Introduce delegate packs and contents Load Sheet 2 and 2a in Word.

Performance Management Reviewer Training 2007-08 Facilitated by Maggie Swinnerton Dennis Johnson
Introduce delegate packs and contents Load Sheet 2 and 2a in Word. Copyright Dorset CC Reviewer Training

Agenda for today 2 Introductions, objectives, and agenda
Revised PM cycle and Reviewer role Implications for Reviewers Revised Professional Standards Planning meeting Monitoring overall performance Making pay recommendations Review meeting Next steps for your school Review of the day 2 Copyright Dorset CC Reviewer Training

The journey today 3 PM regs & guidance PM cycle Reviewer role
= Activity Planning meeting Prof standards Support Development needs Objectives Performance criteria Monitoring performance Professional dialogue Line Manager role / TLR Classroom observation ‘Other evidence’ Review meeting Overall performance Pay recommendations We all learn best by doing. Today will provide opportunities to work through as much of the process as possible. Hope everyone will engage. You will have questions. Sometimes we will be able to answer, or will defer the answer to later in the day. Where necessary we shall take advice. Please use Parking Lot for any questions not fully addressed in the sessions. Next steps 3 Copyright Dorset CC Reviewer Training

1 2 3 Table introductions Name & role Expectations / concerns
Self assessment 1 I have a good knowledge of the new PM Regulations & Guidance AND/OR I have attended a local authority briefing 2 I have some overall knowledge of the new PM arrangements but not much in detail 3 I know very little about the revised PM arrangements Need to be crisp. We shall record main expectations. Opportunity for you to add to the objectives we have already shown you. 4 Copyright Dorset CC Reviewer Training

The new professionalism agenda
Source: TDA PM Briefing & Planning Event New arrangements key to the development of the new professionalism agenda described by RIG in their submission to the STRB in May 2005 Aims to develop a culture whereby teachers/head teachers feel confident and empowered to participate fully in Performance Management Where those who manage staff engage in a professional dialogue with them, respect them as professionals, make decisions about their work and contribute in an open, equitable and fair manner Entitlement and duty to engage in school-focused CPD which is effective and relevant to individual’s professional development, career progression and aspirations Key Message : The new professionalism for teacher/head teachers’ was described by RIG in May 2005 in their evidence to the STRB and builds on the achievements so far of:- removing tasks which do not require their professional skills bringing downward pressure on working hours building capacity to focus on teaching and learning Revised PM arrangements are key to furthering the new professionalism agenda and continuing the culture of change Underlying the new professionalism is the aim that all teachers/head teachers should have a contractual entitlement to effective, sustained and relevant professional development throughout their careers as part of a wider review of teachers professional duties Note: The Rewards and Incentives Group was established following the Agreement on Rewards and Incentives for Post-Threshold Teachers and Members of the School Leadership Group. The members are ASCL, ATL, DfES, NASUWT, LGE, and PAT. STRB = School Teachers’ Review Body 6 Copyright Dorset CC Reviewer Training

The RIG Guidance Source: TDA PM Briefing & Planning Event Key elements Performance Management is the process for assessing the overall performance of a teacher/head teacher, in the context of the individual’s job description and any relevant pay progression criteria, and making plans for the individual’s future development in the context of the school’s improvement plan. Professional standards provide the backdrop to discussions about performance and future development. The standards define the professional attributes, knowledge, understanding and skills for teachers at each career stage. Professional development opportunities support achieving objectives and furthering career progression Key Message: the RIG Guidance clarifies key elements in the revised Performance Management arrangements, and highlights the importance of Performance Management in meeting the needs of both the individual and the school PM provides an assessment of the overall performance of the teacher/head teacher’s The STPCD* provides for how the outcomes of PM form the basis of pay and career progression Professional Standards – define the professional attributes, knowledge, and understanding and skills for teachers/head teachers at each career stage. These cover:- QTS(Q); Main scale teachers who have successfully completed induction (I); Post threshold teachers (P); Excellent teachers (E); Advanced Skills teachers (A) Professional development - professional responsibility of teacher/head teachers to be engaged in effective, sustained and relevant professional development throughout their career and to contribute to the professional development of others Ongoing part of daily activities rather than a separate activity adding to workload * STPCD - School and Teachers’ Pay and Conditions Document 7 Copyright Dorset CC Reviewer Training

The revised regulations
Source: TDA PM Briefing & Planning Event 5 key areas of difference Planning meeting Classroom observation Review and the link to pay Roles and responsibilities Key message: this is an overview of the 5 key areas in which the regulations have been revised Process and timing 8 Copyright Dorset CC Reviewer Training

The revised regulations: key differences
Source: TDA PM Briefing & Planning Event Planning meeting Classroom observation Objectives should contribute to improving the progress of pupils at the school Performance criteria have to be specified at the outset 3 hours maximum per cycle Appropriate, proportionate, and focused approach Review and the link to pay Planning Meeting Planning Meeting now more significant -- all expectations of reviewee are agreed up front [13; 16(5)] Objectives should, if they are achieved, contribute to improving pupil progress in the school [13(3)] Performance criteria must be determined as part of the planning meeting [13(1)(d)] Classroom observation For any teacher, the total classroom observation for Performance Management in any one cycle must not exceed three hours [17(4)] Arrangements for classroom observation of teachers decided at Planning Meeting [13(1)(b)] Review of Performance Consideration of any relevant pay progression criteria agreed up front in the planning meeting 13(2)(b) If the reviewee is eligible, the review meeting produces a recommendation on pay progression [18(1)(b)] Direct link between Performance Management and pay progression at the point of eligibility 9 Copyright Dorset CC Reviewer Training

The revised regulations: key differences
Source: TDA PM Briefing & Planning Event Roles and responsibilities Reviewers for teachers will be the head teacher, who may delegate the responsibility in its entirety, to the teacher’s line manager Scope for intervention to moderate at the planning stage by the head teacher for teachers’ and by the Governing Body for head teachers Process and timing Roles and responsibilities For teachers, the head teacher will be the reviewer [11(1)] The head teacher may delegate this responsibility, in its entirety, to a teacher's line manager [11(2)] Where the head wants to make the recommendation on pay progression then they need to be the reviewer The head teacher may review other teachers’ planning statements for consistency with other statements [15(3) and (4)] The moderation process is not a requirement of head teachers and they may chose not to carry this out where they feel confident that there is no need Process and timing DISTRIBUTE SHEET 1 Regulations specify timetables for the preparation of Planning and Review Statements, their moderation and review [14, 15, 16 and 18] The reviewee can appeal against any entry in his Planning and Review statement [19] Clear timeline for process Right of appeal 10 Copyright Dorset CC Reviewer Training

The Performance Management cycle
Source: TDA PM Briefing & Planning Event Monitoring & Supporting Monitoring of performance throughout the cycle Provision of agreed support Evidence collection Ongoing professional dialogue Planning Objectives set Classroom observation and evidence collection agreed Performance criteria for the above set Support, training and development agreed Timescales set Reviewing Overall assessment of individual’s progress against the performance criteria Recommendations for pay progression made for eligible teachers No surprises Classic planning and review cycle. In Sept 07 Planning under new regs but review under old regs. Implications for schools? New regs process could be started in Summer Term (assuming all government policies in place). Planning meeting sets agenda – no surprises at end of year. 11 Copyright Dorset CC Reviewer Training

Roles & responsibilities: Teachers
Source: TDA PM Briefing & Planning Event Teachers’ roles & responsibilities Play an active role in their own performance management and professional development including taking actions agreed at review meetings Where the role of reviewer has been delegated to them in accordance with the regulations, act as reviewers for other teachers Contribute to annual planning and assessment of other teachers where appropriate Guidance AND Professional Standards (not Regs) Teachers are expected to (G3.1) : Play an active role in their own performance management and professional development including taking actions agreed at review meetings Where the role of reviewer has been delegated to them in accordance with the regulations, act as reviewers for other teachers Contribute to annual planning and assessment of other teachers where appropriate Note: RIG recognises that, in order to minimise the workload on individuals, schools may wish to place a limit for each reviewer on the number of teachers for which reviews have to be carried out. Schools may have to consider their responsibility structures in the light of the demands made on those appointed as reviewers. Schools may decide that several teachers in a large department or key stage should have line management responsibilities. Line managers should be paid an appropriate Teaching and Learning Responsibility Payment G4.12 12 Copyright Dorset CC Reviewer Training

Roles & responsibilities: Reviewers
Preparing for Planning Meeting (Guidance) Consider school & team improvement objectives (G5) Be familiar with the Professional Standards for Teachers (G5) Be familiar with the pay progression criteria in STPCD (G5) Consult third parties about possible objectives for reviewee (G5) While I’m speaking, you may want to record briefly on Sheet 1 what you think may be the challenges of this Reviewer rloe – for Reviewer and the school. We have analysed for you the roles & responsibilities of Reviewer as they feature in the Regs and Guidance .Colour code RED = Regs and GREEN = Guidance (words printed for those viewers watching in black & white. You should also consult very recent HOW TO SHEET from RIG called “How to address the effective preparation and support of Reviewers” See slide 79 Reviewer must : 1. consider Reviewee’s context (school & team priorities) 2. be familiar with important docs 3. Consult 3rd parties re possible objectives (particularly if another Line Manager involved) HOW TO additional points. Reviewers should have copies of all docs understand implications of Equal Opps throughout process have opps to share knowledge & learn from other R-ers in directed time be prepared and supported if taking on the role 13 Copyright Dorset CC Reviewer Training 13

THE PLANNING MEETING (Guidance) Assume reviewee is meeting requirements of job description (G5) THE PLANNING MEETING (Regulations) Arrange a meeting with reviewee to consider & determine the plan (R13) Prepare the draft and final planning & review statement (R14) Provide Training & Development Annex to CPD coordinator (R14) If instructed by the head teacher, prepare a new plan & statement (R15) Remember that the Reviewer is looking at ‘overall performance’ of the reviewee. The Guidance tells us: An assumption that a teacher/head teacher is meeting the requirements of their job description, the relevant professional duties, and the relevant professional standards The content of the planning and review statement, which focuses on the key priorities for the individual during that performance management cycle Note onus is on Reviewer to arrange the meeting, prepare the statements and provide T&D Annex. HOW TO additional points. Reviewers should be aware of resources available to support teachers’ development both within and beyond the school have access to stats that R-er & R-ee consider essential 14 Copyright Dorset CC Reviewer Training 14

DURING THE PM CYCLE (Guidance) Maintain a professional dialogue with reviewee throughout cycle (G5) Undertake any agreed classroom observations (G5) Use classroom observations to assess overall performance (G5) Receive other written evidence from specific individuals (G5) Assemble evidence as agreed at Planning Meeting (G5) Share all evidence with reviewee before Review Meeting (G5) DURING THE PM CYCLE (Regulations) The Reviewer has significant responsibilities throughout the cycle. Therefore perhaps makes good sense that Reviewer is Line Manager. We’re returning later (in ‘Monitoring Performance ‘section just before lunch) to implications of this for Line Management. We’re also returning later to the issue of evidence. Revision meeting can be requested by either Reviewer or Reviewee if: Reviewee’s circs or responsibilities change concerns about Reviewee’s performance Reviewee absent and some of plans not appropriate HOW TO additional points. Reviewers should be confident in evaluating evidence including through classroom observation be able to provide constructive feedback and engage in positive dialogue with the Reviewee have access to stats that Reviewer & Reviewee consider essential Ensure reviewee gets written feedback on any classroom observations (R17) Engage in revision meetings if requested (R16) Arrange additional classroom observations in response to concerns (R17) 15 Copyright Dorset CC Reviewer Training

THE REVIEW MEETING (Regulations) Review performance against the specified performance criteria (R18) Determine recommendation on pay progression, where eligible (R18) Prepare the draft and final planning & review statement (R18) THE REVIEW MEETING (Guidance) No surprises Decision is on ‘overall performance’ (Guidance phrase) New element of pay recommendation – but only at points of eligibility, ie: Post threshold Leadership Group Advanced Skills Teachers This is a pay recommendation to the Governing Body - not a pay decision Possible question to floor: what might legitimately impede performance? Guidance: Teachers should not be held accountable for progress towards objectives in cases where promised support has not been forthcoming’ HOW TO additional points. Reviewers should be confident in evaluating evidence be able to provide constructive feedback Explore issues that may have impeded performance (G5) 16 Copyright Dorset CC Reviewer Training 16

Introduction to the Professional Standards
Part of wider framework for whole school workforce Underpinned by the 5 ECM outcomes Provides standards for : Q QTS C Core P Post threshold E Excellent Teachers A ASTs Standards are statements of a teacher’s professional: Stress that standards are additive and build from left to right. Attributes Knowledge & Understanding Skills 17 Copyright Dorset CC Reviewer Training

How the standards work A E P C Q
Each set of standards builds on the previous set(s) A teacher considered for the Threshold needs to satisfy the P standards and continue to meet the relevant C standards A E P C Stress that standards are additive and build from left to right. Q 18 Copyright Dorset CC Reviewer Training

Use of the standards (Introduction to the draft revised Professional Standards)
A framework for career progression Professional development needs identified responsibility on teachers to engage contractual entitlement expectation to contribute to development of others effective, sustained and relevant Context for PM discussion: strengths & areas for development Professional development at the heart of this. Note P, E and A are “pay standards” No change to arrangements for pay progression through annual increments on Main Scale. 19 Copyright Dorset CC Reviewer Training

Professional Standards & STPCD
‘The standards are not to be confused with and do not replace the professional duties contained in the School Teachers’ Pay and Conditions document, which set out the roles and responsibilities of teachers ‘ (Introduction to Professional Standards) Professional duties Teaching Discipline, Health & Safety Other activities Staff meetings Assessments & reports Cover Appraisal or Review External examinations Review, Induction, training Management Educational methods Administration STPCD is reviewed annually. Usually late summer term. 20 Copyright Dorset CC Reviewer Training

Revised Professional Standards
Professional attributes Standards Q C P E A Relationships with children /YP 1-2 Frameworks 3 1 Communicating & working with others 4-6 Personal professional development 7-9 2 We’ve broken this overview of the standards into the 3 sections: Professional attributes Professional knowledge & understanding Professional skills Only 10 x P, 15 x E and 3 x A “Frameworks” refers to Professional Duties and statutory framework Workplace policies Mostly about awareness Prof Devt refers to ability to reflect, take responsibility for own CPD, adapt, open to coaching/mentoring 21 Copyright Dorset CC Reviewer Training

Professional knowledge & understanding Standards Q C P E A Teaching & Learning 10 2 3 Assessment & monitoring 11-13 11-14 3-4 4 Subject & curriculum 14-15 15-16 5 Literacy, numeracy & ICT 16-17 17 Achievement & diversity 18-20 18-21 6 Health & well-being 21 22-25 Most of these self explanatory, but … Achievement & diversity = eg understanding how learners affected by cultural differences, knowledge of inclusion in teaching, understand roles of SEN colleagues, know when to draw on expertise re safeguarding Health & well-being: aware of legal requirements, national policies on safeguarding and promotion of children’s well-being; referral to colleagues for specialist support 22 Copyright Dorset CC Reviewer Training

Professional skills Standards Q C P E A Planning 22-24 26-28 7 Teaching 25 29-30 8 8-9 Assessing , monitoring and giving feedback 31-34 10-11 Reviewing teaching & learning 29 35-36 12 Learning environment 30-31 37-39 Team working & collaboration 32-33 40-41 9-10 14-15 2-3 Again, mostly self explanatory but … Learning environment = eg establishing safe learning environment; identifying opps for learners in out of school context; clear discipline framework to manage behaviour; promote self-control & independence. Team working & collaboration = eg, working as team member, team leader; working closely with leadership teams; contribute to professional development of others; (A) working with leadership teams beyond own school 23 Copyright Dorset CC Reviewer Training

Planning Meeting: revised Regulations
Source: TDA PM Briefing & Planning Event The Planning Meeting - consider and determine: The reviewee’s objectives Arrangements for observing reviewee’s performance in the classroom Any other evidence to be taken into account in assessing performance The performance criteria for the above Support to be provided to reviewee Timescales for achievement of the objectives and within which support will be provided Reviewee’s training and development needs and actions to be taken to address them Key message: the Planning Meeting now has a far greater significance in the Performance Management cycle under the revised regulations, because… all expectations for the reviewee are determined up front – (13(1)a-g) 13(1)(a) the reviewee's objectives; 13(1)(b) the arrangements for observing the reviewee’s performance in the classroom, where appropriate; 13(1)(c) any other evidence which will be taken into account in judging the reviewee’s performance; 13(1)(d) the performance criteria; 13(1)(e) the support that will be provided to the reviewee; 13(1)(f) the timescales for the achievement of the objectives and within which support will be provided, where these differ from the length of the cycle of the reviewee; and 13(1)(g) the reviewee’s training and development needs and the actions which will be taken to address them. Refer back to slide 17 about overall performance Where a joint determination cannot be made in relation to any of the above, the reviewer shall make the determination [13(5)] 25 Copyright Dorset CC Reviewer Training

Planning Meeting: revised Regulations
Source: TDA PM Briefing & Planning Event The Planning Meeting – have regard to: The reviewee’s job description Any relevant pay progression criteria Any relevant whole-school or team objectives specified in the School Improvement Plan The reviewee’s professional aspirations The relevant professional standards How to reflect the reviewee’s need for a satisfactory work life balance Reviewers have to give regard to: 13(2)(a) the reviewee’s job description; 13(2)(b) any relevant pay progression [ where the teacher is eligible]; 13(2)(c) any relevant whole-school or team objectives specified in the School Improvement Plan; 13(2)(e) the reviewee’s professional aspirations; 13(2)(f) the relevant professional standards; and 13(2)(d) the desirability of the reviewee being able to achieve a satisfactory balance between the time required to discharge his professional duties and the time required to pursue his personal interests outside work. The review at the end of the cycle is based on the performance criteria agreed in the planning meeting at the beginning and recorded in the Planning and Review statement [18(1)(a)] Any evidence that emerges during the year should be raised at that time and should NOT be stored up until the end of the review cycle — there should be no surprises at review [16(1), (2) and (5)] 26 Copyright Dorset CC Reviewer Training

Planning Meeting: revised Guidance
Source: TDA PM Briefing & Planning Event The Planning Meeting Well planned event Sufficient directed time set aside Lunch breaks and PPA time must not be used for this purpose Professional dialogue with both parties playing an active part Specific priorities and specific actions Realistic and manageable, and taking account of the desirability of a satisfactory work/life balance In practice, planning and reviewing performance would take place in a single meeting G5.1 The meeting should be scheduled as far in advance as possible G5.2 In some schools one or more of the teacher days have been scheduled at appropriate points in the cycle G5.3 Confirmation of the meeting should be given at least 5 days in advance G5.2 An hour should be sufficient G5.3 Re-directed time: in remodelled schools in most cases there should be sufficient scope for short term cover to be available for meetings without arranging supply cover G5.3 No requirement for a reviewee to provide written input on their reflections to inform the planning meeting G5.4 Plans should focus on priorities and areas where specific action is required G5.6 – plans agreed should be realistic and manageable G5.7 27 Copyright Dorset CC Reviewer Training

Objective Setting (Regulations) Objective Setting (Guidance)
Source: TDA PM Briefing & Planning Event Objective Setting (Regulations) Objectives should contribute to the school improvement plan and pupil progress Objective Setting (Guidance) Focus on priorities for the individual Objectives should be time bound, challenging and achievable Different timescales for different objectives No specified number or type Reviewers responsible for ensuring rigour Reflect the need for a satisfactory work-life balance Reflect experience and aspirations Note: Not every aspect of an individual’s responsibilities need be covered in the planning and review statement. Reviewers will need to consider (G1.5 and 5.8): The number of objectives Their scope The conditions for their delivery The needs of the individual Maintaining consistency across the team NB It would be helpful to set objectives over the cycle where someone is eligible for pay progression on the upper pay spine 2 years hence, but objectives should not go beyond a cycle to inhibit pay progression where someone is eligible Teachers/head teachers should not be held accountable for progress towards objectives where professional support has not been forthcoming G5.9 28 Copyright Dorset CC Reviewer Training

Performance Criteria (Regulations) Performance Criteria (Guidance)
Source: TDA PM Briefing & Planning Event Performance Criteria (Regulations) Performance criteria determined at the planning meeting relate to: Objectives Classroom observation Any other evidence Performance Criteria (Guidance) Show what success will look like at the end of the cycle The basis on which performance will be assessed This assessment will form the basis for a recommendation on pay progression for eligible teachers Applied appropriately in terms of equal opportunities considerations The performance criteria should indicate what success would look like G5.21 The performance criteria should provide clarity about the basis on which the reviewer will assess the overall performance of the reviewee, based on progress towards the achievement of objectives, classroom observations, and other evidence G5.21 The performance criteria should take into account the reviewees job description, relevant professional standards, what can reasonably be expected of the reviewee and, where eligible, the pay progression criteria in the STPCD G5.21 Taken together, they should enable the reviewer to make a recommendation about pay progression, where the reviewee is eligible. Take into account relevant pay progression criteria in STPCD. G5.21 It is the responsibility of reviewers to ensure that performance criteria are applied appropriately in terms of equal opportunities considerations G5.22 29 Copyright Dorset CC Reviewer Training

Continuing Professional Development: the new teacher professionalism
Source: TDA PM Briefing & Planning Event RIG’s Joint Evidence to the School Teachers’ Review Body, May 2005 RIG believes that there is scope for a greater emphasis on in-school and cross-school activities, such as: coaching and mentoring learning from others’ practice through structured supportive, developmental classroom observation other forms of professional collaboration Part of the new teacher professionalism agenda is the expansion of schools’ understanding of CPD CPD not to be seen as solely in terms of going on courses but as a planned and sustained activity designed to improve knowledge and skills Recognition that some of the most effective CPD is teachers learning from other teachers whilst working with pupils in the classroom Therefore all teachers should benefit from coaching and mentoring Work still outstanding with STRB on securing a contractual entitlement to CPD RIG believes that CPD in the context of PM should underpin pay scale progression through all key career stages 30 Copyright Dorset CC Reviewer Training

Continuing professional development: revised Guidance
Source: TDA PM Briefing & Planning Event CPD (Regulations) Support, training & development needs and actions agreed at the beginning of the cycle Professional development should support achieving objectives and respond to career aspirations Head teacher to report annually to governors on CPD CPD (Guidance) Teachers/head teachers should feel they have an entitlement to effective, sustained and relevant professional development Teachers/head teachers should play an active role in their own professional development Reviewers must provide the T & D Annex to the CPD coordinator Performance Management is a developmental process – a key part of planning discussion includes what support reviewee needs to meet the performance criteria and what their training and development needs and how they will be met - Support includes time, coaching and mentoring, additional assistance in the classroom, equipment, ICT facilities Training and development courses are one possible option but a wide range of activities are possible Teachers/head teachers should be engaged in effective, sustained and relevant professional development throughout their careers Teachers/head teachers should feel they have an entitlement to effective, sustained and relevant professional development Teachers/head teachers should play an active role in their own performance management and professional development, including identifying what professional development might help them develop their practice further Reviewers must provide CPD coordinator or equivalent post-holder details of the agreed CPD support (Training and Development Annex of the planning statement) Teachers/head teachers should not be held accountable for progress towards objectives where professional support has not been forthcoming G5.9 31 Copyright Dorset CC Reviewer Training

Specific Measurable Achievable Relevant Time-bound Evaluated Reported
Objective setting Specific Clear focus with precise wording Specific to individual teacher Measurable Related to success criteria & prof standards Quantitative / qualitative data possibly Achievable Work Life Balance considered Limited number & scope of objectives Relevant School’s vision / SIP / Team Plan Together, contribute to pupil progress Time-bound Time scale eg 1 term, 1 year, 2 years Clear milestones for end of PM year Evaluated PM Review Meeting School’s MER procedures Reported Head, Line Managers, Governors (pay) Overall report to Governors Introduce sheets 2 & 3. Explain useful for training. Needs one sheet per objective therefore probably too much paperwork for actual objective -etting. Give people time to read School & Tewacher Info (RHS). Discuss what emerges from . Explain they can use Mainscale teacher back at ranch. Four UPS teachers to consider. Participants must chose one: Perry Peel: Primary Mel Moore: Middle Sandy Smith: Secondary Stevie Short: Special and the ever-present Dick Dewy who seems to be SLT colleague in every school (when not dallying with Fancy Day in Under the Greenwood Tree) Data cannot be comprehensive. Where there are gaps, use your imagination. Later in day, will follow through on this colleague for Classroom Observation and Review Meeting 32 Copyright Dorset CC Reviewer Training

Line Manager role Line Manager as Reviewer
Line manager is the person who directs, manages, and has a post of responsibility for the area in which the reviewee mainly works (G4) Delegation of Reviewer duties The Headteacher may delegate the Reviewer’s duties in their entirety to the teacher’s line manager (R11) If HT delegates to a reviewer other than LM the reviewer must have equivalent or higher status in staffing structure to the teacher’s LM (R11) If more than one Line Manager Role is delegated to the one HT considers would be best placed (R11) Each LM has access to reviewee’s planning and review statement and T&D plan for LM purposes (R20) Schools need to consider how the Reviewer role and LM role can be best aligned Legal situation is that HT may delegate (in entirety). Rules apply if R-er not LM or if R-ee has more than one LM; and about access to Stmt/TD annex. Guidance gives us definition of Line Manager. Guidance 1.7 says this already in 1.7 but more briefly … HOW TO SHEET (“How to create the right environment for PM as an inclusive process”) says: practices of PM should be fully integrated into whole school activities objectives reflect the SDP evidence collected from observation is used appropriately to inform other whole school processes there are clear links between school self-evaluation, PM and quality assurance processes HOW TO SHEET (“How to address the link between PM, school improvement and other school processes”) says: school shd make sure PM is seen as one continuous streamlined process linked with … school improvement & self-evaluation the SEF is based on evidence collected from PM, other monitoring, LA monitoring What are implications for schools, for Line Management? 35 Copyright Dorset CC Reviewer Training

TLR as Line Manager TLR2 TLR1
Line Managers should be paid an appropriate TLR (G4) TLR2 focussed on teaching and learning requires the exercise of professional skills and judgment requires teacher to lead, manage, and develop a subject … or pupil development across the curriculum has an impact on the educational progress of pupils other than the teacher’s assigned classes or groups of pupils involves leading, developing and enhancing the teaching practice of other staff TLR1 The above, plus Line Management responsibility for a significant number of people (STPCD Section 3 para 51) 36 Copyright Dorset CC Reviewer Training

Monitoring and Support: Guidance
Source: TDA PM Briefing & Planning Event Monitoring and Support Professional dialogue throughout the year Share evidence when it becomes available Either party can request a meeting during the cycle Move from Performance Management into capability procedures if/when necessary During the Performance Management cycle both parties have a responsibility to ensure what is agreed is delivered G5.23 The reviewer and reviewee should maintain a professional dialogue throughout the year G1.5 All evidence gathered during the cycle should be shared with the reviewee as it is collected so that there are no surprises G5.31 Reviewees should be advised of any concerns at the time they arise and have the opportunity to discuss them G5.30 A reviewer will have to make a judgement whether the concern is sufficient to merit a meeting to consider a review of the statement. This is by no means automatic. However, if the concern is significant it may be appropriate to go into the ‘capability’ process rather than seeking a review of the statement. Reviewees should ensure that their reviewer is aware of any concerns they have at the time they arise about progress, provision of support or training G5.30 Reviewees should ensure reviewers are aware of things that have been helpful or have impacted positively on their performance G5.32 No requirement to schedule formal meeting to review performance during the cycle but if either party thinks it helpful they can request a meeting G5.33 If serious weaknesses are identified in a teacher/head teacher’s performance, performance management should cease and the school’s capability procedure be substituted G5.38 37 Copyright Dorset CC Reviewer Training

Classroom Observation & other evidence: Guidance
Source: TDA PM Briefing & Planning Event Classroom Observation and other evidence Clear rationale and focus - supportive and developmental Proportionate to need Enables a general assessment of a reviewee’s teaching practice Head teacher’s right to drop in to inform their monitoring of the quality of learning Multi-purpose wherever possible Prompt feedback is essential Observers need appropriate preparation and skills Limited exceptions to the three hour limit There should always be a clear rationale and focus for any classroom observation, which should be supportive and developmental G5.10 The amount of observations planned and agreed in the statement should reflect, and be proportionate to, the needs and experience of the individual reviewee G5.11 head teachers have a right to drop in to inform their monitoring of the quality of learning in the school. In large schools, they may delegate drop in to appropriate members of the senior leadership group. However, head teachers may feel that Performance Management observations fulfil this purpose sufficient to render drop-ins unnecessary. G5.8 NB therefore for the majority of teachers the three hour limit should be sufficient Teachers should have the opportunity to engage in classroom observation with other professional colleagues, by agreement, in order to review and develop their practice. Developmental peer observations are voluntary and initiated by teachers and are not part of performance management arrangements. G5.17 Classroom observations by Ofsted or by a local authority using its statutory powers of intervention are also not part of performance management. G5.17 Even in these circumstances observation should be reasonable, proportionate and fit-for-purpose and should be the subject of consultation with staff and unions. G5.17 38 Copyright Dorset CC Reviewer Training

Pay recommendations Reviewers only make pay recommendations for:
Post threshold teachers Leadership Group Advanced Skills Teachers No change to the arrangements for main scale annual increments. Reviewers do not need to make a pay recommendation, except where reviewer is considering a discretionary additional point. No change in the arrangements for making pay decisions. Governing body considers recommendations and makes decisions about pay. RIG Guidance paras The school’s Pay Policy will need to determine in which circumstances a discretionary additional point on main scale should be considered (as previously) It is likely that Heads will deal with Leadership Group and ASTs. So, we are dealing with UPS teachers today. Note that some important things have not changed – main-scale increments and pay decisions 39 Copyright Dorset CC Reviewer Training

Post Threshold Standards
“A teacher being considered for the threshold would need to satisfy the post-threshold standards (P) and meet the relevant core standards (C).” Professional Standards 2007 Intro UPS teachers are expected to: continue to meet the main scale and post-threshold standards broaden and deepen their professional attributes, knowledge, understanding and skills make a distinctive contribution to raising standards across the school act as role models for teaching and learning provide regular coaching and mentoring to less experienced teachers Source: Professional Standards 2007 & STPCD 2007 40 Copyright Dorset CC Reviewer Training

Professional attributes Frameworks P1 Contribute significantly, where appropriate, to implementing workplace policies and practice and to promoting collective responsibility for their implementation. Note that P1 says “contribute significantly” whereas corresponding C standard (C3) says “contribute to the development, implementation and evaluation”. Discuss what “significantly” might mean. Note that this standard requires UPS teacher to promote collective responsibility. Sounds like role modelling. “Frameworks” refers to Professional Duties and statutory framework Workplace policies Mostly about awareness 41 Copyright Dorset CC Reviewer Training

Professional knowledge & understanding Teaching & Learning P 2 Have an extensive knowledge and understanding of how to use and adapt a range of teaching, learning and behaviour management strategies, including how to personalise learning to provide opportunities for all learners to achieve their potential. Assessment & monitoring 3 Have an extensive knowledge and well-informed understanding of the assessment requirements and arrangements for the subjects / curriculum areas they teach, including those related to public examinations and qualifications. 4 Have up-to-date knowledge and understanding of the different types of qualifications and specifications and their suitability for meeting learners’ needs. Subject & curriculum 5 Have a more developed knowledge and understanding of their subjects /curriculum areas and related pedagogy including how learning progresses within them. Health & well-being 6 Have sufficient depth of knowledge and experience to be able to give advice on the development and well-being of children and young people. P2: key word is “extensive knowledge” as opposed to “good, up-to-date working knowledge “ in C10 P3: key word is “extensive knowledge” as opposed to “know” in C11 P4: “knowledge of different types of qualifications” – not mentioned in C 11. Doesn’t this sound very secondary? P5: key word is “more developed knowledge” as opposed to “secure knowledge” in C15. Also expectation in P5 that UPS teacher knows “how learning progresses” P6 is about giving advice to others – presumably other adults – about development & WB of children 42 Copyright Dorset CC Reviewer Training

Professional skills Planning P7 Be flexible, creative and adept at designing learning sequences within lessons and across lessons that are effective and consistently well-matched to learning objectives and the needs of learners and which integrate recent developments, including those relating to subject/curriculum knowledge. Teaching P8 Have teaching skills which lead to learners achieving well relative to their prior attainment, making progress as good as, or better than, similar learners nationally. Team working & collaboration P9 Promote collaboration and work effectively as a team member. P10 Contribute to the professional development of colleagues through coaching and mentoring, demonstrating effective practice, and providing advice and feedback. P7: key words are “flexible, creative and adept in designing learning sequences” as opposed to “plan for progression” in C26. Also should “integrate recent developments” – eg Personalised Learning, AFL P8: teaching which leads to “achieving well relative to prior attainment”. Not required in same way of teachers on C29 and C30 standards. P9 is about “promoting collaboration”, as apposed to “work as a team member” in C40 P10 is about greater involvement in CPD of colleagues, eg coaching and mentoring. cf C41 “ensure that colleagues working with them are appropriately involved in supporting learning” (support staff & teachers). “Colleague is defined in standards as “all those colleagues with whom a teacher might work” eg teachers, wider school workforce, workforce beyond school. 43 Copyright Dorset CC Reviewer Training

Continuing to meet the standards
The principle “The standards clarify the professional characteristics that a teacher should be expected to maintain and to build on at their current career stage. After the induction year, therefore, teachers would be expected to continue to meet the core standards and to broaden and deepen their professional attributes, knowledge, understanding and skills within that context. This principle applies at all subsequent career stages.” STPCD 2007: Section 1 and Introduction to Professional Standards 2007 Principle applied to Post Threshold “performance review will need to assess that the teacher has continued to meet post-threshold standards” STPCD 2007: Section 3, para 34 This ‘clarification’ adds two things to the picture: UPS teachers must do 2 successful reviews to get progression They need to show that they have ‘grown professionally by developing their expertise.’ Schools will have to determine what they mean by ‘grown professionally by developing their expertise.’ 44 Copyright Dorset CC Reviewer Training

UPS progression For ALL teachers seeking to progress on the UPS:
‘Progression on UPS should be based on two successful performance management reviews …’ ‘To ensure that the achievements and contribution have been substantial and sustained, that performance management review will need to assess that the teacher has: continued to meet post-threshold standards; and grown professionally by developing their expertise post threshold’ STPCD 2007: Pay scale for post-threshold teachers, Section 3, para 34 (“Clarification”) This ‘clarification’ adds two things to the picture: UPS teachers must do 2 successful reviews to get progression They need to show that they have ‘grown professionally by developing their expertise.’ Schools will have to determine what they mean by ‘grown professionally by developing their expertise.’ 45 Copyright Dorset CC Reviewer Training

U3 Teachers U3 teachers … ‘play a critical role in the life of the school provide a role model for teaching and learning make a distinctive contribution to the raising of pupil standards contribute effectively to the work of the wider team take advantage of appropriate opportunities for professional development and use the outcomes effectively to improve pupils’ learning’ STPCD 2007: Pay scale for post-threshold teachers, Section 3, para 34 (“Clarification”) UPS3 teachers are seen differently from UPS 2 teachers in the STPCD Guidance (Section 3) Schools will need to decide on their definition of: critical role role model contribute effectively to wider team use CPD outcomes to improve learning 46 Copyright Dorset CC Reviewer Training

The Review Meeting: Guidance
Source: TDA PM Briefing & Planning Event The Review Meeting Normally at the same time as the Planning Meeting Making a pay progression recommendation Both parties should prepare thoroughly and play an active part ‘Teachers should not be held accountable for progress towards objectives in cases where promised support has not been forthcoming’ NB: Arrangements the same as the planning meeting as it is likely to be one meeting There is no change to the arrangements for making a pay recommendation except that it is the reviewer who makes the recommendation for pay progression where he or she is not the head teacher. Reviewers do not make a recommendation in support of annual increments on the main scale. The only exception is where the reviewer, in accordance with the school’s pay policy, is considering an additional discretionary point (double jumping) where provided for in the STPCD G5.42 Reviewers will need to make a recommendation where the reviewee is on the pay scale for post-threshold, the leadership pay spine, or the advanced skills pay spine. G5.43 By way of preparation: reviewees should reflect on their achievements, identify any issues that have affected their performance, positively or negatively, and reflect on how far they have met the agreed performance criteria G5.4 reviewers should check the last planning and review statement and all the evidence which has been collected as part of the monitoring process. They should ensure that all evidence to which they will refer at the meeting has been shared with the reviewee, to assist their preparation for it. G5.7 The fact that a concern might have been raised about a reviewee’s performance during cycle, it does not preclude a successful outcome to the review. G5.37 49 Copyright Dorset CC Reviewer Training

Preparation for the Review Meeting
Classroom observations of Reviewee ‘Other evidence’ Documentation Held centrally by school (“Signposted”) By the Reviewer By other qualified teacher(s) Classroom Observations of teachers other than the Reviewee Outputs from team MER Written submissions from colleagues (with direct professional knowledge of Reviewee’s work) Outputs from whole-school MER Achievement data Surveys/questionnaires CPD records Schemes of Work School policies Pupil files Reports to Governors Reports from Ofsted, SIP, LA advisers, consultants Records of meetings Take main challenges from each table. and flip at front We hope many of the challenges will be covered in the programme. 50 Copyright Dorset CC Reviewer Training

Implications for heads & governors
Source: TDA PM Briefing & Planning Event Pay and CPD policies Integration Consider the need to review Pay and CPD policies to reflect the new regulations The revised Performance Management arrangements provide a key mechanism for joining up and integrating school improvement initiatives, the completion of the SEF, School Improvement Planning, and a variety of other policies and processes Reviewers Fairness and Consistency Selection, training and monitoring of reviewers How to determine, consult and agree performance criteria Ensuring individual arrangements are equitable, transparent and fair, managed effectively and applied consistently G Where schools do not already take a coherent and strategic approach to their planning, the revised Performance Management arrangements provide a key mechanism for joining up and integrating, for example: school improvement initiatives, the completion of the SEF, School Improvement Planning, pay, Standards, CPD, National Strategies 51 Copyright Dorset CC Reviewer Training

Objectives for this workshop
By the end of this event, participants will . . . understand what is different about the revised Performance Management regulations & guidance be more confident in fulfilling their role in implementing the revised regulations have considered implications for their own school 52 Copyright Dorset CC Reviewer Training

The journey today 53 PM regs & guidance PM cycle Reviewer role
= Activity Planning meeting Prof standards Support Development needs Objectives Performance criteria Monitoring performance Professional dialogue Line Manager role / TLR Classroom observation ‘Other evidence’ Review meeting Overall performance Pay recommendations We all learn best by doing. Today will provide opportunities to work through as much of the process as possible. Hope everyone will engage. You will have questions. Sometimes we will be able to answer, or will defer the answer to later in the day. Where necessary we shall take advice. Please use Parking Lot for any questions not fully addressed in the sessions. Next steps 53 Copyright Dorset CC Reviewer Training

Process and Timings - timeline for agreeing the planning meeting statement
Reviewer prepares draft planning & review statement Process and timings Planning meeting If the HT instructs the reviewer to make changes, within 10 working days of being requested to make changes .... Copy passed to reviewee Reviewer prepares new planning & review statement Revised statement signed and resubmitted to HT within 10 days Within 10 working days of receipt of the statement the HT may review the statement, and may instruct the reviewer to make changes 5 days Consult with reviewee 10 days Reviewee may add comments Copy passed to reviewee 10 days The timeline illustrates the actions to be taken following the planning meeting. The first section are those tasks which must be carried out by the reviewer within 5 and 10 working days of the planning meeting [14(1) and (2)]. On receipt of his/her copy, the head teacher can within 10 working days review the statement and instruct the reviewer to prepare a new statement [15(3)] If the head requests changes, the reviewer must carry out the tasks in the final part of the slide within 10 working days [15(5)]. The reviewee can make an appeal against the contents of the statement using the schools appeals procedure. Where a reviewee wishes to appeal on the basis of more than one entry this would constitute one appeal hearing. Any appeal should be deferred until after the moderation process is complete where the head teacher has indicated an intention to moderate the statements. Simple disagreements should be capable of being resolved by discussion between the reviewer and the reviewee without recourse to formal appeal procedures G5.46 (RIG guidance will be set out in the model pay and performance management policy that is being made available on Teachernet.) The number of days quoted above are maximums, and therefore the whole process does not necessarily take 30 working days. Reviewer prepares and signs final version 10 days Reviewee can appeal at this stage if head decides no changes are required to the statement* Submit the signed statement to HT Reviewee can appeal against final copy of statement* Reviewee may add comments * No appeal should be made until after any moderation process is complete. Copyright Dorset CC Reviewer Training

HOW TO: address effective preparation & support of Reviewers
Schools need to make sure that Reviewers understand the school’s policies /procedures understand how PM fits into wider context of teachers’ PD have copies of JD, pay criteria, team objectives, prof standards understand equal opps impact/implications of PM process are confident in evaluating evidence through c/room obs have access to stats that Reviewer & Reviewee consider essential can provide positive feedback & positive dialogue are aware of resources to support teachers’ development within & beyond the school have opps to share knowledge, learn from other Reviewers and align practice in directed time are prepared & supported for role using expertise of other Reviewers While I’m speaking, you may want to record briefly on Sheet 1 what you think may be the challenges of this Reviewer rloe – for Reviewer and the school. We have analysed for you the roles & responsibilities of Reviewer as they feature in the Regs and Guidance .Colour code RED = Regs and GREEN = Guidance (words printed for those viewers watching in black & white. You should also consult very recent HOW TO SHEET from RIG called “How to address the effective preparation and support of Reviewers” Reviewer must : 1. consider Reviewee’s context (school & team priorities) 2. be familiar with important docs 3. Consult 3rd parties re possible objectives (particularly if another Line Manager involved) HOW TO additional points. Reviewers should have copies of all docs understand implications of Equal Opps throughout process have access to stats that R-er & R-ee consider essential have opps to share knowledge & learn from other R-ers in dirctd time be prepared and supported if taking on the role 55 Copyright Dorset CC Reviewer Training 55

Introduce delegate packs and contents Load Sheet 2 and 2a in Word.

Similar presentations

Presentation on theme: "Introduce delegate packs and contents Load Sheet 2 and 2a in Word."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Introduce delegate packs and contents Load Sheet 2 and 2a in Word.

Similar presentations

Presentation on theme: "Introduce delegate packs and contents Load Sheet 2 and 2a in Word."— Presentation transcript:

Similar presentations

About project

Feedback