What Works September 2013 How we use Performance Management to raise standards

Dubai British School Meet the Tutor Evening 1090 students, from over 50 nationalities A non-selective all-through school: Foundation, Primary, Secondary and Post 16 British Curriculum: Foundation - Early Years Foundation Stage Primary – National Curriculum and IPC Secondary – NC + GCSE Post 16 – A level Dubai British School - Context

Dubai British School Meet the Tutor Evening 6.1 Leadership and Management Key aspects: Vision and direction Distribution and responsibilities of leadership Relationships and communication Capacity to improve and innovate 6.2 Self-evaluation and improvement planning Key aspects: Processes for school self-evaluation Monitoring and evaluation of the school’s performance, Teaching and learning The processes and impact of school improvement planning Improvement over time Quality Indicators

Rationale and context The DBS framework for performance management has been designed to optimise our individual and collective impact on the learning of our students, facilitate professional development and to ensure professional accountability.

Principles 1. Impact on Learning We teach so that individual children can learn, and learn as effectively as possible. Everything we do in school must focus on this simple truth. Our performance management system exists primarily to enable us to do the best job we can to enable individual children to learn. 2. Opportunities for Development Staff at DBS place high value on professional development and we all have an obligation to develop our skills as teachers and educational learning. One of the most important aims of performance management at DBS is to enable us to do so by helping to identify the individual professional needs we have.

Performance management targets within professional standards While the framework requires us to meet all the DBS standards for teaching and leadership, at least at a good level, and preferably higher, staff and their reviewers will be asked to give particular attention to meet or exceed three professional targets through the year good level

For all subject/class teachers 1. A common “SMART” target followed by all staff, linked to the SDP, set by the SLTcommon 2. A target for student performance (data based) 3. Target relating to areas of classroom practice, as identified by line manageridentified

For middle leaders, 1. A common “SMART” target followed by all staff, linked to the SDP, set by the SLT. 2. A faculty/subject target for student performance (data based) 3. A leadership target

Evidence and data used to measure impact: The DBS PM framework does not require the indiscriminate collection of vast amounts of supporting paperwork To illustrate strengths and improvements across the full range of standards to show how targets are being met. Evidence should be authentic and derived from lesson observations, planning file review, sampling of marked work, student performance data, 360 reviews.lesson observations360

Thank you for listening: Please feel free to come and visit us at Dubai British School