TAKING CONTROL OF YOUR
PERFORMANCE MANAGEMENT/APPRAISAL
NASUWT Member Seminar July 2014
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AIM OF THE SEMINAR
To help you to understand how to:
 secure a successful outcome to your performance management cycle;
and
 ensure that the plans for the next cycle enhance your career
development and maximise the opportunity for pay progression.
TERMINOLOGY
Appraisal/performance management – performance management.
Appraiser/reviewer – appraiser.
Appraisee/reviewee – appraisee.
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CONTEXT
The NASUWT action short of strike action instructions have been in place
since 1 December 2011.
The success of the NASUWT national action strategy includes securing:
 in many individual schools, local authorities and across the consortia, pay
and performance management policies consistent with the Union’s pay and
performance management checklists and policies;
 a U-turn by the Coalition Government on teachers’ non-pay conditions;
 changes to the reforms of the teachers’ pension scheme;
 early success on CDAP;
 agreed classroom observation guidance with Welsh Government;
 national talks on implementation of Coalition Government policy and on
dispute resolution.
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THE STATUTORY PROVISIONS GOVERNING YOUR PERFORMANCE
MANAGEMENT
Appraisal Regulations 2011
These require:
 teachers to be given documentation setting out the appraisal process in
their school;
 assessment against the backdrop of the professional standards (Practising
Teacher Standards (PTS), and PTS and Leadership Standards (LS) for
headteachers;
 a 12-month appraisal cycle, in most circumstances; and
 that any objectives set must relate to the teacher’s contractual role and
responsibilities.
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SCHOOL TEACHERS’ PAY AND CONDITIONS DOCUMENT (STPCD)
 The relevant body must consider annually whether or not to increase the salary of
teachers who have completed a year of employment since the previous annual pay
determination and, if so, what salary within the relevant ranges.
 The decision whether or not to award pay progression must be related to the teacher’s
performance. A recommendation on pay must be made in writing as part of the teacher’s
appraisal report.
 Pay decisions must be clearly attributable to the performance of the teacher in question.
 Continued good performance as defined by an individual school’s pay policy should give
classroom or unqualified teachers an expectation of progression to the top of their
respective pay range.
 Qualified teachers may apply to be paid on the upper pay range at least once a year in
line with their school’s pay policy.
The NASUWT and NUT joint pay and performance management checklist and joint
pay policies meet all of the statutory provisions.
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THE REVIEW OF
THE CURRENT PERFORMANCE MANAGEMENT CYCLE
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ISSUES TO CONSIDER PRIOR TO THE REVIEW MEETING AT THE END
OF THE CYCLE
Documentation you need
Ask your appraiser, in good time before the meeting, to provide you with the
documentation to which s/he intends to refer in the review meeting.
Is there anything in the documentation you have not seen before or that has
not been raised with you during the cycle?
Are there any issues in the documentation provided which would merit
postponement of the meeting?
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Make sure that you have copies of:
 the planning information from the start of the cycle and any revised statement if changes
were made during the year;
 details of any training and development needs that may have been identified and the
support provided during the year;
 your practice, review and development (PRD) record;
 written feedback on any classroom observations;
 your job description;
 the school development plan;
 information on pupil progress and the classes you teach;
 any other evidence you may have agreed to collect during the year.
Other sources of information which may be used
Does your school use an e-performance management system, e.g BlueSky?
Has any additional information been brought in from other sources?
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Whether you agreed your planning record, including the statement of objectives, at
the beginning of the cycle.
Any changes made during the cycle, for example, to:
 your appraiser;
 your objectives;
 your responsibilities;
 any other aspect of the original planning statement.
Any changes to your working environment, for example:
 high pupil turnover in your timetabled classes;
 timetable changes;
 absence of support staff;
 classroom and/or resource changes.
Any circumstances which mean that you may not have been in work for the whole of
the performance management cycle, for example:
 long-term sickness absence;
 developed a disability;
 temporary contract of less than a year;
 maternity leave.
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HAS ANYTHING HAPPENED DURING THE YEAR THAT COULD BE
USED AGAINST YOU?
Your objectives
Have you had objectives agreed or imposed that were not achievable during
the year?
Classroom observation
Have any issues arisen from classroom observation, written or oral
feedback?
Practising Teacher Standards
Have you completed any documentation relating to your performance
against the standards?
Informal ‘support programme’
Have you agreed to participate in such a programme?
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PREPARING YOUR ARGUMENTS
Pay progression
Are you eligible for pay progression under the school’s pay and
performance management policy?
Do you think that you are performing at a level below that expected
by the school?
What are the reasons for this?
Has the issue of making a wider contribution to the school been raised?
Be prepared to give a good account of yourself
There is no room for false modesty in the review meeting.
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IN THE MEETING
Only you and your appraiser should be present.
Adopt a positive and confident approach - you are a highly qualified professional.
Do not focus on or volunteer any problems or perceptions of your shortcomings – if you
have prepared, you will be in a stronger position to rebut any negative issues that might
be raised.
Remember - this should be a professional dialogue; it should not be something that is
‘done to you’.
There should be no surprises in the meeting, for example:
a document produced by your appraiser which you have not seen and which has a
material bearing on your review;
negative information that has not been revealed to you before.
Be prepared to request the adjournment of the meeting
at any stage if this occurs.
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THE REVIEW
Check, as the review progresses, that:
 the written assessment, against the backdrop of the PTS, is that you are
continuing to meet their requirements;
 the written assessment against the objectives is based on the planning
record set at the start of the cycle;
 your appraiser has recorded in writing the overall assessment;
 you agree with the wording of the overall assessment;
 if you are eligible for pay progression, your appraiser has made a written
recommendation;
 you have been given the opportunity to make any written comments;
 if you agree with the appraisal review statement, you and your appraiser
have signed it;
 you have been given a copy of the written appraisal review statement.
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WARNING!
If you cannot agree, add your comments – take your time and record all of your
concerns.
Do not sign the statement.
Ask for a copy of the appeals procedure.
Do not proceed to the planning meeting for the next cycle.
Take advice from the NASUWT.
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PLANNING FOR THE NEXT CYCLE 2014-15
In most schools, the review of the current cycle and planning for the next
cycle will be combined. However, these are separate and distinct processes,
with the planning meeting following the review meeting.
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ISSUES TO CONSIDER IN ADVANCE OF
THE MEETING TO PLAN FOR THE NEXT CYCLE
Documentation





your job description;
your PRD;
the school development plan;
information on pupil progress and the classes you teach;
any notes you have made for your personal use to inform the planning.
Your career aspirations
What your objectives might look like
Any training and development needs you would like to secure
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