Title of presentation

Report
Ein Rhanbarth ar Waith
Title
of presentation
Rheoli
Perfformiad
Performance Management
Name:
Title:
Date:
Education through Regional Working
Recap and Overview
of the
Revised Performance
Management Requirements
2
Revised Requirements
Timescale
• Revised regulations were introduced January 2012
• GBs moved to the revised arrangements by 31st
December 2012
Revisions
• Performance management is explicitly linked to:
- professional standards, whole school and national priorities
and pupil performance data
• Greater Local Authority involvement in the school’s
performance management process
• Estyn has access to the headteacher’s performance
objectives
3
Purpose of Performance Management
‘Performance management helps schools to
improve by supporting and improving the work
of head teachers as individuals and leaders of
school teams. It sets a framework for teachers
and leaders to agree and review priorities and
objectives in the context of the school’s
improvement plan. It focuses attention on
making teaching and leadership more effective
to benefit pupils, teachers, and schools.’
Welsh Government Guidance April 2010
4
Role of Performance Management in
the School Improvement Process
Performance Management supports
• schools to improve by supporting and improving the
work of practitioners as individuals and in teams
• teachers to meet the needs of children and raise
standards
Performance Management demonstrates the
school’s commitment to
• develop all practitioners effectively
• ensure job satisfaction
• high levels of expertise
• the progression of practitioners in their chosen
profession
5
The Appraisal Cycle
6
The Appraisal Cycle
• The headteacher will determine the timing of the
appraisal cycle for every teacher
• The governing body must determine the
appraisal cycle for the headteacher
• The length of the appraisal cycle will normally be
one year
7
The Appraisal Cycle
Reviewing
Self reflection
Review meeting
Appraisal statement
Appraiser
and
Appraisee
Monitoring
Planning
Self analysis
Strategic analysis
Setting objectives
Agreeing objectives
Informal in-year reviews
Teaching observation
Other agreed sources of
evidence appropriate to
the teacher's role
8
Roles and Responsibilities
of the Appraiser
9
Roles and Responsibilities in the
Performance Management Process
Key players
• The governing body/the relevant body
• The headteacher
• Appraiser(s)
• Appraisee
• The local authority
• The Welsh Government
10
Role of Appraiser
• Agree and record objectives with appraisee
• Monitor and review performance throughout the
cycle
• Discuss and identify professional development
need
• Prepare the annual appraisal statement
• Make a recommendation on pay progression
where the appraisee is eligible for pay
progression under the School Teachers’ Pay
and Condition Document (STPCD), where
appropriate.
11
Responsibilities of the Appraiser(s)
Carry out their responsibilities by:• Planning the appraisal cycle with the appraisee
• Setting the objectives taking account of the
performance review of the previous cycle
• Discuss and identify professional development needs
• Keep progress under review and monitor performance
against objectives regularly throughout the
performance management cycle (formative review)
• Conduct an annual review of performance with the
appraisee (summative review including judgements)
• Take appropriate action and facilitate support when
there is underperformance
• Arranging for the appraisal statement to be made
available to the required personnel
12
Knowledge and Understanding
Appraisers need a secure understanding of
• the context of the school
• school performance data including the All Wales Core
Data Set
• the school’s improvement priorities
• Local Authority and national improvement priorities
• the Revised Professional Standards for Education
Practitioners in Wales
• the appraisee’s job
• the school’s training plan and related budget
• the performance management procedures
13
Attributes of the Appraisers
Attributes that may be considered when
selecting appraisers include:
• good communication skills
• good interpersonal skills
• good skills in information seeking and data
analysis including the ability to understand,
interpret and analyse key performance
indicators relating to school performance
• good working relationship with the appraisee,
including his/her trust and respect
• sufficient time to carry out their role as
appraiser and to do justice to the process.
14
Appraiser’s Self Assessment
• Appraisers should complete a self -assessment to identify their
development needs
• Further training can be undertaken in the areas of development
identified to ensure that that the role can be conducted effectively
• The Welsh Government Guidance states that all appraisers should be
appropriately trained to undertake the role
confident
OK
Developme
nt need
good communication skills
good interpersonal skills
good skills in information seeking
ability to make evidence based judgements on
performance
familiarity with performance management
procedures.
15
Reviewing
Performance
16
The Annual Appraisal Meeting
A formal opportunity to:
• recognise achievements and celebrate
successes
• discuss areas for improvement
• agree future priorities, including objectives for the
following performance management cycle
17
The Performance Review
• The appraiser(s) and the appraisee must hold an
annual appraisal review with the object of:
- Assessing the extent to which the appraisee has met the
objectives for the cycle
- Determining whether there has been successful overall
performance in confirming that the appraisee has met the
professional standards for teachers
- Identifying the need for additional support training and
development
- Recording the Appraisal Statement
• The appraisee’s Practice, Review and Development
(PRD) Record should be taken into account when
reviewing performance
18
Preparing for the Annual Review of
Performance
• Allocate adequate time for the review
• The appraisee(s) must be informed in writing of
the date of the review meeting at least 10
school days in advance, and in writing
• The Practice, Review and Development (PRD )
Record to be sent to appraisers at least 5 days
ahead of the review meeting
19
Preparing for the Annual Review of
Performance
• Determine how records will be kept and appraisal
statement written
• Identify data and appropriate evidence to be used
in keeping with the regulations
• Decide how the objectives from the previous
cycle are taken into account
• The appraisee(s) should undertake self reflection
prior to the meeting
• Agree monitoring and review arrangements
20
Appraisee Self Reflection
The appraisee should consider performance
against:
• Their own assessment of performance against
the objectives
• Evidence of performance in the round
• The benefits of any professional development
undertaken
• Any in-year reviews that have taken place
• Any factors which affected performance
• Possible objectives for the next cycle
21
Documentation to be considered
• Any relevant school performance data and
information
• School Improvement Plan/Area plan
• The school/area self evaluation record
• Post Estyn inspection plan
• The Revised professional standards for
education practitioners in Wales
• Relevant materials from local authority reviews
including the regional categorisation matrix
Preparing for the Annual Review of
Performance
• Allocate adequate time for the review
• Teaching observations should be agreed in
advance with notice of at least 5 school days
• Teachers should have advanced notice of the
date of the review meeting
• Practice, Review and Development (PRD)
Record to be sent to appraisers at least 5 days
ahead of the review meeting
The Appraisal Statement
• Written statement must be provided within 10
school days
• Training and development needs must be
provided in an annex
• Teacher may add comments to the statement
within 10 days
• This will form part of the statement
• The Appraisal statement is personal and
confidential
Setting Objectives
Setting the Objectives
• Three objectives would normally be sufficient
• The appraisee’s objectives should:
- contribute to improving the progress of pupils at the
school
- take account of relevant evidence including school
performance information
- be focused on key expectations and developmental
priorities on which evidence based judgements can be
made
26
Objectives need to be:• Clear: offering no possibility of ambiguity or confusion
about the intended outcome.
• Concise: using as few words as possible to convey the
intention.
• Measurable: expressed in such a way that criteria can be
agreed which will demonstrate whether or not the
objective has been achieved.
• Challenging: sufficiently challenging, taking into account
the circumstances of the school, to bring about significant
improvement.
• Developmental: supporting the improvement of the
school and the appraisee
27
Identifying Professional Development
Needs
Professional development should:
• support the enhancement of knowledge and
skills
• support agreed objectives
• develop strengths
• address areas for personal development or
professional growth
28
Monitoring
Performance
Monitoring Performance
• Monitoring procedures should:
- be discussed and agreed at the
planning meetings
- include a variety of methods
• Progress should be monitored throughout the
year
• Sufficient appropriate evidence should be
gathered to ensure secure judgements
• The appraisee must keep an up to date Practice
Review and Development (PRD) Record
Monitoring Activity
There should be a variety of monitoring activity
that gathers sufficient appropriate evidence in
order to ensure secure judgements are made. The
evidence can be gathered from various sources
including:• In-year meetings between the appraiser(s) and
appraisee
• The appraisee’s Practice, Review and Development
Record
• School Improvement Plan
• School performance data and information
• The school’s on going self evaluation process
• Teaching observation (where appropriate)
Teaching observations
• Observers must hold Qualified Teacher Status
(QTS)
• Observations should take place during lessons
and activities that have been planned in
advance
• At least 5 school days notice is required
• Minimum one observation per year -more
permissible by agreement
• Feedback given as soon as is possible
• Outcomes of observation should be recorded
• Teacher can add comments
Managing Underperformance
• The review meeting and the appraisal statement
do not form any part of any formal disciplinary
competency or capability procedures
• Effective line management with clear
expectations and appropriate support will assist
in identifying and addressing any weakness in
performance
• Appraisal statements may be taken into account
by those responsible for taking decisions about
performance, pay, promotion, dismissal or
disciplinary matters
Reflection and Discussion – Self Evaluation
A. In what ways do the appraiser(s)
1.
2.
3.
4.
5.
6.
7.
Plan the appraisal cycle with the appraisee?
Set the objectives taking account of the performance review of the
previous cycle?
Discuss and identify professional development needs?
Keep progress under review and monitor performance against
objectives regularly throughout the performance management
cycle? (formative review)
Take appropriate action and facilitate support when there is
underperformance?
Conduct an annual review of performance with the appraisee?
(summative review including judgements)
Arrange for the appraisal statement to be made available to the
required personnel?
B. How is PM embedded in the improvement process of the school?
C. Are there any aspects that could be improved?
Use prompt sheet 3 to facilitate discussion
Roles and Responsibilities
of the Appraisees
Role of Appraisee
• Discuss and set objectives with
appraiser(s)
• Participate in monitoring and review
arrangements
• Discuss and identify professional
development needs
Responsibilities of Appraisee
• Discuss setting of objectives with appraiser within
context of the school, job description and the appropriate
professional standards
• Facilitate the process by identifying and providing
relevant data and evidence of performance
• Participate in monitoring arrangements and maintain an
up to date Practice Review and Development (PRD)
Record
• Contribute to the annual review against objectives and
overall performance
• Discuss and identify professional development needs to
support professional practice
• Write the ‘Statement of Objectives’
Reflection and Discussion
A. In what ways do the appraisees:
1. Discuss setting of objectives with appraiser within context of the school, job
description and the appropriate professional standards?
2. Facilitate the process by identifying and providing relevant data and evidence?
3. Participate in monitoring arrangements and maintain an up to date Practice,
Review and Development (PRD) Record?
4. Contribute to the annual review against objectives and overall performance?
5. Discuss and identify professional development needs to support professional
practice?
B. How
do you know what is happening and that it’s
embedded in the improvement process of the school?
C. Are there any aspects that could be improved?
Use prompt sheet 4 to facilitate discussion
Best Practice
Some characteristics …
• A commitment to the attainment and welfare of pupils;
• An appreciation of the crucial role that teachers play;
• Commitment to the performance and welfare of staff;
• An atmosphere of trust between the teacher and their
appraiser, which allows for rigorous evaluation of
strengths and identification of areas for development;
• Encouragement to share good practice;
• The integration of performance management into the
overall approach to leading and managing the school.
Reflection and Discussion – Self Evaluation
A. In what ways does the performance management process
1.
2.
3.
4.
5.
6.
7.
Support the vision of the school?
Contribute to improving the attainment and welfare of pupils?
Assist in the professional development of all staff?
Establish an atmosphere of trust between the teacher and their appraiser,
which allows for rigorous evaluation of strengths and identification of areas for
development?
Encourage the sharing of good practice?
Underpin the overall approach to leading and managing the school?
Meet the revised statutory regulations?
B. How do you know that the process is effective and embedded
in the improvement process of the school?
C. Are there any aspects that need to be revised and improved?
Use prompt sheet 5 to facilitate discussion
And finally....
‘Performance management focuses
attention on making teaching and
leadership more effective to benefit
pupils, teachers and schools.’
Performance Management for Teachers WG 073/2012

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