Performance Management Teacher Professional Standards Hilary Peatfield Denise Whitworth WELCOME Building pride in Cumbria PROGRAMME 9 15 – 12 30 Session 1 Introductions and objectives Session 2 Background, context and purpose Session 3 Getting to know the standards Session 4 The standards in more detail – progression LUNCH 12 30 – 1 30pm Building pride in Cumbria 1 30 – 3 45 pm Session 5 Performance management, professional standards and CPD; link with staffing structures Session 6 Implications for schools, leaders and reviewers; impact on individuals, roles, responsibilities and staffing structures Session 7 Action planning and next steps Building pride in Cumbria SESSION 1 Introductions and Objectives Building pride in Cumbria OBJECTIVES • Gain a developing understanding of the new professional standards and their implications • Understand how the standards inter-relate with other national workforce development initiatives • Consider implications for staffing structures • Explore the implications for school leaders, reviewers, CPD leadership and performance management • Develop a framework for an action plan Building pride in Cumbria Table Discussion • Introductions • Key points that you already know about the professional standards • What is/will be the most enjoyable part of your revised/new performance management role? Building pride in Cumbria SESSION 2 Background, context and purpose Building pride in Cumbria The Context – Review of Standards for Classroom Practitioners • • • • TDA has reviewed the following standards for classroom practitioners: Professional standards for teachers Professional standards for higher level teaching assistants Level 3 National Occupational Standards for teaching/classroom assistants Level 2 National Occupational Standards for teaching/classroom assistants A review of the leadership standards, led by NCSL, is forthcoming Building pride in Cumbria The Revised Framework of Professional Standards for Teachers • Four sets of standards reviewed: – QTS, induction, post-threshold, advanced skills teacher • New set of standards for the excellent teacher scheme • Three inter-linked sections: – professional attributes, professional knowledge and understanding, professional skills • Induction standards are known as core standards, they apply to NQTs and mainscale teachers Building pride in Cumbria Why have these standards been reviewed? • To create a coherent and progressive framework • To support new developments emerging in the context of new teacher professionalism including revised performance management arrangements (in place from autumn 2007) Building pride in Cumbria The Wider Context for Teachers - New Teacher Professionalism •Confidence and respect •professional dialogue - open, equitable & fair manner •entitlement to, & a duty to engage in, school-focussed CPD which is effective & relevant to their professional development, career progression & aspirations Building pride in Cumbria The Quartet of Developments National Agreement Staffing Structure Review Revised Performance Management Revised Professional Standards Building pride in Cumbria The New Teacher Professionalism Alignment with the Wider Children’s Workforce Health and Social Care Activity Leadership Learning, Development & Children’s Care Support Services Learning & Development TA/CA National Occupational Standards Learning and Development Play work IT Users Sport and Recreation Youth Work Management & Leadership Building pride in Cumbria NQT (Q) Core (C) Post-threshold (P) AHT HT AST (A) DHT AST AST ET ET* Career Dev UPS UPS TLR TLR UPS UPS MPS MS TLR Performance Management ET (E) NQT NQT MPS MS Succession Planning Building pride in Cumbria Staffing Structure Purpose of the Standards The revised professional standards: •clarify the professional attributes, knowledge and understanding and skills expected of a teacher •provide a framework for career progression •help teachers identify areas of strength and areas for development •support teachers in identifying their CPD needs and underline a contractual entitlement to effective CPD Building pride in Cumbria SESSION 3 Getting to Know the Standards Building pride in Cumbria The Standards Poster Building pride in Cumbria Framework of the Standards Q C Qualified Teacher Status (QTS) 33 Teachers on the main scale (Core) 41 P Teachers on the Upper Pay Scale (Post Threshold teachers) 10 E A Excellent Teachers (ETs) 15 Advanced Skills Teachers (ASTs) 3 Building pride in Cumbria Revised Professional Standards Building pride in Cumbria Activity 1 Champions and Envoys • Choose one core or post threshold standard from the selection provided • Your task is to champion the chosen standard and to act as an envoy for those standards shared with you Building pride in Cumbria Framework of the Standards Professional attributes Standards Q C Relationships with children /YP 1-2 1-2 3 3 Communicating & working with others 4-6 4-6 Personal professional development 7-9 7-9 Frameworks Building pride in Cumbria P E A 1 1 1 2 Framework of the Standards Knowledge & understanding Standards Q C P E Teaching & 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 21 22-25 Health & well-being Building pride in Cumbria 6 6 A Framework of the Standards Skills Standards Q C P E Planning 22-24 26-28 7 7 Teaching 25 29-30 8 8-9 Assessing , monitoring and 26-28 31-34 giving feedback Reviewing teaching & learning 29 35-36 Learning environment 30-31 37-39 Team working & collaboration 32-33 40-41 Building pride in Cumbria A 10-11 12 9-10 14-15 2-3 Building pride in Cumbria Building pride in Cumbria Building pride in Cumbria SESSION 4 The Standards in More Detail Progression Building pride in Cumbria A Changing Landscape • Children’s agenda • Workforce remodelling • Personalised learning • Professional development New professionalism Building pride in Cumbria What progression across the standards looks like? • The framework of professional standards is progressive: – post threshold teachers make a distinctive contribution to raising standards across the school by acting as role models for teaching and learning and providing mentoring and coaching to less experienced teachers – ASTs and excellent teachers provide models of excellent and innovative teaching and use their skills to enhance teaching and learning by undertaking and leading school improvement activities and CPD for other teachers. ASTs also carry out developmental work across a range of workplaces Building pride in Cumbria Twin Tracks PEDAGOGY AST ET LEADERSHIP head teacher deputy head teacher assistant head teacher TLR1 TLR2 post threshold (P) standards core (C) standards QTS standards Building pride in Cumbria Career Progression • Teachers need to demonstrate evidence that they are meeting, maintaining and building on their attributes, professional knowledge and understanding and skills • The standards clarify professional characteristics which are maintained and built upon throughout their career • Teachers not aspiring to the next career stage need to identify ways to broaden and deepen their expertise within their current career stages. Building pride in Cumbria An Overview of the Standards • Constant • Cumulative • Considerations Building pride in Cumbria Activity 2 Progression Through The Standards • Consider the subsection Teamwork and Collaboration – Begin with standards C40 & C41 and map their progression through to A2 & A3 – Give concrete examples of what you would expect to see at each standard – Feedback Building pride in Cumbria Post Threshold Standards A teacher being considered for the threshold would need to meet the relevant core standards (C) and satisfy the postthreshold standards (P). Post threshold teachers are expected to: continue to meet the core 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 teachers Professional Standards 2007 & STPCD 2007 Building pride in Cumbria Progression through UPS • Progression on UPS should be based on two successful performance management reviews • To achieve progression, the achievements of postthreshold teachers and their contribution to school(s) should have been substantial and sustained. • To ensure that the achievements and contribution have been substantial and sustained, the performance management review will need to assess that the teacher has: o continued to meet post-threshold standards; and o grown professionally by developing their expertise post threshold STPCD 2007: Section 3, para 34 (“Clarification”) Building pride in Cumbria 35 Activity 3 Post Threshold Progression • • • In table groups, using the task sheet as a guide, identify on post its what a postthreshold teacher needs to do, to demonstrate progression Each table feed back on one progression criterion Reflect on the implications of this activity for your setting Building pride in Cumbria SESSION 5 Performance Management, Professional Standards and CPD Building pride in Cumbria Professional Standards and CPD • The standards will support teachers in identifying their professional development needs • Where teachers wish to progress to the next career stage, the next level of the framework provides a reference point for all teachers when considering future development • The standards will also support teachers in identifying ways to broaden and deepen their expertise within current career stages Introduction to Professional Standards 2007 Building pride in Cumbria CPD entitlement and expectations • All teachers have oa professional responsibility to be engaged in effective, sustained and relevant professional development throughout their careers o a contractual entitlement to effective, sustained and relevant professional development throughout their careers. •Teachers are expected to make a contribution to the development of others Introduction to Professional Standards 2007 Building pride in Cumbria Activity 4 In table groups, discuss and develop a visual representation of the relationship between PM, PS and CPD: Activity: 15 minutes Plenary Sharing group Building pride in Cumbria 3 minutes per Performance Management School Improvement Planning Framework developing people improving young lives Continuing Professional Development Building pride in Cumbria Revised Professional Standards SESSION 6 Implications for Reviewers Building pride in Cumbria The Revised Regulations - Five Key Areas of Difference Planning meeting Classroom observation Review and the link to pay Roles and responsibilities Process and timing Building pride in Cumbria Key Areas of Difference Planning meeting Classroom observation • 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 Building pride in Cumbria Key Areas of Difference Roles and responsibilities • Reviewers for teachers will be the head teacher, who may delegate the responsibility in its entirety, to the teacher’s line manager • Scope for intervention to moderate at the planning stage by the head teacher for teachers’ and by the Governing Body for head teachers Process and timing • Clear timeline for process • Right of appeal Building pride in Cumbria Reviewer Skills: Roles and Responsibilities THE REVIEWER Revised Regulations: “The Reviewer will be the Head Teacher who may delegate this role in its entirety to the teacher’s line manager.” Building pride in Cumbria Performance Management Cycle Monitoring & Supporting Planning • Objectives set • Classroom observation and evidence collection agreed • Performance criteria for the above set • Support, training and development agreed • Timescales set • 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 Building pride in Cumbria Implications for PM Reviewers and Induction Tutors Table Discussion • What will PM Reviewers and Induction Tutors need in terms of: – Knowledge? – Skills? – Documentation? Building pride in Cumbria Table Discussion Consider as a group one or more of the following: 1. How can we use the standards for school improvement? 2. How can we use the standards to identify whole-school CPD needs? 3. How can we use the standards to assist with school self evaluation? 4. How will you approach the issue of longer serving UPS teachers to whom the ‘P’ standards have come as a surprise? ALL GROUPS: What are the key messages about the standards that we can take back to our staff? Building pride in Cumbria Link to pay Review and the link to pay (Regulations) • At the end of the PM cycle, the Reviewer meets the Reviewee to: a) review performance throughout the cycle against the performance criteria specified in the planning statement b) where the Reviewee is eligible for pay progression, “determine the recommendation on pay progression, having regard to the results of the review” Review and the link to pay (Guidance) • Reviewers only make pay recommendations for: o Post threshold teachers o Leadership Group o Advanced Skills Teachers • 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 Regulations para 18.1 Building pride in Cumbria 50 Making Pay Recommendations •No change to the general arrangements for pay progression •Reviewers’ judgements now form the basis for the recommendation for a salary rise for eligible teachers •The recommendation is based on an assessment of the reviewee’s performance against the performance criteria specified in the planning statement Building pride in Cumbria Eligibility for Pay Recommendation • Post-threshold teachers: – (U1) two years after passing threshold assessment – (U2) two years after U2 – (U3) if an excellent teacher post exists • Excellent teachers • Advanced skills teachers (annually) • Leadership roles including headteachers (annually) Building pride in Cumbria SESSION 7 Action Planning and Next Steps Building pride in Cumbria Activity 5 •Harvey Balls Exercise Building pride in Cumbria Prioritisation Matrix How easy is it to do? Easy Hard Low What impact will it have? Building pride in Cumbria High Useful Links www.teacher.tv/video/browser/2620 professional standards videos www.teachernet.gov.uk/teachingnandlearning/professi onalstandards/ printer friendly version of the standards www.tda.gov.uk/teachers Building pride in Cumbria “Learning organisations are where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together” Peter Senge (1990: 3) Building pride in Cumbria