Performance Management Reviewer training and development

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Performance ManagementReviewer training and
development
Excellent teaching gives children the life
chances they deserve. Enjoyment is the
birthright of every child. The most powerful mix
is the one that brings the two together. Children
learn better when they are excited and engaged
but what excites and engages them best is
truly excellent teaching

From Excellence and Enjoyment
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Welcome and introductions
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Objectives for this workshop

• By the end of this event, participants will . . .
• Know and understand what is different about the
  revised Performance Management regulations
• Understand their role of reviewer in implementing
  the revised Performance Management regulations
• Have had an opportunity to discuss/practice key
  aspects of the new regulations as reviewers

• To achieve this, our focus is on
• Understanding the Regulations and Guidance and
  then applying them in practice situations

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Housekeeping Parking Lot Expectations
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Performance management is about high quality
teaching for all
Wave One
Quality first teaching - effective whole school
policies and frameworks
Wave Two
Catch-up small group intervention
Wave Three
Individualised support
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CHANGING ROLE OF TEAM and TEAM LEADER

• FROM
• RESOURCES
• CURRICULUM AUDIT
• EXTERNAL COURSES
• CURRICULUM PRESCRIPTION
• DELIVERING THE CURRICULUM

• TO
• PUPIL OUTCOMES
• LEARNING
• PUPIL INVOLVEMENT
• CURRICULUM INNOVATION
• QUALITY OF TEACHING
• CLIMATE FOR LEARNING
• STAFF DEVELOPMENT

Accountability for outcomes
Responsibility for process
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The context of Performance Management

• new professionalism agenda - teachers teach !!
• culture of teachers feeing confident and
  empowered
• professional dialogue involving making decisions
  about their work and contribute in an open,
  equitable and fair manner
• professional development as 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
  individuals professional development, career
  progression and aspirations
• Distributed Leadership focused on Teaching and
  Learning

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Current context - New Professionalism

• removing tasks which didnt require teachers
  professional skills
• bringing downward pressure on teacher working
  hours
• Cover and PPA
• building capacity particularly for teachers to
  focus on teaching and learning
• qualified support staff working in partnership
  with teachers
• leadership and management time and WLB
• Distributed leadership new TLR team leader
  roles focused on Learning and Teaching
• CPD and Performance Management focused on
  improving Learning and Teaching
• Overall aim is to enable schools to deliver the
  best outcomes for all children

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Benefits of effective Performance Management for
reviewees

• Provides clarity about the basis on which
  performance is reviewed
• Forms part of an ongoing professional dialogue
• Helps to develop professional practice
• Fairness and consistency of Performance
  Management within a national pay framework
• Professional development
• Career aspirations
• Impact on teaching and learning and
  contribution to others

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The Guidance clarifies some key elements of the
revised Performance Management arrangements
Key elements

• Performance Management is the process for
  assessing the overall performance of a
  teacher/head teacher, in the context of the
  individuals job description and any relevant pay
  progression criteria, and making plans for the
  individuals future development in the context of
  the schools 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

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Achieving an understanding of Overall
Performance
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

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The School Improvement cycle

• Monitoring Supporting
• Monitoring of team performance
• Provision of agreed whole school / team support
• Evidence collection team
• Ongoing professional dialogue whole school /
  team

• Planning
• Whole school plan with objectives
• Team Plans/Objectives
• TL policy sets standards for teachers
• Monitoring strategies agreed
• Support, training and development agreed
• Timescales set

High Quality Learning Teaching

• Reviewing
• Overall assessment of all teams performances
  provides assessment of whole school performance.
• Whole school evaluation feeds into next planning
  cycle
• No surprises

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The Performance Management 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

High Quality Learning Teaching

• Reviewing
• Overall assessment of individuals progress
  against the performance criteria
• Recommendations for pay progression made for
  eligible teachers
• No surprises

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The revised regulations- Five key areas of
difference
Planning meeting
Classroom observation
Review and the link to pay
Roles and responsibilities
Process and timing
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The Planning Meeting- what the revised
regulations say
Key message the planning meeting is far more
significant in the performance management cycle.
Schools need to be clearer up front than now. All
expectations for the reviewee are determined up
front. The review of performance at the end of
the cycle is based on those matters agreed in the
planning meeting.

• At the meeting the reviewer and reviewee meet
  to consider and determine
• Objectives - which must contribute to improving
  the progress of pupils at the school.
• Performance criteria - against which progress
  will be judged
• Classroom observation - the amount and its
  focus
• Other evidence - what else will be gathered to
  help assess performance towards objectives
• Support that will be provided to the reviewee
  to help with achieving the performance criteria
• Training and development needs and the actions
  which will be taken to address them

Source TDA Performance Management Briefing and
Planning event
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The Planning Meeting - guidance
The Planning Meeting

• 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

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Objective Setting - guidance
Objective Setting

• Focus on priorities for the individual
• Objectives should be time bound, challenging and
  achievable
• Different timescales for different objectives
• Number / type unspecified
• Reviewers responsible for ensuring rigour
• Reflect the need for a satisfactory work-life
  balance
• Reflect experience and aspirations

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Objective Setting- what the revised regulations
say
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Integrating Performance Management into whole
school improvement
SEF self evaluation leads to
School Priority, e.g. improving boys writing
Resources allocated to priority
Monitoring
Lesson Observation
Performance Management whole school target and
associated whole school CPD/support activities
Book Trawl
Data SATs Teacher Assessment
Team Plans incl. targets team based CPD and
support
Individual Teacher Performance Management
objectives
Training Development
INSET Day improving boys writing
Coaching system in place
Partner with neighbouring school
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Objectives should be
S pecific M easurable
A chievable R ealistic
T ime-bound
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Objective setting
Whole school priority-----------------------------
--------------------------------------------------
--------l
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• Working in pairs share your draft objective with
  a colleague - check together that it meets the
  SMART benchmark see if it could be improved

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Performance Criteria- what the revised
regulations say
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Performance Criteria - guidance
Performance Criteria

• 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

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• Consider your schools current Teaching and
  Learning policy (and if appropriate, Assessment
  for Learning policy) how far do they clearly
  set out the key standards/practices that are
  expected of teachers in your school?
• Are there any obvious gaps in the policies
  related to what you would expect to see in the
  practice of a good teacher in your school ?
• Are there any other policies in school that may
  need to be included in the performance criteria
  for your school?

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Plenary from the morning

• Deal with issues from the parking lot
• Any other issues raised by morning activities?

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• lunch

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Continuing Professional Development- what the
revised regulations say
Key Message Support, training and development
needs to be planned at the start of the
Performance Management cycle. The head teacher
needs to report on teachers training and
development in the school on an annual basis

• Support, training development needs must be
  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
• The Guidance adds that
• 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

Source TDA Performance Management Briefing and
Planning event
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CPD- not just about going on courses!

• Recent research and feedback from teachers shows
  that there is scope for a
• greater emphasis on
• in-school and cross-school activities
• coaching and mentoring
• learning from others practice through
  structured, supportive, developmental classroom
  observation and
• other forms of professional collaboration

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CPD to impact on Teaching and Learning

• When considering support/CPD for individual
  teachers it may be worthwhile beginning with a
  clear view of the desired outcome rather than
  diving straight in with discussions about CPD
  activities -rather like making sure that you
  have clarified the Learning Objectives before you
  plan a learning activity for children.
• The next slide shows a model of CPD evaluation
  which also helps to ensure that intended outcomes
  from CPD are considered first then the learning
  activities most likely to help achieve the
  outcomes can be considered and agreed.

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Kirkpatrick's model of CPD evaluation

• 4 Impact
• Has the training and development made a
  difference to the achievement of
• Individual Teacher
• Team
• School
• Pupils

3 Behaviour How much of what you have learned
is transferred to on the job? (in a range of
conditions)
2 Learning What do you know? What can you
do? What can you remember? (Knowledge, skills
attitude)
1 Reaction Did you like it
Learning Activity Takes place
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Joyce and Showers
Learning to improve our professional practice

• 5 of learners will transfer a new skill into
  their practice as a result of theory
• 10 will transfer a new skill into their
  practice as a result of theory and demonstration
• 20 will transfer a new skill into their
  practice as a result of theory demonstration and
  practice
• 25 will transfer a new skill into their
  practice as a result of theory demonstration,
  practice and feedback
• 90 will transfer a new skill into their
  practice as a result of theory demonstration,
  practice, feedback

and coaching
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CPD for teachers clarifying the intended
outcomes for teachers and pupils learning

• Which CPD activities for teachers have had most
  impact on improving teaching and learning in your
  school ?
• Look at the sheet headed Audit of CPD
  thinking about your school pick out the top 10
  activities for teachers which you consider would
  have most impact on improving teaching and
  learning in your school ?
• In doing this think also about different learning
  styles that teachers might have and see whether
  your draft menu of teacher CPD activities could
  accommodate different learning styles
• You will need a menu of CPD (not exclusive) for
  teachers and yourself prior to the planning
  meeting issues around budgets and resources
  come into play.

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Monitoring and gathering evidence

• There are a range monitoring activities which
  result in evidence that could be used for
  Performance Management review.
• Classroom Observation is one component of
  monitoring but each school will also need to
  consider the other monitoring strategies that
  form part of their Performance Management policy.

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Monitoring and Support- what the revised
regulations say
Key message all monitoring and support should be
agreed at the start of the cycle, and changes
formally agreed if circumstances change mid-cycle
- there should be no surprises at the end of
the cycle

• There is a regulated process for raising
  concerns
• Regulatory provision exists for raising other
  concerns or where circumstances change via formal
  revision meeting
• The Guidance adds that
• The reviewer and reviewee should actively
  engage in a professional dialogue throughout the
  year
• Reviewer must share evidence when it becomes
  available
• Either party can request a meeting during the
  cycle
• Reviewee can move from Performance Management
  into capability procedures if/when necessary

Source TDA Performance Management Briefing and
Planning event
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Classroom observation and other evidence- what
the revised regulations say
Key messages there should be no more than three
hours of classroom observation for Performance
Management and it should be planned in advance.
The schools Performance Management policy has to
include a classroom observation protocol. Any
other evidence used needs to be planned, and
there are limits on where it can come from.

• Classroom observation for PM limited to no more
  than 3 hours per cycle
• No requirement to use all 3 hours
• Written feedback must be given on observation
  within 5 days
• Enables a general assessment of a reviewees
  teaching practice
• Observations must be conducted by a qualified
  teacher
• Headteachers right to drop in to inform their
  monitoring of the quality of learning
• Governors must establish a Performance
  Management policy which includes a protocol for
  classroom observation
• Only persons with direct professional knowledge
  of the work of the teacher/head teacher can
  provide evidence

Source TDA Performance Management Briefing and
Planning event
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Wider evidence focused on impact
Strategies for evaluating impact on pupils
learning - wider evidence
Pupil outcomes
Pupil outcomes
Feedback from pupils
Data analysis
records
response
progress
outcomes
Classroom
Work
Documentation
sampling
observation
sampling
process / provision
methodology
practice
planning

• Feedback
• colleagues
• pupils
• parents

Self-monitoring reflection
Provision/practice
Provision/practice
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Monitoring

• In your groups discuss how you might use the
  different monitoring strategies in the model for
  different aspects of monitoring your teams
  progress - and then which strategies you might
  use for monitoring individual teachers progress.
• Is there any overlap?
• Focus on those which are likely to yield the
  most useful evidence of impact on pupil progress
  (think about some of the situations you are
  likely to face as a reviewer/team leader)

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Classroom Observation

• Reflect on your best experience of being observed
  receiving feedback on your teaching in the
  classroom
• What made it a good experience ?
• What words/phrases/questions did the person
  giving feedback say that was helpful to you ?

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Classroom observation - gathering evidence

• Each school will need to define what a good job
  looks like for teachers via e.g. its Teaching
  and Learning policy and use this as the basis
  for the pro-forma used for classroom observation
  and feedback.
• It is important that these reflect the Ofsted
  criteria so that the evidence collected can be
  multi purpose (for example it will contribute to
  the SEF, team review of quality of TL and
  individual review)
• Look at the Ofsted lesson observation form and
  consider
• - which are the most
  straightforward to evidence
• - which are the most
  challenging to evidence

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Classroom Observation

• Detailed training on classroom observation will
  be coming in the autumn/spring terms 2008 in
  time for the first round of classroom
  observations under the new regulations
• Meanwhile it is recommended that reviewers with
  limited experience of classroom observation and
  feedback should seek a coaching session in school
  with a member of the leadership team to enable
  them to use the schools observation pro-forma
  and moderate their evidence and key points for
  feedback with their coach

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The Review Meeting- what the revised regulations
say
Key Message the review of performance is based
on the Performance Criteria established at the
planning meeting, and any necessary pay
recommendation is based on this review.

• Review performance against the performance
  criteria established at the outset
• The assessment at the review meeting (based on
  the performance/success criteria) forms the basis
  for the recommendation for pay progression for
  eligible teachers
• The Guidance adds that
• The review meeting would normally take place at
  the same time as the Planning Meeting
• Making a pay progression recommendation
• Both parties should prepare thoroughly and play
  an active part

Source TDA Performance Management Briefing and
Planning event
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• Training materials for writing review statements
  will be available in spring/summer terms 2008
  just before you are going to write your first
  review statements under the new regulations

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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

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Parking Lot
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Next steps

• Consider how far your schools Teaching and
  Learning policy will enable you to set
  performance criteria also whether your
  classroom observation pro-forma actually covers
  the same aspects as your TL policy sets out
• Develop your schools CPD menu so that you and
  your team members (reviewees) are aware of the
  range of possible CPD/support available
• Seek opportunities in school to be coached in
  classroom observation e.g. by shadowing an
  experienced colleague in a classroom observation
• Training materials on classroom observation and
  writing review statements will be available
  during the 2007/2008 academic year just before
  you need to undertake those aspects of
  Performance Management
• Look out for How to sheets from RIG giving more
  detail on issues such as objective setting,
  classroom observation

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Evaluation

• What have we covered today?
• Objectives for the day
• Know and understand what is different
• Understand their role in implementing the revised
  Performance Management regulations
• Have had an opportunity to discuss/practice key
  aspects of the new regulations as reviewers

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