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© 2006 TDA Development
Performance ManagementReviewer Training
2007-08
Facilitated byMaggie Swinnerton
Dennis Johnson
Agenda for today
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Implications for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Making pay recommendations
Review meeting
Next steps for your school
Review of the day
2
The journey today
Planning meeting
Prof standards
Support
Development needs
Objectives
Performance criteria
Monitoring performance
Professional dialogue
Line Manager role / TLR
Classroom observation
‘Other evidence’
Review meeting
Overall performance
Pay recommendations
PM regs & guidance
PM cycle
Reviewer role
Next steps
= Activity
3
Table introductions
• Name & role
• Expectations / concerns
• Self assessment
4
1 I have a good knowledge of the new PM Regulations & Guidance AND/OR I have attended a local authority briefing
2 I have some overall knowledge of the new PM arrangements but not much in detail
3 I know very little about the revised PM arrangements
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Implications for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Making pay recommendations
Review meeting
Next steps for your school
Review of the day
Agenda for today
5
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
• Entitlement and duty to engage in school-focused CPD which is effective and relevant to individual’s professional development, career progression and aspirations
6
Source: TDA PM Briefing &Planning Event
The RIG Guidance
• 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
Key elements
7
Source: TDA PM Briefing &Planning Event
The revised regulations
Planning meeting
Classroom observation
Review andthe link to pay
Process and timing
Roles and responsibilities
5 key areas of difference
8
Source: TDA PM Briefing &Planning Event
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
9
Source: TDA PM Briefing &Planning Event
• 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
10
Source: TDA PM Briefing &Planning Event
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
11
Source: TDA PM Briefing &Planning Event
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
Teachers’ roles & responsibilities
12
Source: TDA PM Briefing &Planning Event
Roles & responsibilities: Reviewers
• Consider school & team improvement objectives (G5)
• Be familiar with the Professional Standards for Teachers (G5)
• Be familiar with the pay progression criteria in STPCD (G5)
• Consult third parties about possible objectives for reviewee (G5)
PREPARING FOR PLANNING MEETING (Guidance)
13
Roles & responsibilities: Reviewers
• Assume reviewee is meeting requirements of job description (G5)
THE PLANNING MEETING (Guidance)
• Arrange a meeting with reviewee to consider & determine the plan (R13)
• Prepare the draft and final planning & review statement (R14)
• Provide Training & Development Annex to CPD coordinator (R14)
• If instructed by the head teacher, prepare a new plan & statement (R15)
THE PLANNING MEETING (Regulations)
14
Roles & responsibilities:Reviewers
• Maintain a professional dialogue with reviewee throughout cycle (G5)
• Undertake any agreed classroom observations (G5)
• Use classroom observations to assess overall performance (G5)
• Receive other written evidence from specific individuals (G5)
• Assemble evidence as agreed at Planning Meeting (G5)
• Share all evidence with reviewee before Review Meeting (G5)
DURING THE PM CYCLE (Guidance)
• Ensure reviewee gets written feedback on any classroom observations (R17)
• Engage in revision meetings if requested (R16)
• Arrange additional classroom observations in response to concerns (R17)
DURING THE PM CYCLE (Regulations)
15
Roles & responsibilities: Reviewers
• Review performance against the specified performance criteria (R18)
• Determine recommendation on pay progression, where eligible (R18)
• Prepare the draft and final planning & review statement (R18)
• Explore issues that may have impeded performance (G5)
THE REVIEW MEETING (Guidance)
THE REVIEW MEETING (Regulations)
16
Introduction to the Professional Standards
• Part of wider framework for whole school workforce• Underpinned by the 5 ECM outcomes• Provides standards for :
Q QTS C CoreP Post thresholdE Excellent TeachersA ASTs
•Standards are statements of a teacher’s professional:
AttributesKnowledge & UnderstandingSkills
17
How the standards work
18
A
E
P
C
Q
Each set of standards builds on the previous set(s)
A teacher considered for the Threshold needs to satisfy the P standards and continue to meet the relevant C standards
A framework for career progression
Professional development needs identified responsibility on teachers to engage contractual entitlement expectation to contribute to development of others effective, sustained and relevant
Context for PM discussion: strengths & areas for development
Use of the standards(Introduction to the draft revised Professional Standards)
19
Professional Standards & STPCD
‘The standards are not to be confused with and do not replace the professional duties contained in the School Teachers’ Pay and Conditions document, which set out the roles and responsibilities of teachers ‘(Introduction to Professional Standards)
Professional dutiesTeaching Discipline, Health & Safety
Other activities Staff meetings
Assessments & reports Cover
Appraisal or Review External examinations
Review, Induction, training Management
Educational methods Administration
20
Revised Professional Standards
Standards Q C P E ARelationships with children /YP 1-2 1-2
Frameworks 3 3 1 1 1
Communicating & working with others
4-6 4-6
Personal professional development
7-9 7-9 2
Professional attributes
21
Revised Professional Standards
Standards Q C P E ATeaching & Learning 10 10 2 3
Assessment & monitoring 11-13 11-14 3-4 4
Subject & curriculum 14-15 15-16 5 5
Literacy, numeracy & ICT 16-17 17
Achievement & diversity 18-20 18-21 6
Health & well-being 21 22-25 6
Professional knowledge & understanding
22
Revised Professional Standards
Standards Q C P E APlanning 22-24 26-28 7 7
Teaching 25 29-30 8 8-9
Assessing , monitoring and giving feedback
26-28 31-34 10-11
Reviewing teaching & learning
29 35-36 12
Learning environment 30-31 37-39
Team working & collaboration
32-33 40-41 9-10 14-15 2-3
Professional skills
23
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
24
Source: TDA PM Briefing &Planning Event
Planning Meeting: revised Regulations
The Planning Meeting - consider and determine:
• The reviewee’s objectives
• Arrangements for observing reviewee’s performance in the classroom
• Any other evidence to be taken into account in assessing performance
• The performance criteria for the above
• Support to be provided to reviewee
• Timescales for achievement of the objectives and within which support will be provided
• Reviewee’s training and development needs and actions to be taken to address them
25
Source: TDA PM Briefing &Planning Event
The Planning Meeting – have regard to:
• 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
Planning Meeting: revised Regulations
26
Source: TDA PM Briefing &Planning Event
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
Planning Meeting: revised Guidance
27
Source: TDA PM Briefing &Planning Event
Objective Setting (Guidance)
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
28
Source: TDA PM Briefing &Planning Event
Objective Setting (Regulations)
• Objectives should contribute to the school improvement plan and pupil progress
Performance Criteria (Guidance)
Performance Criteria
• 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
29
Source: TDA PM Briefing &Planning Event
Performance Criteria (Regulations)
Performance criteria determined at the planning meeting relate to:
• Objectives
• Classroom observation
• Any other evidence
Continuing Professional Development:the new teacher professionalism
RIG’s Joint Evidence to the School Teachers’ Review Body, May 2005
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
other forms of professional collaboration
30
Source: TDA PM Briefing &Planning Event
CPD (Guidance)
• 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 T & D Annex to the CPD coordinator
Continuing professional development: revised Guidance
31
Source: TDA PM Briefing &Planning Event
• Support, training & development needs and actions agreed at the beginning of the cycle
• Professional development should support achieving objectives and respond to career aspirations
• Head teacher to report annually to governors on CPD
CPD (Regulations)
Objective setting
32
SpecificClear focus with precise wordingSpecific to individual teacher
MeasurableRelated to success criteria & prof standardsQuantitative / qualitative data possibly
AchievableWork Life Balance consideredLimited number & scope of objectives
RelevantSchool’s vision / SIP / Team PlanTogether, contribute to pupil progress
Time-boundTime scale eg 1 term, 1 year, 2 yearsClear milestones for end of PM year
EvaluatedPM Review MeetingSchool’s MER procedures
ReportedHead, Line Managers, Governors (pay)Overall report to Governors
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Implications for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Making pay recommendations
Review meeting
Next steps for your school
Review of the day
Agenda for today
33
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
34
Source: TDA PM Briefing &Planning Event
Line Manager role
Line Manager as Reviewer Line manager is the person who directs, manages, and has a post of
responsibility for the area in which the reviewee mainly works (G4)
Delegation of Reviewer duties The Headteacher may delegate the Reviewer’s duties in their entirety to
the teacher’s line manager (R11) If HT delegates to a reviewer other than LM the reviewer must have
equivalent or higher status in staffing structure to the teacher’s LM (R11)
If more than one Line Manager Role is delegated to the one HT considers would be best placed (R11) Each LM has access to reviewee’s planning and review statement and
T&D plan for LM purposes (R20)
Schools need to consider how the Reviewer roleand LM role can be best aligned
35
TLR as Line Manager
Line Managers should be paid an appropriate TLR (G4)
TLR2focussed on teaching and learningrequires the exercise of professional skills and judgmentrequires teacher to lead, manage, and develop a subject … or pupil development across the curriculumhas an impact on the educational progress of pupils other than the teacher’s assigned classes or groups of pupilsinvolves leading, developing and enhancing the teaching practice of other staff
TLR1The above, plus Line Management responsibility for a significant number of people
(STPCD Section 3 para 51) 36
Monitoring and Support
Monitoring and Support: Guidance
• 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
37
Source: TDA PM Briefing &Planning Event
Classroom Observation and other evidence
Classroom Observation & otherevidence: Guidance
• Clear rationale and focus - supportive and developmental
• Proportionate to need
• Enables a general assessment of a reviewee’s teaching practice
• Head teacher’s right to drop in to inform their monitoring of the quality of learning
• Multi-purpose wherever possible
• Prompt feedback is essential
• Observers need appropriate preparation and skills
• Limited exceptions to the three hour limit
38
Source: TDA PM Briefing &Planning Event
Pay recommendations
Reviewers only make pay recommendations for: Post threshold teachers Leadership Group Advanced Skills Teachers
No change to the arrangements for main scale annual increments. Reviewers do not need to make a pay recommendation, except where reviewer is considering a discretionary additional point.
No change in the arrangements for making pay decisions. Governing body considers recommendations and makes decisions about pay.
RIG Guidance paras 5.42-5.44
39
Post Threshold Standards
40
“A teacher being considered for the threshold would need to satisfy the post-threshold standards (P) and meet the relevant core standards (C).” Professional Standards 2007 Intro
UPS teachers are expected to: continue to meet the main scale and post-threshold
standards broaden and deepen their professional attributes,
knowledge, understanding and skills make a distinctive contribution to raising standards
across the school act as role models for teaching and learning provide regular coaching and mentoring to less
experienced teachersSource: Professional Standards 2007 & STPCD 2007
Post Threshold Standards
Professional attributes
Frameworks P1
Contribute significantly, where appropriate, to implementing workplace policies and practice and to promoting collective responsibility for their implementation.
41
Post Threshold Standards
Professional knowledge & understanding
Teaching & Learning
P2
Have an extensive knowledge and understanding of how to use and adapt a range of teaching, learning and behaviour management strategies, including how to personalise learning to provide opportunities for all learners to achieve their potential.
Assessment & monitoring
P3
Have an extensive knowledge and well-informed understanding of the assessment requirements and arrangements for the subjects / curriculum areas they teach, including those related to public examinations and qualifications.
P4
Have up-to-date knowledge and understanding of the different types of qualifications and specifications and their suitability for meeting learners’ needs.
Subject & curriculum
P5
Have a more developed knowledge and understanding of their subjects /curriculum areas and related pedagogy including how learning progresses within them.
Health & well-being
P6
Have sufficient depth of knowledge and experience to be able to give advice on the development and well-being of children and young people.
42
Post Threshold Standards
Professional skills
Planning P7
Be flexible, creative and adept at designing learning sequences within lessons and across lessons that are effective and consistently well-matched to learning objectives and the needs of learners and which integrate recent developments, including those relating to subject/curriculum knowledge.
Teaching P8Have teaching skills which lead to learners achieving well relative to their prior attainment, making progress as good as, or better than, similar learners nationally.
Team working & collaboration
P9Promote collaboration and work effectively as a team member.
P10Contribute to the professional development of colleagues through coaching and mentoring, demonstrating effective practice, and providing advice and feedback.
43
Continuing to meet the standards
The principle“The standards clarify the professional characteristics that a teacher should be expected to maintain and to build on at their current career stage. After the induction year, therefore, teachers would be expected to continue to meet the core standards and to broaden and deepen their professional attributes, knowledge, understanding and skills within that context. This principle applies at all subsequent career stages.”
STPCD 2007: Section 1 and Introduction to Professional Standards 2007
Principle applied to Post Threshold“performance review will need to assess that the teacher has continued to meet post-threshold standards”
STPCD 2007: Section 3, para 34
44
UPS progression
For ALL teachers seeking to progress on the UPS:
‘Progression on UPS should be based on two successful performance management reviews …’
‘To ensure that the achievements and contribution have been substantial and sustained, that performance management review will need to assess that the teacher has:
continued to meet post-threshold standards; and grown professionally by developing their expertise post threshold’
STPCD 2007: Pay scale for post-threshold teachers, Section 3, para 34 (“Clarification”)
45
U3 Teachers
U3 teachers …
• ‘play a critical role in the life of the school
• provide a role model for teaching and learning
•make a distinctive contribution to the raising of pupil standards
• contribute effectively to the work of the wider team
• take advantage of appropriate opportunities for professional development and use the outcomes effectively to improve pupils’ learning’
STPCD 2007: Pay scale for post-threshold teachers, Section 3, para 34 (“Clarification”)
46
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Implications for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Making pay recommendations
Review meeting
Next steps for your school
Review of the day
Agenda for today
47
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
48
Source: TDA PM Briefing &Planning Event
Reviewing• Overall assessment of
individual’s progress against the performance criteria
• Recommendations for pay progression made for eligible teachers
• No surprises
The Review Meeting
The Review Meeting: Guidance
• Normally at the same time as the Planning Meeting
• Making a pay progression recommendation
• Both parties should prepare thoroughly and play an active part
• ‘Teachers should not be held accountable for progress towards objectives in cases where promised support has not been forthcoming’
49
Source: TDA PM Briefing &Planning Event
Preparation for the Review Meeting
50
Classroom observations of Reviewee
‘Other evidence’
DocumentationHeld centrally by school
(“Signposted”)
By the Reviewer
By other qualified teacher(s)
Classroom Observations of teachers other than the Reviewee
Outputs from team MER
Written submissions from colleagues
(with direct professional knowledge of Reviewee’s work)
Outputs from whole-school MER
Achievement data Surveys/questionnaires CPD records Schemes of Work School policies Pupil files Reports to Governors Reports from Ofsted,
SIP, LA advisers, consultants
Records of meetings
Implications for heads & governors
• Selection, training and monitoring of reviewers
• 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
Integration
• Consider the need to review Pay and CPD policies to reflect the new regulations
Reviewers
• How to determine, consult and agree performance criteria
• Ensuring individual arrangements are equitable, transparent and fair, managed effectively and applied consistently
Fairness and Consistency
Pay and CPD policies
51
Source: TDA PM Briefing &Planning Event
Objectives for this workshop
By the end of this event, participants will . . .
• understand what is different about the revised Performance Management regulations & guidance
• be more confident in fulfilling their role in implementing the revised regulations
• have considered implications for their own school
52
The journey today
Planning meeting
Prof standards
Support
Development needs
Objectives
Performance criteria
Monitoring performance
Professional dialogue
Line Manager role / TLR
Classroom observation
‘Other evidence’
Review meeting
Overall performance
Pay recommendations
PM regs & guidance
PM cycle
Reviewer role
Next steps
= Activity
53
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
HOW TO: address effective preparation & support of Reviewers
Schools need to make sure that Reviewers
• understand the school’s policies /procedures
• understand how PM fits into wider context of teachers’ PD
• have copies of JD, pay criteria, team objectives, prof standards
• understand equal opps impact/implications of PM process
• are confident in evaluating evidence through c/room obs
• have access to stats that Reviewer & Reviewee consider essential
• can provide positive feedback & positive dialogue
• are aware of resources to support teachers’ development within & beyond the school
• have opps to share knowledge, learn from other Reviewers and align practice in directed time
• are prepared & supported for role using expertise of other Reviewers
55