Whole School Objective linked to the Teachers’ Standards (2015-16)
All performance management objectives must contribute to improving the education of our pupils
The objectives set for each teacher, will be specific, measurable, achievable, realistic and timebound (SMART) and will be appropriate to the teacher’s role and level of experience. The appraiser and teacher will seek to agree the objectives but, if that is not possible, the appraiser will determine the objectives. Objectives may be revised if circumstances change.
The objectives for each teacher will contribute to our school’s plans for improving the educational provision and performance and of pupils at our school.
The first objective (below) will be used for all teachers:
Objective 1:
Promote good progress and outcomes by your pupils so that they achieve either:

on target progress e.g. FFT-50 (GCSE) and/or Alps Subject Grade 4-5 (AS/A2) for main-scale teachers (“most pupils achieve in line with school expectations”)
 or above target progress e.g. FFT-20 (GCSE) and/or Alps Subject Grade 1-3 (AS/A2) for postthreshold teachers (“almost all pupils achieve in line with school expectations; some/many exceed them”)
Success criteria:

Pupils’ achieve expected attainment and progress according to the career progression criteria (Annexe 6 of the Pay Policy)

Effective plans are in place to support those not making the expected progress, e.g. there is good evidence of appropriate differentiation in teaching and learning as well as communication with and advice to parents

You have accessed any support/training that has been identified (if required) to help achieve this objective
Monitoring arrangements and evidence:
 Internal progress data monitoring shows the progress that pupils are making
 End of year results for your pupils (externally marked or internally standardised and moderated)
 Lesson observations to show that pupils are making effective progress
 Lesson observations and work scrutiny show that your pupils have a conscientious attitude to their own work and study and reflect on the progress they have made and can identify what they need to do to improve further.
This first objective will be as follows for a Head of Subject/Faculty:
Promote good progress and outcomes by pupils and the pupils in your department/faculty so that they achieve either:

on target progress (FFT-50 and/or Alps Subject Grades 4-5) for main-scale teachers (“most pupils achieve in line with school expectations”)

or above target progress (FFT-50 and/or Alps Subject Grades 1-3) for post-threshold teachers (“almost all pupils achieve in line with school expectations; some/many exceed them”)
Success criteria:

Your pupils and pupils in your curriculum area achieve expected attainment and progress according to the career progression criteria (Annexe 6 of the Pay Policy)


Effective plans are in place within your team to support those not making the expected progress, e.g. there is good evidence of appropriate differentiation in teaching and learning as well as communication with and advice to parents

You have accessed any support/training that has been identified (if required) to help achieve this objective
Monitoring arrangements and evidence:
 Internal progress data monitoring shows the progress that pupils are making in your

 curriculum area
End of year results for your own pupils and pupils in your curriculum area (externally marked or internally standardised and moderated)
Lesson observations to show that pupils in your curriculum area are making effective progress
 Lesson observations and work scrutiny show that your pupils and all pupils in your curriculum area have a conscientious attitude to their own work and study and reflect on the progress they have made and can identify what they need to do to improve further.
NB this objective would provide evidence that would help towards meeting the following teacher standard S2, but could also show evidence of S1, S3, S4, S5, S6 and S7
The second objective (below) will be used for all teachers:
Objective 2:
Make accurate and productive use of your subject assessment so that you:
 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.
Success criteria:

You are applying the new assessment system consistently in all your classes from Yrs 7-10 and/or you demonstrate that you fully comply with current school and department policy with regard to assessment in your classes from Yrs 11-13

Your pupils show an understanding of this new and/or current assessment system

You have accessed any support/training that has been identified (if required) to help achieve this objective
Monitoring arrangements and evidence:

Lesson observations and work scrutiny show the quality of your marking and oral feedback and that you use formative and summative assessment effectively

Moderation of internal and external assessments show the accuracy of your marking

Internal progress data monitoring shows that you know and understand data relevant to your pupils

Evidence (oral and written) shows that your pupils respond to your feedback and know their current grade and what they need to do to improve

You deploy other adults effectively in your classroom based on your knowledge of your pupils’ progress

You can demonstrate that you have applied any training you have received to help achieve this objective
This second objective will be as follows for a Head of Subject/Faculty:

Make accurate and productive use of your subject assessment so that all members of your team:
 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.
Success criteria:

You and your team are applying the new assessment system consistently in all your classes from Yrs 7-10 and/or you demonstrate that you fully comply with current school and department policy with regard to assessment in your classes from Yrs 11-13

Your pupils and pupils in your curriculum area show an understanding of this new and/or current assessment system

You and all members of your team have accessed any support/training that has been identified (if required) to help achieve this objective
Monitoring arrangements and evidence:

Lesson observations and work scrutiny show the quality of your and your team’s marking and oral feedback and that you and they use formative and summative assessment effectively

Moderation of internal and external assessments show the accuracy of your and your team’s marking

Internal progress data monitoring shows that you and your team know and understand data relevant to your/their pupils

Evidence (oral and written) shows that your pupils and pupils in your curriculum area respond to your/their feedback and know their current grade and what they need to do to improve

You and members of your team deploy other adults effectively in your/their classroom based on your/their knowledge of your pupils’ progress

You and members of your team can demonstrate that you and they have applied any training you and they have received to help achieve this objective
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) 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.
NB this objective would provide evidence that would help towards meeting teacher standard S6.
Objective 3: Heads of Department can identify a third objective that the whole Department can have as a focus as identified in their SIDP or reflect the specific needs of that individual. This objective could be used to identify cpd needs that will enable the teacher to, for example, maintain, develop or extend current practice, in order to support assessment for pay progression or to provide effective experience for promotion opportunities. This objective could be used, for example, when a colleague needs to demonstrate progression in developing professional relationships.