1. 1

2. Title: Performance Management Date: August 2013 Presenters : 2 Louise Prior & Roger Thomas

3. Why Teacher Performance Appraisal To meet the demands of the school priorities and departmental improvement plans To support teaching staff in their professional growth and development To ensure that their teaching performance is effective To provide a level of accountability to students, parents, colleagues, the school and the Board of Governors 3

4. How & When As part of Performance Management cycle: All staff need to have objectives directly and explicitly linked to the School Improvement Plan Targets linked to Priority 2, 3 & 4 by end of August (during induction time) Once class allocation is finalised Target linked to Priority 1 must be completed by September 15 th First review will take place in February 2014 and final review before end of Academic Year in June 2014 These dates should be included in all Departmental Quality Improvement Calendars 4

5. Developing Objectives In setting objectives, reviewers will have to take into account what can reasonably be expected in the contexts of roles, responsibilities and experience, consistent with the school’s strategy for achieving a work/life balance for all staff. Objectives should be consistent between teachers with similar experience and levels of responsibility. The reviewer (line manager) and teacher will seek to agree the objectives but, if that is not possible, the reviewer will determine the objectives. 5

6. Further Developing Objectives The priorities set for each teacher to meet the objectives (linked to priorities), will be specific, measurable, achievable, realistic and time-defined. Objectives should contain a description of what success should look like. Objectives for each teacher will contribute to the school’s plan for enhancing the education provision and performance and improving the students’ education. 6

7. Non-negotiables At SRS the first three objectives need to fall into three non- negotiable categories: 1.Attainment & Progress - should be personalised with each student making a minimum of 2 sub levels of progress per year. 2.Teaching & Learning – Outstanding judgement needs to be maintained – there are lots of exciting times ahead! 3.Curriculum – developments within own formal curricular areas as necessary 4.There is then the option to add another personal development target 7

8. Drafting Objectives VerbObject (What/Whom)Result (what is expected outcome) To improveteaching of writing so thatstandards attained will be in line with expectations of targeted students. To developassessment for learning strategies within the classroom in order to ensure students make progress within each lesson. To implementa literacy strategy across the department in all year 7 classes to enable students understand and can access the language used in problem-solving questions. 8

9. Activities A.Matching objectives with strategies and success criteria You will be aware that SRS promotes itself as a enquiry based school. Working in groups: 1.Devise an objective with appropriate strategies and success criteria that develop this particular focus. 2.As above in one of the three categories ie A & P, T & L and Curriculum 9

10. Strategies to meet objectives should be explicitly related to one another, be concise and specific (exemplars are available to download from shared drive/SIMS) 10

11. 11

12. 12