Performance Management Reviewer Training 2007-08 Facilitated by Maggie Swinnerton Dennis Johnson

© 2006 TDA Development

Performance ManagementReviewer Training

2007-08

Facilitated byMaggie Swinnerton

Dennis Johnson

Agenda for today

Introductions, objectives, and agenda

Revised PM cycle and Reviewer role

Implications for Reviewers

Revised Professional Standards

Planning meeting

Monitoring overall performance

Making pay recommendations

Review meeting

Next steps for your school

Review of the day

2

The journey today

Planning meeting

Prof standards

Support

Development needs

Objectives

Performance criteria

Monitoring performance

Professional dialogue

Line Manager role / TLR

Classroom observation

‘Other evidence’

Review meeting

Overall performance

Pay recommendations

PM regs & guidance

PM cycle

Reviewer role

Next steps

= Activity

3

Table introductions

• Name & role

• Expectations / concerns

• Self assessment

4

1 I have a good knowledge of the new PM Regulations & Guidance AND/OR I have attended a local authority briefing

2 I have some overall knowledge of the new PM arrangements but not much in detail

3 I know very little about the revised PM arrangements





Planning meeting



Review meeting


Review of the day

Agenda for today

5

The new professionalism agenda

• New arrangements key to the development of the new professionalism agenda described by RIG in their submission to the STRB in May 2005

• Aims to develop a culture whereby teachers/head teachers feel confident and empowered to participate fully in Performance Management

• Where those who manage staff engage in a professional dialogue with them, respect them as professionals, make decisions about their work and contribute in an open, equitable and fair manner

• Entitlement and duty to engage in school-focused CPD which is effective and relevant to individual’s professional development, career progression and aspirations

6

Source: TDA PM Briefing &Planning Event

The RIG Guidance

• Performance Management is the process for assessing the overall performance of a teacher/head teacher, in the context of the individual’s job description and any relevant pay progression criteria, and making plans for the individual’s future development in the context of the school’s improvement plan.

• Professional standards provide the backdrop to discussions about performance and future development. The standards define the professional attributes, knowledge, understanding and skills for teachers at each career stage.

• Professional development opportunities support achieving objectives and furthering career progression

Key elements

7


The revised regulations

Planning meeting


Review andthe link to pay

Process and timing

Roles and responsibilities

5 key areas of difference

8


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


9


• Clear timeline for process• Right of appeal

Process and timing

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

Roles and responsibilities

• Scope for intervention to moderate at the planning stage by the head teacher for teachers’ and by the Governing Body for head teachers

The revised regulations:key differences

10


The Performance Management cycle

Monitoring & Supporting

• Monitoring of performance throughout the cycle

• Provision of agreed support

• Evidence collection• Ongoing professional

dialogue

Reviewing• Overall assessment of

individual’s progress against the performance criteria

• Recommendations for pay progression made for eligible teachers

• No surprises

Planning• Objectives set• Classroom observation

and evidence collection agreed

• Performance criteria for the above set

• Support, training and development agreed

• Timescales set

11


Roles & responsibilities:Teachers

• Play an active role in their own performance management and professional development including taking actions agreed at review meetings

• Where the role of reviewer has been delegated to them in accordance with the regulations, act as reviewers for other teachers

• Contribute to annual planning and assessment of other teachers where appropriate

Teachers’ roles & responsibilities

12


Roles & responsibilities: Reviewers

• Consider school & team improvement objectives (G5)

• Be familiar with the Professional Standards for Teachers (G5)

• Be familiar with the pay progression criteria in STPCD (G5)

• Consult third parties about possible objectives for reviewee (G5)

PREPARING FOR PLANNING MEETING (Guidance)

13


• Assume reviewee is meeting requirements of job description (G5)

THE PLANNING MEETING (Guidance)

• Arrange a meeting with reviewee to consider & determine the plan (R13)

• Prepare the draft and final planning & review statement (R14)

• Provide Training & Development Annex to CPD coordinator (R14)

• If instructed by the head teacher, prepare a new plan & statement (R15)

THE PLANNING MEETING (Regulations)

14

Roles & responsibilities:Reviewers

• Maintain a professional dialogue with reviewee throughout cycle (G5)

• Undertake any agreed classroom observations (G5)

• Use classroom observations to assess overall performance (G5)

• Receive other written evidence from specific individuals (G5)

• Assemble evidence as agreed at Planning Meeting (G5)

• Share all evidence with reviewee before Review Meeting (G5)

DURING THE PM CYCLE (Guidance)

• Ensure reviewee gets written feedback on any classroom observations (R17)

• Engage in revision meetings if requested (R16)

• Arrange additional classroom observations in response to concerns (R17)

DURING THE PM CYCLE (Regulations)

15


• Review performance against the specified performance criteria (R18)

• Determine recommendation on pay progression, where eligible (R18)

• Prepare the draft and final planning & review statement (R18)

• Explore issues that may have impeded performance (G5)

THE REVIEW MEETING (Guidance)

THE REVIEW MEETING (Regulations)

16

Introduction to the Professional Standards

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

Q QTS C CoreP Post thresholdE Excellent TeachersA ASTs

•Standards are statements of a teacher’s professional:

AttributesKnowledge & UnderstandingSkills

17

How the standards work

18

A

E

P

C

Q

Each set of standards builds on the previous set(s)

A teacher considered for the Threshold needs to satisfy the P standards and continue to meet the relevant C standards

A framework for career progression

Professional development needs identified responsibility on teachers to engage contractual entitlement expectation to contribute to development of others effective, sustained and relevant

Context for PM discussion: strengths & areas for development

Use of the standards(Introduction to the draft revised Professional Standards)

19

Professional Standards & STPCD

‘The standards are not to be confused with and do not replace the professional duties contained in the School Teachers’ Pay and Conditions document, which set out the roles and responsibilities of teachers ‘(Introduction to Professional Standards)

Professional dutiesTeaching Discipline, Health & Safety

Other activities Staff meetings

Assessments & reports Cover

Appraisal or Review External examinations

Review, Induction, training Management

Educational methods Administration

20


Standards Q C P E ARelationships with children /YP 1-2 1-2

Frameworks 3 3 1 1 1

Communicating & working with others

4-6 4-6

Personal professional development

7-9 7-9 2

Professional attributes

21


Standards Q C P E ATeaching & Learning 10 10 2 3

Assessment & monitoring 11-13 11-14 3-4 4

Subject & curriculum 14-15 15-16 5 5

Literacy, numeracy & ICT 16-17 17

Achievement & diversity 18-20 18-21 6

Health & well-being 21 22-25 6

Professional knowledge & understanding

22


Standards Q C P E APlanning 22-24 26-28 7 7

Teaching 25 29-30 8 8-9

Assessing , monitoring and giving feedback

26-28 31-34 10-11

Reviewing teaching & learning

29 35-36 12

Learning environment 30-31 37-39

Team working & collaboration

32-33 40-41 9-10 14-15 2-3

Professional skills

23






dialogue




• No surprises





• Timescales set

24


Planning Meeting: revised Regulations

The Planning Meeting - consider and determine:

• The reviewee’s objectives

• Arrangements for observing reviewee’s performance in the classroom

• Any other evidence to be taken into account in assessing performance

• The performance criteria for the above

• Support to be provided to reviewee

• Timescales for achievement of the objectives and within which support will be provided

• Reviewee’s training and development needs and actions to be taken to address them

25


The Planning Meeting – have regard to:

• The reviewee’s job description

• Any relevant pay progression criteria

• Any relevant whole-school or team objectives specified in the School Improvement Plan

• The reviewee’s professional aspirations

• The relevant professional standards

• How to reflect the reviewee’s need for a satisfactory work life balance

Planning Meeting: revised Regulations

26


The Planning Meeting

• Well planned event

• Sufficient directed time set aside

• Lunch breaks and PPA time must not be used for this purpose

• Professional dialogue with both parties playing an active part

• Specific priorities and specific actions

• Realistic and manageable, and taking account of the desirability of a satisfactory work/life balance

Planning Meeting: revised Guidance

27


Objective Setting (Guidance)

Objective Setting

• Focus on priorities for the individual

• Objectives should be time bound, challenging and achievable

• Different timescales for different objectives

• No specified number or type

• Reviewers responsible for ensuring rigour

• Reflect the need for a satisfactory work-life balance

• Reflect experience and aspirations

28


Objective Setting (Regulations)

• Objectives should contribute to the school improvement plan and pupil progress

Performance Criteria (Guidance)

Performance Criteria

• Show what success will look like at the end of the cycle

• The basis on which performance will be assessed

• This assessment will form the basis for a recommendation on pay progression for eligible teachers

• Applied appropriately in terms of equal opportunities considerations

29


Performance Criteria (Regulations)

Performance criteria determined at the planning meeting relate to:

• Objectives

• Classroom observation

• Any other evidence

Continuing Professional Development:the new teacher professionalism

RIG’s Joint Evidence to the School Teachers’ Review Body, May 2005

RIG believes that there is scope for a greater emphasis on in-school and cross-school activities, such as:

coaching and mentoring

learning from others’ practice through structured supportive, developmental classroom observation

other forms of professional collaboration

30


CPD (Guidance)

• Teachers/head teachers should feel they have an entitlement to effective, sustained and relevant professional development

• Teachers/head teachers should play an active role in their own professional development

• Reviewers must provide the T & D Annex to the CPD coordinator

Continuing professional development: revised Guidance

31


• Support, training & development needs and actions agreed at the beginning of the cycle

• Professional development should support achieving objectives and respond to career aspirations

• Head teacher to report annually to governors on CPD

CPD (Regulations)

Objective setting

32

SpecificClear focus with precise wordingSpecific to individual teacher

MeasurableRelated to success criteria & prof standardsQuantitative / qualitative data possibly

AchievableWork Life Balance consideredLimited number & scope of objectives

RelevantSchool’s vision / SIP / Team PlanTogether, contribute to pupil progress

Time-boundTime scale eg 1 term, 1 year, 2 yearsClear milestones for end of PM year

EvaluatedPM Review MeetingSchool’s MER procedures

ReportedHead, Line Managers, Governors (pay)Overall report to Governors





Planning meeting



Review meeting


Review of the day

Agenda for today

33






dialogue




• No surprises





• Timescales set

34


Line Manager role

Line Manager as Reviewer Line manager is the person who directs, manages, and has a post of

responsibility for the area in which the reviewee mainly works (G4)

Delegation of Reviewer duties The Headteacher may delegate the Reviewer’s duties in their entirety to

the teacher’s line manager (R11) If HT delegates to a reviewer other than LM the reviewer must have

equivalent or higher status in staffing structure to the teacher’s LM (R11)

If more than one Line Manager Role is delegated to the one HT considers would be best placed (R11) Each LM has access to reviewee’s planning and review statement and

T&D plan for LM purposes (R20)

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

35

TLR as Line Manager

Line Managers should be paid an appropriate TLR (G4)

TLR2focussed on teaching and learningrequires the exercise of professional skills and judgmentrequires teacher to lead, manage, and develop a subject … or pupil development across the curriculumhas an impact on the educational progress of pupils other than the teacher’s assigned classes or groups of pupilsinvolves leading, developing and enhancing the teaching practice of other staff

TLR1The above, plus Line Management responsibility for a significant number of people

(STPCD Section 3 para 51) 36

Monitoring and Support

Monitoring and Support: Guidance

• Professional dialogue throughout the year

• Share evidence when it becomes available

• Either party can request a meeting during the cycle

• Move from Performance Management into capability procedures if/when necessary

37


Classroom Observation and other evidence

Classroom Observation & otherevidence: Guidance

• Clear rationale and focus - supportive and developmental

• Proportionate to need

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

• Head teacher’s right to drop in to inform their monitoring of the quality of learning

• Multi-purpose wherever possible

• Prompt feedback is essential

• Observers need appropriate preparation and skills

• Limited exceptions to the three hour limit

38


Pay recommendations

Reviewers only make pay recommendations for: Post threshold teachers Leadership Group Advanced Skills Teachers

No change to the arrangements for main scale annual increments. Reviewers do not need to make a pay recommendation, except where reviewer is considering a discretionary additional point.

No change in the arrangements for making pay decisions. Governing body considers recommendations and makes decisions about pay.

RIG Guidance paras 5.42-5.44

39

Post Threshold Standards

40

“A teacher being considered for the threshold would need to satisfy the post-threshold standards (P) and meet the relevant core standards (C).” Professional Standards 2007 Intro

UPS teachers are expected to: continue to meet the main scale and post-threshold

standards broaden and deepen their professional attributes,

knowledge, understanding and skills make a distinctive contribution to raising standards

across the school act as role models for teaching and learning provide regular coaching and mentoring to less

experienced teachersSource: Professional Standards 2007 & STPCD 2007


Professional attributes

Frameworks P1

Contribute significantly, where appropriate, to implementing workplace policies and practice and to promoting collective responsibility for their implementation.

41


Professional knowledge & understanding

Teaching & Learning

P2

Have an extensive knowledge and understanding of how to use and adapt a range of teaching, learning and behaviour management strategies, including how to personalise learning to provide opportunities for all learners to achieve their potential.

Assessment & monitoring

P3

Have an extensive knowledge and well-informed understanding of the assessment requirements and arrangements for the subjects / curriculum areas they teach, including those related to public examinations and qualifications.

P4

Have up-to-date knowledge and understanding of the different types of qualifications and specifications and their suitability for meeting learners’ needs.

Subject & curriculum

P5

Have a more developed knowledge and understanding of their subjects /curriculum areas and related pedagogy including how learning progresses within them.

Health & well-being

P6

Have sufficient depth of knowledge and experience to be able to give advice on the development and well-being of children and young people.

42


Professional skills

Planning P7

Be flexible, creative and adept at designing learning sequences within lessons and across lessons that are effective and consistently well-matched to learning objectives and the needs of learners and which integrate recent developments, including those relating to subject/curriculum knowledge.

Teaching P8Have teaching skills which lead to learners achieving well relative to their prior attainment, making progress as good as, or better than, similar learners nationally.

Team working & collaboration

P9Promote collaboration and work effectively as a team member.

P10Contribute to the professional development of colleagues through coaching and mentoring, demonstrating effective practice, and providing advice and feedback.

43

Continuing to meet the standards

The principle“The standards clarify the professional characteristics that a teacher should be expected to maintain and to build on at their current career stage. After the induction year, therefore, teachers would be expected to continue to meet the core standards and to broaden and deepen their professional attributes, knowledge, understanding and skills within that context. This principle applies at all subsequent career stages.”

STPCD 2007: Section 1 and Introduction to Professional Standards 2007

Principle applied to Post Threshold“performance review will need to assess that the teacher has continued to meet post-threshold standards”

STPCD 2007: Section 3, para 34

44

UPS progression

For ALL teachers seeking to progress on the UPS:

‘Progression on UPS should be based on two successful performance management reviews …’

‘To ensure that the achievements and contribution have been substantial and sustained, that performance management review will need to assess that the teacher has:

continued to meet post-threshold standards; and grown professionally by developing their expertise post threshold’

STPCD 2007: Pay scale for post-threshold teachers, Section 3, para 34 (“Clarification”)

45

U3 Teachers

U3 teachers …

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

• provide a role model for teaching and learning

•make a distinctive contribution to the raising of pupil standards

• contribute effectively to the work of the wider team

• take advantage of appropriate opportunities for professional development and use the outcomes effectively to improve pupils’ learning’

STPCD 2007: Pay scale for post-threshold teachers, Section 3, para 34 (“Clarification”)

46





Planning meeting



Review meeting


Review of the day

Agenda for today

47






dialogue





• Timescales set

48





• No surprises

The Review Meeting

The Review Meeting: Guidance

• Normally at the same time as the Planning Meeting

• Making a pay progression recommendation

• Both parties should prepare thoroughly and play an active part

• ‘Teachers should not be held accountable for progress towards objectives in cases where promised support has not been forthcoming’

49


Preparation for the Review Meeting

50

Classroom observations of Reviewee


DocumentationHeld centrally by school

(“Signposted”)

By the Reviewer

By other qualified teacher(s)

Classroom Observations of teachers other than the Reviewee

Outputs from team MER

Written submissions from colleagues

(with direct professional knowledge of Reviewee’s work)

Outputs from whole-school MER

Achievement data Surveys/questionnaires CPD records Schemes of Work School policies Pupil files Reports to Governors Reports from Ofsted,

SIP, LA advisers, consultants

Records of meetings

Implications for heads & governors

• Selection, training and monitoring of reviewers

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

Integration

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

Reviewers

• How to determine, consult and agree performance criteria

• Ensuring individual arrangements are equitable, transparent and fair, managed effectively and applied consistently

Fairness and Consistency

Pay and CPD policies

51


Objectives for this workshop

By the end of this event, participants will . . .

• understand what is different about the revised Performance Management regulations & guidance

• be more confident in fulfilling their role in implementing the revised regulations

• have considered implications for their own school

52

The journey today

Planning meeting

Prof standards

Support

Development needs

Objectives

Performance criteria

Monitoring performance

Professional dialogue

Line Manager role / TLR



Review meeting

Overall performance

Pay recommendations

PM regs & guidance

PM cycle

Reviewer role

Next steps

= Activity

53

5 days

10 days

Reviewee can appeal against

final copy of statement*

Planning meeting

Reviewer prepares draft

planning & review

statement

Reviewee may add

comments

Submit the signed statement to HT

Revised statement signed and resubmitted to HT within 10

days

10 days

10 days

Within 10 working days of receipt of the statement the HT may review the statement, and may instruct the reviewer to make changes

Copy passed to reviewee

Reviewer prepares and signs

final version

Consult with

reviewee

Reviewer prepares new

planning & review statement

Copy passed to reviewee

Reviewee may add

comments

If the HT instructs the reviewer to make changes, within 10 working days of being requested to make changes ....

* No appeal should be made until after any moderation process is complete.

Reviewee can appeal at this stage if head decides no

changes are required to the statement*

Process and Timings- timeline for agreeing the planning meeting statement

Process and timings

HOW TO: address effective preparation & support of Reviewers

Schools need to make sure that Reviewers

• understand the school’s policies /procedures

• understand how PM fits into wider context of teachers’ PD

• have copies of JD, pay criteria, team objectives, prof standards

• understand equal opps impact/implications of PM process

• are confident in evaluating evidence through c/room obs

• have access to stats that Reviewer & Reviewee consider essential

• can provide positive feedback & positive dialogue

• are aware of resources to support teachers’ development within & beyond the school

• have opps to share knowledge, learn from other Reviewers and align practice in directed time

• are prepared & supported for role using expertise of other Reviewers

55

Documents

Performance Management Reviewer Training 2007-08 Facilitated by Maggie Swinnerton Dennis Johnson