Performance Management Workshop - Home - Devon … for this workshop By the end of this event,...

Performance Management

Training for Reviewers

Summer 2007

Presenter

Presentation Notes

Introduce delegate packs and contents

Agenda for today

Introductions, objectives, and agenda

Revised PM cycle and Reviewer role

Challenges for Reviewers

Revised Professional Standards

Planning meeting

Monitoring overall performance

Review meeting

Making pay recommendations

Implications for your school

Review of the day

2

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 explored the role of the reviewer and some of the challenges

• have gained insight into some of the skills needed by Reviewers• have considered implications for their own school

3

The journey today

Planning meetingProf standardsSupportDevelopment needsObjectivesPerformance criteria

Monitoring performanceProfessional dialogueLine Manager role / TLRClassroom observation‘Other evidence’

Review meetingOverall performancePay recommendations

PM regs & guidancePM cycle

Reviewer role

Next steps

= Activity

4

Presenter

Presentation Notes

We all learn best by doing. Today will provide opportunities to work through as much of the process as possible. Hope everyone will engage. You will have questions. Sometimes we will be able to answer, or will defer the answer to later in the day. Where necessary we shall take advice. Please use Parking Lot for any questions not fully addressed in the sessions.

Detailed agenda09.00 Coffee & registration09.15 Welcome and Introduction09.30 Revised PM arrangements and role of the reviewer10.00 Challenges for reviewers 10.20 Revised Professional Standards11.00 Coffee11.20 The Planning Meeting12.15 Monitoring Overall Performance: Professional dialogue, Line Manager role,

classroom observation, other evidence13.00 Lunch13.45 The Review Meeting: judgements about overall performance14.20 Tea14.30 Making pay recommendations15.10 Implications for you and your school15.25 Review of the day15.30 Close

= Activity

5

Presenter

Presentation Notes

We shall do our best to keep to time. Would appreciate it if you do too! Are there any other Ground Rules you want to bring in at this point?

Table introductions

Share with each other your…• name• role• expectations of the day

6

Presenter

Presentation Notes

Need to be crisp. We shall record main expectations. Opportunity for you to add to the objectives we have already shown you.

Actions flip chart

Each group to keep a running flip-chart of the

actions that members of the group feel may need to be taken at school to prepare

for the Reviewer role

Actionsback at school

7





Planning meeting


Review meeting



Review of the day

Agenda for today

8

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 individual’s professional development, career progression and aspirations

9

Presenter

Presentation Notes

Key Message : The new professionalism for teacher/head teachers’ was described by RIG in May 2005 in their evidence to the STRB and builds on the achievements so far of:- removing tasks which do not require their professional skills bringing downward pressure on working hours building capacity to focus on teaching and learning Revised PM arrangements are key to furthering the new professionalism agenda and continuing the culture of change Underlying the new professionalism is the aim that all teachers/head teachers should have a contractual entitlement to effective, sustained and relevant professional development throughout their careers as part of a wider review of teachers professional duties Note: The Rewards and Incentives Group was established following the Agreement on Rewards and Incentives for Post-Threshold Teachers and Members of the School Leadership Group. The members are ASCL, ATL, DfES, NASUWT, LGE, and PAT. STRB = School Teachers’ Review Body

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

10

Presenter

Presentation Notes

Understanding ‘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

Overall Performance

Presenter

Presentation Notes

Key message: Overall Performance starts from the premise that teachers/head teachers are committed and responsible professionals doing their job effectively, and seeking to improve their performance Reviewer should start from the assumption that the reviewee is meeting the requirements of their role and responsibilities There is no need for every aspect of the reviewee’s responsibilities to be covered in the plans - rather the plans should focus on priorities and areas where specific action is required [G5.6] Note: Overall performance replaces ‘totality’ in the previous versions.

The revised Regulations

Planning meeting

Classroom observation

Review andthe link to pay

Process and timing

Roles and responsibilities

5 key areas of difference

12

Presenter

Presentation Notes

Key message: this is an overview of the 5 key areas in which the regulations have been revised

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

13

Presenter

Presentation Notes

Planning Meeting Planning Meeting now more significant -- all expectations of reviewee are agreed up front [13; 16(5)] Objectives should, if they are achieved, contribute to improving pupil progress in the school [13(3)] Performance criteria must be determined as part of the planning meeting [13(1)(d)] Classroom observation For any teacher, the total classroom observation for Performance Management in any one cycle must not exceed three hours [17(4)] Arrangements for classroom observation of teachers decided at Planning Meeting [13(1)(b)] Review of Performance Consideration of any relevant pay progression criteria agreed up front in the planning meeting 13(2)(b) If the reviewee is eligible, the review meeting produces a recommendation on pay progression [18(1)(b)]

• 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

14

Presenter

Presentation Notes

Roles and responsibilities For teachers, the head teacher will be the reviewer [11(1)] The head teacher may delegate this responsibility, in its entirety, to a teacher's line manager [11(2)] Where the head wants to make the recommendation on pay progression then they need to be the reviewer The head teacher may review other teachers’ planning statements for consistency with other statements [15(3) and (4)] The moderation process is not a requirement of head teachers and they may chose not to carry this out where they feel confident that there is no need Process and timing DISTRIBUTE SHEET 1 Regulations specify timetables for the preparation of Planning and Review Statements, their moderation and review [14, 15, 16 and 18] The reviewee can appeal against any entry in his Planning and Review statement [19]

The revised Regulations: Roles & Responsibilities

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)

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

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

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

Reviewer will be the head teacher who may delegate this role in its entirety to the teacher’s line manager

Team leaders can be peers or line managers – peers receive no remuneration for this responsibility

Revised regulationsPrevious position

15

Presenter

Presentation Notes

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

16

Presenter

Presentation Notes

Teachers are expected to (G3.1) : 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 Note: RIG recognises that, in order to minimise the workload on individuals, schools may wish to place a limit for each reviewer on the number of teachers for which reviews have to be carried out. Schools may have to consider their responsibility structures in the light of the demands made on those appointed as reviewers. Schools may decide that several teachers in a large department or key stage should have line management responsibilities. Line managers should be paid an appropriate Teaching and Learning Responsibility Payment G4.12

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)

17

Presenter

Presentation Notes

We have analysed for you the roles & responsibilities of Reviewer as they feature in the Regs and Guidance . Colour code RED = Regs and GREEN = Guidance (words printed for those viewers watching in black & white. Reviewer must :�1. consider Reviewee’s context (school & team priorities) 2. be familiar with Revised Professional Standards and Performance Threshold Standards (we’re looking at these later) 3. Consult 3rd parties re possible objectives


• 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)

18

Presenter

Presentation Notes

Remember that the Reviewer is looking at ‘overall performance’ of the reviewee. The Guidance tells us: 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 Note onus is on Reviewer to arrange the meeting, prepare the statements and provide T&D Annex.


• 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)

19

Presenter

Presentation Notes

The Reviewer has significant responsibilities throughout the cycle. Therefore perhaps makes good sense that Reviewer is Line Manager. Suggestions from floor about how this Reviewer role could be made an integral part of the line management processes of the school. We’re returning later to the issue of evidence. Revision meeting can be requested by either Reviewer or Reviewee if: Reviewee’s circs or responsibilities change concerns about Reviewee’s performance Reviewee absent and some of plans not appropriate


• 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)

20

Presenter

Presentation Notes

No surprises Decision is on ‘overall performance’ (Guidance phrase) New element of pay recommendation – but only at points of eligibility, ie: Post threshold Leadership Group Advanced Skills Teachers This is a pay recommendation to the Governing Body - not a pay decision Possible question to floor: what might legitimately impede performance? Guidance: Teachers should not be held accountable for progress towards objectives in cases where promised support has not been forthcoming’

Agenda for today





Planning meeting


Review meeting



Review of the day

21

Challenges for Reviewers and the school

10 minutes Refer to Sheet 1Agree on a flipchart

1. Challenges for Reviewers (knowledge & skills needed)

2. Challenges for the school (policies & procedures needed)

10 minutesReport back in plenary

ACTIVITY 1

22

Presenter

Presentation Notes

Take main challenges from each table. and flip at front We hope many of the challenges will be covered in the programme.

Agenda for today





Planning meeting


Review meeting



Review of the day

23

A framework for career progression

Professional developmentneeds identifiedresponsibility on teachers to engagecontractual entitlementexpectation to contribute to development of otherseffective, sustained and relevant

Context for PM discussion: strengths & areas for development

P, E and A are pay standards

Use of the standards (Introduction to the draft revised

Professional Standards)

24

Presenter

Presentation Notes

Professional development at the heart of this. Note P, E and A are “pay standards” No change to arrangements for pay progression through annual increments on Main Scale.

Standards framework (Introduction to the draft revised

Professional Standards)• Part of wider framework for whole school workforce• Underpinned by the 5 ECM outcomes• Provides standards for :

Q QTS I Induction / Main Scale P Post thresholdE Excellent TeachersA ASTs

• Each set of standards builds on previous, ie UPS must meet QTS & Main Scale standards

• Standards are statements of a teacher’s professional:

AttributesKnowledge & UnderstandingSkills

25

Presenter

Presentation Notes

Stress that standards are additive and build from left to right.

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 Revised Professional Standards - draft Jan 07)

Professional dutiesTeaching Staff meetingsOther activities CoverAssessments & reports External examinationsAppraisal ManagementReview, Induction, training

Administration

Educational methods26

Presenter

Presentation Notes

STPCD is reviewed annually. Usually late summer term.


Standards Q I P E ARelationships with children /YP 1-2 1-2Frameworks 3 3 1 1 1Communicating & working with others 4-6 4-6

Personal professional development 7-9 7-9 2

Professional attributes

27

Presenter

Presentation Notes

We’ve broken this overview of the standards into the 3 sections: Professional attributes Professional knowledge & understanding Professional skills Only 10 x P, 15 x E and 3 x A “Frameworks” refers to Professional Duties and statutory framework Workplace policies Mostly about awareness Prof Devt refers to ability to reflect, take responsibility for own CPD, adapt, open to coaching/mentoring


Standards Q I P E ATeaching & Learning 10 10 2 3Assessment & monitoring 11-13 11-14 3-4 4Subject & curriculum 14-15 15-16 5 5Literacy, numeracy & ICT 16-17 17Achievement & diversity 18-20 18-21 6Health & well-being 21 22-25 6

Professional knowledge & understanding

28

Presenter

Presentation Notes

Most of these self explanatory, but … Achievement & diversity = eg understanding how learners affected by cultural differences, knowledge of inclusion in teaching, understand roles of SEN colleagues, know when to draw on expertise re safeguarding Health & well-being: aware of legal requirements, national policies on safeguarding and promotion of children’s well-being; referral to colleagues for specialist support


Standards Q I P E APlanning 22-24 26-28 7 7Teaching 25 29-30 8 8-9Assessing , monitoring and giving feedback 26-28 31-34 10-11

Reviewing teaching & learning 29 35-36 12Learning environment 30-31 37-39Team working & collaboration 32-33 40-41 9-10 14-15 2-3

Professional skills

29

Presenter

Presentation Notes

Again, mostly self explanatory but … Learning environment = eg establishing safe learning environment; identifying opps for learners in out of school context; clear discipline framework to manage behaviour; promote self-control & independence. Team working & collaboration = eg, working as team member, team leader; working closely with leadership teams; contribute to professional development of others; (A) working with leadership teams beyond own school

Using the Standards for PM

15 minutes Work in pairs Use the set of standards provided (Document D), to

record on Sheet 2, for each area of development:1. the relevant standard(s) in each of the 3

sections2. appropriate success criteria

10 minutesTable discussion

ACTIVITY 2

30

Presenter

Presentation Notes

Coffee

31

Presenter

Presentation Notes





Planning meeting


Review meeting



Review of the day

Agenda for today

32

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

33

Presenter

Presentation Notes

Classic planning and review cycle. In Sept 07 Planning under new regs but review under old regs. Implications for schools? New regs process could be started in Summer Term (assuming all government policies in place). Planning meeting sets agenda – no surprises at end of year.

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

34

Presenter

Presentation Notes

Key message: the Planning Meeting now has a far greater significance in the Performance Management cycle under the revised regulations, because… all expectations for the reviewee are determined up front – (13(1)a-g) 13(1)(a) the reviewee's objectives; 13(1)(b) the arrangements for observing the reviewee’s performance in the classroom, where appropriate; 13(1)(c) any other evidence which will be taken into account in judging the reviewee’s performance; 13(1)(d) the performance criteria; 13(1)(e) the support that will be provided to the reviewee; 13(1)(f) the timescales for the achievement of the objectives and within which support will be provided, where these differ from the length of the cycle of the reviewee; and 13(1)(g) the reviewee’s training and development needs and the actions which will be taken to address them. Refer back to slide 17 about overall performance Where a joint determination cannot be made in relation to any of the above, the reviewer shall make the determination [13(5)]

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

35

Presenter

Presentation Notes

Reviewers have to give regard to: 13(2)(a) the reviewee’s job description; 13(2)(b) any relevant pay progression [ where the teacher is eligible]; 13(2)(c) any relevant whole-school or team objectives specified in the School Improvement Plan; 13(2)(e) the reviewee’s professional aspirations; 13(2)(f) the relevant professional standards; and 13(2)(d) the desirability of the reviewee being able to achieve a satisfactory balance between the time required to discharge his professional duties and the time required to pursue his personal interests outside work. The review at the end of the cycle is based on the performance criteria agreed in the planning meeting at the beginning and recorded in the Planning and Review statement [18(1)(a)] Any evidence that emerges during the year should be raised at that time and should NOT be stored up until the end of the review cycle — there should be no surprises at review [16(1), (2) and (5)]

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

36

Presenter

Presentation Notes

In practice, planning and reviewing performance would take place in a single meeting G5.1 The meeting should be scheduled as far in advance as possible G5.2 In some schools one or more of the teacher days have been scheduled at appropriate points in the cycle G5.3 Confirmation of the meeting should be given at least 5 days in advance G5.2 An hour should be sufficient G5.3 Re-directed time: in remodelled schools in most cases there should be sufficient scope for short term cover to be available for meetings without arranging supply cover G5.3 No requirement for a reviewee to provide written input on their reflections to inform the planning meeting G5.4 Plans should focus on priorities and areas where specific action is required G5.6 – plans agreed should be realistic and manageable G5.7

Objective Setting: Revised Regulations

Objective SettingObjectives 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

37

Presenter

Presentation Notes

Key message: what the Regulations say about setting objectives The objectives should be such that, if they are achieved, they will contribute to improving the progress of pupils at the school [13(3)] As well as discussing the objectives themselves, the planning meeting should also cover: The support that will be provided for the reviewee [13(1)(e)] The timescale for achieving the objectives and providing support [13(1)(f)] Training and development needs 13(1)(g) [although regulations say objectives will have regard to “relevant whole school, team, department, or faculty objectives” this may also include key stages and departments Refer back to previous slides (27ff) about the Planning Meeting for context of the discussion specifically about objective setting: that is, that objectives should be set in the context of the relevant professional standards, pay progression criteria where the reviewee is eligible, the need to achieve a satisfactory work life balance, and the reviewee’s professional aspirations [13(2)]

Objective Setting

Objective Setting: revised Guidance

• 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

38

Presenter

Presentation Notes

Note: Not every aspect of an individual’s responsibilities need be covered in the planning and review statement. Reviewers will need to consider (G1.5 and 5.8): The number of objectives Their scope The conditions for their delivery The needs of the individual Maintaining consistency across the team NB It would be helpful to set objectives over the cycle where someone is eligible for pay progression on the upper pay spine 2 years hence, but objectives should not go beyond a cycle to inhibit pay progression where someone is eligible Teachers/head teachers should not be held accountable for progress towards objectives where professional support has not been forthcoming G5.9

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: regulations

39

Presenter

Presentation Notes

Key message: Reviews will be based on Performance Criteria, that need to be established at the planning stage. Performance Criteria need to be decided at the Planning Meeting [13(1)(d)] These set out what the reviewee’s performance will be judged against, in relation to: The reviewee’s objectives [13(1)(a)]:; Observation of the reviewee’s performance in the classroom [13(1)(b)]:; Any other evidence that will be taken into account in the review at the end of the cycle [13(1)(c)]. These need to be recorded in the Planning and Review Statement [14(1)(a)] If a revision meeting leads to changes in objectives, etc, the Performance Criteria also need to be reviewed and changes recorded [16(1-3)]. At or near the end of the cycle, the reviewee’s performance throughout the cycle is reviewed against the Performance Criteria [18(1)(a)]

Performance Criteria

Performance Criteria: revised Guidance

• 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

40

Presenter

Presentation Notes

The performance criteria should indicate what success would look like G5.21 The performance criteria should provide clarity about the basis on which the reviewer will assess the overall performance of the reviewee, based on progress towards the achievement of objectives, classroom observations, and other evidence G5.21 The performance criteria should take into account the reviewees job description, relevant professional standards, what can reasonably be expected of the reviewee and, where eligible, the pay progression criteria in the STPCD G5.21 Taken together, they should enable the reviewer to make a recommendation about pay progression, where the reviewee is eligible. Take into account relevant pay progression criteria in STPCD. G5.21 It is the responsibility of reviewers to ensure that performance criteria are applied appropriately in terms of equal opportunities considerations G5.22

Continuing Professional Development: the new

teacher professionalismRIG’s 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.”

41

Presenter

Presentation Notes

Part of the new teacher professionalism agenda is the expansion of schools’ understanding of CPD CPD not to be seen as solely in terms of going on courses but as a planned and sustained activity designed to improve knowledge and skills Recognition that some of the most effective CPD is teachers learning from other teachers whilst working with pupils in the classroom Therefore all teachers should benefit from coaching and mentoring Work still outstanding with STRB on securing a contractual entitlement to CPD RIG believes that CPD in the context of PM should underpin pay scale progression through all key career stages

Continuing Professional Development:

revised Regulations

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

42

Presenter

Presentation Notes

Significant change of emphasis. Importance of CPD. Schools need to consider what constitutes effective CPD Change of culture – schools are now being asked to consider CPD to be: Coaching Team teaching Delivering INSET Shadowing School Improvement Reading Support can be: (G5) Time Coaching & Mentoring Assistance in classroom Equipment ICT facilities Remember, if Reviewee doesn’t get the agreed support, can’t be held responsible for achievement of objectives. (Difference between support & CPD?)

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

Continuing Professional Development:

revised Guidance

43

Presenter

Presentation Notes

Performance Management is a developmental process – a key part of planning discussion includes what support reviewee needs to meet the performance criteria and what their training and development needs and how they will be met - Support includes time, coaching and mentoring, additional assistance in the classroom, equipment, ICT facilities Training and development courses are one possible option but a wide range of activities are possible Teachers/head teachers should be engaged in effective, sustained and relevant professional development throughout their careers 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 performance management and professional development, including identifying what professional development might help them develop their practice further Reviewers must provide CPD coordinator or equivalent post-holder details of the agreed CPD support (Training and Development Annex of the planning statement) Teachers/head teachers should not be held accountable for progress towards objectives where professional support has not been forthcoming G5.9

Objective Setting

20 minutes In pairs:

1.Read Sheet 3 ‘School & teacher Info ‘(appropriate phase)

2.On Sheet 3 ‘Objective setting’, record an appropriate PM objective for the UPS teacher (RH side teacher on info sheet)

10 minutes

Plenary discussion

ACTIVITY 3

44

Presenter

Presentation Notes

Introduce sheets 2 & 3 If time, plenary discussion, using Mainscale teacher (LH side) from one of phases Four UPS teachers to consider. Participants must chose one: Perry Peel: Primary Mel Moore: Middle Sandy Smith: Secondary Stevie Short: Special and the ever-present Dick Dewy who seems to be SLT colleague in every school (when not dallying with Fancy Day in Under the Greenwood Tree) Data cannot be comprehensive. Where there are gaps, use your imagination. Later in day, will follow through on this colleague for Classroom Observation and Review Meeting





Planning meeting


Review meeting



Review of the day

Agenda for today

45

The Performance Management cycle





dialogue




• No surprises





• Timescales set

46

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

47

Presenter

Presentation Notes

During the Performance Management cycle both parties have a responsibility to ensure what is agreed is delivered G5.23 The reviewer and reviewee should maintain a professional dialogue throughout the year G1.5 All evidence gathered during the cycle should be shared with the reviewee as it is collected so that there are no surprises G5.31 Reviewees should be advised of any concerns at the time they arise and have the opportunity to discuss them G5.30 A reviewer will have to make a judgement whether the concern is sufficient to merit a meeting to consider a review of the statement. This is by no means automatic. However, if the concern is significant it may be appropriate to go into the ‘capability’ process rather than seeking a review of the statement. Reviewees should ensure that their reviewer is aware of any concerns they have at the time they arise about progress, provision of support or training G5.30 Reviewees should ensure reviewers are aware of things that have been helpful or have impacted positively on their performance G5.32 No requirement to schedule formal meeting to review performance during the cycle but if either party thinks it helpful they can request a meeting G5.33 If serious weaknesses are identified in a teacher/head teacher’s performance, performance management should cease and the school’s capability procedure be substituted G5.38

Line Manager roleDelegation of Line Manager role

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 line manager (R11)

If more than one Line ManagerRole 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)

Line Manager as ReviewerLine manager is the person who directs, manages, and has a post of responsibility for the area in which the reviewee mainly works (G4)

Schools need to consider how the Reviewer roleand LM role can be best aligned

48

TLR as Line ManagerLine 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) 49

Classroom Observation and other evidence

Classroom observation & other evidence: Guidance

• 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

50

Presenter

Presentation Notes

There should always be a clear rationale and focus for any classroom observation, which should be supportive and developmental G5.10 The amount of observations planned and agreed in the statement should reflect, and be proportionate to, the needs and experience of the individual reviewee G5.11 head teachers have a right to drop in to inform their monitoring of the quality of learning in the school. In large schools, they may delegate drop in to appropriate members of the senior leadership group. However, head teachers may feel that Performance Management observations fulfil this purpose sufficient to render drop-ins unnecessary. G5.8 NB therefore for the majority of teachers the three hour limit should be sufficient Teachers should have the opportunity to engage in classroom observation with other professional colleagues, by agreement, in order to review and develop their practice. Developmental peer observations are voluntary and initiated by teachers and are not part of performance management arrangements. G5.17 Classroom observations by Ofsted or by a local authority using its statutory powers of intervention are also not part of performance management. G5.17 Even in these circumstances observation should be reasonable, proportionate and fit-for-purpose and should be the subject of consultation with staff and unions. G5.17

Classroom Observation and other evidence

Classroom observation & other evidence: Guidance

• Multi-purpose wherever possible

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

• Prompt feedback is essential

• Observers need appropriate preparation and skills

51

Presenter

Presentation Notes

The classroom observation agreed in the planning and review statement should be proportionate, multi-purpose and provide monitoring information for all other necessary purposes, such as school self evaluation or a school improvement programme, as well as Performance Management G5.10 Observations may provide evidence of how a reviewee is making progress in relation to agreed objectives but it also enables the reviewer to assess a reviewee’s teaching practice more generally and thereby informs an assessment of the overall performance of the reviewee G5.15 Prompt feedback is essential, initially verbally (no later than the end of the next school day) PPA time must not be used, then in writing (within five days) G5.13 and 5.14 Head teachers should ensure that all those who act as observers have adequate preparation and the appropriate skills to undertake observation and to provide constructive feedback and support G5.12 Other evidence will normally be in the form of data or written feedback from specific individuals who have direct professional knowledge of reviewee’s work G5.19 and 5.20

Feedback on classroom observation

15 minutes In groups of 3:

1.Read Sheet 4 (appropriate phase): ‘Classroom Obs’

2.Agree roles (Reviewer, Reviewee, Observer)

3.Reviewer gives feedback on lesson to Reviewee

4.Observer gives feedback to Reviewer

10 minutes

Plenary discussion on good practice

ACTIVITY 4

52

Presenter

Presentation Notes

Most sensible thing is to select the person you dealt when exploring objective setting. Observer should feedback on skills used by Reviewer. Idea is for us to build up some best practice from around the room. This is particularly about how you handle giving feedback where improvement is required.

LUNCH

53

Presenter

Presentation Notes





Planning meeting


Review meeting



Review of the day

Agenda for today

54

The Performance Management cycle





dialogue




• No surprises





• Timescales set

55

Presenter

Presentation Notes

In practice this is not required under new regs until September 08

Review Meeting: revised Regulations

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

56

Presenter

Presentation Notes

-

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’

57

Presenter

Presentation Notes

NB: Arrangements the same as the planning meeting as it is likely to be one meeting There is no change to the arrangements for making a pay recommendation except that it is the reviewer who makes the recommendation for pay progression where he or she is not the head teacher. Reviewers do not make a recommendation in support of annual increments on the main scale. The only exception is where the reviewer, in accordance with the school’s pay policy, is considering an additional discretionary point (double jumping) where provided for in the STPCD G5.42 Reviewers will need to make a recommendation where the reviewee is on the pay scale for post-threshold, the leadership pay spine, or the advanced skills pay spine. G5.43 By way of preparation: reviewees should reflect on their achievements, identify any issues that have affected their performance, positively or negatively, and reflect on how far they have met the agreed performance criteria G5.4 reviewers should check the last planning and review statement and all the evidence which has been collected as part of the monitoring process. They should ensure that all evidence to which they will refer at the meeting has been shared with the reviewee, to assist their preparation for it. G5.7 The fact that a concern might have been raised about a reviewee’s performance during cycle, it does not preclude a successful outcome to the review. G5.37

Review Meeting

15 minutes In groups of 3:

Read Sheet 5 (appropriate phase): ‘Preparation for Review’ and discuss:

points to make at the Review meeting

possible response of Reviewee

judgement on whether the objective is met

10 minutes

Plenary discussion on issues arising

ACTIVITY 5

58

Presenter

Presentation Notes

This is a discussion at each table (not a role-play) Consider if there are any pointers for next year’s plans based on this review? How useful would such a proforma be? (We invented this one!). What are the implications for gathering the evidence of the type shown on this proforma.

TEA

59

Presenter

Presentation Notes





Planning meeting


Review meeting



Review of the day

Agenda for today

60

Pay recommendationsReviewers only make pay recommendations for:

Post threshold teachersLeadership GroupAdvanced 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

61

Presenter

Presentation Notes

The school’s Pay Policy will need to determine in which circumstances a discretionary additional point on main scale should be considered (as previously) It is likely that Heads will deal with Leadership Group and ASTs. So, we are dealing with UPS teachers today.

UPS progression (statute)In making a determination of the salary of post-threshold teacher pursuant to para 4.1(a) the relevant body shall not determine that there shall be any movement up the pay scale set out in para 19.2 unless

a)there has first been a review of the performance of the post- threshold teacher; and

b)the achievements of the post-threshold teacher and his contribution to the school, … have been SUBSTANTIAL and SUSTAINED

STPCD 2006: Pay scale for post-threshold teachers, Section 2, para 19.4

62

Presenter

Presentation Notes

This is where we need to look at both the Professional Threshold Standards (in Annex to STPCD) the Revised Professional Standards (Q + I + P) Our Sheet 6 plots the Professional Threshold Standards against the Revised Professional Standards – it’s interesting that some of the RPS are new and are not reflected in the PTS, eg standards relating to safeguarding and also the safe learning environment The STPCD ‘Guidance’ (section 3) describes the expectation of UPS3 teachers - see slide 60

UPS progression (guidance)

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 threshold standards; andgrown professionally by developing their expertise post

threshold’

STPCD 2006: Pay scale for post-threshold teachers, Section 3, para 27 (“Clarification”)

63

Presenter

Presentation Notes

This ‘clarification’ adds two things to the picture: UPS teachers must do 2 successful reviews to get progression They need to show that they have ‘grown professionally by developing their expertise.’ Schools will have to determine what they mean by ‘grown professionally by developing their expertise.’

UPS3 Teachers (guidance)

UPS 3 teachers …

• ‘play a critical role in the life of the school

• provide a role model for teaching and learning

• 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 2006: Pay scale for post-threshold teachers, Section 3, para 27 (“Clarification”)

64

Presenter

Presentation Notes

UPS3 teachers are seen differently from UPS 2 teachers in the STPCD Guidance (Section 3) Schools will need to decide on their definition of: Critical role role model contribute effectively to wider team use CPD outcomes to improve learning

PM and UPS teachers

In its PM policy, a school will need to ensure that reviewers of post -threshold teachers, making a judgement about overall performance, take into account:

1.Professional duties (STPCD: Section 2, part 12)

2.Performance threshold standards (STPCD: Annex 1), where achievement & contribution must be SUBSTANTIAL & SUSTAINED

3.Revised Professional Standards for Teachers

65

Presenter

Presentation Notes

This will be a challenge for schools.

PM and UPS teachers

20 minutes In pairs:

1.Locate the “P” standards in the Revised Professional Standards and plot the “P” standards against the appropriate Post-threshold standards on Sheet 6

2.Write a PM objective for one of the “P” standards which, if achieved, would demonstrate the reviewee’s SUBSTANTIAL and SUSTAINED achievements or contributions to the school

10 minutes

Plenary discussion

ACTIVITY 6

66

Presenter

Presentation Notes

Reminder: Post Threshold teachers must meet Q, I and P. But for this exercise we shall just focus on the 10 P standards.





Planning meeting


Review meeting



Review of the day

Agenda for today

67

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

68

Presenter

Presentation Notes

What are the implications for a 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 individual’s teaching and subject skills, ensure that they are involved in coaching and mentoring activities

69

Presenter

Presentation Notes

What do you think should be a priority in your schools? What will you want to see done in your school?

Personal Action Plan

10 minutes Use Sheet 7

Identify for yourself:

Research you need to do

People you need to see

Action you need to take

Implications for the school’s PM policy

ACTIVITY 7

70

Presenter

Presentation Notes

Refer to Running Flip Chart on “Actions”.





Planning meeting


Review meeting



Review of the day

Agenda for today

71

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 explored the role of the reviewer and some of the challenges

• have gained insight into some of the skills needed by Reviewers• have considered implications for their own school

72

The journey today

Planning meetingProf standardsSupportDevelopment needsObjectivesPerformance criteria

Monitoring performanceProfessional dialogueLine Manager role / TLRClassroom observation‘Other evidence’

Review meetingOverall performancePay recommendations

PM regs & guidancePM cycle

Reviewer role

Next steps

= Activity

Presenter

Presentation Notes

We all learn best by doing. Today will provide opportunities to work through as much of the process as possible. Hope everyone will engage. You will have questions. Sometimes we will be able to answer, or will defer the answer to later in the day. Where necessary we shall take advice. Please use Parking Lot for any questions not fully addressed in the sessions.

Your feedback on today

What went wellWhat went well

74

Even better ifEven better if

Presenter

Presentation Notes

Facilitator note Do not discuss/argue the What Went Well’s / Even Better If’s - simply write on the flip chart and thank the person who gave it Challenge contributions that are not phrased in the EBI form Close the day with thanks to all delegates Let the delegates know what the next communication will be (if any)

Further support available

• Range of performance management support material on Devon’s Just4schools website and TDA site at www.tda.gov.uk

• Personnel Link Officer• DCC Remodelling (Way We Work Team)• DCS CPD Team

http://www.tda.gov.uk/

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 statementProcess and timings

Presenter

Presentation Notes

The timeline illustrates the actions to be taken following the planning meeting. The first section are those tasks which must be carried out by the reviewer within 5 and 10 working days of the planning meeting [14(1) and (2)]. On receipt of his/her copy, the head teacher can within 10 working days review the statement and instruct the reviewer to prepare a new statement [15(3)] If the head requests changes, the reviewer must carry out the tasks in the final part of the slide within 10 working days [15(5)]. The reviewee can make an appeal against the contents of the statement using the schools appeals procedure. Where a reviewee wishes to appeal on the basis of more than one entry this would constitute one appeal hearing. Any appeal should be deferred until after the moderation process is complete where the head teacher has indicated an intention to moderate the statements. Simple disagreements should be capable of being resolved by discussion between the reviewer and the reviewee without recourse to formal appeal procedures G5.46 (RIG guidance will be set out in the model pay and performance management policy that is being made available on Teachernet.) The number of days quoted above are maximums, and therefore the whole process does not necessarily take 30 working days.

Performance Management Workshop - Home - Devon … for this workshop By the end of this event,...

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