1. Managing a Cluster 1: Performance management systems and people management
May 2012

2. What will we do? Background Elements of PMS
Interrelationship RTC (NZTC)/Prof Standard (CA)/RTLB indicators  
“difficult” conversations
Discussion
Where to from here
Intro Colin – cover background eg ERO lack of accountability measures, overview of what PMS is about (show circle and where competency sits) link to PMS/Appraisal and competency….
Denis power point of elements from paper
Colin interrelationship RTC (TC)/Prof Standard (CA)/RTLB indicators  -matrix plus OECD report on NZ system
Colin “difficult” conversations link to INSTEP material on web (maybe include “bullying across cluster?)
Denis – where to from here and where you can go for help

3. Background Appraisal is regular and evidence based.
The principal has used the RTLB professional standards when appraising RTLB and has asked RTLB to bring evidence of their effectiveness to appraisal sessions.
Feedback from clients (students, teachers, parents and principals) is also considered in the appraisal process.
The results from performance appraisals are then used to identify professional development for RTLB.
ERO Review 2004
8 Conclusion
This report has outlined examples of good practice drawn from a sample of the RTLB
clusters evaluated by ERO. These good practice examples are intended to provide a
starting point for discussion and reflection on practice for all RTLB clusters.
The clusters profiled in this report demonstrated strength in one or more of the key
areas of performance considered in ERO’s evaluation of the RTLB service. ERO’s
evaluation has shown that, in particular, there is a high correlation between evidence of
the quality of RTLB practice and positive outcomes for students. In the case of Ma¯ori
students, good practice in governance and management of RTLB clusters was shown to
be essential to ensure improvement in achievement for these students.
These key areas of performance remain the most accurate indicators of effective
outcomes of RTLB, and clusters that exhibited good practice in one area were likely to
reflect good practice in many areas. Similarly, poor practice in one area was often an
indicator of the need for development in other areas. This emphasises the need to
reflect on, and ensure, the most effective practice in all dimensions of the governance,
management and delivery of the RTLB service.

4. 2009
In 28 clusters, RTLBs were appraised annually. The quality of this appraisal varied greatly, with only half of these clusters implementing a comprehensive appraisal process likely to lead to improved practice. ……... Appraisal of RTLB was not carried out in four of the clusters; in a further eight, it varied …….in a few clusters some RTLB were appraised while others were not….
In 28 clusters, RTLBs were appraised annually. The quality of this appraisal varied greatly, with only half of these clusters implementing a comprehensive appraisal process likely to lead to improved practice. In these clusters, appraisal was based on RTLB professional standards, personal and professional goals and cluster priorities or objectives. Appraisal of RTLB was not carried out in four of the clusters; in a further eight, it varied among employer schools; and in a few clusters some RTLB were appraised while others were not because of variable employer school practices. Some RTLB expressed their frustration about the lack of accountability systems for addressing their concerns about the performance of their colleagues.

5. RTLB Integrated planning and delivery
Communication& relationship leadership & local priorities
National priorities, Ministry contract and support & federation
RTLB Integrated planning and delivery
District/regional & national
With others & Community, Whanau, Iwi
Cluster governance & management
Cluster processes and systems
RTLB practice
Learners and achievement
Change Management & Leadership
Fund management and RTLB & practice leadership
Needs analysis, planning and reporting & advisory group
Referral processes
RTLB recruitment, training
Performance agreements
Students are at the centre of all that we doing.
It is the responsibility of the sector and the Ministry to ensure we provide support and resources to enable every student to succeed.
To enable this to happen, Ministry regional and local offices are working more closely with schools and kura, to provide and identify support, monitor performance and identify where resources are required to accelerated student achievement
Together, regions assist schools to help improve performance, ensure parents, family and whanau are engaged and supportive, as well as meeting community and ministry expectations.
RTLB PLD
Teachers and schools
Individuals

6. Employment Relationship
The Life Cycle of an
Employment Relationship
Establish
Need
Review
Disciplinary/
competency
Process
NZSTA advice
Appraisal
Recruitment
Advertising
Selecting
Professional
Development
Terms & Conditions CA
IEA
Performance
Agreement JD
Prof Stds

7. Legislative basis Legislation and contractual Gazette notice PMS 5
CA’s
Requirements for the appraisal of teachers
Teacher appraisal is compulsory, serves both improvement (professional development) and accountability functions and is a process that is internal to the school.
The Guidelines on Performance Management Systems specify a number of requirements that Boards of Trustees, as the employers of teachers, must adhere to when assessing teacher performance. The requirements include principles that underpin teacher appraisal policies and processes, specific features of the appraisal process and aspects that should be appraised. Boards of Trustees have flexibility in designing performance appraisal systems appropriate to their school and community, within a minimum quality assurance and accountability framework
The Education Act (1989) gives school Boards the control of the management of schools with wide ranging powers, which include the authority to appoint, suspend or dismiss staff.

8. Working Relationships
Good Faith
“Good faith means dealing with each other honestly, openly and without misleading each other.”
This doesn’t just happen in a vacuum,

9. QUOTES FROM WORK PERFORMANCE EVALUATIONS
QUOTES FROM WORK PERFORMANCE EVALUATIONS . . or things you don't want to see on your appraisal
"Since my last report, this employee has reached rock bottom, and shows signs of starting to dig."
"His team would follow him anywhere, but only out of morbid curiosity."
"Works well when under constant supervision, and cornered like a rat in a trap."
"When he opens his mouth, it seems that this is only to change whichever foot was previously in there."
"This person has delusions of adequacy."
"sets low personal standards, and then consistently fails to achieve them."
"This employee should go far, and the sooner he starts, the better."

10. Overview Two of your main planning tools & vital for: They also:
career aspirations of individual RTLB
require staff buy-in and motivation
They also:
set cluster and individual priorities,
provide the opportunity for constructive support and feedback and
clearly identify expected standard of performance and what constitutes competency
Performance management and professional development planning provide cluster managers with two of their main planning tools: they are also vital to meeting the career aspirations of individual RTLB. Both forms of planning require staff buy-in and motivation if the quality of work outcomes is to be improved. They also set cluster and individual priorities, provide the opportunity for constructive support and feedback and clearly identify the expected standard of performance and what constitutes competency.
Refer also to pages inclusive of the MoE’s RTLB current Toolkit

11. Performance management is about
Managers and employees having regular quality conversations about performance during the year,
Employees getting clear, specific and timely feedback about their performance and
Employees participating fully in the performance management process.

12. Performance management is more than
Filling out forms,
Leaving everything up to the manager,
And is not limited to an end of year review / appraisal,
It is about planning, quality feedback and monitoring throughout the year.

13. Performance management principles include (but not limited to):
Fairness
Transparency
Role Clarity
Participation
Feedback
Agreement
Professional development
Performance management principles include (but are not limited to):
Fairness - there will be a consistent approach across the cluster,
Transparency - RTLB will understand how assessments and decisions have been reached.
Role Clarity - RTLB will understand what outputs and competencies are expected from them,
Participation - performance agreements and reviews are participative processes between the RTLB and their cluster manager,
Feedback - everyone will receive regular feedback on their performance,
Agreement - any formal rating of performance should be agreed with the individual. Agreement by the parties on performance rating will not be unreasonably withheld; and
Professional development - RTLB are expected, and will be supported, to extend their skills and development.

14. Performance Management Cycle
Ongoing, annual process.
Throughout year, ensure the following:
Set in place and advise RTLB of, a predictable annual performance management process,
Identify and communicate achievement areas and performance indicators,
Check and record progress,
Provide feedback where appropriate; and
Undertake face to face, progress review.
This is an ongoing, annual process. The cluster manager will, throughout the year, ensure the following:
Set in place and advise RTLB of, a predictable annual performance management process,
Identify and communicate achievement areas and performance indicators,
Check and record progress,
Provide feedback where appropriate; and
Undertake at least one formal, face to face, progress review.

15. Professional Development
At part of performance management cycle, and in consultation with each employee,
Identify and set out individual RTLB professional development needs;
Monitored progress and
Review performance.
Professional Development
At the same time as the performance management cycle, and in consultation with each employee, cluster managers will identify and set out individual RTLB professional development needs; again, progress will be monitored and performance reviewed.

16. Measurement Tools
Cluster manager and RTLB develop performance objectives and how they are to be measured.
These may include surveys, feedback, observation, and qualitative, quantitative and cost measures.
They may have regard, but are not limited to, the Key Indicators for RTLB (hand-outs).
Measurement Tools
The cluster manager and RTLB will develop performance objectives and how they are to be measured. These may include surveys, feedback, observation, and qualitative, quantitative and cost measures. They may have regard, but are not limited to, the Key Indicators for RTLB.
Handout

17. Resources http://instep.net.nz/ http://www.educationalleaders.govt.nz/
OECD Report
Toolkit
Denis
OECD Report
Toolkit
Denis

18. What are the next steps? Remember personal files Obtain delegation
Other things…….