1. © 2006 TDA Development Version 03.11..06 Performance Management Briefing and Planning Event

2. © 2006 TDA Development Version 03.11..06 Planning and communications template – Illustrative example What needs to be done? To achieve what outcome? Who needs to be involved? When & Frequency? Who is responsible? Brief the School Governors So that the governors have a clear understanding of how the regulations affect the whole school and their specific responsibilities head teacher and governors One off presentation with handouts at governors’ meeting head teacher Review pay policyEnsure compliance with revised regulations Senior Leadership Team / Governors By spring term?head teacher

3. © 2006 TDA Development Version 03.11..06 Performance Management : The purpose of the briefing To ensure fairness, clarity and consistency in Performance Management nationally To provide clarity around the revised regulations To become familiar with the regulations, with RIG guidance and their implications To reflect recent developments in teachers’ and head teachers’ working practices To acknowledge the remodelling agenda along with changes to the teachers’ pay structure To enhance the professional status of teachers and head teachers To deliver further improvements in teaching and learning To embed professional development as an ongoing, integral part of the teachers’ and head teachers’ role To plan for successful implementation of the revised regulations

4. © 2006 TDA Development Version 03.11..06 Where are we now? Appraisal regulations were first introduced in 1991, following the 1986 Education Act Current Regulations for Performance Management have been in schools since 2001 Many aspects work well, but current practice does not reflect recent developments in schools and teachers’/head teachers’ working practices. New teachers’ professionalism builds on – The National Agreement (building capacity for teachers and head teachers to focus on teaching and learning) – New pay structure – Review of staffing structures Teachers/head teachers need to have access to high quality professional development opportunities to enable them to meet their career aspirations

5. © 2006 TDA Development Version 03.11..06 The context of Performance Management in 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 Acknowledges that professional development should be an ongoing part of everyday activities not a separate activity adding to workload Entitlement and duty to engage in school-focused CPD which is effective and relevant to individual’s professional development, career progression and aspirations

6. © 2006 TDA Development Version 03.11..06 The RIG Guidance clarifies some key elements of the revised Performance Management arrangements 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 Key elements

7. © 2006 TDA Development Version 03.11..06 Achieving an understanding of ‘Overall Performance’ There are two elements to ‘overall performance’: An assumption that a teacher/head teacher is meeting the requirements of their job description, the relevant professional duties, and the relevant professional standards The content of the planning and review statement, which focuses on the key priorities for the individual during that performance management cycle Overall Performance

8. © 2006 TDA Development Version 03.11..06 Revised Performance Management arrangements Refocuses current 2001 arrangements Implementation from September 2007 “Non-bureaucratic, streamlined, multipurpose” arrangements Contribute to raising standards and tackling workload Effective, transparent, and fair – and applied consistently Need to be consistent with principles and practice of equal opportunities and legislative requirements

9. © 2006 TDA Development Version 03.11..06 The revised regulations - five key areas of difference Planning meeting Classroom observation Review and the link to pay Process and timing Roles and responsibilities

10. © 2006 TDA Development Version 03.11..06 The revised regulations - key differences 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

11. © 2006 TDA Development Version 03.11..06 The link to pay - eligibility There is no change to movement from M1 to M6 Fast track ‘Double-jumping’ on the main pay spine Upper Pay Spine 2-3 (Threshold and hence progression to UP1 remain separate) Advanced Skills Teacher pay spine progression Excellent Teacher pay spine progression Leadership Spine progression

12. © 2006 TDA Development Version 03.11..06 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 The revised regulations - key differences

13. © 2006 TDA Development Version 03.11..06 The 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

14. © 2006 TDA Development Version 03.11..06 The Planning Meeting - what the revised regulations say Previous position Revised regulations - At the planning meeting: no requirement to do anything but set objectives, leaving teachers unclear about expectations and the potential for other issues to be raised during the cycle and at the review - At the planning meeting at the start of the cycle objectives, classroom observation and its focus, any other evidence, support/development to be provided, timescales and performance criteria against which progress will be judged at the end of the cycle must all be discussed and recorded reflecting any pay progression criteria for eligible teachers/head teachers - The teacher/head teacher must know at the outset what is expected of them - Other issues may be raised and considered at any stage after the planning meeting - The outcome of the planning meeting will represent the overall performance of the teacher/head teacher

15. © 2006 TDA Development Version 03.11..06 The Planning Meeting – what the revised regulations say The Planning Meeting - consider and determine: The reviewee’s objectives Arrangements for observing reviewee’s performance in the classroom Any other evidence to be taken into account in assessing performance The performance criteria for the above Support to be provided to reviewee Timescales for achievement of the objectives and within which support will be provided Reviewee’s training and development needs and actions to be taken to address them

16. © 2006 TDA Development Version 03.11..06 The Planning Meeting - what the revised regulations say (cont.) The Planning Meeting – have regard to: The reviewee’s job description Any relevant pay progression criteria Any relevant whole-school or team objectives specified in the School Improvement Plan The reviewee’s professional aspirations The relevant professional standards How to reflect the reviewee’s need for a satisfactory work life balance

17. © 2006 TDA Development Version 03.11..06 The Planning Meeting The Planning Meeting - what the guidance says 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

18. © 2006 TDA Development Version 03.11..06 Objective Setting - what the revised regulations say Objective Setting Objectives should: Contribute to the school improvement plan and pupil progress Be determined with regard to – the reviewee’s job description – relevant pay progression criteria for eligible teachers – relevant whole school, team, department, or faculty objectives – a satisfactory work/life balance – the reviewee’s professional aspirations – relevant professional standards

19. © 2006 TDA Development Version 03.11..06 Objective Setting Objective Setting - what the guidance says 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

20. © 2006 TDA Development Version 03.11..06 Performance Criteria Performance criteria need to be determined at the planning meeting which relate to: The objectives Observation of the reviewee’s performance in the classroom Any other evidence to be taken into account Performance Criteria - what the revised regulations say

21. © 2006 TDA Development Version 03.11..06 Performance Criteria Performance Criteria - what the guidance says Should 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

22. © 2006 TDA Development Version 03.11..06 Classroom Observation and other evidence - what the revised regulations say Previous positionRevised regulations - No limit on classroom observation - A minimum of one observation required but this was open- ended and had the potential to lead to excessive monitoring - Classroom observation limited to no more than 3 hours per cycle, no requirement to use all of these NB this excludes OfSTED observations and Local Authority observations (using their statutory powers of intervention) - Written feedback given on observation within 5 days - Must be conducted by a qualified teacher - Often separate systems of observation operating to inform Performance Management, the Self Evaluation Form, school improvement planning and other processes - The school’s Performance Management policy should link to arrangements for school improvement, school self-evaluation and school development planning

23. © 2006 TDA Development Version 03.11..06 Classroom Observation and other evidence - what the revised regulations say (cont.) Previous positionRevised regulations - No requirement to have a protocol for classroom observation - Governors must establish a Performance Management policy which includes a protocol for classroom observation, on which they consult with teachers, and which they seek to agree with trade unions. No restrictions on other evidence and who can supply it Only persons with direct professional knowledge of the work of the teacher/head teacher can provide evidence

24. © 2006 TDA Development Version 03.11..06 Classroom Observation and other evidence Classroom Observation and other evidence - what the guidance says Clear rationale and focus - supportive and developmental Proportionate to need Head teacher’s right to drop in to inform their monitoring of the quality of learning Limited exceptions to the three hour limit

25. © 2006 TDA Development Version 03.11..06 Classroom Observation and other evidence Classroom Observation and other evidence - what the guidance says Multi-purpose wherever possible Enables a general assessment of a reviewee’s teaching practice Prompt feedback is essential Observers need appropriate preparation and skills

26. © 2006 TDA Development Version 03.11..06 Monitoring and Support - what the revised regulations say Previous positionRevised regulations - No regulations requiring information to be shared or concerns to be raised during the cycle - There is a regulated process for raising concerns - No regulations preventing other information not known to the teacher/head teacher from being introduced and considered at the review - Regulatory provision for raising other concerns or where circumstances change

27. © 2006 TDA Development Version 03.11..06 Monitoring and Support Monitoring and Support - what the guidance says 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

28. © 2006 TDA Development Version 03.11..06 The Review Meeting - what the revised regulations say Previous positionRevised regulations - At the review meeting no regulations preventing other information not known to the teacher/head teacher being introduced and considered at this stage - At the review meeting, review performance against the performance criteria established at the outset - No direct link with pay decisions - No clarity on the use of Performance Management information to inform pay decisions. - The assessment at the review meeting (based on the performance/success criteria) forms the basis for the recommendation for pay progression for eligible teachers

29. © 2006 TDA Development Version 03.11..06 The Review Meeting The Review Meeting - what the guidance says Normally at the same time as the Planning Meeting Making a pay progression recommendation Both parties should prepare thoroughly and play an active part

30. © 2006 TDA Development Version 03.11..06 Roles & Responsibilities - what the revised regulations say Previous positionRevised regulations -Team leaders can be peers or line managers – peers receive no remuneration for this responsibility - Reviewer will be the head teacher who may delegate this role in its entirety to the teacher’s line manager -Teachers/head teachers changing schools part way through a cycle or during the 2 year period between progression on UPS may have to begin again - Requirement for schools, if requested by the teacher/head teacher (as the reviewee), to transfer information collected to date if changing schools during a cycle - Scope for intervention:- head teacher/Governing Body able to take other evidence into account in addition to outcomes of PM review for pay decisions - Scope for intervention:- head teacher may instruct reviewer to prepare a new statement where head teacher is of the opinion that the statement is inconsistent with statements of other teachers or does not comply with PM policy (Governing body will carry out this role where head teacher is the reviewee)

31. © 2006 TDA Development Version 03.11..06 Establish the school’s performance management policy, monitor the operation and outcomes of performance management arrangements, and review the policy and its operation every year Appoint 2/3 governors to review the head teacher’s performance on an annual basis Appoint an external adviser or use the SIP to advise appointed governors on the head teacher’s performance Retain a copy of the head teacher’s planning and review statement (normally the Chair) Roles & Responsibilities - Governing Bodies

32. © 2006 TDA Development Version 03.11..06 Roles & Responsibilities - Governing Bodies (cont.) Where the head teacher makes such a request, to action requests for evidence from the performance management process if the head teacher transfers mid-cycle Ensure the content of the head teacher’s planning and review statement is drafted having regard to the need to be able to achieve a satisfactory work life balance Undertake action in relation to appeals in line with the school’s policy

33. © 2006 TDA Development Version 03.11..06 Roles & Responsibilities - Head Teachers Report annually to the governing body on performance management arrangements and on training and development needs Play an active part in their own performance management and professional development including taking action as agreed at review meetings Act as performance reviewers and, where appropriate, delegate the role of performance reviewer in its entirety Retain copies of all review outcomes in school improvement planning and ensure the school produces and resources an effective plan for the professional development of its workforce

34. © 2006 TDA Development Version 03.11..06 Roles & Responsibilities - Head Teachers Establish a protocol for classroom observation for inclusion in the performance management policy Action any request from a teacher for evidence from performance management to be transferred if the teacher moves school mid- cycle Evaluate standards of teaching and learning and ensure proper standards of professional practice are established and maintained Ensure that the teacher’s planning and review statement is drafted having regard to the need for a satisfactory work life balance

35. © 2006 TDA Development Version 03.11..06 Roles & Responsibilities – Teachers 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

36. © 2006 TDA Development Version 03.11..06 Roles & Responsibilities - implications for head teachers and governors Selection, training and monitoring of reviewers The revised Performance Management arrangements provide a key mechanism for joining up and integrating school improvement initiatives, the completion of the SEF, School Improvement Planning, and a variety of other policies and processes Integration Consider the need to review Pay and CPD policies to reflect the new regulations Reviewers How to determine, consult and agree performance criteria Ensuring individual arrangements are equitable, transparent and fair, managed effectively and applied consistently Fairness and Consistency Pay and CPD policies

37. © 2006 TDA Development Version 03.11..06 Process and timings - what the revised regulations say Previous positionRevised regulations No clear timeline-Timeline for production of planning & review statement - Clarity on access and retention of statements - No date for the completion of the cycle leading to discontinuity between Performance Management and pay decisions - The annual cycle must be completed by 31 st October each year in time for pay recommendations to be made to the Governing body (31 st December for head teachers) -The regulations excluded major elements of the process making them optional for schools giving rise to inconsistencies - No provisions to limit any aspect of the process or have regard to work/life balance - The regulations governing the process are clearer and more detailed - Provisions in the regulations to seek to limit workload arising from Performance Management - Appeal teacher/head teacher could ask for a review of the outcomes - Clear right of appeal

38. © 2006 TDA Development Version 03.11..06 5 days 10 days Reviewee can appeal against final copy of statement* Planning meeting Reviewer prepares draft planning & review statement Reviewee may add comments Submit the signed statement to HT Revised statement signed and resubmitted to HT within 10 days 10 days Within 10 working days of receipt of the statement the HT may review the statement, and may instruct the reviewer to make changes Copy passed to reviewee Reviewer prepares and signs final version Consult with reviewee Reviewer prepares new planning & review statement Copy passed to reviewee Reviewee may add comments If the HT instructs the reviewer to make changes, within 10 working days of being requested to make changes.... * No appeal should be made until after any moderation process is complete. Reviewee can appeal at this stage if head decides no changes are required to the statement* Process and Timings - timeline for agreeing the planning meeting statement Process and timings

39. © 2006 TDA Development Version 03.11..06 Process and Timings Process and Timings - what the guidance says Develop school Performance Management calendar 2006/07 reviews carried out under current regulations Respect the confidentiality of planning and review statements

40. © 2006 TDA Development Version 03.11..06 Continuing Professional Development - what the revised regulations say Previous positionRevised regulations - Professional development considered when setting objectives - Support, training & development needs agreed at the beginning of the cycle and the actions which will be taken to address them - Professional development should support achieving objectives and respond to career aspirations - Head teacher to report annually to governing body on teachers’ training and development needs

41. © 2006 TDA Development Version 03.11..06 Continuing Professional Development Continuing Professional Development - what the guidance says Support to help reviewees meet the performance criteria Training and development needs 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 Training and Development Annex to the CPD coordinator

42. © 2006 TDA Development Version 03.11..06 Continuing Professional Development and the new teacher professionalism RIG’s Joint Evidence to the School Teachers’ Review Body, May 2005 “The major culture change initiated by the national agreements needs to extend to schools’ understanding of CPD. 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, and other forms of professional collaboration. This needs to happen in the context of effective management and leadership and in a culture of openness and mutual professional respect. This is essential if the benefits of learning from other teachers through classroom observation are to be realised.”

43. © 2006 TDA Development Version 03.11..06 What are the implications for the school? Need to review CPD policy to reflect revised regulations Join up and integrate CPD with other school improvement initiatives Take account of PM review outcomes to produce and resource an effective plan for CPD Ensure that teachers/head teachers are involved in CPD that best matches their needs Where others can benefit from an individual’s teaching and subject skills, ensure that they are involved in coaching and mentoring activities

44. © 2006 TDA Development Version 03.11..06 Planning for implementation In this session, we will cover Mobilisation What has to happen to get started Planning for success Support

45. © 2006 TDA Development Version 03.11..06 What do we mean by mobilisation? Putting in place the essential foundations in terms of processes, systems and people Thinking through: – What needs to be done? – How it needs to be done? – Who needs to do it? This typically means considering: – Who are the stakeholders? – How to communicate to them? – Who else should be involved, directly or indirectly, and how can they be involved? Establishing and putting in place the building blocks that will make the implementation a success

46. © 2006 TDA Development Version 03.11..06 Planning element takes place Mobilisation in relation to TDA and LA support Standards issued Review meetings take place Phase 1 – Clarity & mobilisation Phase 2 – Making the planning meeting a success Phase 3 – Making the review meeting a success Third party education, training & support: Governors SIPs Local WAMG Support to schools in putting the building blocks in place : Training & education Communications Sharing of expertise and good practice Application of remodelling approaches Delivery of support materials School mobilisation Regs & guidance issued

47. © 2006 TDA Development Version 03.11..06 What has to happen to get started Four key areas of activity: Communications & stakeholder management Training Policies and protocols Timescale for implementation

48. © 2006 TDA Development Version 03.11..06 Communications & stakeholder management Which individuals or groups of people? Potential tactics - how can we position them to achieve this? What do they need to do? What do they need to know?

49. © 2006 TDA Development Version 03.11..06 Training Who needs training?Potential tacticsIn order to do what?

50. © 2006 TDA Development Version 03.11..06 Policies and protocols Policies & protocols Other issues Who needs to be involved in formulating them? When do we need them by?

51. © 2006 TDA Development Version 03.11..06 Implementation timescale JanFebMarAprMayJun Communications & stakeholder management Training Policies & protocols Other JulAugSep

52. © 2006 TDA Development Version 03.11..06 What support is available? National Support Available – Rewards and Incentive Group ( RIG) guidance – Training and Development Agency (TDA) www.tda.gov.uk – Professional Associations Local Support Available Ruth Alinek 01582 830143 ruth.alinek@hertscc.gov.ukruth.alinek@hertscc.gov.uk Mick Connah HR mick.connah@hertscc.gov.ukmick.connah@hertscc.gov.uk www.thegrid.org.uk/schoolworkforce Head teachers’ briefings, meetings School clusters, networks Governors’ briefings