Transcript Performance Management Workshop

Performance Management
Briefing and Planning event
© 2006 TDA Development
Keynote presentation
© 2006 TDA Development
Version 12.10..06
The purpose of these Performance
Management briefings is to provide
clarity around the revised regulations,
the RIG guidance and their implications.
The aim is that by the end of the
session, schools will understand fully
what they need to do over the next six
months for a successful implementation
of the revised regulations.
First, let’s begin by putting the revised
Performance Management
arrangements into context. The 2006
regulations are a development of
previous work in schools and seek to
refine and update the earlier regulations
in line with the 2002 Education Act.
Although it’s recognised that a great
deal of good practice already exists in
schools with many aspects that work
well, PM is not yet fully embedded as
an entitlement for all teachers and head
teachers in all schools.
More importantly current practice does
not reflect recent developments in
teachers’ and head teachers’ working
practices.
The National Agreement laid the
foundations for new teacher
professionalism by:–
removing tasks which didn’t require
their professional skills
–
bringing downward pressure on
their working hours, and
–
building capacity to focus on
teaching and learning
Keynote presentation cont’d
© 2006 TDA Development
The new teacher professionalism that
RIG described in May 2005 within their
evidence to the STRB (copy in the
delegates pack) takes forward the
vision of a remodelled workforce as a
result of the National Agreement. Here,
teachers and head teachers, working
with qualified support staff, have
conditions of service which enable them
to focus on their core roles of teaching
and learning.
The introduction of the new pay system
further reflects the refocusing of the
roles of teachers and head teachers
introduced by workforce reform.
Essentially, it recognises and rewards
them as highly skilled professionals
whose contribution is fundamental to
the provision of high standards of
education for all pupils.
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The review of the whole school staffing
structure was also a natural consequence
of remodelling.
All of these reforms are leading to
fundamental changes in the way that
schools work – but they have not been
introduced for their own sake.
Remodelling along with
–
changes to the teachers’ pay
structure
–
the introduction of Teaching and
Learning Responsibility Payments
and the Excellent Teacher scheme
–
and the staffing structure reviews
all have a common purpose: “To support
schools by ensuring that they are able to
organise themselves in ways which
deliver the best outcomes for children.”
Keynote presentation cont’d
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The new professionalism agenda aims
to build on and embed these
achievements by delivering further
improvements in teaching and learning
and in teachers’ and head teachers’
motivation and morale. This will
continue the culture of change,
enhancing the professional status of
teachers and head teachers.
The revised performance management
regulations will play a dual role in
achieving this by:
- firstly, promoting the development of
a culture whereby teachers and head
teachers feel confident and empowered
to participate fully in performance
management.
- and, secondly, developing a system
where those who manage teachers and
head teachers engage in a professional
dialogue with them, respect them as
professionals, make decisions about
their work and contribute fairly and
openly.
Underlying the new teacher
professionalism is the aim that
professional development is an
ongoing, non-bureaucratic and integral
part of the everyday activities of a
teacher and head teacher rather than a
separate activity which adds to their
workload.
Keynote presentation cont’d
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The revision to the performance
management regulations does not
complete the new teacher
professionalism agenda. Currently, the
roles and responsibilities of teachers
and head teachers are being reviewed.
Work is still outstanding on securing a
contractual entitlement to effective,
relevant and sustained professional
development throughout their careers.
Schools need to broaden their
understanding of CPD and create the
conditions that will secure better quality
and more relevant CPD for their staff.
This is not about schools having to
introduce a completely new process.
For some schools the only effect will be
to enhance their existing arrangements
to make the new teacher
professionalism become a reality.
For others the revisions may require
more significant change and some
investment of resources in the shortterm.
The revised regulations will ensure
fairness, clarity and consistency within a
national framework for the first time.
Successful implementation will further
enhance the professional status of
teachers and head teachers, rewarding
them as highly skilled professionals by
delivering the highest rewards for
excellence and supporting their career
progression and aspirations.
Where are we now?
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•
Appraisal regulations were first introduced in 1991, following the 1986
Education Act
•
Current Regulations for Performance Management have been in schools
since 2001
•
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)
–
New pay structure
–
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
•
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
•
Acknowledges that professional development should be an ongoing part
of everyday activities not a separate activity adding to workload
•
Entitlement and duty to engage in school-focused CPD which is
effective and relevant to individual’s professional development, career
progression and aspirations
Why are we here?
© 2006 TDA Development
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The Education (School Teacher
Performance Management) (England)
Regulations 2006 were laid on the
9th October 2006
Objectives for this workshop
© 2006 TDA Development
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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
•
Starting the implementation process
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Introductions, objectives, and agenda
The revised arrangements for Performance
Management
• Key areas of difference in new arrangements
• The Performance Management cycle
• Roles and responsibilities
• Process and timings
• Continuing Professional Development
The Performance Management challenge
Planning for implementation
Summary and next steps
The RIG Guidance clarifies some key elements
of the revised Performance Management arrangements
TDA Development
© 2006 TDA
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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
•
Implementation from September 2007
•
“Non-bureaucratic, streamlined, multipurpose” arrangements
•
Contribute to raising standards and tackling workload
•
Effective, transparent, and fair – and applied consistently
•
Need to be consistent with principles and practice of equal
opportunities and legislative requirements
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Introductions, objectives, and agenda
The revised arrangements for Performance
Management
• Key areas of difference in new
arrangements
• The Performance Management cycle
• Roles and responsibilities
• Process and timings
• Continuing Professional Development
The Performance Management challenge
Planning for implementation
Summary and next steps
The revised regulations
- Five key areas of difference
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Planning meeting
Classroom observation
Review and
the link to pay
Roles and responsibilities
Process and timing
The revised regulations
- Key differences
© 2006 TDA Development
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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
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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
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
© 2006 TDA Development
Version 12.10..06
Introductions, objectives, and agenda
The revised arrangements for Performance
Management
• Key areas of difference in new arrangements
• The Performance Management cycle
• Roles and responsibilities
• Process and timings
• Continuing Professional Development
The Performance Management challenge
Planning for implementation
Summary and next steps
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
The Planning Meeting
- what the revised regulations say about
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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 - 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]
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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
The Planning Meeting
- what the guidance says
© 2006 TDA Development
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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
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
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
What the revised Regulations say about classroom
observation and other evidence
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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
What the revised Regulations say about classroom
observation and other evidence (continued)
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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 Observations and other evidence
- what the guidance says
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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
Classroom Observations and other evidence
- what the guidance says
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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
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
What the revised regulations say about monitoring
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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
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
What the revised regulations say about the
review meeting
© 2006 TDA Development
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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.
The Review Meeting
- what the guidance says
© 2006 TDA Development
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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
Table discussion
© 2006 TDA Development
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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
© 2006 TDA Development
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Introductions, objectives, and agenda
The revised arrangements for Performance
Management
• Key areas of difference in new arrangements
• The Performance Management cycle
• Roles and responsibilities
• Process and timings
• Continuing Professional Development
The Performance Management challenge
Planning for implementation
Summary and next steps
What the revised Regulations say about
roles & responsibilities
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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 it’s 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
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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 (contd)
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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
Roles & Responsibilities
- implications for head teachers and governors
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Pay and CPD policies
• Consider the need to review Pay and
CPD policies to reflect the new
regulations
Reviewers
• Selection, training and monitoring of
reviewers
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
Fairness and Consistency
• How to determine, consult and agree
performance criteria
• Ensuring individual arrangements are
equitable, transparent and fair, managed
effectively and applied consistently
© 2006 TDA Development
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Introductions, objectives, and agenda
The revised arrangements for Performance
Management
• Key areas of difference in new arrangements
• The Performance Management cycle
• Roles and responsibilities
• Process and timings
• Continuing Professional Development
The Performance Management challenge
Planning for implementation
Summary and next steps
Process and timings under the new regulations
© 2006 TDA Development
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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
© 2006 TDA Development
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Introductions, objectives, and agenda
The revised arrangements for Performance
Management
• Key areas of difference in new arrangements
• The Performance Management cycle
• Roles and responsibilities
• Process and timings
• Continuing Professional Development
The Performance Management challenge
Planning for implementation
Summary and next steps
What the revised regulations say about
Continuing Professional Development
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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.”
What are the implications for the school?
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• Need to review CPD policy to reflect revised regulations
• Join up and integrate CPD with other school improvement initiatives
• Take account of PM review outcomes to produce and resource an
effective plan for CPD
• Ensure that teachers/head teachers are involved in CPD that best
matches their needs
• Where others can benefit from an individual’s teaching and subject
skills, ensure that they are involved in coaching and mentoring activities
Revised regulations - questions
© 2006 TDA Development
Version 12.10..06
QUESTIONS
© 2006 TDA Development
Version 12.10..06
Introductions, objectives, and agenda
The revised arrangements for Performance
Management
• Key areas of difference in new arrangements
• The Performance Management cycle
• Roles and responsibilities
• Process and timings
• Continuing Professional Development
The Performance Management challenge
Planning for implementation
Summary and next steps
Performance Management Challenge
© 2006 TDA Development
Version 12.10..06
Working in table groups
•
For each question, ask yourselves: “Is this acceptable
under the revised regulations?”
•
For each question, indicate your table’s answer “Yes”
or “No” on your sheets
© 2006 TDA Development
Version 12.10..06
Introductions, objectives, and agenda
The revised arrangements for Performance
Management
• Key areas of difference in new arrangements
• The Performance Management cycle
• Roles and responsibilities
• Process and timings
• Continuing Professional Development
The Performance Management challenge
Planning for implementation
Summary and next steps
Planning for implementation
© 2006 TDA Development
Version 12.10..06
In this session, we will cover
•
Mobilisation
•
What has to happen to get started
•
Planning for success
•
Support
Communications & stakeholder management
– brown paper
© 2006 TDA Development
Version 12.10..06
Which individuals or
groups of people?
What do they need
to do?
What do they need
to know?
Potential tactics how can we position
them to achieve this?
Training – brown paper
© 2006 TDA Development
Version 12.10..06
Who needs training?
In order to do what?
Potential tactics
Policies and protocols – brown paper
© 2006 TDA Development
Version 12.10..06
Policies &
protocols
Processes &
procedures
Plans
Other
Implementation template
© 2006 TDA Development
Version 12.10..06
Oct Nov Dec Jan Feb Mar Apr May Jun Jul
Communications &
stakeholder
management
Training
Policies & protocols
Other
Aug Sep
Planning and communications template – Illustrative
example
© 2006 TDA Development
Version 12.10..06
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
What support is available?
© 2006 TDA Development
Version 12.10..06
•
•
National Support Available
–
RIG
–
TDA
–
Website(s)
Local Support Available
–
Local Authority
–
Social partners
–
Own networks
–
Governors
–
School Clusters
–
Mentors
–
head teachers’
Conferences
–
Human Resource Officers /
providers