APPRAISAL OPERATIONAL HANDBOOK 2014/ 15 · Autumn 2014 Board of Directors Autumn 2015 2. THE APPRAISAL PROCESS The Appraisal process is cyclical (indicated below), though beginning

Date agreed Body Review date Autumn 2014 Board of Directors Autumn 2015

APPRAISAL

OPERATIONAL HANDBOOK

2014/ 15


Contents

Page

1. Introduction 3-4

2. The Appraisal Process 5-6

3. Timing of the completion of statement 7

4. Moderation of plans and change of statements by the Headteacher

7-8

5. Arranging the planning and review meeting 8

6. Preparing for the planning and review meeting - appraisees

8

7. Preparing for the planning and review meeting - appraisers

9

8. The performance review 9

9. Objective setting 10

10. The writing of objectives 11-12

11. Classroom observation 13

12. Action to take during the appraisal cycle 13-14

13. What to do if plans need to change mid-cycle 14

14. Assessing performance at the end of the cycle 15

15. Annex 1: BlueSky help sheets 16-17

Logging onto BlueSky for the first time 17

Adding objectives and overview statements 18

How to do a needs analysis review against the standards

19-22

How to change the visibility of your needs analysis self-review

23

16. Annex 2: Lesson observation sheet 24-25

17. Annex 3: Ofsted Teaching and Learning Criteria 26-27

18. Annex 4: Expectations for teachers mapped to the Teachers’ Standards

28-32

19. Annex 5: Interim and Final Review Statements. 33-38

20 Annex 6: Examples of Objectives 38-41


APPRAISAL

For this policy, the Headteacher refers to the Principals and the Chief Executive or her

nominated representative.

1. INTRODUCTION

The overall aims of Appraisal are to monitor, evaluate and improve the quality of

teaching and learning. In order to achieve this, appraisal seeks professional growth

and development for the individual teacher and any relevant teams within the staff.

For maximum impact, appraisal needs to derive its focus and priorities from the

school and departmental self-evaluation outcomes and improvement priorities so that

all teachers are individually committed to developing their own performance and

personal contribution to achieving the school’s aims.

Appraisal forms the core process through which other regulations and standards are

implemented and school improvement is consolidated.

This document details:

the timing and the stages of the appraisal cycle

identifies line managers and others with responsibility for appraisal of part/all of a team

roles and responsibilities - guidance

the documentation appropriate to all stages of the cycle including observation, planning and review sheets

advice and guidance on auditing against the national standards

advice and guidance on lesson observation

advice and guidance on objective setting

advice and guidance on the filling in of the review statement/appraisal report.


The diagram below shows how all elements of the process work together to achieve school

improvement:

Appraisal

Regulations

School Teachers

Pay and Conditions

Individual Job

Descriptions

Appraisal Objectives

Pay Progression

(where applicable)

Professional

Standards for

Teachers

School

Improvement

Priorities

School

Improvement

Outcomes

School Self

Evaluation

Evidence


2. THE APPRAISAL PROCESS

The Appraisal process is cyclical (indicated below), though beginning with the

planning process. Planning and reviewing performance take place in a single

meeting and the outcomes of the meeting in relation to planning for the next cycle

and the outcomes of the review of the previous cycle are recorded in a single

planning and review statement/appraisal report.

As detailed in the Appraisal Policy document, the timing of the cycle is normally from the 1st

November to 31st October.

Monitoring &

Supporting

• Monitoring of performance throughout the cycle

• Provision of agreed support (Para 8)

• 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 and entered on BlueSky

• Timescales set Quality Control

• Moderation of a sample of planning statements (Para 4.2)

• Moderation of Professional Objectives as entered on BlueSky.

• Reporting on identified training and development needs


1 1st September 2014 to

24th October 2014

Final reviews of the previous year against the professional

objectives and teachers’ standards. For criteria to judge progress

against groups of standards refer to Teachers’ Expectations (Annex

4) Complete Final Review Form (see Annex 5) with examination

outcomes against the attainment objective. Draft Overview

Statement following this review.

2 By 30th September

2014

Audit of CPD needs and activity agreed for each member of staff.

Professional Pathways courses chosen. Whole school CPD linked

to SIP launched.

3 By 24th October 2014

Final Overview statements entered on Bluesky. Review by

Headteacher or their nominated representative. Pay progression

documents prepared in readiness for the LGB pay committee (early

November).

4 By mid-November

2014

Following the pay committee decision, new objectives for the 2014-

2015 cycle are set and added to Bluesky. See Annex 6 for example

objectives.

5 By December 2014

The appraiser carries out the first of the agreed appraisal lesson

observations.

The appraisee revisits their objectives and notes any progress,

uploading evidence where appropriate.

6 Jan 2015 – March

2015

Internal and external audits take place. An appraisal lesson

observation (the second) of every teacher will be carried out jointly

by the consultant and an appraiser during the audit.

7 March 2015 – April

2015

The appraisee revisits their plan, notes progress and uploads

evidence to BlueSky as appropriate. Progress against meeting

objectives is recorded on the interim review proforma (see Annex

5). A third appraisal lesson observation may be scheduled for

some teachers.

8 May 2015-June 2015 Using interim reviews, audit/observation outcomes and evaluations

from CPD activity, create a new CPD rationale document for 2015-

2016 and discuss with staff. Review CTSA choices and add to

document.

9 1st September 2015 to

mid-October 2015

Reviews of previous year - see 1 above.

See Subject Audit Document in conjunction with Appraisal Policy.


3. TIMING OF THE STATEMENT COMPLETION

(TO BE DONE BEFORE 21ST OCTOBER 2014)

The appraiser should, within five working days of the meeting, produce a draft statement and provide the appraisee with a copy. The appraisee and appraiser should seek to agree the statement. The appraisee may request changes to the draft statement and make written comments on it. The statement should record all the required elements of the plans and be a fair summary of what took place at the meeting. The appraisee should, therefore, only be able to secure changes when the statement does not convey this fairly or where the wording is capable of the wrong interpretation.

The appraiser must within ten working days of the meeting, ensure a final statement

is prepared and signed by both parties. The appraisee may add final comments

before signing. Where the appraiser is not the Headteacher the appraiser gives the

appraisee a copy of the final statement and passes the original to the Headteacher

for retention, or if the appraisee is the Headteacher, to the Chair of Governors. The

five and ten day periods referred to above can be extended if either party does not

work or is absent from work during those school days following receipt of the draft

performance review and planning statement.

4. MODERATION OF PLANS AND CHANGE OF STATEMENTS BY THE HEADTEACHER

The Headteacher has a duty to ensure that these procedures and processes are applied fairly and consistently across the school and with regard to equal opportunities considerations. As part of this the Headteacher may review planning and review statement/appraisal reports, within 10 days of their completion, and where necessary instruct the appraiser to prepare a new statement prior to it being finalised and retained. The Headteacher is under no obligation to review planning statements and it is for him to decide whether he wishes to do so. He may wish to moderate a sample of statements rather than all statements from the school.

The grounds on which the Headteacher may change the statement are that the statement was not consistent with those for other teachers with similar experience and/or who had similar levels of responsibility; or that the statement was not in line with the school’s appraisal policy or school improvement plan.

If the Headteacher is concerned about a statement, following discussion with the appraiser and appraisee, a revised statement will be prepared. The appraiser and appraisee should produce a revised statement within 10 days of being instructed by the Headteacher so to do. The appraisee can also add any comments at this stage. This whole process is displayed in the diagram below:


5. ARRANGING THE PLANNING AND REVIEW MEETING

The appraiser and appraisee should schedule planning and review meetings as far in advance as possible. The appraiser and appraisee should confirm that the scheduled meeting is taking place as planned at least five working days in advance. If the review meeting cannot take place as planned, a new date and time should be scheduled with at least five working days’ notice. The appraiser and the appraisee should ensure they set aside sufficient directed time for the meeting. An hour should be sufficient in most cases.

6. PREPARING FOR THE PLANNING AND REVIEW MEETING – APPRAISEES

The planning and review meeting should be a professional dialogue between the appraiser and the appraisee. Appraisees should play an active part in the meeting making sure they put forward their views about their performance and future development. Prior to the meeting, the appraisee should carry out a self-audit against the teaching standards, using the tool provided by BlueSky. An analysis of this self-audit can be printed out for discussion at the meeting. (see annex 4)

5 days

10

days

Appraisee can

appeal against final

copy of statement*

Planning

meeting

Appraiser

prepares draft

planning & review

statement/apprais

al report

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 appraiser to

make changes to the planning

element

Copy passed

to appraisee

Appraiser

prepares and

signs final

version

Consult

with

appraisee

Appraiser prepares new

planning & review

statement/appraisal

report

Copy

passed to

appraisee

Appraisee

may add

comments

If the HT instructs the

appraiser 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.

Appraisee can appeal at

this stage if head

decides no changes are

required to the

statement*

Process and timings

Appraisee

may add

comments


7. PREPARING FOR THE PLANNING AND REVIEW MEETING – APPRAISERS

Appraisers must be well prepared for the planning and review meeting.

Please also note the appraiser must:

1. ensure they are familiar with the standards which form the backdrop to the

appraisee’s current career stage and those appropriate to the appraisee’s next career stage, and the relevant criteria for pay progression set out in the School Teachers’ Pay and Conditions Document (STPCD). They should have sight of the appraisee’s self-audit during the meeting

2. ensure they have consulted with relevant third parties with direct professional knowledge of the appraisee, about possible objectives for the next appraisal cycle, performance criteria, evidence, arrangements for collecting it and support to be provided to the teacher

3. start from the assumption that the appraisee is meeting the requirements of their job description, the relevant duties and the relevant professional standards. There is no need for every aspect of the appraisee’s responsibilities to be covered in the plans - rather the plans should focus on priorities and areas where specific action is required.

8. THE PERFORMANCE REVIEW

The Performance Review statement/appraisal report has, as its basis, a self-

evaluation to be completed by the teacher prior to the review and planning meeting.

The addition of the appraiser’s evaluations completes the process and provides a

document that contains references to evidence and shows the evolution of the

judgements it contains. This is in a way, similar to the threshold and UPS progression

documents.

The outcomes of the annual appraisal should be as follows:

1. Confirmation that the support and development needs identified in the last review and planned for in the year have been provided for adequately.

2. A review of the progress towards objectives, with a judgement on the degree to which they have been achieved.

3. A review, with judgement, of overall typical performance during the year. 4. A recorded judgement on whether pay progression is recommended as a result

of performance. 5. Definition of the objectives for the following year. 6. Arrangements for lesson observations for appraisal purposes in the coming year. 7. Identification of support and development needs in the coming year. 8. Enter all documentation onto BlueSky by appropriate deadlines. 9. Opportunity for the teacher to record comments on the annual review statement

before it is passed to the Headteacher.


9. OBJECTIVE SETTING

The teaching staff are collectively responsible for delivering school improvement. The

overall performance of teachers will be considered against the Professional

Standards but objectives, being school improvement led, will be listed under the

categories that we use in all SEF documentation and in the School Improvement

Plan. By linking school improvement issues directly into individual appraisal

objectives, both individual and school objectives can be achieved at the same time

and it gives a solid base of evidence when evaluating the outcomes of the year’s

Appraisal cycle.

Our Appraisal Policy states:

Teachers will normally be set no more than three objectives except where an additional

objective(s) would facilitate a teacher meeting the Teaching Standards.

Here are four sections from which objectives may be set in more detail:

A Achievement of Pupils

Improving the standards reached by learners and the progress made (including those

with learning difficulties and disabilities).

B Behaviour and Safety of pupils

Improving the extent of the learners’ spiritual, moral, social and cultural development,

their attendance, behaviour, enjoyment of education, being safe, keeping healthy,

making a positive contribution and development of workplace skills.

C Quality of Teaching and Learning

Improving the school’s effectiveness in promoting learning and raising pupils

achievement.

D Leadership and Management

Improving the effectiveness of leadership and management in order to raise

achievement and support all learners. This includes setting clear direction for

improvement, monitoring of performance, evaluating and improving to meet

challenging targets, promotion of equal opportunities and using resources effectively

and efficiently in order to achieve best value.

During the course of the Appraisal interview, the self-audit analysis should be used to

help identify strengths and areas for development, and to begin to formulate

appropriate wording for the appraisee’s objectives.


10. THE WRITING OF OBJECTIVES

All objectives will be written to the following structure to ensure consistency and the ability to compare and contrast the objectives of different teachers (moderation) to ensure they are appropriate to the individual:

Headline - Objective What will be different when the objective is achieved?

Actions - Proposed Strategies What actions might the teacher take in order to achieve

the objective?

Include termly mile-stones to show the steps to be taken.

Performance Criteria What will the outcomes of the objective look like?

Include termly milestones to show the progress that is

expected to be made.

Monitoring Arrangements What information will be reviewed during the year to

check progress?

Support and Development

Needs

What training, support or resources are needed for the

objective to be achieved?

This structure ensures that both the appraisee and the appraiser know exactly what

is expected, it is specific so there can be no misunderstanding about the outcomes

being sought and that the teacher has the capacity to achieve the objective by

identifying the support and development needs. Support may take a number of

forms, such as time, coaching and mentoring, additional assistance in the classroom,

equipment or ICT facilities. In considering training and development, going on

courses is one possible option but both parties should recognise that a wide range of

activities constitute professional development.

Objectives for teachers should include elements and emphases that differentiate

expectations appropriately to their typical performance.

All teachers should have an objective based around pupil performance and a second

based around the quality of teaching. A third objective is agreed in order to meet the

specific developmental needs of the individual.


Additional objectives can be agreed as follows:

TLR post holders:

Developing of a curriculum area or pupil development across the curriculum

Impacting on the progress of pupils beyond those personally taught

Leading, developing and enhancing the teaching practice of other staff

Using opportunities for personal professional development to improve pupils’ learning

Leadership group teachers:

Impacting on the confidence and commitment of other staff and pupils in order to improve standards

Creating and implementing strategic vision in the school Enhancing the standards of teaching and learning

Enhancing the standards of behaviour and safety Demonstrating professional growth in the development of leadership expertise over time

Objectives examples can be found at the end of this document (Annex 7).

NOTE: It is helpful to record objectives, criteria and suggested actions in a

Word document and paste them into BlueSky. This has been found by

colleagues to save time. Guidance on use of BlueSky is attached in Annex 1.

Assistance in the use of BlueSky can be accessed through the telephone helpline on

the home page of BlueSky on: 01483 880004


11. Classroom Observation

Classroom observation underpins appraisal along with school self-evaluation and

many aspects of school improvement. It gives access to the experience of the pupil

on a day to day basis and is the most direct method of evaluating the quality of

teaching and learning in the school. Therefore the observations that take place must

lead to improved quality of teaching. The full detail of our whole school approach to

classroom observation (Guidance on effective lesson observation) is found in Annex

2.

For Appraisal purposes, all classroom observation should be undertaken in

accordance with the regulations and the school’s protocol for the conduct of

classroom observation and the school’s appraisal policy.

All observations will be recorded using the Appraisal Lesson Observation Recording

and Feedback Sheet-PM3- Annex 3.

Where arbitration is required between differing judgements made during different

lesson observations, the judgements of lessons observed that include external

scrutiny (e.g. external audit) will be decisive.

12. ACTION TO TAKE DURING THE APPRAISAL CYCLE

During the cycle the appraisee should:

receive written feedback on classroom observation;

receive written evidence from any persons or any data as determined at the planning meeting at the beginning of the cycle;

receive feedback on their progress from the appraiser and have the opportunity to discuss this;

be advised, at the time they arise, of any concerns and have the opportunity to discuss these with the appraiser; and

advise the appraiser of any concerns they have, at the time they arise, about progress, the provision of support or training.

All evidence gathered during the cycle must be shared with the appraisee as it is collected so that there are no surprises at the end of the cycle.

The appraisee is responsible for making sure that, during the appraisal cycle they make the appraiser aware of things they consider have been helpful and impacted positively on their personal performance. Similarly, appraisees should make their appraisers aware, as soon as possible, if they have any concerns about the professional development and other support they are receiving and of any changes in circumstances that might bear on their performance.


There is no requirement to schedule formal meetings to review performance during the appraisal cycle but both the appraiser and appraisee should maintain a professional dialogue throughout the year. Time is allocated at the end of March for interim review notes to be added to BlueSky and this is highly recommended as good practice. If in addition to that either party thinks it would be helpful to meet to discuss matters concerning performance in general or any aspect of their agreed statement during the review cycle they can request a meeting. Where such a meeting is requested, it should take place within a reasonable time of the request first being made.

13. WHAT TO DO IF PLANS NEED TO CHANGE MID-CYCLE

There may be occasions when it is necessary to review what has been agreed in the review statement/appraisal report during the performance cycle. For example:

where the appraisee’s post and/or responsibilities have changed;

if there have been difficulties in accessing agreed support;

where the appraisee has been on maternity or long term sickness absence;

where there are concerns about the appraisee’s performance; or

where reasonable adjustments required under the provisions of the Disability Discrimination Act need to be made.

Where this is the case, either party can request a meeting as provided for above. Any proposed changes to the objectives, arrangements for classroom observation, evidence and arrangements for its collection, performance criteria, or support available to the appraisee in the review statement/appraisal report must be recorded as a written addition to the statement. The appraiser and appraisee should sign to say that the changes are an accurate reflection of what was agreed or determined by the appraiser. At the same time as signing the addition the appraisee can add any comments in writing. The appraisee has the right of appeal against the contents of the addition through the school’s procedure established for this purpose.

Where a teacher has changed post and/or responsibilities temporarily or permanently in the school part way through a cycle the Headteacher will decide whether the cycle should begin again and whether to appoint a new appraiser. Changes to the statement should not be triggered simply because there has been a change of Headteacher, line manager or appraiser, though changes to statements may arise as a result of such personnel changes.

If plans are changed during the cycle as a result of a concern that being raised about a appraisee’s performance, this would not automatically mean that there would be an unsuccessful outcome to the review at the end of the year. The revised plans would include performance criteria for the cycle and subject to those being met the outcome could be successful. The appraisee should, with the appraiser’s support, aim during the rest of the cycle to address the concerns that have been raised.

If serious weaknesses are identified in a teacher or Headteacher’s performance, appraisal should cease and the school’s capability procedure be substituted. At the initial stage of the capability procedure the teacher and their representative should be provided with the evidence from the appraisal process which has prompted its implementation.


14. ASSESSING PERFORMANCE AT THE END OF THE CYCLE

The appraiser assembles information about appraisee’s performance as detailed on the planning and review statement/appraisal report. All the evidence must be shared between the appraiser and the appraisee before the review meeting, to ensure an informed discussion.

At the review meeting, the appraiser and appraisee should:

a. seek to achieve a shared understanding of the progress made towards meeting

the performance criteria; and b. if appropriate, explore any issues that might have impeded the appraisee’s

performance. The appraiser and appraisee should seek to agree an assessment of the overall performance of the appraisee against the performance criteria agreed at the beginning of the cycle. This should include, where the appraisee is eligible, making a recommendation on pay progression, taking into account the pay progression criteria. If the appraiser and appraisee cannot agree, the appraiser’s view will be recorded. The outcomes of the review meeting and the recommendation about pay progression should be recorded in the planning and review statement/appraisal report. The appraisee may add comments to the statement.


15. ANNEX 1 BLUESKY HELP SHEETS

Logging onto BlueSky for the first time

Adding objectives and overview statements

How to do a needs analysis review against the standards

How to change the visibility of your needs analysis self-review



ADDING OBJECTIVES AND OVERVIEW STATEMENTS Now you have registered your account you should edit your profile before using BlueSky. VIEWING OBJECTIVES Click on PORTFOLIO to work with your objectives. Note: Before you create objectives you may wish to view Denbigh High School’s objectives. Click on the link in the bottom right hand corner of the page. The main page shows all your objectives and you can filter your objectives using the commands on the right hand side (show all, show only approved etc). The main portfolio page shows your objective statement, the intended completion date, the creator of the objective, the objective status, the organisation (if applicable) that your objective is created in, and the actions specified for the objective. To work with an existing objective, click on the objective statement. To create a new objective click on either ‘Add new professional objective’. When you create a professional objective, it will be visible to your mentor, line manager and senior staff in your organisation. Once an objective has been saved you can select it and create notes to record your progress or to communicate with your line manager. Simply enter the note in the text box and click "save". Your note will be recorded against the objective, along with your name and the date/time. The status of your objective is shown on the right hand side of the page. Your line manager will be able to view your objective, add notes, and approve your objective. Note: If you edit an objective after it has been approved, your line manager will need to re-approve it to agree the changes. You can attach evidence to your objective using the link on the right hand side of the page. COMPLETING OBJECTIVES When you are ready to complete your objective, select the objective and click on ‘complete my objective record.’ Enter the extent to which you have met the objective (achieved, partially achieved, not achieved). Then enter an impact statement for the objective and then click save to complete. The status of your objective will change to completed in the main portfolio page. Note: You cannot edit or delete completed objectives


OVERVIEW STATEMENTS From the main portfolio page you can also access your overview statement via the links on the right hand side. Overview statements are your performance assessments. Click on the relevant statement to view your assessment. You will need to confirm your overview statement, which you can do by clicking the link. Enter your comments on the assessment of your performance and then tick to mark the review as confirmed Click save to complete. MANAGING YOUR JOURNAL In this area you can create journal entries. This is a record of experiences, events or incidences that have had an influence on you, your practice or that of a colleague or your students. For instance you may have been watching your students working with a visitor and noticed how he / she interacted differently with a particular student and noticed how that had a real impact on that student – noting that you too could do the same. Or possibly you have been asked to deputise for someone and in so doing have really learnt something about your skills. You can search for a particular journal entry using the Keyword Search on the right hand side. You can choose which month you want to view the journal entries by clicking on the relevant month on the right hand side. EDIT YOUR JOURNAL You can edit or delete your journal entries and documents by clicking on the links under each entry. Edit the text as required and click save. You can access documents attached to journal entries by clicking on the document names. To delete documents attached, click on delete next to the relevant document name. To upload additional documents, click on Browse to locate the document on your computer and enter a document label. Click on update and when you have finished click on finish. ADDING JOURNAL ENTRIES Click on the link in the main journal page “add new entry” Enter a title, date and then your journal entry. There are notes on screen to guide you about the sort of journal entries you might want to make. If you upload documents related to your journal entry, check the tick box. Click to save.






16. ANNEX 2

A blank Lesson Observation sheet (Copied on PINK paper)



17. ANNEX 3

Ofsted Teaching and Learning Criteria

The quality of teaching:

OFSTED GRADE DESCRIPTORS

These grade descriptors, revised September 2012:36-37, describe the quality of

teaching in the school as whole taking account of evidence over time. While they

include some characteristics of individual lessons, they are not designed to be used

to judge individual lessons.

Note: These descriptors should not be used as a checklist. They must be applied adopting a ‘best fit’ approach which relies on the professional judgement of the inspection team.


Outstanding (1)

Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs and those for whom the pupil premium provides support, are making rapid and sustained progress.

All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum.

Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.

The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum.

Teachers and other adults generate high levels of engagement and commitment to learning across the whole school.

Consistently high quality marking and constructive feedback from teachers ensure that pupils make rapid gains.

Teachers use well-judged and often inspirational teaching strategies, including setting appropriate homework that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum.

Good (2)

Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils currently on roll in the school, including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, make good progress and achieve well over time.

Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum.

Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning.

Reading, writing, communication and mathematics are taught effectively. Teachers and other adults create a positive climate for learning in their lessons and pupils are

interested and engaged. Teachers assess pupils’ learning and progress regularly and accurately. They ensure that pupils

know how well they have done and what they need to do to improve.

Effective teaching strategies, including setting appropriate homework, and appropriately targeted support and intervention are matched well to most pupils’ individual needs, including those most and least able, so that pupils learn well in lessons.

Requires improvement (3)

Teaching requires improvement as it is not good.

Inadequate (4) Teaching is likely to be inadequate where any of the following apply:

As a result of weak teaching over time, pupils or particular groups of pupils including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, are making inadequate progress.

Pupils cannot communicate, read, write, or apply mathematics as well as they should. Teachers do not have sufficiently high expectations and teaching over time fails to engage or

interest particular groups of pupils, including disabled pupils and those who have special educational needs.

Learning activities are not sufficiently well matched to the needs of pupils.


18. ANNEX 4

Expectations for Teachers mapped to the Teachers’ standards.

PROFESSIONAL PRACTICE

Teachers’ Standards

Teacher Established Teacher

Accomplished Teacher

Expert Teacher Evidence to support meeting the required level

TS1.1,1.2, 1.3

TS3.1, 3.2, 3.3, 3.4, 3.5

TS4.1, 4.2, 4.3, 4.4, 4.5

TS5.1, 5.2, 5.3, 5.4

TS6.1, 6.2, 6.3, 6.4

TS7.1, 7.3, 7.4

TS8.4

Many, but not all, aspects of teaching over time are good (some own classes)

All aspects of teaching over time are good

(all own classes)

Many aspects of teaching over time are outstanding

(all own classes and regular sharing practice with others in own team/area)

Teaching overall and over time is consistently outstanding and the impact on colleagues within and beyond own team is significant and improves their practice in a sustained manner

(all own classes and the impact on that of colleagues beyond own team/area including CLT, CTSA and other schools).

Typicality of teaching includes evidence from all the following:

Feedback from lesson observations

Developmental observations and drop- ins

Learning walk evidence.

Audits, QAR and any other scrutiny

Analysis of SIMS/SISRA data for targeted pupils.

Quality of marking and feedback

Examples of pupil assessed work

CELPO

Homework

SMSC

Pupil/parental feedback

Quality of impact on the practice of colleagues

Quality of contributions to CLT/CTSA

PROFESSIONAL OUTCOMES

Teachers’ Standards




TS1.2, TS2.1, 2.2, 2.3, 2.4,2.5

With appropriate additional support, some pupils taught make progress and attain in line with school expectations (eg. help from colleague in own or other team)

Most pupils progress in line with school expectations without additional support

Significant numbers of pupils taught meet school expectations and make rapid and sustained progress

Sharing strategies used with own pupils helps other colleagues within or beyond team achieve at least expected outcomes with pupils they teach, eg. take on others’ classes in year 11 to achieve outcomes Excellent knowledge of local and national trends and expectations for their subject

Evidence from professional practice sources – observations, work scrutinies etc (see above)

SIMS/SISRA progress data analysis by class/teacher

Exam analysis by class /teacher.

The outcomes of colleagues who are receiving support.



PROFESSIONAL DEVELOPMENT

Teachers’standards




TS4.4, 4.5

TS8.1, 8.4

Own professional practice is developed in line with advice from more experienced colleagues

A proactive role is taken in identifying areas for own professional development, accessing advice and adapting practice

A proactive role is taken in identifying areas for own professional development in the context of the development of the school and effective practice is regularly shared with others in team

Professional development of others is led proactively beyond the team and, often, with colleagues beyond the school in a way which develops their practice

Sustained response to advice and guidance so that quality of own teaching improves

Effectiveness as form tutor

Quality of contribution to wider school activities

Improving subject knowledge

Developing the effectiveness of other colleagues


PROFESSIONAL RELATIONSHIPS AND CONDUCT

Teachers’ standards




TS 5.4, 6.4, 7.4

TS 8.1, 8.2, 8.3,8.4, 8.5

Positive working relationships are established with pupils, colleagues and parents

Professional relationships with stakeholders

Part 2 Meets standards for personal and professional conduct set out in the Teachers’ Standards

How actively and effectively the expected attributes are demonstrated.


TEACHERS’ STANDARDS

PREAMBLE

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

PART ONE: TEACHING A

Teacher must:

1 Set high expectations which inspire, motivate and challenge

pupils

establish a safe and stimulating environment for pupils, rooted in mutual respect

set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2 Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes

be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their own work and study.

3 Demonstrate good subject and curriculum knowledge

have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.


4 Plan and teach well-structured lessons

impart knowledge and develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

reflect systematically on the effectiveness of lessons and approaches to teaching

contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5 Adapt teaching to respond to the strengths and needs of all pupils

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6 Make accurate and productive use of assessment

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress

use relevant data to monitor progress, set targets, and plan subsequent lessons

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7 Manage behaviour effectively to ensure a good and safe learning

environment

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercise appropriate authority, and act


decisively when necessary.

8 Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively

take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

communicate effectively with parents with regard to pupils’ achievements and well-being.

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

A teacher is expected to demonstrate consistently high standards of personal and professional

conduct. The following statements define the behaviour and attitudes which set the required

standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

o showing tolerance of and respect for the rights of others o not undermining fundamental Brit ish values, includ ing democracy,

the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.


19. ANNEX 5

Interim Appraisal Review

Name: Line Manager:

Date of review:

Quality assured by SLT line manager


Relevant standards

Level descriptors Review Evidence of impact from Additional comments

TS1.1,1.2, 1.3

TS3.1, 3.2, 3.3, 3.4, 3.5

TS4.1, 4.2, 4.3, 4.4, 4.5

TS5.1, 5.2, 5.3, 5.4

TS6.1, 6.2, 6.3, 6.4

TS7.1, 7.3, 7.4

TS8.4










CELPO

Homework

SMSC





(all own classes)







Relevant standards

Level descriptors Review Evidence of impact from

Additional comments

TS1.2,

TS2.1, 2.2, 2.3, 2.4,2.5

With appropriate additional support, some pupils taught make progress and attain in line with school expectations

(eg. help from colleague in own or other team)








Sharing strategies used with own pupils helps other colleagues within or beyond team achieve at least expected outcomes with pupils they teach, eg. take on others’ classes in year 11 to achieve outcomes

Excellent knowledge of local and national trends and expectations for their subject


Relevant standards


TS4.4, 4.5

TS8.1, 8.4






Developing the effectiveness of other





colleagues



Relevant standards


TS 5.4, 6.4, 7.4

TS 8.1, 8.2, 8.3,8.4, 8.5





EVIDENCE SUPPORTING REVIEW

Standards Evidence produced





Spring 2014 Interim appraisal review and discussion took place on:

Date …………………………………………………..…..

Appraiser …………………………………………………

Appraisee ………………………………….……………..


FINAL APPRAISAL REVIEW A


Relevant standards


TS1.1,1.2, 1.3

TS3.1, 3.2, 3.3, 3.4, 3.5

TS4.1, 4.2, 4.3, 4.4, 4.5

TS5.1, 5.2, 5.3, 5.4

TS6.1, 6.2, 6.3, 6.4

TS7.1, 7.3, 7.4

TS8.4










CELPO

Homework

SMSC





(all own classes)





Name: Line Manager:

Date of review: Quality assured by SLT line

manager



Relevant standards

Level descriptors Review Evidence of impact from

Additional comments

TS1.2,

TS2.1, 2.2, 2.3, 2.4,2.5

With appropriate additional support, some pupils taught make progress and attain in line with school expectations

(eg. help from colleague in own or other team)








Sharing strategies used with own pupils helps other colleagues within or beyond team achieve at least expected outcomes with pupils they teach, eg. take on others’ classes in year 11 to achieve outcomes

Excellent knowledge of local and national trends and expectations for their subject


Relevant standards


TS4.4, 4.5

TS8.1, 8.4






Developing the effectiveness of other





colleagues



Relevant standards


TS 5.4, 6.4, 7.4

TS 8.1, 8.2, 8.3,8.4, 8.5





OVERVIEW STATEMENT (to be pasted into Blue Sky)

Standards Evidence produced





Extent last year’s objectives have been achieved: exceeded/ met and some exceeded /met /most

met/ some met/ partially met/ not met

Standards attainment: met/ not met

Autumn 2014 final appraisal review and discussion took place on:

Date …………………../ Appraiser …………………………/ Appraisee…….…………………


20. ANNEX 6

Staff Draft Objectives Guidance 2014-2015

All text in bold also appears on BlueSky

All normal text represents instructions or guidance on what to write. This has been flood-filled onto

Blue Sky to help you write the objectives. (You will need to add your own individualised detail)

All italicised text shows examples of what you might write.

SIP priority 1

(Objective)

Performance Criteria Actions

Organisation Commitments

Achievement in own classes

Summary statement that shows how you will meet this specific objective.

90% pupils have made at least expected levels of progress at end of KS4 and in each year based on accurate assessment in my teaching groups.

Variation in attainment against targets have been minimised to no more than 3-5%: A*-C, A*, A*-G, PP, Pakistani boys.

Milestone 1 (Autumn)

Teacher understands and is actively engaging in assessment and data entry.

Milestone 2 (Spring)

Data entries show evidence of good pupil progress and teacher can account for when and why this is not the case based on clear evidence.

Milestone 3 (Summer)

End of year tests/GCSEs show no more than 3-5% variation against targets

Summary statement of the actions you will take to ensure you have met this objective.

Ensure effective use of SISRA by line managed areas.

Analyse pupil progress data after each data entry.

Intervene with relevant classes.

2014 examination and end of year test analyses.


Establish baseline using SISRA data. Analyse and discuss tracking data with line manager


Discuss new tracking data with line manager and assess the effectiveness of interventions.


Discuss new tracking data with line manager and assess the effectiveness of interventions. Analyse end of year progress

List all the commitments the school will need to make to ensure the objective is achieved.

Meeting time with Team Leaders.

Intervention time.

Access to SISRA and time to analyse data.

Coaching support from team leader.

External assessment training.

Exam board meetings

Time for moderating pupils’ work.

LTL time.

Whole school CPD


SIP priority 2

(Objective)

Performance Criteria Actions

Organisation Commitments

Improving

the quality

of own

teaching.

Summary statement that

shows how you will meet this

specific objective.

All my teaching is typically

outstanding when evaluated

through formal observations,

drop-ins, work scrutiny and

learning walks.

Methods of differentiation

have broadened and

improved so that all pupils are

making rapid progress.

Summary statement of the

actions you will take to

ensure you have met this

objective.

Establish baseline of quality

of my teaching.

Take responsibility for

improving the quality of my

own teaching as identified

by specific objective.

Ensure marking and pupil

response meet school’s

expectations.

Share and identify

outstanding practice.

List all the

commitments the

school will need to

make to ensure the

objective is achieved.

Meeting time with

Team Leaders.

Time to model

lessons.

Time to observe

lessons.

CPD programmes as

appropriate (ITP/OTP

etc.)

LTL time.

Whole school CPD


Teaching improvement plan

is agreed.


Progress in identified area

has been made/ new area for

improvement identified.


All targets for improving

teaching have been met.


Identify and agree with SLT

the areas in which support

will be provided (e.g. ITP).


Analyse progress made with

line manager.


Evaluate progress with line

manager


SIP priority 3

(Objective)

Success Criteria

(Performance Criteria)

Actions (Generic)

(Actions)

Resources

(Organisation Commitments)

Pastoral

Development

Summary statement that

shows how you will meet this

specific objective.

All pupils in my form are

making good progress.

Behaviour for learning of

pupils in my form is always

good.

Summary statement of

the actions you will take to

ensure you have met this

objective.

Actively engage in all form

time activities.

Regularly work with

individuals in my form

who are showing low

progress or poor attitudes

to learning.

List all the

commitments the

school will need to

make to ensure the

objective is achieved.

Meeting time with

Year Team Leaders.

Time to model form

time.

Time to observe form

time.

CPD programmes as

appropriate (ITP/OTP

etc.)

LTL time.

Whole school CPD


Agree action plan for

improving form behaviour.


Progress in identified area

has been made/ new area for

improvement identified.


All targets for improving

pastoral support have been

met.


Specific issues with my

form are identified.


Analyse progress made

with year team leader.


Evaluate progress with

year team leader.

All objectives must link to at least one of the following school priorities:

Overall Achievement (% four levels’ progress from KS2-4)

Achievement: combined English and maths outcomes

Achievement of specific groups: gender

Achievement of specific groups: Pakistani pupils

Achievement of specific groups: most able

Achievement of specific groups: pupils in receipt of PP

Teaching typically outstanding/good (CELPO – challenge, engagement, learning, progress and outcomes)

Assessment (accuracy against criteria)

Assessment (marking, feedback and pupil response)

Curriculum implementation (RWCM, SMSC)

Maximising learning through technology

Documents

APPRAISAL OPERATIONAL HANDBOOK 2014/ 15 · Autumn 2014 Board of Directors Autumn 2015 2. THE APPRAISAL PROCESS The Appraisal process is cyclical (indicated below), though beginning