Performance Management Workshop

1
Performance Management Briefing and Planning Event
2
Planning and communications template
Illustrative example
What needs to be done? To achieve what outcome? Who needs to be involved? When Frequency? Who is responsible?
Brief the School Governors 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




3
Performance Management The purpose of the
briefing

• To ensure fairness, clarity and consistency in
  Performance Management nationally
• To provide clarity around the revised regulations
• To become familiar with the regulations, with RIG
  guidance and their implications
• To reflect recent developments in teachers and
  head teachers working practices
• To acknowledge the remodelling agenda along with
  changes to the teachers pay structure
• To enhance the professional status of teachers
  and head teachers
• To deliver further improvements in teaching and
  learning
• To embed professional development as an ongoing,
  integral part of the teachers and head teachers
  role
• To plan for successful implementation of the
  revised regulations

4
Where are we now?

• 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

5
The context of Performance Management in the new
professionalism agenda

• 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
  individuals professional development, career
  progression and aspirations

6
The RIG Guidance clarifies some key elements of
the revised Performance Management arrangements
Key elements

• Performance Management is the process for
  assessing the overall performance of a
  teacher/head teacher, in the context of the
  individuals job description and any relevant pay
  progression criteria, and making plans for the
  individuals future development in the context of
  the schools improvement plan.
• Professional standards provide the backdrop to
  discussions about performance and future
  development. The standards define the
  professional attributes, knowledge, understanding
  and skills for teachers at each career stage.
• Professional development opportunities support
  achieving objectives and furthering career
  progression

7
Achieving an understanding of Overall
Performance
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

8
Revised Performance Management arrangements

• 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

9
The revised regulations- five key areas of
difference
Planning meeting
Classroom observation
Review and the link to pay
Roles and responsibilities
Process and timing
10
The revised regulations- key differences
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

11
The link to pay - eligibility

• There is no change to movement from M1 to M6
• Fast track
• Double-jumping on the main pay spine
• Upper Pay Spine 2-3 (Threshold and hence
  progression to UP1 remain separate)
• Advanced Skills Teacher pay spine progression
• Excellent Teacher pay spine progression
• Leadership Spine progression

12
The revised regulations- key differences
Roles and responsibilities

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

13
The Performance Management cycle

• Monitoring Supporting
• Monitoring of performance throughout the cycle
• Provision of agreed support
• Evidence collection
• Ongoing professional dialogue

• Planning
• 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 individuals progress
  against the performance criteria
• Recommendations for pay progression made for
  eligible teachers
• No surprises

14
The Planning Meeting- what the revised
regulations say
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
15
The Planning Meeting what the revised
regulations say
The Planning Meeting - consider and determine
The reviewees objectives Arrangements for observing reviewees 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 Reviewees training and development needs and actions to be taken to address them
16
The Planning Meeting- what the revised
regulations say (cont.)
The Planning Meeting have regard to
The reviewees job description Any relevant pay progression criteria Any relevant whole-school or team objectives specified in the School Improvement Plan The reviewees professional aspirations The relevant professional standards How to reflect the reviewees need for a satisfactory work life balance
17
The Planning Meeting- what the guidance says
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

18
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 reviewees job description relevant pay progression criteria for eligible teachers relevant whole school, team, department, or faculty objectives a satisfactory work/life balance the reviewees professional aspirations relevant professional standards
19
Objective Setting- what the guidance says
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

20
Performance Criteria- what the revised
regulations say
Performance Criteria
Performance criteria need to be determined at the planning meeting which relate to The objectives Observation of the reviewees performance in the classroom Any other evidence to be taken into account
21
Performance Criteria- what the guidance says
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

22
Classroom Observation and other evidence- what
the revised regulations say
Previous position Revised regulations
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 schools Performance Management policy should link to arrangements for school improvement, school self-evaluation and school development planning
23
Classroom Observation and other evidence- what
the revised regulations say (cont.)
Previous position Revised regulations
- No requirement to have a protocol for classroom observation - Governors 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
24
Classroom Observation and other evidence - what
the guidance says
Classroom Observation and other evidence

• Clear rationale and focus - supportive and
  developmental
• Proportionate to need
• Head teachers right to drop in to inform their
  monitoring of the quality of learning
• Limited exceptions to the three hour limit

25
Classroom Observation and other evidence - what
the guidance says
Classroom Observation and other evidence

• Multi-purpose wherever possible
• Enables a general assessment of a reviewees
  teaching practice
• Prompt feedback is essential
• Observers need appropriate preparation and skills

26
Monitoring and Support- what the revised
regulations say
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
27
Monitoring and Support- what the guidance says
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

28
The Review Meeting - what the revised
regulations say
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 - 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
29
The Review Meeting- what the guidance says
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

30
Roles Responsibilities- what the revised
regulations say
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 teachers 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- 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)
31
Roles Responsibilities- Governing Bodies

• 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
  teachers performance on an annual basis
• Appoint an external adviser or use the SIP to
  advise appointed governors on the head teachers
  performance
• Retain a copy of the head teachers planning and
  review statement (normally the Chair)

32
Roles Responsibilities- Governing Bodies
(cont.)

• 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 teachers 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 schools policy

33
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

34
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 teachers planning and review
  statement is drafted having regard to the need
  for a satisfactory work life balance

35
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

36
Roles Responsibilities- implications for head
teachers and governors
Integration
Pay and CPD policies

• The revised Performance Management arrangements
  provide a key mechanism for joining up and
  integrating school improvement initiatives, the
  completion of the SEF, School Improvement
  Planning, and a variety of other policies and
  processes

• Consider the need to review Pay and CPD policies
  to reflect the new regulations

Reviewers
Fairness and Consistency

• How to determine, consult and agree performance
  criteria
• Ensuring individual arrangements are equitable,
  transparent and fair, managed effectively and
  applied consistently

• Selection, training and monitoring of reviewers

37
Process and timings- what the revised
regulations say
Previous position Revised 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
38
Process and Timings- timeline for agreeing the
planning meeting statement
Reviewer prepares draft planning review
statement
Process and timings
Planning meeting
If the HT instructs the reviewer to make changes,
within 10 working days of being requested to make
changes ....
Copy passed to reviewee
Reviewer prepares new planning review statement
Revised statement signed and resubmitted to HT
within 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
5 days
Consult with reviewee
Reviewee may add comments
10 days
Copy passed to reviewee
10 days
Reviewer prepares and signs final version
10 days
Reviewee can appeal at this stage if head decides
no changes are required to the statement
Submit the signed statement to HT
Reviewee can appeal against final copy of
statement
Reviewee may add comments
No appeal should be made until after any
moderation process is complete.
39
Process and Timings- what the guidance says
Process and Timings

• Develop school Performance Management calendar
• 2006/07 reviews carried out under current
  regulations
• Respect the confidentiality of planning and
  review statements

40
Continuing Professional Development- what the
revised regulations say
Previous position Revised regulations
- 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
41
Continuing Professional Development - what the
guidance says
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

42
Continuing Professional Developmentand the new
teacher professionalism

• RIGs 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 in-school 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.

43
What are the implications for the school?

• 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 individuals
  teaching and subject skills, ensure that they are
  involved in coaching and mentoring activities

44
Planning for implementation

• In this session, we will cover
• Mobilisation
• What has to happen to get started
• Planning for success
• Support

45
What do we mean by mobilisation?

• 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

46
Mobilisation in relation to TDA and LA support
Planning element takes place
Standards issued
Review meetings take place
Regs guidance issued
Phase 1 Clarity mobilisation
Phase 2 Making the planning meeting a success
Phase 3 Making the review meeting a success
School mobilisation

• Third party education, training
• support
• Governors
• SIPs
• Local WAMG

• Support to schools in putting the building blocks
  in place
• Training education
• Communications
• Sharing of expertise and good practice
• Application of remodelling approaches
• Delivery of support materials

47
What has to happen to get started

• Four key areas of activity
• Communications stakeholder management
• Training
• Policies and protocols
• Timescale for implementation

48
Communications stakeholder management
Potential tactics - how can we position them to
achieve this?
Which individuals or groups of people?
What do they needto do?
What do they needto know?
49
Training
Who needs training?
Potential tactics
In order to do what?
50
Policies and protocols
Who needs to be involved in formulating them?
When do we need them by?
Policies protocols
Other issues
51
Implementation timescale
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Communications stakeholder management
Training
Policies protocols
Other
52
What support is available?

• National Support Available
• Rewards and Incentive Group ( RIG) guidance
• Training and Development Agency (TDA)
  www.tda.gov.uk
• Professional Associations
• Local Support Available

• Ruth Alinek 01582 830143 ruth.alinek_at_hertscc.gov.
  uk
• Mick Connah HR
  mick.connah_at_hertscc.gov.uk
• www.thegrid.org.uk/schoolworkforce
• Head teachers briefings, meetings
• School clusters, networks
• Governors briefings