lynn maidment beacon development& training ltd ... · 2011/2012 - schools can begin to use...
TRANSCRIPT
Abolish the 3 hour limit on classroom observation.
Assess teachers’ performance against the revised standards framework.
Require school leaders to make their teachers’ recent appraisal reports available to schools that may be considering employing them.
Remove the overlap between current PM and capability systems.
Provide a simple model policy combining appraisal and capability procedures consistent with ACAS code of practice.
24 May - 16 August - public consultation Autumn 2011 - DFE respond to consultation,
publish new regulations and a model policy
2011/2012 - schools can begin to use elements of new model policy that do not relate to PM/appraisal
2011/2012 - new PM regulations come into force. Schools can begin to use parts of model policy that relate to PM/appraisal
September 2012 – new Standards for Teachers come into force
give HTs authority to dismiss underperforming staff after only10 weeks;
provide a streamlined process for capability procedures;
see the ending of the 3 hour observation rule;
see the professional standards for teachers fully revised in order to more effectively support the PM process.
support PM procedures through providing:
a clear basis for schools to tackle underperformance and misconduct;
a clear basis for helping teachers to develop professionally;
a suitable standard of demonstrable competence and conduct for entry to the profession and at all stages of a teacher’s career;
nationally consistent benchmarks for quality assurance purposes;
authority to the “front line”;
synergy with the PM/SIP processes.
“ No education system can be better than the quality of its teachers…all the evidence shows that the most important factor in determining how well children do is the quality of teachers and teaching…”
The White Paper: the importance of teaching 2011
“…in the most recent OECD PISA survey we fell from 4th in the world in the 2000 survey to 14th in science, 7th to 17th in literacy, and 8th to 24th in mathematics…the most successful counties…are those where teaching has the highest status as a profession..”
David Cameron & Nick Clegg foreword to the White Paper, 2011
Following the 2003 workforce agreement a “new professionalism” emerged linked to teacher standards, induction arrangements, performance management and CPD. (ATL et al,2003)
Recent NFER research (DFE RR075) identified that many schools have limited understanding of the links between these areas and they remain “…underdeveloped, limited or not yet fully understood…”
Help teachers see the synergy between the
various areas of school improvement , thus beginning to address concerns related to time.
Consider the ways in which you have introduced PM developments in the past and re-visit those which were successful.
Encourage the sharing of ideas related to time management and work-life balance.
Make explicit the 2003 workplace agreement issues in relation to non cover and PPA time in the management of PM procedures.
When effectively led and managed PM remains one of the most important ways of linking school development and improvement planning with the CPD necessary to promote improvement. But we operate in a mixed economy so… Look at your annual plan for in-service training
days. Carefully review the provision for the coming year. Ensure that the various elements of the autumn 2012 changes are incorporated into your CPD programme.
Ensure that the governing body and the SLT are seen to take a strategic lead in promoting development to support change.
Staff identified PM as “…a positive experience as it gave them an opportunity to discuss their career plans, reflect on professional development, have their achievement recognised, and to focus on priorities for the coming year. In the most effective schools, the process resulted in a carefully considered individual training plan.” Ofsted,2006:11 Inspections will expect to see more of the benefits of good PM
impacting on classroom standards. They will take note of the link between CPD and improved practice and consider the leadership and management of these areas as well as others. Ensure the CPD co-ordinator is fully conversant with proposed changes and is taking a strategic lead in helping others to be ready for them.
It rarely moves beyond a tick box exercise which does little to inform or support professional growth of teachers or to impact on school improvement processes. Begin looking at ways to manage the process effectively
and to provide evidence of this in the climate of no-notice inspections. PDPs relevant to differing staff responsibilities can make a useful link between inspection and PM.
Look at what works well in your partner schools, across traditional divides, share expertise and experiences. Give such meetings high priority by planning for them in your improvement process.
Draw on the expertise of teaching schools.
…of the schools’ planning for improvement, and integrate performance management, self-review and CPD into a coherent cycle, teaching and learning improves and standards are raised.” Ofsted, 2006 Ensure all PM objectives are data driven and all
staff are data aware. Don’t waste time and energy, good will and
enthusiasm doing more of what doesn’t work. Invest time and money in buying in the expertise that you need to secure robust, effective, understanding of the changing national context.
Safety and behaviour Leadership and management Achievement Quality of teaching Ofsted inspection developments can also provide the imperative for work related to revised PM procedures. By re-visiting the revised inspection process connections between it and PM can begin to be made.
Key performance indicators related to all the new inspection areas could usefully be “unpicked” in order to enhance clarity of understanding regarding the link between inspection and possible PM objectives.
e.g.: Achievement: KPI 01.5
Standards of literacy are exceeding national expectations and impacting significantly on overall achievement.
of these key performance indicators in the context of your organisation and team could prove a worthwhile exercise for team meetings. At the same time it would be worthwhile to consider where you might find the evidence for such standards e.g. external exam results, national test results from subjects with high literacy content that require extended writing. Internal assessments of the same, standardised teacher assessments, VA data, FFT data ( or similar)
Use the annual governing body review of performance
management to consult with staff on the proposed/agreed/identified policy changes coming into effect in 2012 .
Ensure staff and governors are regularly appraised of developments with effective communication networks – bulletins/meetings etc.
Encourage interested staff to form a steering committee with a SIP brief for managing the transition to new PM procedures.
Provide staff and governors with the relevant paperwork/web links/training and development to be able to interrogate issues professionally.
Don’t assume everyone knows what you know…
Ensure that PM leaders and line managers are
sufficiently and appropriately trained to be able to support staff in the transition process.
Where good systems and procedures exist celebrate them and build on practice to enhance existing procedures
Provide consistency of expectation and practice by working collaboratively to consider and engage with change.
Plan for time in the SIP to address these issues as a whole staff, collaborating and exchanging good, best and developing practice
Remember that change triggers the immune system of an organisation - challenge dissenters and deal with problems and issues with honesty and integrity . If all else fails…
HT and teachers support the aim of the proposal. More than half (57%) of those surveyed agreed or strongly agreed there was not enough freedom for schools to dismiss poorly performing teachers. DFE Press notice, 24 May 2011 You know who the vulnerable,
poorly/underperforming staff are in your organisation. But do you know what you have done to support/develop/improve their practice? If there has been no improvement to practice and outcomes consider how you intend to progress matters in the light of changes to capability procedures. Ensure that you know the facts, not just the anecdotes!
Give schools more freedom to reward good performance and make it easier for them to tackle poor performance by extending pay flexibilities and simplifying PM and capability procedures.
Michael Gove: The White Paper Nov. 2011
Maximise the positive, minimise the negative. Provide lots of advise and non-judgemental support for staff as they prepare for change.
You could and should be expected to prove it.
Consider providing all staff with a professional development portfolio (PDP). This can be used for a range of purposes including future interviews, inspection reviews and for performance management purposes. This will help with the following proposals.
All teachers’ performance will be reviewed
and evaluated annually against the national standards as part of PM/appraisal procedures
www.education.gov.uk/schools/teachingandlearning/reviewofstandards
School leaders will be required to make the
most recent appraisal report available to schools that may be considering appointing them
Some schools are less aware of the professional standards than others, and as a consequence do not use them to inform CPD activities. Work hard to ensure this is not the case by using some or all of the strategies identified.
Ensure that as the standards are revised and published all staff have access to these and consider asking MLs to put these as a regular standing item on team agendas.
Views about the benefits of PM are polarised so ensure that all staff know the positive dimensions of the process and the link with professional growth and aspiration can be seen in the CPD and PM policies of the school.
Inspires confidence in the profession Provides staff with an opportunity to review
practice, celebrate achievement and identify future aspirations and challenges
Demonstrates the link between PM/SIP/CPD and school self evaluation processes
Effective objectives can be evidenced by showing the contributory link to improving the progress of pupils
HTs experience the same process as teachers, helping to create a collegiate culture
All staff are focused on achieving organisational goals as defined in the SIP
Team leaders are monitoring performance and know what is going on
Clear expectations of what is expected are communicated and standards to which staff should adhere are exemplified
There is clarity regarding teacher performance and relationship to pupil improvement
The process allows for regular and constructive dialogue with staff and team leaders
Staff are encouraged to take responsibility for their own performance
Team endeavour impacts on motivation and improvement There is a transparent basis for rewards and sanctions All staff experience the same high quality process
Finance
Time
Support
Lack of governor knowledge and involvement
Competing priorities and initiatives
Lack of strategic planning by SLT
Insufficient/inappropriate communication
Lack of understanding by ML team
Ineffective/inappropriate appraisers
Success of the PM process is highly dependent on the seniority, authority and integrity of the appraiser.
It is essential to choose appraisers who have the sensitivity, skills and authority to perform the role well. Consider re-training appraisers as the regulations and teacher standards become known.
Re-visit job descriptions and adverts for new post holders. Too many of them are “off the shelf” versions of roles which are generic with few particulars related to specific staff. Take a close look at how these can be re-visited as part of the process of on-going review and annual appraisal and don’t be afraid to create bespoke JDs for new post holders.
Relate the KPIs to the areas you have identified as essential for organisational growth and well being.
Remember that as unpleasant and uncomfortable as they might be resistance and dissention are strong indicators of effective change.