1. © 2006 TDA Development Performance Management Briefing and Planning event

2. © 2006 TDA Development Version 12.10..06 Keynote presentation The purpose of these Performance Management briefings is to provide clarity around the revised regulations, the RIG guidance and their implications. The aim is that by the end of the session, schools will understand fully what they need to do over the next six months for a successful implementation of the revised regulations. First, let’s begin by putting the revised Performance Management arrangements into context. The 2006 regulations are a development of previous work in schools and seek to refine and update the earlier regulations in line with the 2002 Education Act. Although it’s recognised that a great deal of good practice already exists in schools with many aspects that work well, PM is not yet fully embedded as an entitlement for all teachers and head teachers in all schools. More importantly current practice does not reflect recent developments in teachers’ and head teachers’ working practices. The National Agreement laid the foundations for new teacher professionalism by:- – removing tasks which didn’t require their professional skills – bringing downward pressure on their working hours, and – building capacity to focus on teaching and learning

3. © 2006 TDA Development Version 12.10..06 Keynote presentation cont’d The new teacher professionalism that RIG described in May 2005 within their evidence to the STRB (copy in the delegates pack) takes forward the vision of a remodelled workforce as a result of the National Agreement. Here, teachers and head teachers, working with qualified support staff, have conditions of service which enable them to focus on their core roles of teaching and learning. The introduction of the new pay system further reflects the refocusing of the roles of teachers and head teachers introduced by workforce reform. Essentially, it recognises and rewards them as highly skilled professionals whose contribution is fundamental to the provision of high standards of education for all pupils. The review of the whole school staffing structure was also a natural consequence of remodelling. All of these reforms are leading to fundamental changes in the way that schools work – but they have not been introduced for their own sake. Remodelling along with – changes to the teachers’ pay structure – the introduction of Teaching and Learning Responsibility Payments and the Excellent Teacher scheme – and the staffing structure reviews all have a common purpose: “To support schools by ensuring that they are able to organise themselves in ways which deliver the best outcomes for children.”

4. © 2006 TDA Development Version 12.10..06 Keynote presentation cont’d The new professionalism agenda aims to build on and embed these achievements by delivering further improvements in teaching and learning and in teachers’ and head teachers’ motivation and morale. This will continue the culture of change, enhancing the professional status of teachers and head teachers. The revised performance management regulations will play a dual role in achieving this by: - firstly, promoting the development of a culture whereby teachers and head teachers feel confident and empowered to participate fully in performance management. - and, secondly, developing a system where those who manage teachers and head teachers engage in a professional dialogue with them, respect them as professionals, make decisions about their work and contribute fairly and openly. Underlying the new teacher professionalism is the aim that professional development is an ongoing, non-bureaucratic and integral part of the everyday activities of a teacher and head teacher rather than a separate activity which adds to their workload.

5. © 2006 TDA Development Version 12.10..06 Keynote presentation cont’d The revision to the performance management regulations does not complete the new teacher professionalism agenda. Currently, the roles and responsibilities of teachers and head teachers are being reviewed. Work is still outstanding on securing a contractual entitlement to effective, relevant and sustained professional development throughout their careers. Schools need to broaden their understanding of CPD and create the conditions that will secure better quality and more relevant CPD for their staff. This is not about schools having to introduce a completely new process. For some schools the only effect will be to enhance their existing arrangements to make the new teacher professionalism become a reality. For others the revisions may require more significant change and some investment of resources in the short- term. The revised regulations will ensure fairness, clarity and consistency within a national framework for the first time. Successful implementation will further enhance the professional status of teachers and head teachers, rewarding them as highly skilled professionals by delivering the highest rewards for excellence and supporting their career progression and aspirations.

6. © 2006 TDA Development Version 12.10..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

7. © 2006 TDA Development Version 12.10..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

8. © 2006 TDA Development Version 12.10..06 Why are we here? The Education (School Teacher Performance Management) (England) Regulations 2006 were laid on the 9th October 2006

9. © 2006 TDA Development Version 12.10..06 Objectives for this workshop By the end of this event, participants will... Know and understand what is different about the revised Performance Management regulations Be confident in fulfilling their role in implementing the revised Performance Management regulations Know what support and guidance is available Identify the next steps to put the necessary arrangements in place To achieve this, our focus is on: Understanding the Regulations and Guidance Starting the implementation process

10. © 2006 TDA Development Version 12.10..06 Introductions, objectives, and agenda The revised arrangements for Performance Management Key areas of difference in new arrangements The Performance Management cycle Roles and responsibilities Process and timings Continuing Professional Development The Performance Management challenge Planning for implementation Summary and next steps

11. © 2006 TDA Development Version 12.10..06

12. © 2006 TDA Development Version 12.10..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

13. © 2006 TDA Development Version 12.10..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

14. © 2006 TDA Development Version 12.10..06 Introductions, objectives, and agenda The revised arrangements for Performance Management Key areas of difference in new arrangements The Performance Management cycle Roles and responsibilities Process and timings Continuing Professional Development The Performance Management challenge Planning for implementation Summary and next steps

15. © 2006 TDA Development Version 12.10..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

16. © 2006 TDA Development Version 12.10..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

17. © 2006 TDA Development Version 12.10..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

18. © 2006 TDA Development Version 12.10..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

19. © 2006 TDA Development Version 12.10..06 Table discussion In table groups discuss your questions under the following headings and place your questions on Post-its on to the brown paper so they can be answered – Planning meeting – Classroom observation – Review and the link to pay – Roles and responsibilities – Process and timing – Other 10 minutes

20. © 2006 TDA Development Version 12.10..06 Introductions, objectives, and agenda The revised arrangements for Performance Management Key areas of difference in new arrangements The Performance Management cycle Roles and responsibilities Process and timings Continuing Professional Development The Performance Management challenge Planning for implementation Summary and next steps

21. © 2006 TDA Development Version 12.10..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

22. © 2006 TDA Development Version 12.10..06 The Planning Meeting - what the revised regulations say about 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

23. © 2006 TDA Development Version 12.10..06 The Planning Meeting – what the revised regulations say The Planning Meeting - the reviewer and reviewee meet to consider 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

24. © 2006 TDA Development Version 12.10..06 The Planning Meeting - what the revised regulations say [contd] The Planning Meeting - Reviewers will need to consider 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

25. © 2006 TDA Development Version 12.10..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

26. © 2006 TDA Development Version 12.10..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

27. © 2006 TDA Development Version 12.10..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

28. © 2006 TDA Development Version 12.10..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

29. © 2006 TDA Development Version 12.10..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

30. © 2006 TDA Development Version 12.10..06 What the revised Regulations say about classroom observation and other evidence 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

31. © 2006 TDA Development Version 12.10..06 What the revised Regulations say about classroom observation and other evidence (continued) Previous positionRevised regulations - No requirement to have a protocol for classroom observation - head teachers 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

32. © 2006 TDA Development Version 12.10..06 Classroom Observations and other evidence Classroom Observations 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

33. © 2006 TDA Development Version 12.10..06 Classroom Observations and other evidence Classroom Observations 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

34. © 2006 TDA Development Version 12.10..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

35. © 2006 TDA Development Version 12.10..06 What the revised regulations say about monitoring 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

36. © 2006 TDA Development Version 12.10..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

37. © 2006 TDA Development Version 12.10..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

38. © 2006 TDA Development Version 12.10..06 What the revised regulations say about the review meeting 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

39. © 2006 TDA Development Version 12.10..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

40. © 2006 TDA Development Version 12.10..06 Table discussion In table groups discuss your questions relating to one of the following elements of the performance management cycle – Planning – Monitoring/support – Review Capture these questions on a flip chart 10 minutes

41. © 2006 TDA Development Version 12.10..06 Introductions, objectives, and agenda The revised arrangements for Performance Management Key areas of difference in new arrangements The Performance Management cycle Roles and responsibilities Process and timings Continuing Professional Development The Performance Management challenge Planning for implementation Summary and next steps

42. © 2006 TDA Development Version 12.10..06 What the revised Regulations say about roles & responsibilities 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 it’s 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 to transfer information collected to date for teachers/head teachers 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)

43. © 2006 TDA Development Version 12.10..06 Establish the schools 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

44. © 2006 TDA Development Version 12.10..06 Roles & Responsibilities - Governing Bodies (contd) 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

45. © 2006 TDA Development Version 12.10..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

46. © 2006 TDA Development Version 12.10..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

47. © 2006 TDA Development Version 12.10..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

48. © 2006 TDA Development Version 12.10..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

49. © 2006 TDA Development Version 12.10..06 Introductions, objectives, and agenda The revised arrangements for Performance Management Key areas of difference in new arrangements The Performance Management cycle Roles and responsibilities Process and timings Continuing Professional Development The Performance Management challenge Planning for implementation Summary and next steps

50. © 2006 TDA Development Version 12.10..06 Process and timings under the new regulations 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

51. © 2006 TDA Development Version 12.10..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

52. © 2006 TDA Development Version 12.10..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

53. © 2006 TDA Development Version 12.10..06 Introductions, objectives, and agenda The revised arrangements for Performance Management Key areas of difference in new arrangements The Performance Management cycle Roles and responsibilities Process and timings Continuing Professional Development The Performance Management challenge Planning for implementation Summary and next steps

54. © 2006 TDA Development Version 12.10..06 What the revised regulations say about Continuing Professional Development 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

55. © 2006 TDA Development Version 12.10..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

56. © 2006 TDA Development Version 12.10..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.”

57. © 2006 TDA Development Version 12.10..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

58. © 2006 TDA Development Version 12.10..06 Revised regulations - questions QUESTIONS

59. © 2006 TDA Development Version 12.10..06 Introductions, objectives, and agenda The revised arrangements for Performance Management Key areas of difference in new arrangements The Performance Management cycle Roles and responsibilities Process and timings Continuing Professional Development The Performance Management challenge Planning for implementation Summary and next steps

60. © 2006 TDA Development Version 12.10..06 Performance Management Challenge Working in table groups For each question, ask yourselves: “Is this acceptable under the revised regulations?” For each question, indicate your table’s answer “Yes” or “No” on your sheets

61. © 2006 TDA Development Version 12.10..06 Introductions, objectives, and agenda The revised arrangements for Performance Management Key areas of difference in new arrangements The Performance Management cycle Roles and responsibilities Process and timings Continuing Professional Development The Performance Management challenge Planning for implementation Summary and next steps

62. © 2006 TDA Development Version 12.10..06 Planning for implementation In this session, we will cover Mobilisation What has to happen to get started Planning for success Support

63. © 2006 TDA Development Version 12.10..06 Communications & stakeholder management – brown paper 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?

64. © 2006 TDA Development Version 12.10..06 Training – brown paper Who needs training?Potential tacticsIn order to do what?

65. © 2006 TDA Development Version 12.10..06 Policies and protocols – brown paper Policies & protocols Other Processes & procedures Plans

66. © 2006 TDA Development Version 12.10..06 Implementation template OctNovDecJanFebMarAprMayJun Communications & stakeholder management Training Policies & protocols Other JulAugSep

67. © 2006 TDA Development Version 12.10..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 who are unable to attend workshop 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

68. © 2006 TDA Development Version 12.10..06 What support is available? – Local Authority – Own networks – School Clusters – head teachers’ Conferences – Social partners – Governors – Mentors – Human Resource Officers / providers National Support Available – RIG – TDA – Website(s) Local Support Available