PLANNING FOR THE NEXT APPRAISAL CYCLE

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PLANNING FOR THE NEXT APPRAISAL CYCLE

NASUWT Member Seminar July 2014

To help you to take control of the planning for the next cycle of appraisal.

To consider ten key issues to which you should be alert during planning for the next cycle.

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AIMS OF THE SESSION


Objectives represent a key means by which teachers’ performance is evaluated during appraisal.

Objectives should also be regarded as a key way in which your pay, pension, career and professional aspirations can be advanced.

It is therefore essential that you avoid agreeing to objectives that will set you up to fail – the adverse consequences can be significant.

Using ‘cut and paste’ objectives is inappropriate:

- every teacher is unique and every teacher’s circumstances are unique - objectives should therefore be tailored to the needs of each individual, even if they are whole-school or departmental/team objectives.

Objectives should be set in the context of your role, responsibilities and job description.

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ABOUT YOUR OBJECTIVES


The NASUWT’s action instructions specify that there should be no more than three objectives per cycle.

This limit allows you, your appraiser and all other colleagues involved in supporting you, to focus effectively on priorities for your professional practice - an excessive number of objectives dilutes this focus and undermines the process.

You should not agree to objectives that are broken down into multiple subsections.

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ABOUT YOUR OBJECTIVES (continued)

Objectives should be:

- realistic;- clear;- concise;- achievable;- specific; and- fair.

Remember that a principle for objective-setting is to make sure that there will be clarity about what success will look like at the end of the cycle.

Drafting objectives is a joint responsibility.

This responsibility should not be delegated to the appraiser.

It is poor practice for the appraiser to seek to impose predetermined individual objectives, as the purpose of the meeting is to support a professional dialogue.

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ALERT 1: Clear objectives


A key purpose of performance management is to allow you to develop your

professional practice.

If an objective does not relate to your professional duties, your role and responsibilities

or your job description, it cannot meet this purpose as it is outside your direct influence

or control.

Examples of inappropriate objectives of this nature include:

• inclusion of a target for pupil attendance – you can’t control the extent to which

pupils attend school;

• securing particular levels of parental engagement – you can provide opportunities

for parents to engage but you can’t control whether they engage or not;

• for line managers, objectives based on data indicators of the performance of your

team – you can provide an environment that allows team members to perform to

the best of their ability, but you can’t control their performance directly.

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ALERT 2: Setting objectives within your control or influence


Again, remember that factors relating to your pupils and to your wider working environment over which you have no control or influence can have a significant effect on what happens in your classroom - you cannot be held accountable for these factors.


ALERT 2: Setting objectives within your control or influence (continued)

In almost all circumstances, objectives are designed to be completed during the course of the appraisal cycle.

Think carefully about your objectives being achievable within the appraisal cycle.

Where the timescale is shorter than the appraisal cycle, this does not mean that a new or additional objective can be set.

The timescale for completing an objective may be longer than the appraisal cycle, but the objectives should make clear what progress will be expected by the next planning and review meeting.

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ALERT 3: The timescale for the achievement of objectives


Remember, if workload is an issue in your school, the NASUWT’s action instructions are there to protect you.

Objectives must not add to your workload.

In particular, they should not require:

• gathering portfolios of evidence;

• working at weekends, evenings or during the holidays.

You are, however, required to keep a practice, review and development (PRD) record.

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ALERT 4: Workload impact


It is not legitimate for teachers to be set individual objectives, including targets based on data.

Data can be used to inform discussion about objectives and to set targets for pupils (e.g in Assessment for Learning (AfL)).

Pupils’ attainment in the assessments used to generate such data can be influenced by a range of factors outside of teachers’ direct control.

Note that the producers of the value-added systems (e.g. FFT) used by some schools in objective-setting confirm that their systems do not generate hard and fast targets, merely estimates.

For example, an objective that states, ‘Over X% of pupils in class Y (i.e. your class) will be assessed as achieving Level Z in writing by the end of the year’, is unacceptable.

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ALERT 5: Use of data in objective-setting


However, an objective that states, ‘I will contribute to the achievement of (whole-school/team/departmental/class target x) by (e.g. adopting a particular teaching strategy, deployment of teaching assistants, adopting new approach to the use of resources, accessing continuing professional development (CPD))’ is more acceptable.

Remember - targets are for pupils, not for teachers.

Make sure that the numerical targets are not included in success criteria.

Success criteria should reflect the professional practice agreed to in the objective, not pupil performance data, e.g.:

• Teaching assistants were deployed appropriately to meet the needs of learners, evident through the outcomes of lesson observation;

• Implementation of literacy and numeracy framework is evident in pupils’ books.

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ALERT 5: Use of data in objective-setting (continued)


Alert 6: Assessing teacher performance against ‘Estyn grades’

It is not appropriate for objectives to include reference to the achievement of Estyn grades following classroom observations.

The Estyn criteria for teaching and learning in the inspection framework are designed to be applied across a whole school, not to individual lessons.


Decide whether classroom observation is appropriate as a means of gathering evidence of your performance.

If so, you should not agree to more than three observations for a total of no more than three hours.

Use the advice set out in the NASUWT’s practical guide to appraisal.

The lesson observations should have a clear focus linked to your agreed objectives.

Drop-ins and learning walks are observations by another name.

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ALERT 7: Good practice in classroom observation


Objectives have to be considered in terms of the conditions and environment within which teachers work.

This may require access to information, advice, training and CPD.

It may also require the provision of additional resources including staffing, equipment and time.

Participation in professional development might be an objective in itself.

You should not agree to access professional development and related activities in your own time.

You are required to keep an up-to-date record of:

• your own assessment against your objectives;

• any professional development activities;

• any factors affecting your performance against your objectives.

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ALERT 8: Support to achieve your objectives


Professional development includes, but is certainly not restricted to, participation in courses or attendance at events – examples of alternatives include working with colleagues, participating in professional networks or research and investigation.

Remember that the appraisal process can also be used to seek professional development and training that is not related directly to the achievement of your objectives.

These might include opportunities to help you develop your wider skills and experience, or training that would support your career progression.


ALERT 8: Support to achieve your objectives (continued)

Given the focus of appraisal on your professional duties, roles and responsibilities, and areas covered within your job description, it is not appropriate for objectives to relate to any voluntary or extra-curricular activities you may undertake.

Such objectives may also be discriminatory – some teachers may not be able to participate in voluntary activities due to personal or family circumstances.

Under no circumstances should you accept any objectives of this nature.

This advice does not prevent voluntary participation by teachers in extra-curricular activities.

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ALERT 9: Objectives and extra-curricular activities


If you work part-time, your objectives should take this into account - although you may still be set three objectives, these should reflect the hours you are contracted to work.

If you have a disability or some other medical need, it is important (and a legal obligation on your employer) that your objectives reflect this, as well as any reasonable adjustments that have been made to support your employment.

Account should also be taken of whether your school knows that you will be absent from work for a significant period of time, e.g. through maternity leave, or are due to have medical treatment that may require absence from work.

This underlines the importance of avoiding data-related targets.

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ALERT 10: Objectives and personal circumstances


Schools should have a standard recording format, including sections for objectives, classroom observation (where appropriate), training and development, timescales and success criteria.

These points should be recorded where practical during the meeting by the appraiser.

The appraisee may request changes.

Seek to resolve any disagreement by discussion in the meeting.

If agreement is reached, sign the statement.

If agreement cannot be reached, seek to have your concerns and disagreement recorded and do not sign the statement.

Make sure you are given a written copy of the statement.

Seek advice from the NASUWT if necessary.

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AT THE CONCLUSION OF THE PLANNING MEETING


PLANNING FOR THE NEXT APPRAISAL CYCLE

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