1. Effective Performance Management
This presentation adapted from the e-learning module produced as part of ERW's Raising Standards and Rewarding Excellence programme, for those who are unable to access or would prefer not to undertake the e-learning.
NB: We encourage you to undertake the e-learning module instead of relying purely on this presentation, wherever possible, as it is much more interactive and features some light quizzes to test out your learning.
The presentation aims to provide an overview of the key features of effective performance management for teachers and head teachers, taking into account Welsh Government guidance and the School Teacher Appraisal (Wales) Regulations 2011.
The intended audience is teachers, middle leaders, senior leaders, governors, local authority and ERW representatives.  
If you have any feedback regarding the presentation, please contact Lorna Simpson (ERW HR Manager) at

2. Session aims… To provide an:
Overview of the Performance Management (PM) process for teachers - including head teachers
Appreciation of the role of PM in the wider school improvement context
Understanding of how to implement PM effectively
Awareness of the key roles & responsibilities in the PM process

3. What is Performance Management?
“[PM] helps schools to improve by supporting & improving the work of head teachers as individuals & leaders of school teams.  It sets a framework for teachers & leaders to agree & review priorities & objectives in the context of the school's [development] plan.  It focuses attention on making teaching & leadership more effective to benefit pupils, teachers & schools.”
Welsh Government Guidance May 2012

4. Whole School Improvement
What are the benefits?
School & department priorities
Recognising
& nurturing leadership potential
Meaningful professional dialogue
Relevant professional learning activities
Identifying & sharing best practice
Effective performance management is an ongoing process that develops individuals & promotes whole-school improvement by:
- Ensuring that teachers’/head teachers’ objectives are clearly aligned to school & departmental priorities;
- Promoting purposeful & meaningful, professional dialogue between appraisees & appraisers which, in itself, can be an important part of continuing professional development;
- Enabling recognition & nurturing of leadership potential, which supports succession planning & co-ownership;
- Supporting teachers/head teachers to develop their career & practice through relevant professional learning activities, in line with the Welsh Government’s New Deal initiative;
- Facilitating the identification & sharing of best practice.
Whole School Improvement

5. Key principles… Sharing effective practice Valuing staff
Trust & two way dialogue
Sharing effective practice
Valuing staff
Constructive feedback
Rigorous & evidence based
Shared commitment
Fairness & consistency
Key principles…
The following principles underpin the performance management arrangements:
Trust, confidentiality and professional two-way dialogue between appraiser and appraisee;
Valuing staff and recognising their strengths;
Consistency so that all staff are treated fairly;
A commitment to share effective practice;
A commitment to provide constructive feedback on performance;
A rigorous and evidence-based system; and
A shared commitment to meeting the school’s development plan and appropriate national priorities.
Regular and effective two-way communication between the appraiser and the appraisee is key to ensure there are no surprises during the performance management process. 

6. PM Policy… Statutory requirement Sets out how PM is implemented
Head teacher’s annual report to GB
Subject to annual review
Every school must have a Performance Management policy, which sets out how performance management will be implemented as required by the School Teacher Appraisal (Wales) Regulations 2011
The policy sets out how performance management at the school is implemented. It should have been agreed between the governing body, head teacher and local authority, following consultation with all staff members and recognised trade unions.
It describes the purpose, procedures, roles and responsibilities that will ensure the school’s performance management arrangements contribute to the professional development of its staff and to the achievement of wider development objectives for the school and its learners.
Annually, the head teacher will provide a written report to the Governing Body on the operation and effectiveness of the policy including the training and development needs arising from the performance management process.  This could be a standalone report or it could be incorporated into another, relevant report.
The policy should be reviewed annually and any necessary amendments should be the subject of further consultation with staff, recognised trade unions and the local authority.
NB: The performance management process does not apply to newly qualified teachers (NQTs) undergoing their induction period (for which there are separate arrangements) nor does it apply to teachers who are employed for a fixed period of less than one school term. 
The School Teacher Appraisal (Wales) Regulations 2011 and Induction Guidance for NQTs can be found at

7. Professional standards…
Provide a backdrop to PM
Help identify areas for further development
Leadership Standards
Practising Teacher Standards
Professional Standards for Education Practitioners in Wales must be adhered to. 
The professional standards should be considered as a whole to provide a backdrop and to help practitioners identify areas for further development. 
Head teachers must demonstrate that they meet the Leadership Standards as part of the National Professional Qualification for Headship (NPQH) assessment process and continue to do so whilst they are in the role of head teacher.
NB: Acting head teachers are not required to have completed the NPQH, but are still expected to work towards the Leadership Standards whilst in post.
Teachers are required to meet the Practising Teacher Standards at the end of their induction period and must continue to meet them throughout their career.
Note that those paid on the upper pay range are expected to be highly competent in all elements of the Practising Teacher Standards.
Teachers may also choose to use the Leadership Standards as a reference for their leadership development where this is identified as a priority for their professional development.
The relevant professional standards can be found on the ERW website at

8. The Appraiser’s role… Agree & record objectives
Monitor & review performance
Discuss & facilitate CPD
Prepare Appraisal Statement
Make pay recommendation
In order for the performance management process to be effective, it is important that all parties understand not only their own role and responsibilities, but also those of other key parties.
Let's start by looking at appraisers and appraisees. 
The Appraiser should:
Agree and record objectives with the appraisee;
Monitor and review the performance of the appraisee throughout the cycle;
Discuss and identify the professional development needs of the appraisee;
Prepare the annual appraisal statement; and
Make a written recommendation where the appraisee is eligible for pay progression in line with the School Teachers’ Pay and Conditions document, where appropriate.
The appraiser should carry out their responsibilities by:
Planning the appraisal cycle with the appraisee;
Setting the objectives taking account of the performance review of the previous cycle, the context of the school, appraisee's job description and the relevant Professional Standards
Discussing and facilitating professional development needs
Keeping progress under review and monitoring performance against objectives regularly throughout the PM cycle 
Conducting an annual review of performance with the appraisee
Taking appropriate action and facilitating support when there is underperformance; and
Arranging for the full appraisal statement or annex to the appraisal statement to be made available to the required personnel (including the Chief Education Officer).

9. The Appraisee’s role… Be aware of the context
Provide relevant data & evidence
Participate in monitoring arrangements
Maintain PRD record
Discuss & identify CPD
The Appraisee should:
Discuss, plan and set objectives with appraiser;
Participate in monitoring and review arrangements;
Discuss and identify professional development needs
The Appraisee should carry out their responsibilities by:
Discuss setting of objectives with appraiser(s), taking notice of the context of the school, job description and the appropriate professional standards;
Facilitate the process by identifying and providing relevant data and evidence of performance;
Participate in monitoring arrangements;
Maintain an up-to-date practice and review development record;
Contribute to the annual review against objectives and overall performance;
Discuss and identify professional development needs to support professional practice.

10. Other roles… Who? What? The LA Approve PM policy
Ensure schools have procedures in place
Provide challenge
The GB
Review & agree PM policy
Monitor policy’s effectiveness & impact
Implement appeals process
The Head teacher
Review & agree PM policy with GB & LA
Appoint teachers’ appraisers
Ensure proper implementation
Now let's take a look at some other roles that are key to the performance management process.
The Local Authority (LA) must:
Approve the school’s performance management policy;
Ensure that schools have appraisal procedures in place for any teachers employed on a short-term basis of more than one term;
Challenge the head teacher and governing body to ensure that there are appropriate opportunities for all staff to develop their leadership skills.
In addition, in the case of head teachers' performance management, the LA must:
Nominate one or two LA appraisers to serve on the head teacher’s appraisal panel;
Consult with the head teacher on the LA nominee(s);
Provide nominees for the appeals process.
NB: Where the appraisal is of a head teacher of a school which has a religious character, the Diocesan Authority may appoint an appraiser.
The Governing Body must:
Review and agree the performance management policy annually;
Monitor the effectiveness and impact of the performance management process;
Implement any appeals process.
In addition to the above in the case of a head teacher's appraisal, the governing body must:
Determine the timing of the head teacher's appraisal cycle;
Review the head teacher’s performance management through an appraisal panel, taking into consideration the model terms of reference and the attributes of a good appraiser;
Keep a copy of the head teacher’s appraisal statement until at least three years after the next appraisal statement has been finalised;
Send a copy of the head teacher’s appraisal statement to the Chief Education Officer (CEO);
Consult with the head teacher on the make up of the appraisal panel;
ensure that there are opportunities for the head teacher to develop their leadership skills throughout their career.
Head teachers must:
Review and agree the performance review management policy with the Governing Body and the LA;
Determine the timing of the school’s appraisal cycle;
Appoint an appraiser for every teacher in the school and ensure appraisers carry out their responsibilities;
Ensure that there is monitoring of teaching and developmental feedback;
Ensure that teachers have individual plans and targeted professional development that support whole school improvement;
Report annually upon the effectiveness of the school’s performance management procedures to the governing body;
Keep a copy of all appraisal statements until at least three years after the next appraisal statement has been finalised.
In addition, head teachers should ensure that there are opportunities for all staff to develop their leadership roles and/or skills throughout their careers.

11. The PM Cycle… Planning Monitoring Reviewing
The length of an appraisal cycle will normally be 1 year & should begin some time between 1 September & 31 December.
It is a continuous cycle involving three stages of planning, monitoring performance & reviewing performance.
Ongoing, regular & effective two-way communication between the appraiser & the appraisee is key to ensure there are no surprises during the performance management process
The timings of the cycle should link with the school's planning cycle including the self evaluation report, school development plan, the school's categorisation, the availability of performance data & may also take account of the annual pay cycle.
We’ll take a brief look now at the 3 main stages of the PM process.

12. Planning… Pre-meeting preparation required Setting PM objectives
Agreeing monitoring methods
Identify support & development needs
It’s essential that both the appraiser & appraisee prepare for the planning meeting, to ensure that it runs smoothly & effectively
At the planning meeting, in addition to objectives being set, the appraiser will discuss & agree procedures with the appraisee for monitoring the appraisee's performance against the objectives. They will also discuss any supportive action needed & the requirement to keep an up to date Practice Review & Development record.
The meeting will seek to agree the following:
- objectives for the cycle & professional development activities to support achievement of the objectives;
- the monitoring procedures including arrangements for observation of teaching on at least one occasion, where applicable;
- any sources of information & data relevant to the objectives - these should include an up-to-date Practice, Review & Development (PRD) record & data/information drawn from existing sources.
Identify any support and development that the appraisee will require in order to achieve his or her objectives

13. The Appraiser’s preparation…
Adequate notice & time for meeting
Be familiar with relevant documents
Consider which priorities are relevant
Be aware of the CPD system
We’ll take a look now at the key things the Welsh Government guidance recommends that appraisers & appraisees should do or consider in advance of the PM planning meeting
Appraisers should:
ensure that adequate time is allowed for the planning meeting;
provide the appraisee with at least 10 school days' written notice of the planning meeting, if it is to be combined with the review meeting. If the planning meeting is intended to do just that (i.e. make plans for the upcoming cycle) then there is no requirement to give the appraisee notice, although it would be best practice to give reasonable notice;
be familiar with the statutory performance management procedures;
be familiar with the relevant Professional Standards;
be familiar with the appraisee's job description;
understand the school's priorities outlined in the School Development Plan;
reflect on any relevant pupil performance information and consider the priorities that are relevant to the appraisee’s work; and
be aware of the school’s Continuing Professional Development (CPD) system.

14. The Appraisee’s preparation…
Consider self-analysis & reflection
Be familiar with relevant documents
Focus on own & pupils’ needs
Understand SDP & departmental priorities
Consider need for evidence & PRD record
Appraisees should:
consider the use of self-analysis and reflection to prepare for the discussion with the appraiser(s);
be familiar with the relevant Professional Standards;
focus on both personal needs and on what will be needed to ensure that pupils make good progress;
understand the school’s priorities outlined in the School Development Plan; and
consider the need for evidence and the requirement to keep an up to date Practice Review and Development record.

15. Objective setting… Key expectations & developmental priorities
Relevant Professional Standards
SMART
Take account of relevant evidence
Usually 3 objectives
Revision - in exceptional circumstances
Performance management objectives will be set at the planning meeting, at the outset of the performance management cycle.
Setting objectives does not mean itemising every activity or task, but picking out key expectations & developmental priorities.
Appraisers should set appropriate objectives that address the relevant Professional Standards (& associated behaviours, where applicable) & how the appraisee undertakes their role, as well as quantifiable outcomes.
In order that evidence-based judgements can be made, the Welsh Government recommends that objectives are: 
clear; concise; measurable; challenging and relevant.
In effect, what the Welsh Government is saying is that objectives should be SMART.
Head teachers'/teachers' objectives should contribute to improving the progress of pupils at the school, & must take account of relevant evidence, including the School Performance Information. This is why schools in the ERW region are advised to commence their performance management cycles after Core Visit 1 has taken place during the Autumn Term.
There is no set rule regarding how many performance management objectives should be set for an appraisee though it is generally the case that there will be 3.
In exceptional circumstances, an appraisee's objectives may be revised by the appraiser at any time during the appraisal cycle.
As with the setting of objectives at the start of the appraisal cycle, in most cases any revisions will be jointly agreed by the appraiser & the appraisee. However, if they are not agreed then the appraiser must set out in writing such revised objectives as the appraiser considers appropriate. The appraisee will be allowed to add comments in writing.
Following any revision then the statement of objectives must be amended to show the revised objective, the date of the revision & the reason of the revision.

16. Departmental Objectives Whole-School Objectives Individual Objectives
The Golden Thread…
Departmental Objectives
Whole-School Objectives
Individual Objectives
Many of you will probably have heard the term ‘Golden Thread’ before. For those who haven’t – or those who need a reminder of what it’s all about – the ‘Golden Thread’ is a metaphor for the links between strategy & results or outcomes. It is therefore commonly used in the context of performance management.
Effective & integrated performance management ensures that all staff are focussed on achieving the aims of an organisation & embracing its vision & values.
Some of you may be thinking that this all sounds like corporate jargon & that it doesn’t bear any relevance to school improvement, however, evidence shows that where a “golden thread” links whole-school objectives, to departmental objectives & - in turn – individual objectives, this does have a positive impact on school improvement & ultimately pupil outcomes.
The main reason for this is that delivery of whole-school objectives, such as those laid out in the School Development Plan, are more likely to be achieved if they filter down through departmental objectives to individual objectives. This encourages a cohesive, whole-school approach to delivery of the School Development Plan.
NB: In a primary school setting, ‘departmental objectives’ may instead relate to objectives assigned to particular Key Stages, etc
Having a ‘golden thread’ has also proved to have a positive effect on staff engagement & morale, through staff being more aware of how the work they do on a day-to-day basis fits with the school’s overall objectives. As well as enabling individual staff members to see more clearly the value they’re adding to the school’s work, it also encourages a stronger sense of working as part of a team where staff members have a sense of shared purpose.

17. S M A R T Specific Measurable Achievable Relevant Time-bound
Objectives set out what a school, department or individual is trying to achieve. It is important for appraisers to get the process of setting objectives right, as inadequately formulated objectives could guide an individual, a department or a school in the wrong direction.
Specific & measurable objectives provide a definition of the success of a project or initiative. Achievable & relevant objectives engage & motivate individuals, within the context of what the school’s overall aims are. Time-bound objectives ensure that all parties agree when it is to be achieved.
Usage of the SMART acronym is now common among managers who use SMART to set objectives within appraisal & performance management systems.
SMART i.e. specific, measurable, achievable, relevant & time-bound
Specific – outline in a clear statement precisely what is required.
Measurable – include a measure to enable you to monitor progress & to know when the objective has been achieved.
Achievable – objectives can be designed to be challenging, but it is important that failure is not built into objectives. Appraisers & appraisees should agree to the objectives to ensure commitment to them. This is automatically built in to the PM process – through the planning meeting, etc.
Relevant - Objectives should also add useful value within the context they are being set in – such as being aligned with whole-school & departmental strategies & aims. If individuals can see how what they do relates to the “big picture” it creates a stronger sense of purpose, inter-departmental reliance & consequence. This links in with ‘The Golden Thread’ covered on the previous slide.
Time-bound – agree the date by which the outcome must be achieved.
If you are interested in learning more about how to set good, SMART objectives, look out for the next round of ‘Effective Performance Management: Setting Objectives’ workshops taking place in your area.
Specific Measurable Achievable Relevant Time-bound

18. Relevant information…
Job description
Professional Standards
Developing practice
SDP priorities
Any national priorities
Professional aspirations
Head teachers'/teachers' objectives should contribute to improving the progress of pupils at the school, and must take account of relevant information, including the School Performance Information.
Let’s have a look at the types of information that should be taken into account when setting objectives. This list is not exhaustive – it purely provides some examples of the types of information that the Welsh Government guidance recommends should be taken into account when setting objectives.
PM objectives should take account of the following:
Developing and improving the teacher’s professional practice, or head teacher's school leadership and management practice;
The teacher or head teacher’s job description;
Any relevant pay progression criteria;
Any relevant whole-school or team objectives specified in the School Development Plan;
The Practising Teacher Standards for teachers or Leadership Standards for head teachers (note that both of these sets of Standards may be relevant in some cases); and
Any national priorities for school improvement set by the Welsh Ministers.
They may also take into account the teacher or head teacher's professional aspirations.
Examples of other information which school leaders and governors have suggested might be taken into account, but which is not detailed in the Welsh Government guidance, are:
Information from the previous year’s PM cycle
Latest school self-evaluation report (in the case of the head teacher)
Core Visit 1 & Core Visit 2 reports (in the case of the head teacher)
Latest school budget (in the case of the head teacher)

19. Monitoring… Assessing performance against objectives
Variety of monitoring methods
Sufficient, appropriate evidence  secure judgements
Final decision rests with appraiser
In order to accurately assess appraisees' performance against their objectives, it is necessary for effective monitoring procedures to be put in place.
Monitoring procedures should include a variety of methods including information from:
- the appraisee’s Practice Review & Development record;
- the School Development Plan;
- school performance information; and
- any other relevant data, all of which should have been prepared for other purposes such as, for example, a teacher's planning documentation.
It is important that sufficient appropriate evidence is gathered to ensure secure judgements are made.
Note that if monitoring procedures cannot be jointly agreed, the appraiser will have the final decision & will set & record in writing the procedures to be used. The appraisee should be allowed to add comments in writing.

20. Monitoring Methods
Let’s take a look now at some examples of monitoring methods that might be used as part of the performance management process. Bear in mind that these are not exhaustive, but are intended to provide you with a brief overview as part of this session.
In the context of performance management, ‘lesson observations’ involve the appraiser observing learning and/or teaching activities for the purpose of assessing the appraisee’s progress towards his/her objectives.
It should be noted that there’s a requirement for such lesson observations to be undertaken by an individual who holds Qualified Teacher Status (QTS). In the case of a Headteacher who has a significant teaching load, the lesson observations would often be carried out by a Challenge Adviser for this reason.
The nature, purpose & amount of observation, as well as the areas to be focussed on should be determined at the performance management planning meeting.
Work scrutiny is another source of leadership evidence for both teaching & learning. As part of the performance management process, where one of the appraisee’s objectives relates to marking & feedback, the appraiser might gather a sample of books belonging to those pupils taught by the appraisee & he/she will check through them in order to establish how helpful & specific the appraisee’s marking and/or feedback is, & whether the pupils have acted on it.  
Another monitoring method could be to check an appraisee’s lesson plans as part of the performance management process where one of his/her objectives relates to differentiation, for example.
It is also possible to set performance management objectives which are linked to pupil progress – for example, “to improve standards of writing in KS2 from 85.7% to between 89% and 92%”. In such cases, pupil performance data would be a valid method for monitoring the appraisee’s progress against their objectives.
Appraisers should be careful about how they construct such numerical objectives, in order to help to ensure that they are acting fairly & are not open to challenge.
When setting such objectives, it is therefore important to define what progress the pupils are expected to make within the context of the school, & using specific school data. Objectives should always be achievable in the context of the school & the available resources – the appraisee should not be set up to fail.
In line with the 'no surprises approach', informal in-year discussions are another means of keeping progress under review & of ensuring that the appraisees are supported in their professional development.  These performance review discussions can focus on the appraisee's CPD plan & any supportive action that may be needed.  They may also help the appraisee to keep their Practice Review & Development record up-to-date.
Most appraisees & appraisers find it helpful if the timing of these discussions are agreed at the planning meeting.  They may coincide with lesson observation (where applicable).

21. Reviewing… Pre-meeting preparation required
Review performance against objectives
Identify additional support & development needs
No surprises!
It’s essential that both the appraiser & appraisee prepare for the planning meeting, to ensure that it runs smoothly & effectively
The role of the Challenge Adviser at Headteacher performance review meetings is to offer advice to the appraisal panel – not to chair the meeting itself
The review meeting should involve:
reviewing, discussing and confirming the appraisee’s essential tasks, objectives and standards;
recognising the appraisee’s strengths and achievements, and taking into account factors outside the appraisee’s control;
confirming action agreed with the appraisee during informal in-year review meetings;
identifying areas for development and how these will be met;
recognising professional development needs; and
where combined with the planning meeting, agreeing clear objectives and completing an individual plan for the year ahead.
The appraiser should use the relevant professional standards as a backdrop to help make a professional judgement about the overall effectiveness of the appraisee’s performance in demonstrating that they continue to meet the standards. The appraiser should also take into account the stage the appraisee is at in their career.
Appraisers may find it helpful to highlight the main points raised during the review meeting & discuss with the appraisee what will be included in the written appraisal statement.
There should be no surprises at the review meeting, on the basis that there should have been regular & effective communication between the appraiser & the appraisee during the monitoring stage.

22. The Appraiser’s preparation…
Ensure adequate time for the meeting
Provide at least 10 school days’ notice
Be familiar with relevant documents, including appraisee’s up-to-date PRD
As with the planning meeting, there are several things that appraisers and appraisees should consider prior to attending the review meeting, to ensure that it runs smoothly and is effective.
Prior to the review meeting, the appraiser should:
Ensure that adequate time is allowed for the review meeting;
Provide the appraisee with at least 10 school days' written notice of the meeting;
Be familiar with the appraisee’s up-to-date Practice, Review and Development Record;
Be familiar with the statutory performance management procedures;
Be familiar with the school's performance management policy;
Be familiar with the relevant Professional Standards; and
Be familiar with the appraisee's job description.

23. The Appraisee’s preparation…
Submit up-to-date PRD to appraiser at least 5 school days prior to meeting
Consider reflecting upon the cycle
Be familiar with relevant documents
Prior to the review meeting, the appraisee should:
Submit their up-to-date Practice, Review and Development Record (PRD) to the appraiser at least 5 school days before the review meeting;
Consider reflecting upon the work they have carried out during the current performance management cycle, their strengths and achievements, and areas for professional development;  
Be familiar with the statutory performance management procedures;
Be familiar with the school's performance management policy;
Be familiar with the relevant Professional Standards; and
Be familiar with the appraisee's job description.

24. Appraisal Review Statement…
Provide within 10 school days
Brief record of review meeting
Training & development needs
Seek to agree wording
Confidentiality
Within 10 school days of each appraisal review, the appraiser must provide the appraisee with a written statement recording the main points made by the appraiser and the appraisee at the review meeting and the conclusions reached. The statement can be brief whilst giving a sound basis for future review and the planning of the next cycle.
There must be recorded in an annex to the statement (which will form part of the statement), the appraisee’s training and development needs and ways of meeting such needs, as identified at the review.
Appraisers should seek to agree the wording of the final statement with the appraisee within 10 school days of the review meeting.
The appraisee may, within 10 school days of receiving a copy of the final appraisal statement, add to it comments in writing, and these comments will form part of the statement.
All parties should remember that the appraisee’s individual plan and appraisal statement are personal and confidential. The principles of the Data Protection Act 1998 should therefore be followed at all times by those who have access to the documents.

25. Appeals… To be lodged within 10 school days
Procedure in school’s PM Policy
3 possible outcomes
No further right of appeal
Where appraisal of objectives is not agreed, the appraisee can record their dissatisfaction with the appraisal on the appraisal statement.  However, the appraisee also has the opportunity to appeal against the appraisal statement if the teacher is dissatisfied with aspects of the appraisal, and an appeals officer (or appeals panel, in the case of the head teacher) will be appointed to conduct a review of the appraisal.
An appeal against an appraisal statement must be made within 10 school days of receiving the statement and must be made in writing to the governing body.  All appeals should be conducted in accordance with the current Appraisal Regulations and the associated Welsh Government guidance. The exact procedure to be followed should be outlined in your School’s Performance Management Policy – it’s important that process is followed.
After due consideration of the appeal (including any representations made by the appraisee), the appeals officer/panel may:
decide that the appraisal has been carried out satisfactorily (and may make observations);
with the agreement of the appraiser, amend the appraisal statement; or
order that a new review be carried out.
Where a new appraisal is ordered a new appraiser must be appointed and the appeals officer/panel must determine which appraisal procedures must be repeated.
The decision of the appeals officer/panel is final and there is no further right of appeal as part of the performance management process.
A flowchart outlining the appeals process recommended in the Welsh Government guidance can be found on the ERW website at

26. Performance Capability
Other related issues…
Performance Related
Pay
Performance Capability
Performance-related Pay:
The School Teachers’ Pay and Conditions Document (STPCD) provides that the Governing Body must consider annually whether or not to increase the salary of teachers (including head teachers) who have completed a year of employment since the previous annual pay determination &, if so, to what salary within the relevant pay ranges.
Pay decisions must be clearly attributable to the teacher / head teacher’s performance, as assessed through the school’s performance management process & taking account of the recommendation made as part of the teacher/head teacher’s appraisal statement.
The school’s pay policy should define continued good performance & clearly set out how pay progression will be determined.
You can seek advice from your LA in respect of any pay progression queries.
Performance capability:
Effective line management arrangements, including the effective use of the performance management procedures, will help prevent underperformance through early identification, support & intervention.
The performance management process does not form part of any disciplinary or performance capability procedures.
Where underperformance has been identified & appropriate support and intervention have been provided through the performance management process, but concerns about performance remain,  the appraiser should bring this to the attention of the head teacher (if the appraiser is a member of staff other than the head teacher).  The school's performance capability policy should be referred to in such cases.
Where a head teacher or teacher no longer meets the professional standards relevant to his/her role, the governing body or head teacher may consider performance capability procedures.
Remember that this should not come as a surprise to the appraisee as there should have been regular & effective communication between him/her & the appraiser during the performance management process.
NB: the performance management process ceases at the point that the capability procedure begins. The performance management process would then recommence as soon as the capability procedure has ended.
You can seek advice from your Local Authority in respect of any performance capability issues.

27. Remember… Follow the school’s PM policy / procedure
Keep objectives SMART
No surprises…
Confirm actions / outcomes in writing
Keep your records!
Well done! You’ve reached the end of the Effective Performance Management presentation and should now have an:
overview of the performance management process for teachers (including head teachers);
appreciation of the role of performance management in the wider school improvement context;
understanding of how to implement the performance management process effectively; and
awareness of their roles and responsibilities in the process, along with those of other key parties.
To round up, there’s a summary of the key points on this slide.