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Building pride in Cumbria Do not use fonts other than Arial for your presentations Performance Management Teacher Professional Standards Hilary Peatfield.

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Presentation on theme: "Building pride in Cumbria Do not use fonts other than Arial for your presentations Performance Management Teacher Professional Standards Hilary Peatfield."— Presentation transcript:

1 Building pride in Cumbria Do not use fonts other than Arial for your presentations Performance Management Teacher Professional Standards Hilary Peatfield Denise Whitworth WELCOME

2 Building pride in Cumbria Do not use fonts other than Arial for your presentations PROGRAMME 9 15 – Session 1Introductions and objectives Session 2Background, context and purpose Session 3Getting to know the standards Session 4The standards in more detail – progression LUNCH – 1 30pm

3 Building pride in Cumbria Do not use fonts other than Arial for your presentations 1 30 – 3 45 pm Session 5Performance management, professional standards and CPD; link with staffing structures Session 6 Implications for schools, leaders and reviewers; impact on individuals, roles, responsibilities and staffing structures Session 7Action planning and next steps

4 Building pride in Cumbria Do not use fonts other than Arial for your presentations SESSION 1 Introductions and Objectives

5 Building pride in Cumbria Do not use fonts other than Arial for your presentations OBJECTIVES Gain a developing understanding of the new professional standards and their implications Understand how the standards inter-relate with other national workforce development initiatives Consider implications for staffing structures Explore the implications for school leaders, reviewers, CPD leadership and performance management Develop a framework for an action plan

6 Building pride in Cumbria Do not use fonts other than Arial for your presentations Table Discussion Introductions Key points that you already know about the professional standards What is/will be the most enjoyable part of your revised/new performance management role?

7 Building pride in Cumbria Do not use fonts other than Arial for your presentations SESSION 2 Background, context and purpose

8 Building pride in Cumbria Do not use fonts other than Arial for your presentations The Context – Review of Standards for Classroom Practitioners TDA has reviewed the following standards for classroom practitioners: Professional standards for teachers Professional standards for higher level teaching assistants Level 3 National Occupational Standards for teaching/classroom assistants Level 2 National Occupational Standards for teaching/classroom assistants A review of the leadership standards, led by NCSL, is forthcoming

9 Building pride in Cumbria Do not use fonts other than Arial for your presentations The Revised Framework of Professional Standards for Teachers Four sets of standards reviewed: –QTS, induction, post-threshold, advanced skills teacher New set of standards for the excellent teacher scheme Three inter-linked sections: –professional attributes, professional knowledge and understanding, professional skills Induction standards are known as core standards, they apply to NQTs and mainscale teachers

10 Building pride in Cumbria Do not use fonts other than Arial for your presentations Why have these standards been reviewed? To create a coherent and progressive framework To support new developments emerging in the context of new teacher professionalism including revised performance management arrangements (in place from autumn 2007)

11 Building pride in Cumbria Do not use fonts other than Arial for your presentations The Wider Context for Teachers - New Teacher Professionalism Confidence and respect professional dialogue - open, equitable & fair manner entitlement to, & a duty to engage in, school-focussed CPD which is effective & relevant to their professional development, career progression & aspirations

12 Building pride in Cumbria Do not use fonts other than Arial for your presentations The Quartet of Developments National Agreement Revised Professional Standards Revised Performance Management Staffing Structure Review The New Teacher Professionalism

13 Building pride in Cumbria Do not use fonts other than Arial for your presentations Alignment with the Wider Children’s Workforce TA/CA National Occupational Standards Learning, Development & Support Services Children’s Care Learning & Development Learning and Development IT UsersYouth Work Management & Leadership Sport and Recreation Play work Activity Leadership Health and Social Care

14 Building pride in Cumbria Do not use fonts other than Arial for your presentations NQT (Q)Core (C)Post-threshold (P)ET (E)AST (A) Career Dev HTDHTET* UPS TLR MPSNQT MPS TLR UPSASTAHT NQT MS TLR ET UPS TLR UPS AST Performance Management Succession Planning Staffing Structure

15 Building pride in Cumbria Do not use fonts other than Arial for your presentations Purpose of the Standards The revised professional standards: clarify the professional attributes, knowledge and understanding and skills expected of a teacher provide a framework for career progression help teachers identify areas of strength and areas for development support teachers in identifying their CPD needs and underline a contractual entitlement to effective CPD

16 Building pride in Cumbria Do not use fonts other than Arial for your presentations SESSION 3 Getting to Know the Standards

17 Building pride in Cumbria Do not use fonts other than Arial for your presentations The Standards Poster

18 Building pride in Cumbria Do not use fonts other than Arial for your presentations Q Qualified Teacher Status (QTS)33 C Teachers on the main scale (Core)41 P Teachers on the Upper Pay Scale (Post Threshold teachers) 10 E Excellent Teachers (ETs)15 A Advanced Skills Teachers (ASTs)3 Framework of the Standards

19 Building pride in Cumbria Do not use fonts other than Arial for your presentations Revised Professional Standards

20 Building pride in Cumbria Do not use fonts other than Arial for your presentations Activity 1 Champions and Envoys Choose one core or post threshold standard from the selection provided Your task is to champion the chosen standard and to act as an envoy for those standards shared with you

21 Building pride in Cumbria Do not use fonts other than Arial for your presentations Framework of the Standards StandardsQCPEA Relationships with children /YP 1-2 Frameworks Communicating & working with others 4-6 Personal professional development Professional attributes

22 Building pride in Cumbria Do not use fonts other than Arial for your presentations Framework of the Standards Knowledge & understanding StandardsQCPEA Teaching & Learning Assessment & monitoring Subject & curriculum Literacy, numeracy & ICT Achievement & diversity Health & well-being

23 Building pride in Cumbria Do not use fonts other than Arial for your presentations Framework of the Standards Skills StandardsQCPEA Planning Teaching Assessing, monitoring and giving feedback Reviewing teaching & learning Learning environment Team working & collaboration

24 Building pride in Cumbria Do not use fonts other than Arial for your presentations

25 Building pride in Cumbria Do not use fonts other than Arial for your presentations

26 Building pride in Cumbria Do not use fonts other than Arial for your presentations

27 Building pride in Cumbria Do not use fonts other than Arial for your presentations SESSION 4 The Standards in More Detail Progression

28 Building pride in Cumbria Do not use fonts other than Arial for your presentations A Changing Landscape Children’s agenda Workforce remodelling Personalised learning Professional development New professionalism

29 Building pride in Cumbria Do not use fonts other than Arial for your presentations What progression across the standards looks like? The framework of professional standards is progressive: –post threshold teachers make a distinctive contribution to raising standards across the school by acting as role models for teaching and learning and providing mentoring and coaching to less experienced teachers –ASTs and excellent teachers provide models of excellent and innovative teaching and use their skills to enhance teaching and learning by undertaking and leading school improvement activities and CPD for other teachers. ASTs also carry out developmental work across a range of workplaces

30 Building pride in Cumbria Do not use fonts other than Arial for your presentations Twin Tracks PEDAGOGY AST ET post threshold (P) standards core (C) standards QTS standards LEADERSHIP head teacher deputy head teacher assistant head teacher TLR1 TLR2

31 Building pride in Cumbria Do not use fonts other than Arial for your presentations Career Progression Teachers need to demonstrate evidence that they are meeting, maintaining and building on their attributes, professional knowledge and understanding and skills The standards clarify professional characteristics which are maintained and built upon throughout their career Teachers not aspiring to the next career stage need to identify ways to broaden and deepen their expertise within their current career stages.

32 Building pride in Cumbria Do not use fonts other than Arial for your presentations An Overview of the Standards Constant Cumulative Considerations

33 Building pride in Cumbria Do not use fonts other than Arial for your presentations Activity 2 Progression Through The Standards Consider the subsection Teamwork and Collaboration –Begin with standards C40 & C41 and map their progression through to A2 & A3 –Give concrete examples of what you would expect to see at each standard –Feedback

34 Building pride in Cumbria Do not use fonts other than Arial for your presentations Post Threshold Standards A teacher being considered for the threshold would need to meet the relevant core standards (C) and satisfy the post- threshold standards (P). Post threshold teachers are expected to:  continue to meet the core 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 Professional Standards 2007 & STPCD 2007

35 Building pride in Cumbria Do not use fonts other than Arial for your presentations Progression through UPS Progression on UPS should be based on two successful performance management reviews To achieve progression, the achievements of post- threshold teachers and their contribution to school(s) should have been substantial and sustained. To ensure that the achievements and contribution have been substantial and sustained, the performance management review will need to assess that the teacher has: o continued to meet post-threshold standards; and o grown professionally by developing their expertise post threshold STPCD 2007: Section 3, para 34 (“Clarification”) 35

36 Building pride in Cumbria Do not use fonts other than Arial for your presentations Activity 3 Post Threshold Progression In table groups, using the task sheet as a guide, identify on post its what a post- threshold teacher needs to do, to demonstrate progression Each table feed back on one progression criterion Reflect on the implications of this activity for your setting

37 Building pride in Cumbria Do not use fonts other than Arial for your presentations SESSION 5 Performance Management, Professional Standards and CPD

38 Building pride in Cumbria Do not use fonts other than Arial for your presentations Professional Standards and CPD The standards will support teachers in identifying their professional development needs Where teachers wish to progress to the next career stage, the next level of the framework provides a reference point for all teachers when considering future development The standards will also support teachers in identifying ways to broaden and deepen their expertise within current career stages Introduction to Professional Standards 2007

39 Building pride in Cumbria Do not use fonts other than Arial for your presentations CPD entitlement and expectations All teachers have o a professional responsibility to be engaged in effective, sustained and relevant professional development throughout their careers o a contractual entitlement to effective, sustained and relevant professional development throughout their careers. Teachers are expected to make a contribution to the development of others Introduction to Professional Standards 2007

40 Building pride in Cumbria Do not use fonts other than Arial for your presentations Activity 4 In table groups, discuss and develop a visual representation of the relationship between PM, PS and CPD: Activity: 15 minutes Plenary Sharing 3 minutes per group

41 Building pride in Cumbria Do not use fonts other than Arial for your presentations School Improvement Planning Framework Revised Professional Standards Performance Management developing people improving young lives Continuing Professional Development

42 Building pride in Cumbria Do not use fonts other than Arial for your presentations SESSION 6 Implications for Reviewers

43 Building pride in Cumbria Do not use fonts other than Arial for your presentations The Revised Regulations - Five Key Areas of Difference Planning meeting Classroom observation Review and the link to pay Process and timing Roles and responsibilities

44 Building pride in Cumbria Do not use fonts other than Arial for your presentations Key Areas of Difference Planning meeting 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 Direct link between Performance Management and pay progression at the point of eligibility Classroom observation

45 Building pride in Cumbria Do not use fonts other than Arial for your presentations Key Areas of Difference Clear timeline for process Right of appeal Process and timing Reviewers for teachers will be the head teacher, who may delegate the responsibility in its entirety, to the teacher’s line manager Roles and responsibilities Scope for intervention to moderate at the planning stage by the head teacher for teachers’ and by the Governing Body for head teachers

46 Building pride in Cumbria Do not use fonts other than Arial for your presentations Reviewer Skills: Roles and Responsibilities THE REVIEWER Revised Regulations: “The Reviewer will be the Head Teacher who may delegate this role in its entirety to the teacher’s line manager.”

47 Building pride in Cumbria Do not use fonts other than Arial for your presentations Performance Management Cycle Monitoring & Supporting Monitoring of performance throughout the cycle Provision of agreed support Evidence collection Ongoing professional dialogue Reviewing Overall assessment of individual’s progress against the performance criteria Recommendations for pay progression made for eligible teachers No surprises Planning Objectives set Classroom observation and evidence collection agreed Performance criteria for the above set Support, training and development agreed Timescales set

48 Building pride in Cumbria Do not use fonts other than Arial for your presentations Implications for PM Reviewers and Induction Tutors Table Discussion What will PM Reviewers and Induction Tutors need in terms of: –Knowledge? –Skills? –Documentation?

49 Building pride in Cumbria Do not use fonts other than Arial for your presentations Table Discussion Consider as a group one or more of the following: 1.How can we use the standards for school improvement? 2.How can we use the standards to identify whole-school CPD needs? 3.How can we use the standards to assist with school self evaluation? 4.How will you approach the issue of longer serving UPS teachers to whom the ‘P’ standards have come as a surprise? ALL GROUPS: What are the key messages about the standards that we can take back to our staff?

50 Building pride in Cumbria Do not use fonts other than Arial for your presentations Link to pay 50 Reviewers only make pay recommendations for: o Post threshold teachers o Leadership Group o Advanced Skills Teachers No change in the arrangements for making pay decisions. Governing body considers recommendations and makes decisions about pay. RIG Guidance paras At the end of the PM cycle, the Reviewer meets the Reviewee to: a) review performance throughout the cycle against the performance criteria specified in the planning statement b) where the Reviewee is eligible for pay progression, “determine the recommendation on pay progression, having regard to the results of the review” Regulations para 18.1 Review and the link to pay (Regulations) Review and the link to pay (Guidance)

51 Building pride in Cumbria Do not use fonts other than Arial for your presentations Making Pay Recommendations No change to the general arrangements for pay progression Reviewers’ judgements now form the basis for the recommendation for a salary rise for eligible teachers The recommendation is based on an assessment of the reviewee’s performance against the performance criteria specified in the planning statement

52 Building pride in Cumbria Do not use fonts other than Arial for your presentations Eligibility for Pay Recommendation Post-threshold teachers: –(U1) two years after passing threshold assessment –(U2) two years after U2 –(U3) if an excellent teacher post exists Excellent teachers Advanced skills teachers (annually) Leadership roles including headteachers (annually)

53 Building pride in Cumbria Do not use fonts other than Arial for your presentations SESSION 7 Action Planning and Next Steps

54 Building pride in Cumbria Do not use fonts other than Arial for your presentations Activity 5 Harvey Balls Exercise

55 Building pride in Cumbria Do not use fonts other than Arial for your presentations Prioritisation Matrix Easy Hard Low High How easy is it to do? What impact will it have?

56 Building pride in Cumbria Do not use fonts other than Arial for your presentations Useful Links professional standards videos onalstandards/ printer friendly version of the standards

57 Building pride in Cumbria Do not use fonts other than Arial for your presentations “Learning organisations are where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together” Peter Senge (1990: 3)


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