Transcript Performance Management Workshop

Performance Management
Briefing and Planning Event
Spring Term 2007
Local Authority Training Team:
Teresa Potter, Bob Ashford, Trevor Miles, Ian Stonehouse, Julie Barton, Carolyn Steels
Agenda
09.00
Coffee available & registration
09.30
Welcome and Introduction
09.45
The revised PM arrangements
11.00
Coffee
11.15
The revised PM arrangements (cont.)
12.30
Lunch
13.15
The Performance Management Challenge
13.45
Planning for implementation
14.45
Next steps
15.00
Coffee
15.15
Evaluation
15.30
Close
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Housekeeping
Questions
Materials
Where are we now?
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Appraisal regulations were first introduced in 1991, following the 1986
Education Act
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Current Regulations for Performance Management have been in schools
since 2001
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Many aspects work well, but current practice does not reflect recent
developments in schools and teachers/head teachers’ working practices.
•
New teachers’ professionalism builds on
•
–
The National Agreement (building capacity for teachers and head teachers to
focus on teaching and learning)
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New pay structure
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Review of staffing structures
Teachers/head teachers need to have access to high quality professional
development opportunities to enable them to meet their career aspirations
The context of Performance Management in the new
professionalism agenda
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New arrangements key to the development of the new professionalism
agenda described by RIG in their submission to the STRB in May 2005
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Aims to develop a culture whereby teachers/head teachers feel
confident and empowered to participate fully in Performance
Management
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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
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Acknowledges that professional development should be an ongoing part
of everyday activities not a separate activity adding to workload
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Entitlement and duty to engage in school-focused CPD which is
effective and relevant to individual’s professional development, career
progression and aspirations
Objectives for this workshop
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The Education (School Teacher Performance Management) (England)
Regulations 2006 were laid on the 9th October 2006
By the end of this event, participants will . . .
• Know and understand what is different about the revised Performance
Management regulations
• Be confident in fulfilling their role in implementing the revised
Performance Management regulations
• Know what support and guidance is available
• Identify the next steps to put the necessary arrangements in place
To achieve this, our focus is on:
•
Understanding the Regulations and Guidance
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Starting the implementation process
Planning and communications template
– Illustrative example
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When
What needs to be
done?
To achieve what
outcome?
Who needs to be
involved?
&
Who is
responsible?
Frequency?
Brief the School
Governors who are
unable to attend
workshop
So that the governors
have a clear
understanding of how
the regulations affect the
whole school and their
specific responsibilities
head teacher and
governors
One off
presentation
with handouts
at governors’
meeting
head teacher
Review pay policy
Ensure compliance with
revised regulations
Senior Leadership
Team / Governors
By spring term?
head teacher
The RIG Guidance clarifies some key elements
of the revised Performance Management arrangements
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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
Achieving an understanding of ‘Overall Performance’
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Overall Performance
There are two elements to ‘overall performance’:
• An assumption that a teacher/head teacher is meeting the
requirements of their job description, the relevant professional
duties, and the relevant professional standards
• The content of the planning and review statement, which focuses
on the key priorities for the individual during that performance
management cycle
Revised Performance Management arrangements
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Refocuses current 2001 arrangements
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Implementation from September 2007
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“Non-bureaucratic, streamlined, multipurpose” arrangements
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Contribute to raising standards and tackling workload
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Effective, transparent, and fair – and applied consistently
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Need to be consistent with principles and practice of equal
opportunities and legislative requirements
The revised regulations
- 5 key differences
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1. Planning meeting
2. 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
3. Review and
the link to pay
• Direct link between Performance
Management and pay progression at
the point of eligibility
The revised regulations
- key differences
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4. 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
5. Process and timing
• Clear timeline for process
• Right of appeal
The Performance Management cycle
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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
Table discussion
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In table groups discuss your questions under the
following headings and place your questions on
Post-its on to the brown paper so they can be
answered
– Planning meeting
– Classroom observation
– Review and the link to pay
– Roles and responsibilities
– Process and timing
– Other
10 minutes
Key Difference 1 - The Planning Meeting
- what the revised regulations say
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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
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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
The Planning Meeting
- what the guidance says
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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
Objective Setting
- what the revised regulations say
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Objective Setting
Reviewers have to give regard in the formulation of objectives that they
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
Objective Setting
- what the guidance says
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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
Performance Criteria
- what the revised regulations say
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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
Performance Criteria
- what the guidance says
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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
Key Differences 2 - Classroom Observation and other
evidence- what the revised regulations say
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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
Classroom Observation and other evidence
- what the revised regulations say (cont.)
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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
Classroom Observation and other evidence
- what the guidance says
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Classroom Observation 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
Classroom Observation and other evidence
- what the guidance says
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Classroom Observation 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
Monitoring and Support
- what the revised regulations say
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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
Monitoring and Support
- what the guidance says
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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
Key Difference 3 - The Review Meeting
- what the revised regulations say
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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.
Table discussion
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In table groups discuss your questions relating to
one of the following elements of the performance
management cycle
– Planning
– Monitoring/support
– Review
Capture these questions on a flip chart
10 minutes
Key Difference 4 - Roles & Responsibilities
- what the revised regulations say
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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 (as the reviewee), to
transfer information collected to date if
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
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• 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 (cont.)
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• 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
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• 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
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• 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
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• 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
Key Differences 5 - Process and timings
- what the revised regulations say
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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
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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*
Process and Timings
- what the guidance says
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Process and Timings
• Develop school Performance Management calendar
• 2006/07 reviews carried out under current regulations
• Respect the confidentiality of planning and review statements
Continuing Professional Development
- what the revised regulations say
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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
Continuing Professional Development
- what the guidance says
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Continuing Professional Development
• Support to help reviewees meet the performance criteria
• Training and development needs
• 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 Training and Development Annex to
the CPD coordinator
Continuing Professional Development
and the new teacher professionalism
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RIG’s Joint Evidence to the School Teachers’ Review Body,
May 2005
“The major culture change initiated by the national agreements
needs to extend to schools’ understanding of CPD.
RIG believes that there is scope for a greater emphasis on inschool and cross-school activities, such as coaching and
mentoring, learning from others’ practice through structured,
supportive, developmental classroom observation, and other
forms of professional collaboration.
This needs to happen in the context of effective management and
leadership and in a culture of openness and mutual professional
respect. This is essential if the benefits of learning from other
teachers through classroom observation are to be realised.”
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ACTIVITY
Benefits of effective Performance Management
for reviewees
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• Provides clarity about the basis on which performance is reviewed and
on which pay recommendations will be made at the beginning of the cycle
• Forms part of an ongoing professional dialogue
• Helps to develop professional practice
• Fairness and consistency of Performance Management within a national
pay framework
• Rewards teachers/head teachers as highly skilled professionals
• Professional development agreed at the beginning of the cycle, and
ongoing part of daily activities
• Recognition that career aspirations need to be taken into consideration
• Impact on teaching and learning of their own professional development
that they have undertaken and their contribution to others is taken into
account
Revised regulations - questions
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QUESTIONS
Revised regulations - questions
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LUNCH
Performance Management Challenge
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Working in table groups
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For each question, ask yourselves: “Is this acceptable
under the revised regulations?”
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For each question, indicate your table’s answer “Yes”
or “No” on your sheets
Planning for implementation
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In this session, we will cover
•
Mobilisation
•
What has to happen to get started
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Planning for success
•
Support
What do we mean by mobilisation?
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Putting in place the essential foundations in terms of processes,
systems and people
Thinking through:
– What needs to be done?
– How it needs to be done?
– Who needs to do it?
This typically means considering:
– Who are the stakeholders?
– How to communicate to them?
– Who else should be involved, directly or indirectly, and how
can they be involved?
Establishing and putting in place the building blocks that will
make the implementation a success
Activity
On your tables:
a) Identify the range of stakeholders who will need to be involved
or informed.
a) Sort into communications management and training needs and
complete the proforma
Activity (continued)
a) Identify the policies/protocols that need to be
written/revised.
b) Identify other plans/processes that will be affected.
Activity (continued)
• Use the outcomes of the previous activity to complete
the implementation template.
Implementation template
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Oct Nov Dec Jan Feb Mar Apr May Jun Jul
Communications &
stakeholder
management
Training
Policies & protocols
Other
Aug Sep
Activity (continued)
• What support would help you implement your
plan?
• Where might the support come from?
• Could you offer support to other schools?
What support is available?
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National Support Available
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RIG
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TDA
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Website(s)
Local Support Available
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Local Authority
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Social partners
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Own networks
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Governors
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School Clusters
–
Mentors
–
Head teachers’
Conferences
–
Human Resource Officers /
providers
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Questions
Summary & next steps
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What have we covered today?
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Objectives for the day:
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Know and understand what is different
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Be confident in fulfilling their role in implementing the revised
Performance Management regulations
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Know what support and guidance is available
Next steps
Your feedback on today
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