© 2006 TDA Development Performance Management Briefing and Planning event Ian Hancock - Extended Schools Remodelling Adviser Hilary Price – Governing Body Support Officer Grahame Sherfield - Schools’ Workforce Adviser Cilla Wilson - HR Advisor

© 2006 TDA Development Version Detailed agenda 9.00Coffee & registration 9.30Introduction, overview and objectives (incl. reminder of pre course reading – RIG statement) overview of the value of PM, building on and developing good practice 9.50The Revised PM arrangements - overview legal requirements and key differences The Performance Management Challenge (Quiz questions) 10.05Pairs discussion 10.10The revised PM arrangements (cont.) the PM Cycle; roles and responsibilities; process and timings

© 2006 TDA Development Version Detailed agenda 10.35Pairs: identifying what participants need or want 10.45Coffee 11.00The Performance Management Challenge (answers) The Revised PM arrangements (cont.) – more details 11.45Questions 12.15Group exercise: Who needs to do what? 12.35Where do we go from here? Support and CPD: arrangements and opportunities 1.00Lunch 1.45Planning for implementation

© 2006 TDA Development Version Detailed agenda 9.00Coffee & registration 9.30Introduction, overview and objectives (incl. reminder of pre course reading – RIG statement); overview of the value of PM, building on and developing good practice 9.50The Revised PM arrangements - overview legal requirements and key differences The Performance Management Challenge (Quiz questions) 10.05Pairs discussion 10.10The revised PM arrangements (cont.) the PM Cycle; roles and responsibilities; process and timings

5 Setting The Scene

6 Lessons from Industry ? Meeting Expectations

7  ….. building a professional learning community ….. supports all staff to achieve high standards.  Develops and maintains a culture of high expectations …….. and takes appropriate action when performance is unsatisfactory.  Develops and maintains effective strategies and procedures for …… professional development and performance review

8 Headteacher’s Report  the operation of the performance management policy;  the effectiveness of the school’s performance management procedures; and  the teachers’ training and development needs. The Education (School Teacher Performance Management) (England) Regulations 2006

9 School Leadership Heads should:  be actively involved in promoting a CPD culture throughout the school.  implement and promote effective performance arrangements for the entire school workforce.  We support the use of the new performance management framework for school leaders and teachers….

10 Professional Standards for Teachers …… performance management is the key process. Performance management provides the context for regular discussions about teachers’ career aspirations and their future development ….. The framework of professional standards will provide a backdrop to discussions about how a teacher’s performance should be viewed ……….. The relevant standards should be looked at as a whole in order to help teachers identify areas of strength and areas for further professional development. Evaluate their performance and be committed to improving their practice through appropriate professional development. …. provide ……. colleagues ……with timely, accurate and constructive feedback.

11 School Improvement Partner  Progress HT has made towards previous PM objectives  Identify objectives for governors to set HT in next PM cycle  PM system’s contribution to raising achievement and pupil’s wider well-being?

12 Ofsted  ……. created a common sense of purpose among staff.  The quality of professional development gives a good indication of how well managers know their school and take action to improve it. Inspectors can evaluate the quality and range of actions taken to support teachers an improve their performance.  The adequacy and suitability of staff……..

13 Commercial Schemes Performance Review - Professional Growth £165+VAT Available - April 2007 Pay Escalator – Performance Development & Pay Progression Management Toolkit £50 current users £115 New customers

14 Questions and Issues  What have we done to make the most of performance management?  How has it felt to be involved in performance management as teachers and leaders?  How has it changed our culture, the way we relate to each other and our expectations of each other?  What do we know about the impact of performance management in our classrooms?  What has prevented our school from making the most of performance management? Making performance management perform: Leading Edge Series May 2003

15 Self -Categorisation  Advanced – Fully embedded as an integral part of professional practice. Robust systems lead to significant improvements in learning and teaching. Viewed as an entitlement, empowering all staff to participate fully in a professional dialogue.  Established - Most systems in place, but not yet fully embedded. Generally positive impact on learning and teaching. Most staff participate confidently, but some may not yet take ownership of the process.  Emerging – Systems would benefit from review to further develop professional practice. Appropriate time to strengthen link to improvements in learning and teaching. Staff experiences would be enhanced by improved opportunities for effective and relevant CPD.

© 2006 TDA Development Version Detailed agenda 9.00Coffee & registration 9.30Introduction, overview and objectives (incl. reminder of pre course reading – RIG statement); overview of the value of PM, building on and developing good practice 9.50The Revised PM arrangements - overview legal requirements and key differences The Performance Management Challenge (Quiz questions) 10.05Pairs discussion 10.10The revised PM arrangements (cont.) the PM Cycle; roles and responsibilities; process and timings

© 2006 TDA Development Version The revised regulations - Five key areas of difference Planning meeting Classroom observation Review and the link to pay Process and timing Roles and responsibilities

© 2006 TDA Development Version 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 Classroom observation

© 2006 TDA Development Version 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

© 2006 TDA Development Version Detailed agenda 9.00Coffee & registration 9.30Introduction, overview and objectives (incl. reminder of pre course reading – RIG statement); overview of the value of PM, building on and developing good practice 9.50The Revised PM arrangements - overview legal requirements and key differences The Performance Management Challenge (Quiz questions) 10.05Pairs discussion 10.10The revised PM arrangements (cont.) the PM Cycle; roles and responsibilities; process and timings

© 2006 TDA Development Version Detailed agenda 9.00Coffee & registration 9.30Introduction, overview and objectives (incl. reminder of pre course reading – RIG statement); overview of the value of PM, building on and developing good practice 9.50The Revised PM arrangements - overview legal requirements and key differences The Performance Management Challenge (Quiz questions)) 10.05Pairs discussion 10.10The revised PM arrangements (cont.) the PM Cycle; roles and responsibilities; process and timings

© 2006 TDA Development Version Detailed agenda 9.00Coffee & registration 9.30Introduction, overview and objectives (incl. reminder of pre course reading – RIG statement); overview of the value of PM, building on and developing good practice 9.50The Revised PM arrangements - overview legal requirements and key differences The Performance Management Challenge (Quiz questions)) 10.05Pairs discussion 10.10The revised PM arrangements (cont.) the PM Cycle; roles and responsibilities; process and timings

© 2006 TDA Development Version 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

© 2006 TDA Development Version The Planning Meeting The Planning Meeting - what the guidance says 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

© 2006 TDA Development Version Objective Setting Objective Setting - what the guidance says 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

© 2006 TDA Development Version Performance Criteria Performance Criteria - what the guidance says Should 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

© 2006 TDA Development Version Classroom Observations and other evidence Classroom Observations and other evidence - what the guidance says Clear rationale and focus - supportive and developmental Proportionate to need Head teacher’s right to drop in to inform their monitoring of the quality of learning Limited exceptions to the three hour limit

© 2006 TDA Development Version Classroom Observations and other evidence Classroom Observations and other evidence - what the guidance says Multi-purpose wherever possible Enables a general assessment of a reviewee’s teaching practice Prompt feedback is essential Observers need appropriate preparation and skills

© 2006 TDA Development Version Monitoring and Support Monitoring and Support - what the guidance says 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 Monitoring & Supporting Monitoring of performance throughout the cycle Provision of agreed support Evidence collection Ongoing professional dialogue

© 2006 TDA Development Version The Review Meeting The Review Meeting - what the guidance says Normally at the same time as the Planning Meeting Making a pay progression recommendation Both parties should prepare thoroughly and play an active part Reviewing Overall assessment of individual’s progress against the performance criteria Recommendations for pay progression made for eligible teachers No surprises

© 2006 TDA Development Version Detailed agenda 10.35Pairs: identifying what participants need or want 10.45Coffee 11.00The Performance Management Challenge (answers) The Revised PM arrangements (cont.) – more details 11.45Questions 12.15Group exercise: Who needs to do what? 12.35Where do we go from here? Support and CPD: arrangements and opportunities 1.00Lunch 1.45Planning for implementation

© 2006 TDA Development Version Detailed agenda 10.35Pairs: identifying what participants need or want 10.45Coffee 11.00The Performance Management Challenge (answers) The Revised PM arrangements (cont.) – more details 11.45Questions 12.15Group exercise: Who needs to do what? 12.35Where do we go from here? Support and CPD: arrangements and opportunities 1.00Lunch 1.45Planning for implementation

© 2006 TDA Development Version Detailed agenda 10.35Pairs: identifying what participants need or want 10.45Coffee 11.00The Performance Management Challenge (answers) The Revised PM arrangements (cont.) – more details 11.45Questions 12.15Group exercise: Who needs to do what? 12.35Where do we go from here? Support and CPD: arrangements and opportunities 1.00Lunch 1.45Planning for implementation

© 2006 TDA Development Version Detailed agenda 10.35Pairs: identifying what participants need or want 10.45Coffee 11.00The Performance Management Challenge (answers) The Revised PM arrangements (cont.) – more details 11.45Questions 12.15Group exercise: Who needs to do what? 12.35Where do we go from here? Support and CPD: arrangements and opportunities 1.00Lunch 1.45Planning for implementation

© 2006 TDA Development Version The Planning Meeting - what the revised regulations say about Previous position Revised regulations - At the planning meeting: no requirement to do anything but set objectives, leaving teachers unclear about expectations and the potential for other issues to be raised during the cycle and at the review - At the planning meeting at the start of the cycle objectives, classroom observation and its focus, any other evidence, support/development to be provided, timescales and performance criteria against which progress will be judged at the end of the cycle must all be discussed and recorded reflecting any pay progression criteria for eligible teachers/head teachers - The teacher/head teacher must know at the outset what is expected of them - Other issues may be raised and considered at any stage after the planning meeting - The outcome of the planning meeting will represent the overall performance of the teacher/head teacher

© 2006 TDA Development Version The Planning Meeting – what the revised regulations say The Planning Meeting - the reviewer and reviewee meet to consider 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

© 2006 TDA Development Version The Planning Meeting - what the revised regulations say [contd] The Planning Meeting - Reviewers will need to consider 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

© 2006 TDA Development Version Objective Setting - what the revised regulations say Objective Setting Objectives should: Contribute to the school improvement plan and pupil progress Be determined with regard to – the reviewee’s job description – relevant pay progression criteria for eligible teachers – relevant whole school, team, department, or faculty objectives – a satisfactory work/life balance – the reviewee’s professional aspirations – relevant professional standards

© 2006 TDA Development Version Performance Criteria Performance criteria need to be determined at the planning meeting which relate to: The objectives Observation of the reviewee’s performance in the classroom Any other evidence to be taken into account Performance Criteria - what the revised regulations say

© 2006 TDA Development Version What the revised Regulations say about classroom observation and other evidence Previous positionRevised regulations - No limit on classroom observation - A minimum of one observation required but this was open- ended and had the potential to lead to excessive monitoring - Classroom observation limited to no more than 3 hours per cycle, no requirement to use all of these NB this excludes OfSTED observations and Local Authority observations (using their statutory powers of intervention) - Written feedback given on observation within 5 days - Must be conducted by a qualified teacher - Often separate systems of observation operating to inform Performance Management, the Self Evaluation Form, school improvement planning and other processes - The school’s Performance Management policy should link to arrangements for school improvement, school self-evaluation and school development planning

© 2006 TDA Development Version What the revised Regulations say about classroom observation and other evidence (continued) Previous positionRevised regulations - No requirement to have a protocol for classroom observation - head teachers must establish a Performance Management policy which includes a protocol for classroom observation, on which they consult with teachers, and which they seek to agree with trade unions. No restrictions on other evidence and who can supply it Only persons with direct professional knowledge of the work of the teacher/head teacher can provide evidence

© 2006 TDA Development Version What the revised regulations say about monitoring Previous positionRevised regulations - No regulations requiring information to be shared or concerns to be raised during the cycle - There is a regulated process for raising concerns - No regulations preventing other information not known to the teacher/head teacher from being introduced and considered at the review - Regulatory provision for raising other concerns or where circumstances change

© 2006 TDA Development Version What the revised regulations say about the review meeting Previous positionRevised regulations - At the review meeting no regulations preventing other information not known to the teacher/head teacher being introduced and considered at this stage - At the review meeting, review performance against the performance criteria established at the outset - No direct link with pay decisions - No clarity on the use of Performance Management information to inform pay decisions. - The assessment at the review meeting (based on the performance/success criteria) forms the basis for the recommendation for pay progression for eligible teachers

© 2006 TDA Development Version What the revised Regulations say about roles & responsibilities Previous positionRevised regulations -Team leaders can be peers or line managers – peers receive no remuneration for this responsibility - Reviewer will be the head teacher who may delegate this role in its entirety to the teacher’s line manager -Teachers/head teachers changing schools part way through a cycle or during the 2 year period between progression on UPS may have to begin again - Requirement for schools if requested by the teacher/head teacher to transfer information collected to date for teachers/head teachers changing schools during a cycle - Scope for intervention:- head teacher/Governing Body able to take other evidence into account in addition to outcomes of PM review for pay decisions - Scope for intervention:- head teacher may instruct reviewer to prepare a new statement where head teacher is of the opinion that the statement is inconsistent with statements of other teachers or does not comply with PM policy (Governing body will carry out this role where head teacher is the reviewee)

© 2006 TDA Development Version Establish the schools performance management policy, monitor the operation and outcomes of performance management arrangements, and review the policy and its operation every year Appoint 2/3 governors to review the head teacher’s performance on an annual basis Appoint an external adviser or use the SIP to advise appointed governors on the head teacher’s performance Retain a copy of the head teacher’s planning and review statement (normally the Chair) Roles & Responsibilities - Governing Bodies

© 2006 TDA Development Version Roles & Responsibilities - Governing Bodies (contd) Where the head teacher makes such a request, to action requests for evidence from the performance management process if the head teacher transfers mid-cycle Ensure the content of the head teacher’s planning and review statement is drafted having regard to the need to be able to achieve a satisfactory work life balance Undertake action in relation to appeals in line with the school’s policy

© 2006 TDA Development Version Roles & Responsibilities - Head Teachers Report annually to the governing body on performance management arrangements and on training and development needs Play an active part in their own performance management and professional development including taking action as agreed at review meetings Act as performance reviewers and, where appropriate, delegate the role of performance reviewer in its entirety Retain copies of all review outcomes in school improvement planning and ensure the school produces and resources an effective plan for the professional development of its workforce

© 2006 TDA Development Version Roles & Responsibilities - Head Teachers Establish a protocol for classroom observation for inclusion in the performance management policy Action any request from a teacher for evidence from performance management to be transferred if the teacher moves school mid- cycle Evaluate standards of teaching and learning and ensure proper standards of professional practice are established and maintained Ensure that the teacher’s planning and review statement is drafted having regard to the need for a satisfactory work life balance

© 2006 TDA Development Version 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

© 2006 TDA Development Version Process and timings under the new regulations Previous positionRevised regulations No clear timeline-Timeline for production of planning & review statement - Clarity on access and retention of statements - No date for the completion of the cycle leading to discontinuity between Performance Management and pay decisions - The annual cycle must be completed by 31 st October each year in time for pay recommendations to be made to the Governing body (31 st December for head teachers) -The regulations excluded major elements of the process making them optional for schools giving rise to inconsistencies - No provisions to limit any aspect of the process or have regard to work/life balance - The regulations governing the process are clearer and more detailed - Provisions in the regulations to seek to limit workload arising from Performance Management - Appeal teacher/head teacher could ask for a review of the outcomes - Clear right of appeal

© 2006 TDA Development Version 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 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

© 2006 TDA Development Version What the revised regulations say about Continuing Professional Development Previous positionRevised regulations - Professional development considered when setting objectives - Support, training & development needs agreed at the beginning of the cycle and the actions which will be taken to address them - Professional development should support achieving objectives and respond to career aspirations - Head teacher to report annually to governing body on teachers’ training and development needs

© 2006 TDA Development Version Detailed agenda 10.35Pairs: identifying what participants need or want 10.45Coffee 11.00The Performance Management Challenge (answers) The Revised PM arrangements (cont.) – more details 11.45Questions 12.15Group exercise: Who needs to do what? 12.35Where do we go from here? Support and CPD: arrangements and opportunities 1.00Lunch 1.45Planning for implementation

© 2006 TDA Development Version Questions

© 2006 TDA Development Version Detailed agenda 10.35Pairs: identifying what participants need or want 10.45Coffee 11.00The Performance Management Challenge (answers) The Revised PM arrangements (cont.) – more details 11.45Questions 12.15Group exercise: Who needs to do what? 12.35Where do we go from here? Support and CPD: arrangements and opportunities 1.00Lunch 1.45Planning for implementation

© 2006 TDA Development Version Who needs to do what? Which individuals or groups? What do they need to do? What do they need to know? How can we achieve this? Roles & Responsibilities Process & Timing Planning Meeting, Review & Link to Pay Classroom Observation

© 2006 TDA Development Version Detailed agenda 10.35Pairs: identifying what participants need or want 10.45Coffee 11.00The Performance Management Challenge (answers) The Revised PM arrangements (cont.) – more details 11.45Questions 12.15Group exercise: Who needs to do what? 12.35Where do we go from here? Support and CPD: arrangements and opportunities 1.00Lunch 1.45Planning for implementation

© 2006 TDA Development Version Detailed agenda 10.35Pairs: identifying what participants need or want 10.45Coffee 11.00The Performance Management Challenge (answers) The Revised PM arrangements (cont.) – more details 11.45Questions 12.15Group exercise: Who needs to do what? 12.35Where do we go from here? Support and CPD: arrangements and opportunities 1.00Lunch 1.45Planning for implementation

© 2006 TDA Development Version Detailed agenda 10.35Pairs: identifying what participants need or want 10.45Coffee 11.00The Performance Management Challenge (answers) The Revised PM arrangements (cont.) – more details 11.45Questions 12.15Group exercise: Who needs to do what? 12.35Where do we go from here? Support and CPD: arrangements and opportunities 1.00Lunch 1.45Planning for implementation

© 2006 TDA Development Version Further support Ian Hancock - Extended Schools Remodelling Adviser Hilary Price – Governing Body Support Officer Grahame Sherfield - Schools’ Workforce Adviser Cilla Wilson - HR Advisor