Performance Management Reviewer Training 2007-08 Facilitated by Maggie Swinnerton Dennis Johnson

1. Performance ManagementReviewer Training2007-08Facilitated byMaggie SwinnertonDennis Johnson

2. Agenda for today 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

3. The journey today = Activity 3

4. Table introductions • Name & role • Expectations / concerns • Self assessment 4

5. Agenda for today 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 5

6. Source: TDA PM Briefing & Planning Event The new professionalism agenda • 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 6

7. Source: TDA PM Briefing & Planning Event The RIG Guidance 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 7

8. 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 Process and timing 8

9. The revised regulations: key differences Source: TDA PM Briefing & Planning Event Planning meeting Classroom observation • 3 hours maximum per cycle • Appropriate, proportionate, and focused approach • Objectives should contribute to improving the progress of pupils at the school • Performance criteria have to be specified at the outset Review and the link to pay • Direct link between Performance Management and pay progression at the point of eligibility 9

10. 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 • Clear timeline for process • Right of appeal 10

11. Source: TDA PM Briefing & Planning Event The Performance Management cycle • 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 11

12. Source: TDA PM Briefing & Planning Event Roles & responsibilities:Teachers 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 12

13. Roles & responsibilities: Reviewers 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) Preparing for Planning Meeting (Guidance) 13

14. Roles & responsibilities: Reviewers Assume reviewee is meeting requirements of job description (G5) THE PLANNING MEETING (Guidance) 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) 14

15. Roles & responsibilities:Reviewers 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) • 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

16. Roles & responsibilities: Reviewers 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 (Regulations) THE REVIEW MEETING (Guidance) • Explore issues that may have impeded performance (G5) 16

17. 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: Attributes Knowledge & Understanding Skills 17

18. How the standards work • 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 Q 18

19. 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 19

20. 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) 20

21. Revised Professional Standards Professional attributes 21

22. Revised Professional Standards Professional knowledge & understanding 22

23. Revised Professional Standards Professional skills 23

24. Source: TDA PM Briefing & Planning Event The Performance Management cycle • 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 24

25. Planning Meeting: revised Regulations Source: TDA PM Briefing & Planning Event 25

26. Planning Meeting: revised Regulations Source: TDA PM Briefing & Planning Event 26

27. 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 27

28. Objective Setting 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 28

29. Performance Criteria 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 29

30. Source: TDA PM Briefing & Planning Event Continuing Professional Development:the new teacher professionalism 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 30

31. 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 31

32. Objective setting 32

33. Agenda for today 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 33

34. Source: TDA PM Briefing & Planning Event The Performance Management cycle • 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 34

35. 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 35

36. TLR as Line Manager • 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

37. 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 37

38. Classroom Observation & otherevidence: 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 38

39. 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 5.42-5.44 39

40. 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

41. Post Threshold Standards 41

42. Post Threshold Standards 42

43. Post Threshold Standards 43

44. 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 44

45. 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”) 45

46. 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”) 46

47. Agenda for today 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 47

48. Source: TDA PM Briefing & Planning Event The Performance Management cycle • 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 48

49. 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’ 49

50. Preparation for the Review Meeting 50