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Appraisal and performance management

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1 Appraisal and performance management
Maha and Hadeel

2 School culture We aim to have a school culture that:
empowers teachers to feel confident to fully participate in performance management; encourages teachers to be engaged in professional development and to contribute to the professional development of others

3 Appraisal and Performance Review:
engages Leaders and staff in a professional dialogue demonstrating respect for professionals, making decisions about performance and encouraging contributions in an open, equitable and fair manner acknowledges that professional development should be an ongoing part of everyday activities not a separate activity adding to workload establishes entitlement and personal responsibility to engage in school-focused CPD which is effective and relevant to individual’s professional development, career progression and aspirations Key Message : The development of more effective arrangements for Performance management is being taken forward as part of the development of the new professionalism for teachers’ and head teachers’ The new professionalism for teacher/head teachers’ was described by RIG in May 2005 in their evidence to the STRB and builds on the achievements so far of:- removing tasks which do not require their professional skills bringing downward pressure on working hours building capacity to focus on teaching and learning Revised PM arrangements are key to furthering the new professionalism agenda and continuing the culture of change Key messages above outline the context of PM in the new professionalism agenda Underlying the new professionalism is the aim that all teachers/head teachers should have a contractual entitlement to effective, sustained and relevant professional development throughout their careers as part of a wider review of teachers professional duties Note: The Rewards and Incentives Group was established following the Agreement on Rewards and Incentives for Post-Threshold Teachers and Members of the School Leadership Group. The members are ASCL, ATL, DfES, NASUWT, LGE, and PAT. STRB = School Teachers’ Review Body 3

4 Competency Framework for Teachers
Is focused on the needs and the delivery of services to the refugee community. Has the appropriate knowledge to accomplish assigned duties and seeks out knowledge to improve performance. Displays a positive attitude towards work, colleagues, the refugee community and UN and conducts all duties with highest level of ethics and honesty

5 Competency Framework for Teachers
4. Develops and maintains good relationships with subordinates, peers, superiors and external people and agencies of interest. 5. Ensures appropriate allocation of work to staff and use of resources, motivates staff and provides adequate direction for accomplishing the mission of the agency.

6 Self-reflection for teachers
Look at each of the indicators on the self-reflection sheet. Think about your current classroom practice and decide if this indicator is: embedded developing established not yet in your practice. What evidence do you have for your self-assessment? (Hand out copies of the Self-reflection on the Competence Framework for Teachers)

7 Appraisal and performance
accountability for student achievement leader of teaching and learning in the classroom competency framework and school priorities are the starting points entitlement and duty to engage with professional development working effectively with others effective communication including with parents

8 Monitoring & Supporting
Appraisal 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 No surprises 8

9 Benefits and Challenges of PM

10 The planning meeting starts with Competence Framework for Teachers
uses the school’s priorities for improvement sets objectives linked to improving student achievement identifies performance criteria agrees classroom observation identifies other evidence to be collected agrees support and professional development identifies timescales

11 Objectives SMART CCCM linked to student achievement and school improvement matched with performance criteria linked Competence Framework a reflection of individual’s experience, role and aspiration

12 Head Teachers/ Principals Education Specialists
Effective PM Teachers Self-reflection Preparation Evidence collection Engagement with CPD Collaboration and teamwork Sharing ideas and resources Head Teachers/ Principals Communication Making time Persistence Support for poor and underperformance Valuing and trusting teachers Resources Self –reflection sheet Planning meeting agenda A school calendar with all the dates for planning, monitoring and review meetings A schedule of professional development meetings Education Specialists Supporting HT/SPs with classroom observation Discussing and improving plans for PM and CPD Supporting with CPD delivery Coaching

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