1. PERFORMANCE MANAGEMENT: ADVICE AND GUIDANCE FOR LINE MANAGERS Monday 1st September C10 11.20 am

2. THE PURPOSE OF APPRAISAL To fulfil a statutory responsibility To fulfil a statutory responsibility Governors are accountable to OFSTED for the appraisal process and annual pay progression results School improvement and raising standards School improvement and raising standards Value for money use of public funds Value for money use of public funds Personal professional development Personal professional development Managing teacher performance Managing teacher performance To make an assessment of a teacher’s overall performance for the year, which make have an effect on any pay award To make an assessment of a teacher’s overall performance for the year, which make have an effect on any pay award

3. HOW DOES THIS AFFECT TEACHER APPRAISAL? Teachers will still be assessed against three criteria: Teachers will still be assessed against three criteria: 1.Their performance, values, behaviours and conduct and how they compare with the Teachers’ Standards 2.Their role in school (therefore crucial that roles and responsibilities are up to date and clearly understood) 3.Their performance management objectives

4. WHAT ARE MY RESPONSIBILITIES AS LINE MANAGER? Become familiar with the standards and make sure you understand them Become familiar with the standards and make sure you understand them Make sure the teachers in your team are familiar with them, from NQTs to veterans Make sure the teachers in your team are familiar with them, from NQTs to veterans Become familiar with the new pay policy Become familiar with the new pay policy Introduce and encourage the self-evaluation audits, which are designed to help you and your appraisees to identify areas for professional development. Introduce and encourage the self-evaluation audits, which are designed to help you and your appraisees to identify areas for professional development.

5. WHAT ARE MY RESPONSIBILITIES AS LINE MANAGER? In addition there are also guidance sheets of evidence for each of the 8 Teacher Standards to help you and your appraisees In addition there are also guidance sheets of evidence for each of the 8 Teacher Standards to help you and your appraisees Whilst Brian ultimately decides who, for example, merits an upper pay scale award, the responsibility for assessing the evidence and making (or not) a recommendation lies with you Whilst Brian ultimately decides who, for example, merits an upper pay scale award, the responsibility for assessing the evidence and making (or not) a recommendation lies with you Discuss with your own line manager any teacher in your team who is at risk of not consistently meeting any of the three criteria (referred to on a previous slide) Discuss with your own line manager any teacher in your team who is at risk of not consistently meeting any of the three criteria (referred to on a previous slide)

6. HOW SHOULD I PREPARE TO FULFIL MY RESPONSIBILITIES? You need to know: The detail of our school pay and appraisal policy The detail of our school pay and appraisal policy What the key priorities are in our School Improvement Plan What the key priorities are in our School Improvement Plan What our school’s professional development plan/strategy is What our school’s professional development plan/strategy is What the roles and accountabilities of each of your appraisees are (up-to-date JDs) What the roles and accountabilities of each of your appraisees are (up-to-date JDs) Where each of your appraisees is on the pay scale for 2014 Where each of your appraisees is on the pay scale for 2014

7. WHAT DO I NEED TO DO IN ADVANCE OF THE ANNUAL REVIEW MEETING? Decide on the meeting time, date and venue (see p5). Give plenty of notice. Decide on the meeting time, date and venue (see p5). Give plenty of notice. Gather together data on the performance of the appraisee, including any observation data and data from SISRA Gather together data on the performance of the appraisee, including any observation data and data from SISRA Reflect on appraisee’s performance over the last year using the relevant teachers’ standards audit (see p12-19) and give him/her a copy so that (s)he can reflect on his/her own performance Reflect on appraisee’s performance over the last year using the relevant teachers’ standards audit (see p12-19) and give him/her a copy so that (s)he can reflect on his/her own performance Make an assessment on the performance of the appraisee which might include a recommendation on pay Make an assessment on the performance of the appraisee which might include a recommendation on pay

8. WHAT DO I NEED TO DO IN ADVANCE OF THE ANNUAL REVIEW MEETING? Be ready to address any areas where performance is weak as they arise Be ready to address any areas where performance is weak as they arise Draft appropriate performance objectives and professional development goals (see p7-11) Draft appropriate performance objectives and professional development goals (see p7-11) And then …. And then …. Write the appraisal report (see p20-23) Write the appraisal report (see p20-23) Monitor the appraisee’s performance throughout the year Monitor the appraisee’s performance throughout the year Maintain confidentiality, fairness, etc. in line with the Appraisal Policy Maintain confidentiality, fairness, etc. in line with the Appraisal Policy Call interim meetings to discuss progress (see p5-6) Call interim meetings to discuss progress (see p5-6)

9. WHAT SKILLS DO I NEED TO BE AN EFFECTIVE APPRAISER? Good organisational skills Good organisational skills Ability to listen, reflect, summarise and paraphrase Ability to listen, reflect, summarise and paraphrase A commitment to personal development and school improvement A commitment to personal development and school improvement Professionalism Professionalism Ability to lead, persuade and direct, trust and honesty Ability to lead, persuade and direct, trust and honesty Ability to deal with the ‘difficult conversation’ Ability to deal with the ‘difficult conversation’ Ability to explain clearly and unambiguously Ability to explain clearly and unambiguously Good written, summative skills Good written, summative skills Able to inspire confidence Able to inspire confidence

10. SETTING APPROPRIATE AND EFFECTIVE OBJECTIVES Objectives should: Objectives should: be SMART – specific, measurable, achievable, realistic, time- bound be SMART – specific, measurable, achievable, realistic, time- bound have sufficient challenge for the appraisee have sufficient challenge for the appraisee contribute to overall or specific school improvement contribute to overall or specific school improvement complement and develop the appraisee’s skills, knowledge, experience or effectiveness complement and develop the appraisee’s skills, knowledge, experience or effectiveness be related to the appraisee’s role and accountabilities be related to the appraisee’s role and accountabilities be related to the appraisee’s teacher standards be related to the appraisee’s teacher standards be assessable be assessable Is professional development is required for the objective to be achieved? If so…………………. Is professional development is required for the objective to be achieved? If so………………….

11. ASSESSING AND MONITORING PERFORMANCE Success Criteria: Success Criteria: What will a successful outcome to the objective look like? What will a successful outcome to the objective look like? The actions needed to achieve a successful outcome become the success criteria The actions needed to achieve a successful outcome become the success criteria Will a lack of success be a deal breaker in terms of pay progression? Will a lack of success be a deal breaker in terms of pay progression? Monitoring arrangements and evidence: Monitoring arrangements and evidence: With your help, the appraisee should be able to identify their actions and related dates for you both to monitor and review progress With your help, the appraisee should be able to identify their actions and related dates for you both to monitor and review progress NB there should be no surprises. Deal with any poor performance as it arises NB there should be no surprises. Deal with any poor performance as it arises

12. SOME TIPS Where possible develop outline objectives with colleagues If an objective works well it could be the basis for similar ones – sharing is useful Always remember appraisal is a professional dialogue and process – nothing personal! If an objective is clearly not working* or if circumstances change for the appraisee, hold an interim meeting and change or modify the objective * = you need to be clear it is the objective and not the appraisee’s response to it

13. AN OBJECTIVE FOR ALL TEACHERS THIS YEAR Objective 1: (see p7) Objective 1: (see p7) Implement strategies to improve the performance of pupil premium pupils (or other groups of underperforming pupils, e.g. at KS5) so that they make the expected progression in line with career progression criteria.

14. WHAT WILL SUCCESS LOOK LIKE, WHAT MONITORING SHOULD BE DONE AND WHAT EVIDENCE SHOULD BE GATHERED? Success Criteria: Success Criteria: Effective plans are in place to support those not making the expected levels of progress Pupil progress: e.g. “By the end of Key Stage (KS)…, most students achieve in line with school expectations and…”* Quality of teaching* *differentiated outcome according to career stage

15. WHAT WILL SUCCESS LOOK LIKE, WHAT MONITORING SHOULD BE DONE AND WHAT EVIDENCE SHOULD BE GATHERED? Monitoring arrangements and evidence: Monitoring arrangements and evidence: Progress data in SIRA shows the progress that pupils are making and identifies the percentage making the expected progress End of year exam/assessment results Scrutiny of work to show: assessment feedback is identifying areas for improvement; evidence this feedback is being acted upon; literacy marking guidelines are being used consistently and regularly Lesson observation(s) to show that pupils are making effective progress Pupil feedback *differentiated outcome according to career stage NB this objective would provide evidence that would help towards meeting the following teacher standards S1, S2, S3, S4, S5, S6 and S7.

16. AND FINALLY… You will find this power point and all the other information and guidance* you need in the Staff area of Notrenet You will find this power point and all the other information and guidance* you need in the Staff area of Notrenet * including: the Professional Standards for Teachers, the STPCD 2013, NDHS PM Objectives 2014, PM and Department link Schedules, Threshold Assessment, Annual Review Meeting, CPD relevant to PM, Self Evaluation Audits, Guidance on Evidence to Meet the 8 Standards and FAQs * including: the Professional Standards for Teachers, the STPCD 2013, NDHS PM Objectives 2014, PM and Department link Schedules, Threshold Assessment, Annual Review Meeting, CPD relevant to PM, Self Evaluation Audits, Guidance on Evidence to Meet the 8 Standards and FAQs Our Pay Policy and Performance Management Policy can be found in the School Policy Folder (see Cornerstone for directions) Our Pay Policy and Performance Management Policy can be found in the School Policy Folder (see Cornerstone for directions)