© 2006 TDA Development Performance Management Briefing and Planning event Ian Hancock - Extended...

© 2006 TDA Development

Performance ManagementBriefing and Planning event

Ian Hancock - Extended Schools Remodelling AdviserHilary Price – Governing Body Support OfficerGrahame Sherfield - Schools’ Workforce AdviserCilla Wilson - HR Advisor


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Detailed agenda

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


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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


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(incl. reminder of pre course reading – RIG statement); overview of the value of PM, building on and developing good

practice







5

Setting The SceneSetting The Scene

6

Lessons from Industry ?Lessons from Industry ?

Meeting Expectatio

ns

Meeting Expectatio

ns

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….. 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

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Headteacher’s ReportHeadteacher’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

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School LeadershipSchool 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….

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Professional Standards for Professional Standards for TeachersTeachers

…… 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.

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School Improvement School Improvement PartnerPartner 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?

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OfstedOfsted

……. 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……..

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Commercial SchemesCommercial Schemes

Performance Review - Professional Growth £165+VAT Available - April 2007

Pay Escalator – Performance Development & Pay Progression Management Toolkit

£50 current users £115 New customers

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Questions and Questions and IssuesIssues

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

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Self -CategorisationSelf -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.


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practice








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The revised regulations- Five key areas of difference

Planning meeting

Classroom observation

Review andthe link to pay

Process and timing

Roles and responsibilities


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The revised regulations- Key differences

Planning meeting

• 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

Classroom observation


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• Clear timeline for process• Right of appeal

Process and timing

• Reviewers for teachers will be the head teacher, who may delegate the responsibility in its entirety, to the teacher’s line manager

Roles and responsibilities

• Scope for intervention to moderate at the planning stage by the head teacher for teachers’ and by the Governing Body for head teachers

The revised regulations- Key differences


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Detailed agenda




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The Performance Management Challenge (Quiz questions))





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Detailed agenda




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The Performance Management Challenge (Quiz questions))





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The Performance Management cycle

Monitoring & Supporting

• Monitoring of performance throughout the cycle

• Provision of agreed support

• Evidence collection• Ongoing professional

dialogue

Reviewing• Overall assessment of

individual’s progress against the performance criteria

• Recommendations for pay progression made for eligible teachers

• No surprises

Planning• Objectives set• Classroom observation

and evidence collection agreed

• Performance criteria for the above set

• Support, training and development agreed

• Timescales set


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The Planning Meeting

The Planning Meeting- what the guidance says

• 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


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Objective Setting

Objective Setting- what the guidance says

• 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


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Performance Criteria

Performance Criteria- what the guidance says

• 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


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Classroom Observations and other evidence

Classroom Observations and other evidence - what the guidance says

• 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


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Classroom Observations and other evidence

Classroom Observations and other evidence - what the guidance says

• Multi-purpose wherever possible

• Enables a general assessment of a reviewee’s teaching practice

• Prompt feedback is essential

• Observers need appropriate preparation and skills


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Monitoring and Support

Monitoring and Support- what the guidance says

• 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

Monitoring & Supporting

• Monitoring of performance throughout the cycle

• Provision of agreed support

• Evidence collection• Ongoing professional

dialogue


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The Review Meeting

The Review Meeting- what the guidance says

• Normally at the same time as the Planning Meeting

• Making a pay progression recommendation

• Both parties should prepare thoroughly and play an active part

Reviewing• Overall assessment of

individual’s progress against the performance criteria

• Recommendations for pay progression made for eligible teachers

• No surprises


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Detailed agenda


10.45 Coffee



11.45 Questions




1.00 Lunch



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The Planning Meeting- what the revised regulations say about

Previous position Revised regulations

- 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

- 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


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The Planning Meeting – what the revised regulations say

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


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The Planning Meeting- what the revised regulations say [contd]

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


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Objective Setting- what the revised regulations say

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


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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 revised regulations say


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What the revised Regulations say about classroom observation and other evidence


- No limit on classroom observation

- A minimum of one observation required but this was open-ended and had the potential to lead to excessive monitoring

- 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


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What the revised Regulations say about classroom observation and other evidence (continued)


- 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


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What the revised regulations say about monitoring


- 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


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What the revised regulations say about the review meeting


- 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

- No clarity on the use of Performance Management information to inform 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


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What the revised Regulations say about roles & responsibilities


-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:-

head teacher/Governing Body able to take other evidence into account in addition to outcomes of PM review for pay decisions

- Scope for intervention:-

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)


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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


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Roles & Responsibilities- Governing Bodies (contd)

• 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


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Roles & Responsibilities- Head Teachers

• 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


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Roles & Responsibilities- Head Teachers

• 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 mid-cycle

• 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


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Roles & Responsibilities – Teachers

• 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


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Process and timings under the new regulations


No clear timeline -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

- No provisions to limit any aspect of the process or have regard to work/life balance

- The regulations governing the process are clearer and more detailed

- Provisions in the regulations to seek to limit workload arising from Performance Management

- Appeal teacher/head teacher could ask for a review of the outcomes

- Clear right of appeal


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5 days

10 days

Reviewee can appeal against

final copy of statement*

Planning meeting

Reviewer prepares draft

planning & review

statement

Reviewee may add

comments

Submit the signed statement to HT

Revised statement signed and resubmitted to HT within 10

days

10 days

10 days

Within 10 working days of receipt of the statement the HT may review the statement, and may instruct the reviewer to make changes

Copy passed to reviewee

Reviewer prepares and signs

final version

Consult with

reviewee

Reviewer prepares new

planning & review statement

Copy passed to reviewee

Reviewee may add

comments

If the HT instructs the reviewer to make changes, within 10 working days of being requested to make changes ....

* No appeal should be made until after any moderation process is complete.

Reviewee can appeal at this stage if head decides no

changes are required to the statement*

Process and Timings- timeline for agreeing the planning meeting statement

Process and timings


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What the revised regulations say about Continuing Professional Development


- Professional development considered when setting objectives

- 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


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10.45 Coffee



11.45 Questions




1.00 Lunch



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Questions


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10.45 Coffee



11.45 Questions




1.00 Lunch



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Who needs to do what?

Which individuals or groups?

What do they need to do?

What do they need to know?

How can we achieve this?

Roles &Responsibilities

Process &Timing

Planning Meeting, Review & Link to Pay

Classroom Observation


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10.45 Coffee



11.45 Questions




1.00 Lunch



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Further support

Ian Hancock - Extended Schools Remodelling [email protected]

Hilary Price – Governing Body Support [email protected]

Grahame Sherfield - Schools’ Workforce [email protected]

Cilla Wilson - HR [email protected]

© 2006 TDA Development Performance Management Briefing and Planning event Ian Hancock - Extended...

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Transcript of © 2006 TDA Development Performance Management Briefing and Planning event Ian Hancock - Extended...