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Performance management guidance. Performance management Part D: appraisees An introduction to the revised performance management regulations January 2011.

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Presentation on theme: "Performance management guidance. Performance management Part D: appraisees An introduction to the revised performance management regulations January 2011."— Presentation transcript:

1 Performance management guidance

2 Performance management Part D: appraisees An introduction to the revised performance management regulations January 2011 and the role of the appraisee (to be implemented by 1 January 2013)

3 Objectives of the session Understand the requirements of the revised regulations and how to implement them effectively. Review the role of performance management in raising standards in your school. Review how performance management is embedded in the broad context of the school’s improvement processes. Review the operation of the performance management process, including the roles and responsibilities of those involved. Understand the role of the appraisee.

4 Recap and overview of the revised performance management requirements

5 Revised requirements Timescale Revised regulations introduced January Move to the revised arrangements by 31 December Revisions Performance management is explicitly linked to: – professional standards and practice – whole-school and national priorities – learner performance data – pay progression. Practitioners maintain a practice, review and development (PRD) record. Greater local authority involvement in the school’s performance management process. Estyn has access to the headteacher’s performance objectives. Performance management documents should be kept for a minimum of three years.

6 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.’ Performance management for headteachers (Welsh Government, 2012)

7 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 learners 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.

8 The appraisal cycle

9 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.

10 The appraisal cycle Reviewing Planning Self-reflection AppraiserSelf-analysis Review meeting andStrategic analysis Appraisal statement appraiseeSetting objectives Agreeing continuous professional development (CPD) Monitoring Informal in-year reviews Teaching observation Other agreed sources of evidence appropriate to the teacher’s role

11 Roles and responsibilities of the appraisee

12 Roles and responsibilities in the performance management process Key partners Governing body/relevant body. Headteacher. Appraiser(s). Appraisee(s). local authority. Welsh Government.

13 Role of the appraisee Discuss, plan and set objectives with their appraiser(s). Participate in monitoring and review arrangements. Discuss and identify professional development needs.

14 Responsibilities of the appraisee Appraisees must: discuss setting of objectives with the appraiser, within the context of the school, the job description and the appropriate professional standards inform the process by identifying and providing relevant data and evidence of performance participate in monitoring arrangements 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.

15 Knowledge and understanding Appraisees 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 learner level data and information on the teaching groups for which they have responsibility the revised professional standards for education practitioners in Wales the performance management procedures.

16 Reviewing performance

17 The annual appraisal review meeting A formal opportunity to: recognise achievements and celebrate successes discuss areas for improvement and further professional development and if desired: agree future priorities, including objectives for the following performance management cycle.

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 continues to meet the professional standards for teachers – identifying the need for additional support, training and development. The appraisee’s practice, review and development (PRD) record should be taken into account when reviewing performance.

19 Planning for the annual review of performance Allocate adequate time for the review. The appraisee must be informed in writing of the date of the review meeting at least 10 school days in advance. The practice, review and development (PRD) record should be submitted to the appraiser(s) at least five days in advance of the review meeting.

20 Preparing for the annual review of performance Determine how records will be kept and the 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 should undertake self-reflection prior to the meeting. Agree monitoring and review arrangements, including observation of teaching.

21 Appraisee’s self-reflection The appraisee should consider performance against: their own assessment of performance against the objectives evidence of performance in the cycle the benefits of any professional development undertaken any in-year reviews that have taken place any factors that affected performance possible objectives for the next cycle.

22 Documentation to be considered Any relevant school performance data and information. School improvement plan/area improvement plan. The school/area self-evaluation record. Post-Estyn inspection plan. The revised professional standards for education practitioners in Wales. Any other relevant materials, including those from local authority reviews and the regional categorisation matrix.

23 The appraisal statement Written statement must be provided by the appraiser(s) within 10 school days. Training and development needs must be provided in an annex. Appraisee may add comments to the statement within 10 days – these will form part of the statement. The appraisal statement is personal and confidential. A copy of the appraisal statement will be given to the appropriate personnel.

24 Setting objectives

25 Setting the objectives Three objectives will normally be sufficient. The appraisee’s objectives should: – contribute to improving the progress of learners 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 – be recorded in the statement of objectives.

26 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.

27 Identifying professional development needs Professional development should: support the appraisee in enhancing skills and knowledge support agreed objectives develop strengths address areas for personal development or professional growth identify opportunities to share good practice.

28 Monitoring performance

29 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.

30 Monitoring progress There may be a variety of monitoring methods used to gather 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 the appraisee the appraisee’s practice, review and development (PRD) record school improvement plan/area improvement plan school performance data and information the school’s ongoing self-evaluation process teaching observation (where appropriate).

31 Teaching observations Nature, purpose and focus agreed between the appraiser and the appraisee prior to observation. Observation for the purpose of performance management must only be carried out by persons holding qualified teacher status (QTS). Observations should take place during lessons and activities that have been planned in advance. At least five school days’ notice is required. Minimum of one observation per year for performance management. Feedback should be given as soon as is possible (usually within five school days). Outcomes of observation, including feedback, should be recorded – appraisee should be given opportunity to add comments.

32 Reflection and discussion – self-evaluation A. In what way does the appraisee: discuss setting of objectives with his/her appraiser(s) within the context of the school, the job description and the appropriate professional standards? inform the process by identifying and providing relevant data and evidence? 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? B. How is performance management embedded in the improvement processes of the school? C. Are there any aspects that could be improved? (Use prompt sheet 4 to facilitate discussion.)

33 Role of the appraiser Agree and record objectives with the appraisee. Monitor and review performance throughout the cycle. Discuss and identify professional development needs. Arrange the appraisee review. Prepare the annual appraisal statement. Make a written recommendation where the appraisee is eligible for pay progression in line with the School Teachers’ Pay and Conditions Document, where appropriate.

34 The performance management process Best practice in performance management is characterised by: a commitment to the attainment and welfare of learners an appreciation of the crucial role that teachers play a 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 an encouragement to share good practice the integration of performance management into the overall approach to leading and managing the school.

35 And finally... ‘Performance management focuses attention on making teaching and leadership more effective to benefit pupils, teachers and schools.’ Performance management for teachers (Welsh Government, 2012)


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