditions document, which set out the roles and responsibilities of
teachers ‘
(Introduction to Professional Standards)
Professional duties
Teaching
Discipline, Health & Safety
Other activities
Staff meetings
Assessments & reports
Cover
Appraisal or Review
External examinations
Review, Induction, training
Management
Educational methods
Administration
20
Revised Professional Standards
Professional attributes
Standards
Q
C
Relationships with children /YP
1-2
1-2
3
3
Communicating & working with
others
4-6
4-6
Personal professional
development
7-9
7-9
Frameworks
21
P
E
A
1
1
1
2
Revised Professional Standards
Professional knowledge & understanding
Standards
Q
C
P
E
Teaching & Learning
10
10
2
3
Assessment & monitoring
11-13
11-14
3-4
4
Subject & curriculum
14-15
15-16
5
5
Literacy, numeracy & ICT
16-17
17
Achievement & diversity
18-20
18-21
21
22-25
Health & well-being
22
6
6
A
Revised Professional Standards
Professional skills
Standards
Q
C
P
E
Planning
22-24
26-28
7
7
Teaching
25
29-30
8
8-9
Assessing , monitoring and
26-28 31-34
giving feedback
Reviewing teaching &
learning
29
35-36
Learning environment
30-31
37-39
Team working &
collaboration
32-33
40-41
23
A
10-11
12
9-10
14-15
2-3
The Performance Management cycle
Source:
TDA PM Briefing &
Planning Event
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
24
Planning Meeting: revised Regulations
Source:
TDA PM Briefing &
Planning Event
The Planning Meeting - consider and determine:
• 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
25
Planning Meeting: revised Regulations
Source:
TDA PM Briefing &
Planning Event
The Planning Meeting – have regard to:
• 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
26
Planning Meeting: revised Guidance
Source:
TDA PM Briefing &
Planning Event
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
27
Source:
TDA PM Briefing &
Planning Event
Objective Setting
Objective Setting (Regulations)
• Objectives should contribute to the school improvement plan and
pupil progress
Objective Setting (Guidance)
• 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
28
Performance Criteria
Source:
TDA PM Briefing &
Planning Event
Performance Criteria (Regulations)
Performance criteria determined at the planning meeting relate
to:
• Objectives
• Classroom observation
• Any other evidence
Performance Criteria (Guidance)
• 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
29
Continuing Professional Development:
the new teacher professionalism
Source:
TDA PM Briefing &
Planning Event
RIG’s Joint Evidence to the School Teachers’
Review Body, May 2005
RIG believes that there is scope for a greater
emphasis on in-school and cross-school activities,
such as:
 coaching and mentoring
 learning from others’ practice through structured
supportive, developmental classroom observation
 other forms of professional collaboration
30
Continuing professional development:
revised Guidance
Source:
TDA PM Briefing &
Planning Event
CPD (Regulations)
• Support, training & development needs and actions agreed at the
beginning of the cycle
• Professional development should support achieving objectives and
respond to career aspirations
• Head teacher to report annually to governors on CPD
CPD (Guidance)
• Teachers/head teachers should feel they have an entitlement to
effective, sustained and relevant professional development
• Teachers/head teachers should play an active role in their own
professional development
• Reviewers must provide the T & D Annex to the CPD coordinator
31
Objective setting
Specific
Measurable
Achievable
Relevant
Time-bound
Evaluated
Reported
Clear focus with precise wording
Specific to individual teacher
Related to success criteria & prof standards
Quantitative / qualitative data possibly
Work Life Balance considered
Limited number & scope of objectives
School’s vision / SIP / Team Plan
Together, contribute to pupil progress
Time scale eg 1 term, 1 year, 2 years
Clear milestones for end of PM year
PM Review Meeting
School’s MER procedures
Head, Line Managers, Governors (pay)
Overall report to Governors
32
Agenda for today
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Implications for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Making pay recommendations
Review meeting
Next steps for your school
Review of the day
33
The Performance Management cycle
Source:
TDA PM Briefing &
Planning Event
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
34
Line Manager role
Line Manager as Reviewer

Line manager is the person who directs, manages, and has a post of
responsibility for the area in which the reviewee mainly works (G4)
Delegation of Reviewer duties


The Headteacher may delegate the Reviewer’s duties in their entirety to
the teacher’s line manager (R11)
If HT delegates to a reviewer other than LM the reviewer must have
equivalent or higher status in staffing structure to the teacher’s LM (R11)
If more than one Line Manager


Role is delegated to the one HT considers would be best placed (R11)
Each LM has access to reviewee’s planning and review statement and
T&D plan for LM purposes (R20)
Schools need to consider how the Reviewer role
and LM role can be best aligned
35
TLR as Line Manager
Line Managers should be paid an appropriate TLR (G4)
TLR2
 focussed on teaching and learning
 requires the exercise of professional skills and judgment
 requires teacher to lead, manage, and develop a subject … or
pupil development across the curriculum
 has an impact on the educational progress of pupils other than
the teacher’s assigned classes or groups of pupils
 involves leading, developing and enhancing the teaching
practice of other staff
TLR1
 The above, plus Line Management responsibility for a significant
number of people
(STPCD Section 3 para 51)
36
Monitoring and Support: Guidance
Source:
TDA PM Briefing &
Planning Event
Monitoring and Support
• 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
37
Classroom Observation & other
evidence: Guidance
Source:
TDA PM Briefing &
Planning Event
Classroom Observation and other evidence
• Clear rationale and focus - supportive and developmental
• Proportionate to need
• Enables a general assessment of a reviewee’s teaching practice
• Head teacher’s right to drop in to inform their monitoring of the
quality of learning
• Multi-purpose wherever possible
• Prompt feedback is essential
• Observers need appropriate preparation and skills
• Limited exceptions to the three hour limit
38
Pay recommendations
Reviewers only make pay recommendations for:
 Post threshold teachers
 Leadership Group
 Advanced Skills Teachers
No change to the arrangements for main scale annual increments.
Reviewers do not need to make a pay recommendation, except
where reviewer is considering a discretionary additional point.
No change in the arrangements for making pay decisions.
Governing body considers recommendations and makes decisions
about pay.
RIG Guidance paras 5.42-5.44
39
Post Threshold Standards
 “A teacher being considered for the threshold would need to
satisfy the post-threshold standards (P) and meet the
relevant core standards (C).”
Professional Standards 2007 Intro
 UPS teachers are expected to:
 continue to meet the main scale and post-threshold
standards
 broaden and deepen their professional attributes,
knowledge, understanding and skills
 make a distinctive contribution to raising standards
across the school
 act as role models for teaching and learning
 provide regular coaching and mentoring to less
experienced teachers
Source: Professional Standards 2007 & STPCD 2007
40
Post Threshold Standards
Professional attributes
Frameworks
Contribute significantly, where appropriate, to
implementing workplace policies and practice
P1
and to promoting collective responsibility for their
implementation.
41
Post Threshold Standards
Professional knowledge & understanding
Teaching &
Learning
P
2
P
Assessmen 3
t &
monitoring P
4
Subject &
curriculum
P
5
Health &
well-being
P
6
Have an extensive knowledge and understanding of how to use and
adapt a range of teaching, learning and behaviour management
strategies, including how to personalise learning to provide
opportunities for all learners to achieve their potential.
Have an extensive knowledge and well-informed understanding of
the assessment requirements and arrangements for the subjects /
curriculum areas they teach, including those related to public
examinations and qualifications.
Have up-to-date knowledge and understanding of the different types
of qualifications and specifications and their suitability for meeting
learners’ needs.
Have a more developed knowledge and understanding of their
subjects /curriculum areas and related pedagogy including how
learning progresses within them.
Have sufficient depth of knowledge and experience to be able to
give advice on the development and well-being of children and
young people.
42
Post Threshold Standards
Professional skills
Planning
P7
Teaching
P8
Team working
& collaboration
P9
P10
Be flexible, creative and adept at designing learning
sequences within lessons and across lessons that are
effective and consistently well-matched to learning
objectives and the needs of learners and which integrate
recent developments, including those relating to
subject/curriculum knowledge.
Have teaching skills which lead to learners achieving well
relative to their prior attainment, making progress as
good as, or better than, similar learners nationally.
Promote collaboration and work effectively as a team
member.
Contribute to the professional development of colleagues
through coaching and mentoring, demonstrating effective
practice, and providing advice and feedback.
43
Continuing to meet the standards
The principle
“The standards clarify the professional characteristics that a
teacher should be expected to maintain and to build on at their
current career stage. After the induction year, therefore, teachers
would be expected to continue to meet the core standards and
to broaden and deepen their professional attributes, knowledge,
understanding and skills within that context. This principle
applies at all subsequent career stages.”
STPCD 2007: Section 1 and Introduction to Professional Standards 2007
Principle applied to Post Threshold
“performance review will need to assess that the teacher has
continued to meet post-threshold standards”
STPCD 2007: Section 3, para 34
44
UPS progression
For ALL teachers seeking to progress on the UPS:

‘Progression on UPS should be based on two
successful performance management reviews …’

‘To ensure that the achievements and contribution have
been substantial and sustained, that performance
management review will need to assess that the teacher
has:
 continued to meet post-threshold standards; and
 grown professionally by developing their expertise
post threshold’
STPCD 2007: Pay scale for post-threshold teachers, Section 3,
para 34 (“Clarification”)
45
U3 Teachers
U3 teachers …
• ‘play a critical role in the life of the school
• provide a role model for teaching and learning
•make a distinctive contribution to the raising of pupil standards
• contribute effectively to the work of the wider team
• take advantage of appropriate opportunities for professional
development and use the outcomes effectively to improve pupils’
learning’
STPCD 2007: Pay scale for post-threshold teachers, Section 3, para 34
(“Clarification”)
46
Agenda for today
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Implications for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Making pay recommendations
Review meeting
Next steps for your school
Review of the day
47
The Performance Management cycle
Source:
TDA PM Briefing &
Planning Event
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
48
The Review Meeting: Guidance
Source:
TDA PM Briefing &
Planning Event
The Review Meeting
• Normally at the same time as the Planning Meeting
• Making a pay progression recommendation
• Both parties should prepare thoroughly and play an active part
• ‘Teachers should not be held accountable for progress towards
objectives in cases where promised support has not been
forthcoming’
49
Preparation for the Review Meeting
Classroom
observations of
Reviewee
 By the
Reviewer
 By other
qualified
teacher(s)
‘Other evidence’
Documentation
 Classroom
Observations of
teachers other than
the Reviewee
 Outputs from team
MER
 Written submissions
from colleagues
Held centrally by school
(“Signposted”)
 Outputs from wholeschool MER
 Achievement data
 Surveys/questionnaires
 CPD records
 Schemes of Work
 School policies
 Pupil files
(with direct professional  Reports to Governors
knowledge of
 Reports from Ofsted,
Reviewee’s work)
SIP, LA advisers,
consultants
 Records of meetings
50
Implications for heads & governors
Pay and CPD policies
Source:
TDA PM Briefing &
Planning Event
Integration
• The revised Performance Management
arrangements provide a key
mechanism for joining up and
integrating school improvement
initiatives, the completion of the SEF,
School Improvement Planning, and a
variety of other policies and processes
• Consider the need to review Pay and
CPD policies to reflect the new
regulations
Reviewers
Fairness and Consistency
• Selection, training and monitoring of
reviewers
• How to determine, consult and agree
performance criteria
• Ensuring individual arrangements are
equitable, transparent and fair, managed
effectively and applied consistently
51
Objectives for this workshop
By the end of this event, participants will . . .
•
understand what is different about the revised Performance
Management regulations & guidance
•
be more confident in fulfilling their role in implementing the
revised regulations
•
have considered implications for their own school
52
The journey today
PM regs & guidance
= Activity
PM cycle
Reviewer role
Planning meeting
Monitoring performance
Review meeting
Prof standards
Professional dialogue
Overall performance
Support
Line Manager role / TLR
Pay recommendations
Development needs
Classroom observation
Objectives
‘Other evidence’
Performance criteria
53
Next steps
Process and Timings
- timeline for agreeing the planning meeting statement
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*
HOW TO: address effective preparation & support of Reviewers
Schools need to make sure that Reviewers
• understand the school’s policies /procedures
• understand how PM fits into wider context of teachers’ PD
• have copies of JD, pay criteria, team objectives, prof standards
• understand equal opps impact/implications of PM process
• are confident in evaluating evidence through c/room obs
• have access to stats that Reviewer & Reviewee consider essential
• can provide positive feedback & positive dialogue
• are aware of resources to support teachers’ development within &
beyond the school
• have opps to share knowledge, learn from other Reviewers and align
practice in directed time
• are prepared & supported for role using expertise of other Reviewers
55