Leadership Conference Changes to Teachers Pay 2013 Thursday 6th June 2013

Appraisal Workshop Thursday 6th June 2013 Alison Bennett, Jas Kalra, Noella Lynch-Edghill & Therese McNulty

Objectives Consider your teacher appraisal process - ‘as is’ & ‘to be’ Objective setting linked to school priorities, roles, responsibilities and experience Success criteria and evidence Assessment and link to pay progression Use of teaching standards Upper pay range Moderation Paperwork, policy and timeline

Appraisal Workshop Agenda Setting the scene – changes, Ofsted, Teacher Standards The appraisal process Objective setting – main and upper pay ranges Measuring performance Monitoring and quality assurance Next steps Not deal with Lead Practioner – a post with a pay range. If they decide to have will need in their pay policy to have how they will assess

Not changing Changing Appraisal legislation 2012 31st October deadline for pay decisions Appraisal process – objectives, success criteria, evidence, overall assessment of progress against teacher standards National teacher standards Changing No automatic progression on national pay scale for main & upper pay ranges Post threshold, excellent and advanced national teacher standards no longer being used Assessment of appraisal objectives now contributes towards pay decisions Pay decisions now linked to performance The quality of the performance appraisal system will be key to pay progression working well

Teacher Standards Set high expectations which inspire, motivate and challenge pupils Promote good progress and outcomes by pupils Demonstrate good subject and curriculum knowledge Plan and teach well structured lessons Adapt teaching to respond to the strengths and needs of all pupils Make accurate and productive use of assessment Manage behaviour effectively to ensure a good and safe learning environment Fulfil wider professional responsibilities In NAHT appraisal policy 2012 (so not changed) Setting objectives “Before, or as soon as practicable after, the start of each appraisal period , each teacher will be informed of the standards against which that teacher’s performance in that appraisal period will be assessed. “ The teacher standards should be an integral part of the appraisal process Professional judgment and common sense as well as any agreed criteria. Not all have to be in one year.

Teacher Standards- Personal and Professional Conduct Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour within and outside the school Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality Teachers must have an understanding of, and always act within the statutory frameworks, which set out their professional duties and responsibilities

Quality of Leadership and Management Inspectors should consider the robustness of performance management and effectiveness of strategies for improving teaching, including the extent to which the school takes account of the ‘Teachers’ Standards’ – this is demonstrated through: the robustness of procedures for monitoring the quality of teaching and learning and the extent to which underperformance is tackled a strong link between performance management and appraisal and salary progression the coherence and effectiveness of the programme of professional development, and the opportunities provided for promotion. Particular attention should be given to the extent to which professional development is based on the identified needs of staff and the needs of newly qualified teachers and teachers at an early stage of their career the accuracy with which best practice is identified and modelled Outstanding judgement includes Leaders focus relentlessly on improving teaching and learning and provide focused professional development for all staff, especially those that are newly qualified and at an early stage of their careers. This is underpinned by highly robust performance management which encourages, challenges and supports teachers’ improvement. As a result, teaching is outstanding, or at least consistently good and improving.

Monitoring & Supporting Annual assessment/review The Appraisal Cycle Planning Objectives set Success criteria Classroom observation and other evidence agreed Support, training and development agreed Timescales set Agree and sign paperwork Monitoring & Supporting Monitoring of performance throughout the cycle Provision of agreed support Evidence collection On-going professional dialogue Annual assessment/review Overall assessment of individual’s progress against evidence/standards Recommendations for pay No surprises Identified by: school priorities role and experience career aspirations Appraisal is the framework for judging teachers overall performance – holistic, bigger picture than just the 3 objectives. Should be motivating and engaging.

The Appraisal Process - Definition 'a process which contributes to the effective management of individuals and teams in order to achieve high levels of organisational performance.’ As such, it establishes shared understanding about what is to be achieved and an approach to leading and developing people which will ensure that it is achieved' Armstrong and Baron – CIPD NAHT pay policy 2013 – 2 way process “Although the school will establish a firm base in relation to the performance of all teachers, there s a responsibility of an individual teacher and appraisers to work together. Teachers should also gather evidence that they deem appropriate in relation to meeting their objectives, the teachers standards and any other criteria (i.e. application to be paid on the Upper Pay Range) so that evidence can be taken into account at the review. Also Teachers Pay and conditions – contractual obligations Teachers participate in arrangements for appraisal and training, and professional development

Considerations How do you use the appraisal process to move teachers from: Satisfactory to good? Good to outstanding? How do you ensure you continue to develop those who are consistently good / outstanding? Do you use your outstanding teachers to support others – appraisal linked CPD? How can the appraisal process be used to identify and support those who are not meeting standards? (discussion , post it notes)

Objectives Objectives should be Specific, Measurable, Achievable, Relevant and Time-bound (SMART) Should contribute to the school’s priorities and improving the education of pupils Appropriate to the role, responsibilities and level of experience Appraiser and teacher agree objectives. (If not appraiser determine) All teachers must be assessed against the teacher standards The appraiser is responsible for ensuring rigour, setting SMART objectives, agreeing success criteria and evidence that will be used to inform initial pay recommendations. In NAHT appraisal policy 2012 No more than 3 objectives should be set unless in exceptional circumstances. Appraiser should have regard to what can be reasonably expected in the context of role, responsibilities and experience. Basic reminders Objectives may be revised if circumstances change Objectives or at least success criteria should not be about what teachers can already do well. Teachers with responsibilities outside the classroom – should expect to have those as part of their objectives and for them to be observed & assessed

Setting SMARTER Objectives Specific Measurable Achievable Relevant Time-bound Engaging Recorded

Success Criteria and Evidence? How will the teacher and appraiser know that objectives have been achieved? What does success look like? What do you expect to see if development occurs? What will the teachers/pupils know or do differently as a result? What sort of evidence will be used to evaluate impact? Lesson observations what will be the focus (related to the objective)? Equalities considerations Remember the success criteria/evidence forms the basis: On which performance will be assessed For an initial recommendation on pay progression

Objective Success criteria Evidence To ensure teaching meets the needs of the full range of learners so that pupils are more confident And more independent in their learning With particular focus on (What measure/evidence of progress?) by the end of the academic year. Average class attainment matches national expectation Observations show a range of teaching methods which are imaginative and lead to a high level of interest from Planning includes teaching strategies which differentiate/support a variety of learning styles/pupil needs Assessment informs personalised learning and teaching needed Teacher assessments/ Sample of pupils work/ book scrutiny Classroom observation/s Lesson planning Baseline vs. outcome? Identify why not independent? What to do about it; changes want to see; how to do; measure/s at end) Pupils show increased levels of independent learning

Appraisal Statement/Written Record Should include (Regulations): Details of the teachers objectives, success criteria, evidence to be used relative to school priorities, job role and relevant teacher standards Details of training and development to support Assessment of the teacher’s performance, their role and responsibilities against the objectives and relevant standards Assessment of teacher’s training and development, which will be/has been taken to address objectives/priority areas An initial pay recommendation Appraisal should work on principle that teachers are achieving well and focuses on the whole of the teachers performance not simply related to meeting 3 objectives. NAHT pay policy The HT will ensure that each member of staff is provided with a JD, which will identify key areas of responsibility. All JDs will be reviewed annually as part of the appraisal process. A so teachers’ obligations All teachers will:  engage with appraisal; this includes working with their appraiser to ensure that there is a secure evidence base in order for an annual pay determination to be made; keep records of their objectives and review them throughout the appraisal process; share any evidence they consider relevant with their appraiser; ensure they have an annual review of their performance.

Set SMART(ER) Objectives Under the Following Headings Priority for improvement Agreed performance objective Success criteria Evidence to be used to measure the success of the success criteria Observation focus Possible CPD opportunities and support

Appraisal Objective – Main Pay Range Case Study Longdean Primary/High School is a good school, which has identified a decline in KS2 / 3 writing standards. One of the priorities in the school development plan is to raise standards in writing with a focus on years 3 and 4 (7 and 8). Set a SMART(ER) objective/success criteria for a year 4 / English teacher on the main pay scale, who has been teaching for 3 years to support this priority.

Upper Pay Range The teacher is highly competent in all elements of the relevant standards; and The teachers achievements and contribution to the school are substantial and sustained Teachers to decide whether they wish to apply to be paid on the upper pay range All applications to include the results of appraisals/ statement of evidence over a period of time to be decided by the school Qualified teachers may apply at least once a year in line with the school’s pay policy Assessing the application – how you will do in your pay policy Must show evidence of substantial, sustained and highly competent.(in all elements of the relevant standards). All applications should include results of appraisals Teachers (NAHT pay policy 2013) should ensure they build a mainly paper evidence base to support their application. i.e. evidence based process UPR just when M6 equiv or when ready? NAHT pay policy Main to upper pay range School has an application form for UPS with clear deadline date to submit the application form and supporting evidence to the head teacher by Need not be the HT assesses – but teacher should receive notification of the name of the assessor of your application If not the HT, he application, evidence and recommendation will be passed to the head teacher for moderation purposes, DFE have written to schools to say any school only using successful appraisals for main scale teachers on M6 moving to UPS – ie rather than being assessed as highly competent, substantial and sustained contribution would be acting unlawfully.

Upper Pay Range Assessment? Highly competent The teacher’s performance is assessed as having excellent depth and breadth of knowledge, skill and understanding of the Teachers’ Standards in the particular role they are fulfilling and the context in which they are working. Substantial The teacher’s achievements and contribution to the school are significant, not just in raising standards of teaching and learning in their own classroom, or with their own groups of children, but also in making a significant wider contribution to school improvement, which impacts on pupil progress and the effectiveness of staff and colleagues.   Sustained The teacher must have had two consecutive successful appraisal reports in this school and have made good progress towards their objectives during this period (see exceptions in the introduction to this section). They will have been expected to have shown that their teaching expertise has grown over the relevant period and is consistently good to outstanding. Further information, including information on sources of evidence should be contained within the school’s appraisal policy. NAHT Pay Policy 2013 Definitions

Objective Setting - Upper Pay Range Longdean Primary/High School is a good school, which has identified a decline in KS2 / 3 writing standards. One of the priorities in the school development plan is to raise standards in writing with a focus on years 3 and 4 (7 and 8). Set a SMART(ER) objective/success criteria for a year 3 / English teacher on the upper pay range, who has been teaching for 8 years to support this priority.

Measures of Performance Levels of performance required – clarity in objectives, success criteria/evidence? How will judgements about performance be assessed against objectives and the relevant standards ? Will progression be differentiated? E.g. Become more challenging as the teacher progresses up the main/upper pay range? Within pay ranges? Will you use absolute or relative performance measures? Will pay be based solely on meeting objectives or range of evidence? Do you want to highlight particular qualities or behaviours drawing on the relevant standards as essential baseline expectations for a teacher to achieve pay progression in your school? Evidence? How gather? Can you build into teachers appraisal objectives? Do you want all teachers who achieve their objectives to receive some pay progression? Do you want to give greater pay progression to teachers who meet the most challenging objectives or exceed objectives? Do you want to moderate objectives at the beginning of the year to ensure consistency, clarity about the degree of challenge involved?

Absolute and Relative Performance Measures The DfE pay policy suggests when setting objectives you may wish to use absolute and/or relative performance measures to assess success. i.e. if it is an absolute performance measure e.g. not related to other teachers in the school or a relative performance measure i.e. performance is measures against the performance of others in the school. Absolute e.g. 70% of your class achieve their ‘challenge target grade’ or above Relative e.g. The percentage of pupils achieving their ‘challenge target grade’ is in the top 20% in comparison to the achievement of other year 11 classes in the school I.e. if 60% achieve their challenge grade in your class but in most other classes 70% you will not have achieved your objective/target Relative – attaining a certain level of performance in relation to all teachers in the school e.g. top 30% of teachers in their year group – so if everyone bad then you can do well!) Absolute – factual/no change objective – not comparing their perf with any others. Just setting a target for them but has no bearing on what others do.

Monitoring and Quality Assurance Who will moderate objectives and performance assessment judgements? NAHT pay policy “The headteacher will moderate objectives to ensure consistency and fairness; the headteacher will also moderate performance assessment and initial pay recommendations to ensure consistency and fairness.” How will you ensure fairness, equity and consistency?

Next Steps

True or False? 10 –Statements True or False    The choice of who will be an appraiser is  the  Headteacher - True Schools must have an agreed appraisal policy – True The teachers standards have changed  - False The Headteacher will need to set up moderation procedures to ensure equality  - True  The school does not need to review  their  appraisal policy  – False  The post threshold standards have been abolished – True  OFSTED will be able to ask to see  individual appraisal records  - False  A teacher wishing to move from an upper scale role  to a main scale role can voluntarily request to do so - True  The appraiser must make all their  decisions  based only on the objectives that have been set – False (depends on pay policy though)  It is the Appraisers responsibility to keep the teacher informed about the process, recommendations and any decisions related to the appraisal  – True

For further information contact School Workforce and Governance Development Team Ealing Council 020 8825 5444 governors@ealing.gov.uk