PERFORMANCE
MANAGEMENT
HOW TO GET THE MOST OUT OF THE
PROCESS
Tuesday 2nd September 13.30 pm
THE PURPOSE OF APPRAISAL
•
To fulfil a statutory responsibility
•
Governors are accountable to OFSTED for the appraisal
process and annual pay progression results
•
School improvement and raising standards
•
Value for money use of public funds
•
Personal professional development
•
Managing teacher performance
•
To make an assessment of a teacher’s overall performance for
the year, which make have an effect on any pay award
HOW DOES THIS AFFECT MY
APPRAISAL?
• You will still be assessed against three criteria:
1. Your performance, values, behaviours and
conduct and how they compare with the Teachers’
Standards
2. Your role in school
3. Whether you have achieved your performance
management objectives
IMPLICATIONS: WHAT HAPPENS IF I
FAIL TO MEET MY PERFORMANCE
CRITERIA?
• Between MPS1 and 6, it would mean that you would
not get that pay progression for that year
• However, once you have gone through threshold,
there is a requirement that you have to maintain the
performance expected at that level of additional
salary
• If, over a period of time, your performance had
dipped and not recovered, it would lead to the
capability procedure
WHAT DO I NEED TO KNOW AND
DO?
• Check both the pay policy and performance management policy
• Become familiar with the Standards and make sure you
understand them
• Look at the Standards Audit that is appropriate for your
current/potential level of pay together with your line manager
(see p8-15). Completing the Audit could help you both to identify
areas of strength and personal areas for development
• Have evidence ready to show what you have done and the impact
you have had
WHAT DO I NEED TO KNOW AND
DO?
• Use the guidance sheets of for each of the 8 Teacher Standards
to help you and your line manager to agree evidence that you
are going to use to help demonstrate that you are
meeting/have met your objective(s) (see Notrenet)
• Check and discuss your role with your line manager annually,
using your job description
• Make sure you know your current pay point and whether you
are eligible for pay progression. Discuss this with your line
manager.
PERFORMANCE MANAGEMENT
MEETINGS
• It is the responsibility of your line manager to know how well
you are doing throughout the year and to provide
support/advice if you may be at risk of not meeting any of the
three aspects of your work that will be assessed:
• Your performance and conduct in relation to the Teachers’
Standards
• Your role
• Your performance objectives
PERFORMANCE MANAGEMENT
MEETINGS
• Therefore (s)he will meet you
several times during the year to
check that you are on track and to
acknowledge and celebrate your
effort and successes
SETTING APPROPRIATE AND
EFFECTIVE OBJECTIVES
• Objectives should:
• be SMART – specific, measurable, achievable,
realistic, time-bound
• have sufficient challenge for the appraisee
• contribute to overall or specific school improvement
• complement and develop the appraisee’s skills,
knowledge, experience or effectiveness
SETTING APPROPRIATE AND
EFFECTIVE OBJECTIVES
• be related to the appraisee’s role and
accountabilities
• be related to the appraisee’s teacher standards
• be assessable
• Is professional development is required for the
objective to be achieved? If so………………….
ASSESSING AND MONITORING
PERFORMANCE
• Success Criteria:
• What will a successful outcome to the objective look like?
• The actions needed to achieve a successful outcome become
the success criteria
• Monitoring arrangements and evidence:
• You should then be able to identify the actions (you need to
take) and related dates for you both to monitor and review
progress
AN OBJECTIVE FOR ALL
TEACHERS THIS YEAR
• Objective 1: (see p5)
• Implement strategies to improve the
performance of pupil premium pupils (or
other groups of underperforming pupils,
e.g. at KS5) so that they make the expected
progression in line with career progression
criteria.
WHAT WILL SUCCESS LOOK LIKE,
WHAT MONITORING SHOULD BE DONE
AND WHAT EVIDENCE SHOULD BE
GATHERED?
• Success Criteria:
• Effective plans are in place to support those not making the
expected levels of progress
• Pupil progress: e.g. “By the end of Key Stage (KS)…, most
students achieve in line with school expectations and…”*
• Quality of teaching*
• *differentiated outcome according to career stage (see p20)
WHAT WILL SUCCESS LOOK LIKE,
WHAT MONITORING SHOULD BE
DONE AND WHAT EVIDENCE
SHOULD BE GATHERED?
• Monitoring arrangements and evidence:
• Evidence you have agreed and gathered to demonstrate intervention
• Progress data in SIRA to show the progress that pupils are making
• End of year exam/assessment results
• Scrutiny of work to show: assessment feedback is identifying areas for
improvement; evidence this feedback is being acted upon; literacy
marking guidelines are being used consistently and regularly
• Lesson observation(s) to show that pupils are making effective progress
• Pupil/parent feedback
• Advice (specific to this objective):
• The use of work record cards will enable the appraiser to see that each
student has reflected on the feedback, sought to demonstrate that (s)he
understands the feedback (by writing down their own target for
improvement). They could also incorporate a way to show that the teacher
has monitored that the student has acted on the advice.
• The most effective feedback is often two-way, i.e. a dialogue between the
teacher and student. Learning conversations can be one way in which
both teacher and student can demonstrate understanding of the current
performance of the student and what (s)he needs to do to improve.
AND FINALLY…
• You will find this power point and all the other information and
guidance* you need in the staff section of Notrenet
• * including: the Professional Standards for Teachers, NDHS PM
Objectives 2014, Annual Review Meeting, CPD relevant to PM,
Self Evaluation Audits, Guidance on Evidence to Meet the 8
Standards and FAQs
• The relevant school policies on pay and performance
management can be found in the School Policy Folder (see
Cornerstone for the link)