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Rheoli Perfformiad Performance Management

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Presentation on theme: "Rheoli Perfformiad Performance Management"— Presentation transcript:

1 Rheoli Perfformiad Performance Management

2 Recap and Overview of the Revised Performance Management Requirements

3 Revised Requirements Timescale Revisions
Revised regulations were introduced January 2012 GBs moved to the revised arrangements by 31st December 2012 Revisions Performance management is explicitly linked to: professional standards, whole school and national priorities and pupil performance data Greater Local Authority involvement in the school’s performance management process Estyn has access to the headteacher’s performance objectives References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012, Performance Management for Teachers 073/2012, May 2012, Statutory Instrument School Teacher Appraisal (Wales) Regulations (Sections 12.1 and 26)

4 Purpose of Performance Management
‘Performance management helps schools to improve by supporting and improving the work of head teachers as individuals and leaders of school teams. It sets a framework for teachers and leaders to agree and review priorities and objectives in the context of the school’s improvement plan. It focuses attention on making teaching and leadership more effective to benefit pupils, teachers, and schools.’ Welsh Government Guidance April 2010 References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012, (Page 1) Performance Management for Teachers 073/2012, May 2012,

5 Role of Performance Management in the School Improvement Process
Performance Management supports schools to improve by supporting and improving the work of practitioners as individuals and in teams teachers to meet the needs of children and raise standards Performance Management demonstrates the school’s commitment to develop all practitioners effectively ensure job satisfaction high levels of expertise the progression of practitioners in their chosen profession Notes Performance Management should be integral to the school’s improvement process Effective performance management is embedded in whole school self evaluation

6 The Appraisal Cycle

7 The Appraisal Cycle The headteacher will determine the timing of the appraisal cycle for every teacher The governing body must determine the appraisal cycle for the headteacher The length of the appraisal cycle will normally be one year Notes Cycle begins after 1st September and before 31st December for Headteachers For teachers no earlier than 1st January 2012 and ending no later than 31st December 2012 The appointment of a new appraiser will not cause the teacher’s appraisal cycle to begin again Once begun, appraisal cycles are continuous References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Page 6) Performance Management for Teachers 073/2012, May 2012

8 The Appraisal Cycle Reviewing Planning Self reflection Appraiser Self analysis Review meeting and Strategic analysis Appraisal statement Appraisee Setting objectives Monitoring Agreeing objectives Informal in-year reviews Teaching observation Other agreed sources of evidence appropriate to the teacher's role References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Page 7) Performance Management for Teachers 073/2012, May 2012 (Page 6)

9 Roles and Responsibilities of the Appraiser

10 Roles and Responsibilities in the Performance Management Process
Key players The governing body/the relevant body The headteacher Appraiser(s) Appraisee The local authority The Welsh Government

11 Role of Appraiser Agree and record objectives with appraisee
Monitor and review performance throughout the cycle Discuss and identify professional development need Prepare the annual appraisal statement Make a recommendation on pay progression where the appraisee is eligible for pay progression under the School Teachers’ Pay and Condition Document (STPCD), where appropriate. Notes The points on this slide refer to all appraisers whether for teachers or headteachers Appraisers should have the appropriate understanding, skills and competencies to undertake the role All appraisers should have developmental training before undertaking the role A Guidance note on Pay and Progression is included in the Briefing Pack Upper Pay Spine There has always been a requirement to follow DfE Guidance on progression to and within UPS Appraisers should make themselves aware of :- the requirements when making the recommendations whether or not the appraisee is eligible for pay progression Appraisers should ensure that they - inform the appraisee and the headteacher of the recommendation put the recommendation in writing Briefing Sheets Briefing Sheet 2: Performance Management Pay Progression - Guidance for Making Recommendations Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 Performance Management for Teachers 073/2012, May 2012 Statutory Instrument School Teacher Appraisal (Wales) Regulations 2011 (Part 2 Regulation 7, 12 to 17) (Part 3 Regulation 26 to 31)

12 Responsibilities of the Appraiser(s)
Carry out their responsibilities by:- Planning the appraisal cycle with the appraisee Setting the objectives taking account of the performance review of the previous cycle Discuss and identify professional development needs Keep progress under review and monitor performance against objectives regularly throughout the performance management cycle (formative review) Conduct an annual review of performance with the appraisee (summative review including judgements) Take appropriate action and facilitate support when there is underperformance Arranging for the appraisal statement to be made available to the required personnel Notes All partners in the process - teachers, headteachers and governors should be aware of the role of appraisers and how appraisers carry out their responsibilities All appraisers should have a secure understanding of - The performance management policy and procedures - The appraisee’s work The school’s core data set The school’s self-evaluation record The school’s improvement priorities Local, regional and national improvement priorities The appropriate Professional Standards for Education Practitioners in Wales – Practising Teacher Standards and/or Leadership Standards How, where necessary to provide suitable support throughout the annual cycle The planned appraisal cycle should follow the timing set out in the school’s PM policy and procedures, it should be done with and not to the appraisee The professional standards should provide a backdrop to discussions to help teachers identify strengths and weaknesses and areas for further development. They should inform the setting of objectives. It is the appraiser’s responsibility to take appropriate action and facilitate support when there is underperformance, this process will be set out in the school’s capability policy and procedures References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Page 20) and reference to appraisal statement in (Page 15) Performance Management for Teachers 073/2012, May 2012 Section 8, Page 18 and reference to appraisal statement (Pages13 and 17) Revised Professional Standards for Educational Practitioners in Wales 020/2011 September 2011

13 Knowledge and Understanding
Appraisers need a secure understanding of the context of the school school performance data including the All Wales Core Data Set the school’s improvement priorities Local Authority and national improvement priorities the Revised Professional Standards for Education Practitioners in Wales the appraisee’s job the school’s training plan and related budget the performance management procedures

14 Attributes of the Appraisers
Attributes that may be considered when selecting appraisers include: good communication skills good interpersonal skills good skills in information seeking and data analysis including the ability to understand, interpret and analyse key performance indicators relating to school performance good working relationship with the appraisee, including his/her trust and respect sufficient time to carry out their role as appraiser and to do justice to the process. Notes All appraisers should have developmental training before undertaking the role, Part C can facilitate that training. It is the responsibility of the appraiser to ensure that they access training and the headteacher to facilitate the training All appraisers should have a secure understanding of - - The performance management policy and procedures - The appraisee’s work The school’s core data set The school’s self-evaluation record The school’s improvement priorities Local, regional and national improvement priorities The appropriate Professional Standards for Education Practitioners in Wales – Practising Teacher Standards and/or Leadership Standards How, where necessary to provide suitable support throughout the annual cycle The professional standards should provide a backdrop to discussions to help teachers identify strengths and weaknesses and areas for further development. They should inform the setting of objectives. Reference Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Page 4) Performance Management for Teachers 073/2012, May 2012 Revised Professional Standards for Education Practitioners in Wales 020/2011

15 Appraiser’s Self Assessment
Appraisers should complete a self -assessment to identify their development needs Further training can be undertaken in the areas of development identified to ensure that that the role can be conducted effectively The Welsh Government Guidance states that all appraisers should be appropriately trained to undertake the role confident OK Development need good communication skills good interpersonal skills good skills in information seeking ability to make evidence based judgements on performance familiarity with performance management procedures. Notes The self-assessment on this slide is part of the full self-assessment. The self-assessment is for use by appraisee’s and is a personal document The full self -should be completed by the appraiser and a list of development needs identified. Headteachers and governing bodies should facilitate the appropriate training for appraisers. Some of the training will be generic for all governors e.g. understanding school performance data whilst others may be specific to the governors responsible for Performance Management e.g.. understanding the Leadership Standards Support Documents Appraiser’s Self-Assessment References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 Performance Management for Teachers 073/2012, May 2012

16 Reviewing Performance

17 The Annual Appraisal Meeting
A formal opportunity to: recognise achievements and celebrate successes discuss areas for improvement agree future priorities, including objectives for the following performance management cycle Notes The review meeting is a statutory meeting and should take place on an annual basis The date on which the appraisal review is to be held will be determined by the appraisers References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Pages 13/14) Performance Management for Teachers 073/2012, May 2012 (Pages 12/13)

18 The Performance Review
The appraiser(s) and the appraisee must hold an annual appraisal review with the object of: Assessing the extent to which the appraisee has met the objectives for the cycle Determining whether there has been successful overall performance in confirming that the appraisee has met the professional standards for teachers Identifying the need for additional support training and development Recording the Appraisal Statement The appraisee’s Practice, Review and Development (PRD) Record should be taken into account when reviewing performance Notes The appraisers and the appraisee must hold an annual appraisal review, it is a statutory duty of the governing body References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Pages 13/14) Performance Management for Teachers 073/2012, May 2012 (Pages 12/13) Statutory Instruments The School Teacher Appraisal (Wales) Regulations 2011

19 Preparing for the Annual Review of Performance
Allocate adequate time for the review The appraisee(s) must be informed in writing of the date of the review meeting at least 10 school days in advance, and in writing The Practice, Review and Development (PRD ) Record to be sent to appraisers at least 5 days ahead of the review meeting Notes It is important that adequate time should be allocated to the review meeting Prior to the review meeting, the appraisee(s) may wish to consider the areas for discussion in relation to the current cycle and in preparation for the next cycle References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Pages 13/14) Performance Management for Teachers 073/2012, May 2012 (Pages 12/13) Statutory Instrument School Teacher Appraisal (Wales) Regulations 2011 (Paragraph15 (2)(3) Page 14)

20 Preparing for the Annual Review of Performance
Determine how records will be kept and appraisal statement written Identify data and appropriate evidence to be used in keeping with the regulations Decide how the objectives from the previous cycle are taken into account The appraisee(s) should undertake self reflection prior to the meeting Agree monitoring and review arrangements Notes A performance review will be more valuable and effective if the appraisee has reflected in advance on the work of the year, on strengths and achievements and on areas for development References Welsh Government Guidance School Teacher Appraisal (Wales) Regulations 2011 For objectives, refer to 12, 1a,b,c,d,e,f Page 12 For monitoring, refer to Paragraph 14 Page 13 For review, refer Paragraph 15 Page 14 Performance Management for Headteachers 074/2012, May 2012 (Page 14) Performance Management for Teachers 073/2012, May 2012 (Page 13)

21 Appraisee Self Reflection
The appraisee should consider performance against: Their own assessment of performance against the objectives Evidence of performance in the round The benefits of any professional development undertaken Any in-year reviews that have taken place Any factors which affected performance Possible objectives for the next cycle Notes A performance review will be more valuable and effective if the appraisee has reflected in advance on the work of the year, on strengths and achievements and on areas for development References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 Performance Management for Teachers 073/2012, May 2012 (Pages 12/13)

22 Documentation to be considered
Any relevant school performance data and information School Improvement Plan/Area plan The school/area self evaluation record Post Estyn inspection plan The Revised professional standards for education practitioners in Wales Relevant materials from local authority reviews including the regional categorisation matrix Notes The majority of the documents used will be readily available in school References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Page 13) Performance Management for Teachers 073/2012, May 2012 (Pages 12) Revised Professional Standards for Education Practitioners in Wales 020/2011

23 Preparing for the Annual Review of Performance
Allocate adequate time for the review Teaching observations should be agreed in advance with notice of at least 5 school days Teachers should have advanced notice of the date of the review meeting Practice, Review and Development (PRD) Record to be sent to appraisers at least 5 days ahead of the review meeting Notes It is important that adequate time should be allocated to the review meeting Prior to the review meeting, the appraisee may wish to consider the areas for discussion in relation to the current cycle and in preparation for the next cycle References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Pages 13/14) Performance Management for Teachers 073/2012, May 2012 (Pages 12/13) Statutory Instrument School Teacher Appraisal (Wales) Regulations 2011 (Paragraph 15 (2)(3) Page 14)

24 The Appraisal Statement
Written statement must be provided within 10 school days Training and development needs must be provided in an annex Teacher may add comments to the statement within 10 days This will form part of the statement The Appraisal statement is personal and confidential Notes Within 10 days of each appraisal review, the appraiser must provide the headteacher/teacher with a written statement recording the main points made by the appraiser and the headteacher/teacher at the review and the conclusions reached The statement can be brief whilst giving a sound basis for future review and the planning of the next cycle There must be recorded in an annex to the statement (which will form part of the statement) the training and developmental needs and ways of meeting such needs identified in the review Appraisers should seek to agree the wording of the final statement with the headteacher/teacher within the 10 day period The headteacher/teacher may, within 10 school days of receiving a copy of the final appraisal statement add to it comments in writing, and these comments will form part of the statement The individual plan and the appraisal statement are personal and confidential documents and should be kept in a secure place The provisions of the data protection act 1998 must be followed at all times by those who have aces to the documents Reference Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Page 15) Performance Management for Teachers 073/2012, May 2012 (Page 13/14)

25 Setting Objectives

26 Setting the Objectives
Three objectives would normally be sufficient The appraisee’s objectives should: contribute to improving the progress of pupils at the school take account of relevant evidence including school performance information be focused on key expectations and developmental priorities on which evidence based judgements can be made Notes Setting objectives is the most important part of the Performance Management process Objectives that are challenging yet achievable and aligned to the needs of the school and the appraisee, will contribute to raising pupil achievement and attainment There is a clear requirement that Performance Management sits within the context of school self-evaluation and school improvement. This will ensure an integrated cycle.

27 Objectives need to be:-
Clear: offering no possibility of ambiguity or confusion about the intended outcome. Concise: using as few words as possible to convey the intention. Measurable: expressed in such a way that criteria can be agreed which will demonstrate whether or not the objective has been achieved. Challenging: sufficiently challenging, taking into account the circumstances of the school, to bring about significant improvement. Developmental: supporting the improvement of the school and the appraisee Notes Objectives should be agreed between appraiser and appraisee before or at the start of the cycle The following slide outlines the areas which the objectives must relate to Where the headteacher spends a significant amount of their role teaching, specific reference should be included within their objectives or their teaching responsibilities Where a headteacher has an objective or objectives relating to teaching, then monitoring procedures etc. for that objective will mirror those for teachers including teaching observation carried out by a person holding QTS In exceptional circumstances, a headteacher’s objectives may be revised by the headteacher’s appraisal panel at any time during the appraisal cycle Examples of exceptional circumstances are likely to be long term sickness, fire or other temporary turbulence, or when a school is put into special measures following an Estyn inspection. References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Pages 9 and 10) Statutory Instrument School Teacher Appraisal (Wales) Regulations 2011 (Paragraph 13 Page 13)

28 Identifying Professional Development Needs
Professional development should: support the enhancement of knowledge and skills support agreed objectives develop strengths address areas for personal development or professional growth Notes Professional development is a key element of the PM process and is a range of activities which include shadowing, taking on new roles, focused learning visits, undertaking a course of professional study etc. Individual plans and appraisal statements are personal and confidential documents Throughout the course of the appraisal cycle the appraisee must keep an up to date record of - their own assessment of performance against the objectives recorded on the statement of objectives particulars of any professional development activities undertaken or other support provided and how this is contributing to achievement of the objectives particulars of any factors which the appraisee considers are affecting performance against recorded objectives References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Page 10) Performance Management for Teachers 073/2012, May 2012 (Page 9)

29 Monitoring Performance

30 Monitoring Performance
Monitoring procedures should: be discussed and agreed at the planning meetings include a variety of methods Progress should be monitored throughout the year Sufficient appropriate evidence should be gathered to ensure secure judgements The appraisee must keep an up to date Practice Review and Development (PRD) Record Notes Throughout the course of the appraisal cycle the headteacher/teacher must keep an up to date record of their own assessment of performance against the objectives recorded on the statement of objectives particulars of any professional development activities undertaken or other support provided and how this is contributing to achievement of the objectives particulars of any factors which the headteacher/teacher considers are affecting performance against recorded objectives The headteacher/teacher should discuss and agree procedures with the appraisers for monitoring performance against objectives at the planning stage any supportive action needed the requirement to keep an up to date Practice Review and Development record (PRD) Monitoring procedures should include a variety of methods including information from the appraisee’s PRD record the school improvement/area plan school performance information It is important that sufficient appropriate evidence is gathered to ensure secure judgements are made Progress should be kept under review throughout the year ensuring an active and collaborative review of progress. This could be done through in-year discussions as a means of keeping progress under review If procedures cannot be jointly agreed the appraisers have the final decision and will set and record, in writing, the procedures to be used. The headteacher/teacher should be allowed to add comments in writing References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Page 11) Performance Management for Teachers 073/2012, May 2012 (Page 9)

31 Monitoring Activity There should be a variety of monitoring activity that gathers sufficient appropriate evidence in order to ensure secure judgements are made. The evidence can be gathered from various sources including:- In-year meetings between the appraiser(s) and appraisee The appraisee’s Practice, Review and Development Record School Improvement Plan School performance data and information The school’s on going self evaluation process Teaching observation (where appropriate) Notes Monitoring procedures should be agreed at the planning meeting Monitoring procedures should include a variety of methods including information as outlined above It is important that sufficient, appropriate evidence is gathered to ensure secure judgements are made Progress should be kept under review Headteachers/teachers should be supported in their professional development Records should be kept References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Page 11) Performance Management for Teachers 073/2012, May 2012 (Pages 9/10)

32 Teaching observations
Observers must hold Qualified Teacher Status (QTS) Observations should take place during lessons and activities that have been planned in advance At least 5 school days notice is required Minimum one observation per year -more permissible by agreement Feedback given as soon as is possible Outcomes of observation should be recorded Teacher can add comments Notes In some circumstances, it may be possible for another person with QTS to undertake the observation and report to the appraiser This should be discussed in advance with the teacher The nature and purpose of observations determined at the planning meeting Feedback within 5 school days Successful observation requires preparation and training and a clear understanding by the headteacher and the observer of its purpose Full, constructive and timely feedback that is developmental and offers the opportunity to discuss what went well and what might have been differently and should be given as soon as possible, usually within 5 school days References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Page 11 and Page 12) Performance Management for Teachers 073/2012, May 2012 (Pages 10/11)

33 Managing Underperformance
The review meeting and the appraisal statement do not form any part of any formal disciplinary competency or capability procedures Effective line management with clear expectations and appropriate support will assist in identifying and addressing any weakness in performance Appraisal statements may be taken into account by those responsible for taking decisions about performance, pay, promotion, dismissal or disciplinary matters Notes The performance management appraisal does not form any part of disciplinary or dismissal procedures Procedures to address underperformance are the subject of separate regulations The review meeting and appraisal statement do not form any part of any formal disciplinary, competency or capability procedures However any relevant information from appraisal statements may be taken into account by those responsible for taking decisions about performance, pay, promotion, dismissal or disciplinary matters triggered by other procedures References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Page 20) Performance Management for Teachers 073/2012, May 2012 (Page 18)

34 Reflection and Discussion – Self Evaluation
A. In what ways do the appraiser(s) Plan the appraisal cycle with the appraisee? Set the objectives taking account of the performance review of the previous cycle? Discuss and identify professional development needs? Keep progress under review and monitor performance against objectives regularly throughout the performance management cycle? (formative review) Take appropriate action and facilitate support when there is underperformance? Conduct an annual review of performance with the appraisee? (summative review including judgements) Arrange for the appraisal statement to be made available to the required personnel? B. How is PM embedded in the improvement process of the school? C. Are there any aspects that could be improved? Use prompt sheet 3 to facilitate discussion Notes All partners in the process - teachers, headteachers and governors should be aware of the role of the performance management process in the school’s improvement process Organisation Participants should discuss the points on the slide using Prompt Sheet 3 to facilitate the discussion It should be noted that ‘don’t know’ is a sensible response which can be considered a need for communication and/or clarity in aspects for improvement A plenary session should draw together the discussion and make a note of the aspects for improvement Support Materials Hand-out for discussion – Prompt Sheet 3 School’s Performance Management Policy References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 Performance Management for Teachers 073/2012, May 2012

35 Roles and Responsibilities of the Appraisees

36 Role of Appraisee Discuss and set objectives with appraiser(s)
Participate in monitoring and review arrangements Discuss and identify professional development needs References Statutory instrument School Teacher Appraisal (Wales) Regulations 2011 (Part 2 Regulation Pages 12 to 16) (Part 3 Regulation Pages 19 to 22)

37 Responsibilities of Appraisee
Discuss setting of objectives with appraiser within context of the school, job description and the appropriate professional standards Facilitate the process by identifying and providing relevant data and evidence of performance Participate in monitoring arrangements and maintain an up to date Practice Review and Development (PRD) Record Contribute to the annual review against objectives and overall performance Discuss and identify professional development needs to support professional practice Write the ‘Statement of Objectives’ Notes All partners in the process - teachers, headteachers and governors should be aware of the role of the appraisee and how the appraisee carries out their responsibilities Whilst the process used will vary, all appraisees must share the responsibility for their own appraisal and take an active role The appraisee’s job description is an essential document in the PM process Reference Statutory Instruments The School Teacher Appraisal (Wales) Regulations 2011

38 Reflection and Discussion
A. In what ways do the appraisees: 1. Discuss setting of objectives with appraiser within context of the school, job description and the appropriate professional standards? 2. Facilitate the process by identifying and providing relevant data and evidence? 3. Participate in monitoring arrangements and maintain an up to date Practice, Review and Development (PRD) Record? 4. Contribute to the annual review against objectives and overall performance? 5. Discuss and identify professional development needs to support professional practice? B. How do you know what is happening and that it’s embedded in the improvement process of the school? C. Are there any aspects that could be improved? Use prompt sheet 4 to facilitate discussion Notes All partners in the process, teachers, headteachers and governors should be aware of the role of the performance management process in the school’s improvement process Organisation Participants should discuss the points on the slide using Prompt Sheet 4 to facilitate the discussion It should be noted that ‘don’t know’ is a sensible response which can be considered a need for communication and/or clarity in aspects for improvement A plenary session should draw together the discussion and make a note of the aspects for improvement Support Materials Hand-out for discussion – Prompt Sheet 4 School’s Performance Management Policy The School’s vision/mission statement References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 Performance Management for Teachers 073/2012, May 2012

39 Best Practice Some characteristics …
A commitment to the attainment and welfare of pupils; An appreciation of the crucial role that teachers play; Commitment to the performance and welfare of staff; An atmosphere of trust between the teacher and their appraiser, which allows for rigorous evaluation of strengths and identification of areas for development; Encouragement to share good practice; The integration of performance management into the overall approach to leading and managing the school. Notes Best practice in performance management involves both appraisers and appraisees working together to ensure objectives are discussed and agreed feedback being effective, constructive and timely providing the appraisee with access to coaching , training and development formal annual reviews References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 (Page 7) Performance Management for Teachers 073/2012, May 2012 (Page 6)

40 Reflection and Discussion – Self Evaluation
A. In what ways does the performance management process Support the vision of the school? Contribute to improving the attainment and welfare of pupils? Assist in the professional development of all staff? Establish an atmosphere of trust between the teacher and their appraiser, which allows for rigorous evaluation of strengths and identification of areas for development? Encourage the sharing of good practice? Underpin the overall approach to leading and managing the school? Meet the revised statutory regulations? B. How do you know that the process is effective and embedded in the improvement process of the school? C. Are there any aspects that need to be revised and improved? Use prompt sheet 5 to facilitate discussion Notes All partners in the process, teachers, headteachers and governors should be aware of the role of the performance management process in the school’s improvement process Organisation Participants should discuss the points on the slide using Prompt Sheet 5 to facilitate the discussion It should be noted that ‘don’t know’ is a sensible response which can be considered a need for communication and/or clarity in aspects for improvement A plenary session should draw together the discussion and make a note of the aspects for improvement Support Materials Hand-out for discussion – Prompt Sheet 5 School’s Performance Management Policy The School’s vision/mission statement References Welsh Government Guidance Performance Management for Headteachers 074/2012, May 2012 Performance Management for Teachers 073/2012, May 2012

41 And finally.... ‘Performance management focuses attention on making teaching and leadership more effective to benefit pupils, teachers and schools.’ Performance Management for Teachers WG 073/2012


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