Where next for you? 16 &

This session aims to ………. Give time to reflect on your first year in teaching To know about performance management and your role in it Consider the next steps in your career development To better understand the role of subject leader

activity

2 nd Year of teaching What will you do differently at the beginning of the Autumn term? What do you want to improve/ develop in your practice?

Performance Management - standards Standards have been designed to set out a basic framework within which all teachers should operate from the point of initial qualification. Appropriate self evaluation, reflection and professional development activity is critical to improving teacher’s practice at all career stages. The standards set out clearly the key areas which a teacher should be able to assess his or her own practice, and receive feedback from colleagues. As their careers progress, teachers will be expected to extend their depth and breadth of knowledge, skills and understanding that they demonstrate in meeting the standards their, as is judged appropriate to the role they are fulfilling and the context in which they are working.

Performance Management in school -1 Performance is linked to pay. Every school has pay and appraisal policies setting out how pay progression is linked to a teacher’s performance. The first performance-linked pay increases were made from September It is a designed to be a supportive and developmental process to ensure that all teachers have the skills and support they need to carry out their role effectively. It helps to ensure that teachers are able to continue to improve their professional practice and to develop as teachers.

Performance Management in school -2 Key factors schools consider when assessing teachers’ performance: Impact on pupil progress Impact on wider outcomes for pupils Contribution to improvements in other areas (e.g. pupils’ behaviour or lesson planning) Professional and career development Wider contribution to the work of the school, for instance their involvement in school business outside the classroom Schools could consider evidence from a range of sources, including self-assessment, lesson observations, and the views of other teachers and of parents and pupils.

Before the Meeting During the meeting – discuss After the meeting Read & understand school Performance management policy & pay policy Carry out a self-review reflecting on: your current role/job description key successes, achievements, challenges, progress towards objectives, assessment against the teacher standards, impact of training and development on performance Collate evidence as agreed Think about possible future objectives and training and development needs Review previous year’s objectives Plan future objectives professional learning and development activities needed to meet objectives agree performance/success criteria and evidence which will be used to assess performance including classroom observation Develop skills and practice related to the objectives Participate in interim discussions to review progress Ensure reviewers are made aware of any concerns at the time they arise about progress or provision of support or training Keep a copy for own records Fully participate in the appraisal process, prepare, ask questions seek feedback and act upon it compare

Tracking your own performance

Continuing Professional Development the process of tracking and documenting the skills, knowledge and experience that you gain both formally and informally as you work, beyond any initial training. a record of what you experience, learn and then apply. a process of recording and reflecting on learning and development.

11 Professional Portfolio Continue to keep your own professional portfolio - memory soon dims. A useful evidence base. Ring binder with plastic wallets./e portfolio Certificates. INSET dates, provider and content. Core teaching dates and classes. Other important professional experiences - school trips, social services etc. Photographic evidence

Where next for you?

If you build a career around a personal passion, or an activity or interest that you love, you will tend automatically to harness several vital elements for success: You will: work very hard and be determined and persistent constantly improve your skills and knowledge, which will improve your product/service quality have a smile on your face, and your enthusiasm will transfer to staff, customers, suppliers, supporters, etc quickly build a strong reputation - especially for reliability and quality treat mistakes and failures as lessons learned and challenges to be met - instead of obstacles and problems keep up to date with trends, and you will increasingly lead new trends build competitive advantage - especially in quality, customer service and value be efficient and so make a difference in the progress of pupils be happy in your work - which helps sustain success and life-balance

Career –next steps In primary schools you can take on responsibility for leading subjects including key areas such as literacy, numeracy or special educational needs; and you can move into senior management/leadership by becoming an assistant head, deputy head or head teacher. list

Subject Leaders While the Headteacher and governors carry overall responsibility for school improvement, a subject leader has the responsibility for securing high standards of teaching and learning in their subject as well as playing a major role in the development of school policy and practice. ’ 1998 – TTA, National Standards for Subject Leaders ‘ Rainbow Pack

Subject Leaders Subject Leaders can be key players in securing and sustaining outstanding teaching. Subject leaders can work with teachers within the teams that they lead, helping teachers to make their own journey towards excellence. Discuss Consider the best subject leader in your school – what skills qualities did they have that made them a good subject leader? What did they do?

Subject Leadership Strategic direction and development of the subject Teaching and learning Leading and managing staff Efficient and effective deployment of staff and resources.

18  Lead staff in reviewing subject policy & practice  Develop a plan of action with clear outcomes  Monitor the implementation of the policy and practice.  Monitor, challenge, support and develop staff subject knowledge and practice.  Monitor pupil learning & progress and the quality of teaching in a subject  Use a range of strategies to support staff to develop practice i.e. Lead INSET, team teach, coach, model,  Continue to develop skills and Develop, monitor and order resources.  Make resources available to staff and suggest strategies for their use.  Keep parents/guardians and governors informed about history policy and practice.  knowledge about the subject as well as leadership development  Develop links with the local community as appropriate.  Develop cross curricula links as appropriate e.g. ICT The subject leader will be expected to:

The Six ‘C’s…………. Schrag, Nelson and Siminowsky’s (1985) developed the concept of six C’s. They identified attitudes shared by those who are able to deal with change which may help you to become a more effective Subject leader. The ‘C’ Challenge Help staff to perceive change as a challenge rather than a threat. Communicate Keep staff informed Commitment Involve staff in the diagnosis and need for change, the planning design and implementation of change. Control Help staff to feel that they are not powerless in the face of change and through participation and involvement they will be able to influence the course of change. Confidence Build confident resilient staff who do not read any implications about their worth into the change. Connect Network with other individuals and organisations who are undergoing change to help staff to develop an awareness of the inevitability of change.

Caeer Career where next for you? Where would you like to be in 1…2…… 5…..10 years time…… Will your work be the same or different from now? How will it change over the years? What type of school/industry would you like to be working for? Would you like it to be the same or different? What will you have achieved from your career? What type of work will you be doing/ What skills…existing skills or new skills will you be developing? What will you be known for at your work/ Will you be in the same role? Will it change how do you want it to change? planning

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