performance management programme 2014‐15 · professional development ... performance management...

© Sandymoor School, E Simpson

Performance Management Programme

2014‐15


CONTENTS

Rationale ................................................................................................................................................................. 5

Teacher standards: ............................................................................................................................................. 5

Sandymoor’s criteria for School Development: ................................................................................................. 5

The four key areas for OFSTED are: .................................................................................................................... 5

The structure of the programme ............................................................................................................................ 6

Creating the Sandymoor Team ........................................................................................................................... 6

Utilising existing strengths ............................................................................................................................. 6

Focused, measurable realistic targets ........................................................................................................... 6

Monitoring progress against targets set ........................................................................................................ 6

Measuring success ......................................................................................................................................... 7

The Performance Management Cycle .................................................................................................................... 8

Setting the targets .............................................................................................................................................. 9

Compliance/Knowledge ................................................................................................................................. 9

Quality of (Classroom) Performance.............................................................................................................. 9

Pupil Outcomes (Results & Progress) ........................................................................................................... 11

Learning Environment Vision ....................................................................................................................... 11

Professional Development ........................................................................................................................... 12

Log of Professional Development Undertaken ................................................................................................ 16

Feedback Sheet to support actions to be taken ............................................................................................... 17

THE MASTER TEACHER STANDARD .................................................................................................................. 18

A. Knowledge ............................................................................................................................................... 18

B. Classroom Performance ........................................................................................................................... 18

C. Outcomes ................................................................................................................................................. 18

D. Environment and Ethos ........................................................................................................................... 19

E. Professional Context ................................................................................................................................ 19

Examples of .......................................................................................................................................................... 20

Performance Management Documents ............................................................................................................... 20


How to score success within each area ............................................................................................................ 22

Version History

Version Status Author Date Comments

1 First public version

EJS 07/08/2012 Initial draft for discussion

2 Draft for consultation

AGH 13/04/2013 Adjusted to remove Master Teacher Standards (not formally adopted) & Inclusion of Teachers’ Standards & PRP

3 Draft for consultation

EJS 16/04/2013 Modified to include new documentation and give comprehensive guidelines for target setting within each section, ways of measuring success and consequences of the final score at the end of a cycle.

4 Amendment to approved version for new academic year

EJS 12/08/14 Inclusion of school ip software in terms of demonstration having met targets over the year

5 Review REA 15/10/2016 Governor’s review


RATIONALE

The Process of Performance Management in schools is currently underused and undervalued by teachers.

This is because essentially, Teaching is so much more than just delivering quality examination results and

so previously it has been difficult for schools to quantify the performance of individual teachers fairly and

to create an ethos of personal development that works symbiotically with a Schools growth. Sandymoor’s

Performance Management Programme is designed to work in any school, regardless of context,

catchment and calibre of staff. It is a system based on a structure that creates consequences (both

positive and negative), measurable outcomes, opportunities to celebrate staff success and put in place

support for those who require it. Most importantly, School’s will be able to use it as a tool to shape it’s

future by developing staff that will create a forward thinking cohesive team.

The Performance Management process will be underpinned by the Teacher Standards, Sandymoor’s

criteria for School Development and the current Ofsted criteria:

TEACHER STANDARDS:

1. Set high expectations which inspire, motivate and challenge pupils.

2. Promote good progress and outcomes by pupils.

3. Demonstrate good subject and curriculum knowledge.

4. Plan and teach well‐structured lessons.

5. Adapt teaching to respond to the strengths and needs of all pupils.

6. Make accurate and productive use of assessment.

7. Manage behaviour effectively to ensure a good and safe learning environment.

8. Fulfil wider professional responsibilities.

And ‘demonstrate consistently high standards of personal and professional conduct.’

(Details of these are attached as an appendix to the PDF version.)

SANDYMOOR’S CRITERIA FOR SCHOOL DEVELOPMENT:

A. Student Experience (To include aspects of Student Behaviour {including bullying} and attitude to

lessons)

B. Teaching & Learning (To include Progress & Attainment monitoring)

C. Partnerships & Collaboration (Including extra‐curricular provision)

D. Leadership & Governance

E. Personnel (Including Continuing Professional Development)

F. Resources (Effective use and development of buildings and other resources)

THE FOUR KEY AREAS FOR OFSTED ARE:

The achievement of pupils at the school (SP category B)

The quality of teaching in the school (SP category B)

The quality of leadership in and management of the school (SP category D)

The behaviour and safety of pupils at the school (SP category A)


THE STRUCTURE OF THE PROGRAMME

The programme is to follow a yearly cycle, where targets are set for the coming academic year. The

targets will be reviewed each term and progress will be recorded if appropriate.

CREATING THE SANDYMOOR TEAM

UTILISING EXISTING STRENGTHS

Before embarking upon the process of performance management, the existing strengths of an individual need

to be recognised and built on. The Sandymoor way is to create a personalised learning plan for its students and

encourage them to thrive in their chosen area. The same is true of it’s staff. By completing psychometric

testing initially, an individual will be given the opportunity to see how others perceive them and their key area

of contribution to the team in moving it forward. This also creates a positive ethos from the start making the

most of strengths already evident.

FOCUSED, MEASURABLE REALISTIC TARGETS

The five areas for measuring performance have been taken from an Industry model as it creates a different feel to previous educational models for PM. By giving them thought provoking headings, it takes away the tendency for appraisal to be a paper exercise. The PM meeting should take the form of an engaging sharing of ideas, matching the individual’s plan for the coming year with Sandymoor’s. Targets can be taken directly from the Teaching Standards, Ofsted criteria and the Master Teacher standards to fit in with the below areas. They are:

Compliance/Knowledge – minimum standards of job description; H&S

Quality of (Classroom) Performance – Grading’s from lesson observations; Process & procedures; lesson plans; ability to engage children; pupil motivation; feedback from pupils

Pupil Outcomes (Results & Progress) – Measures of progress made

Learning Environment Vision – Ethos; Moving forward; what sets Sandymoor apart; specific areas of responsibility; links with and impact on pupils/parents/industry

Professional Development – contribution to teamwork; coaching; mentoring; interaction with people; people skills

In this meeting, success criteria for targets will also be agreed, so that success can be measured fairly.

MONITORING PROGRESS AGAINST TARGETS SET

Once targets have been agreed at the start of the academic year, termly reviews should take place towards the end of each term, so that successes can be shared in an end of term ‘celebration’ of staff achievement.

Termly reviews will be a meeting where the individual will receive a coaching session, allowing them to reflect on the term and decide on points for future action. This session should allow the person to summarise achievements so far and allow them to revisit what their priorities are for this year. Evidence can also be provided at this point to establish progress on targets.

During the reviews, progress on uploading evidence of beginning to meet targets onto schoolip (web based school self‐evaluation tool) will also be checked.

The celebration of staff achievement will take the form of a staff meeting where each person, regardless of position will share the achievement of their choosing. This helps create the common purpose and the feeling of shared vision. In a larger school, this would work by staff splitting into groups (in the same room) and sharing. The groups should be diverse in terms of experience and


responsibility and not departmental. The emphasis is creating a community who share their success and have common aims.

MEASURING SUCCESS

At the end of the cycle, evidence (this can take many forms) should be given of progress against the targets set (using the agreed criteria at the start of the process) and a score will be given out of ten for each target to determine how well the target has been met. This will be filled in on the review documents. If the target has been surpassed, then note will be made of this on the documents for the review but the maximum score would still be ten. The expected location for most evidence provided is in the web based schoolip site as it allows the Principal and the Governing Body to independently review evidence as it is time stamped and easy to establish ownership of evidence and ensure it is underwritten by the appropriate members of staff. Evidence submitted after the requested deadline given by the Principal in writing to staff cannot be considered as a report would already have been made to the Personnel sub‐committee in terms of recommendations for pay progression. Once all the targets have been discussed, and scores have been given, a total score will be calculated and a percentage given. A school would expect to see these percentages to be distributed following the normal distribution. In terms of impact on pay progression, any person receiving a score lower than 65% will need support and intervention to ensure they are developing and contributing to Sandymoor’s success They will not progress further up the pay spine within their banding. Staff achieving 90% success rate should be looking at moving up to the next band if appropriate and/or seeking extra responsibility. During the programme, if a member of staff is not responding to support and intervention, they will meet with the Principal formally to discuss their progress. This will be reviewed as the year continues and if no improvement is made, then at the end of the cycle (or sooner depending on the situation) the member of staff will be removed from the Performance management cycle and placed on capability proceedings. This will also happen if at any point a member of staff is not meeting the minimum requirements of their job description. When a member of staff attends their review meetings, reflecting on progress made so far towards their targets it will be made clear if they are in danger of not meeting their targets during these reviews. All staff will sign their review summary and it will be countersigned by the person conducting the review agreeing if they are likely to meet the base standard of 65% success or not by the end of the cycle. These forms will then be passed on to the Principal. The Principal will then have a follow up meeting if appropriate with that member of staff to discuss what further action needs to be taken if needed. Greater detail of how targets are set and measured and impact on pay is given in the next section.


THE PERFORMANCE MANAGEMENT CYCLE

August

Setting up the School; updating Development Plans for School and Curriculum Areas, analysis of Results and drafting of school priorities for the coming academic year.

Professional Development provision will be reviewed and improved upon for the next academic year.

September

Performance Management Meetings take place, to be delivered by E Simpson, R Turner and J King (minimum number of people to carry out these sessions to ensure quality of coaching and outcomes that support the aims of Sandymoor and an individual’s need for development). The targets will be set based on an individual’s needs and using the Development Plans relevant to them.

OUTCOMES:

Targets to be fed back to line managers so they can facilitate staff meeting them

Setting up of the Professional Development Programme for the year, tailored to individual staff’s need for development

Term 1

Professional Development is to be continuous – not just on INSET days. E Simpson to keep log of overview of progress towards targets. Individual staff are to collect evidence of progress

towards or meeting of targets so far.

January

Review 1 – Coaching sessions will take place with individuals to revisit targets and reflect on progress so far. A celebration meeting will follow to share successes so far and progress made on the School Development Plan. Staff not meeting targets will have a formal meeting with AGH. Support will be put in place.

Term 2

April

Review 2 – Coaching sessions will take place with individuals to revisit targets and reflect on progress so far. A celebration meeting will follow to share successes so far and progress made on the School Development Plan. Staff not meeting targets will have a formal meeting with AGH. Support will be put in place.

Term 3

August

End of Year Results, Progress made is analysed and all Development Plans are revisited and adjusted accordingly (Staff who have not met targets will not receive pay progression and they may be transferred from the PM system to capability procedures the next academic year).

September

Performance Management meetings are to take place again, assessment of targets and whether they have been met or not will be completed. A score (%) will be given and actions following this will be taken (Pay rise, support needed, etc.). Targets will also be set up for the academic year ahead. The cycle begins again.


SETTING THE TARGETS

Below is an explanation of how the targets should be agreed for each section, what the emphasis should be on

and the criteria for giving a score to targets in specific sections

COMPLIANCE/KNOWLEDGE

SETTING A TARGET:

This section relates to whether the person is meeting the requirements of their job

description. This target is a generic one and should be worded as “ To carry out my duties as

defined in my job description” Continually throughout the performance management cycle,

the member of staff’s job description should be discussed and reflected upon.

MEASURING THIS TARGET:

This target is simple to measure ‐ it is either yes or no. Score 1 for yes, 0 for no. If there is

any part of an individual’s job description that they are not meeting, then this will be

discussed and the appropriate action will be taken. The actions could range from additional

support given through to competency procedures and are at the Principal and Governing

Body’s discretion. The targets following on from this section are designed to encourage

growth in an individual and introduce the aspiration to add to and develop their role

further.

QUALITY OF (CLASSROOM) PERFORMANCE

SETTING A TARGET FOR TEACHING STAFF:

This section relates to the quality of lessons a teacher delivers and links directly to sections

1, 4, 5 and 6 of the Teachers Standards and section 2 of the Master Teacher Standards, and

Ofsted’s criteria for grading the overall quality of a lesson. Teachers at different stages of

development will be given different levels of quality to aspire to in terms of meeting this

target.


Teaching staff will be measured by their best three lesson observations carried out by a

member of the Senior leadership team, a Director or one quality assured by a member of

the Senior leadership team. The idea is that if an individual is observed more than three

times during the course of the PM cycle, the individual can choose their best three to be

graded on. This is a step to encourage teachers to enter into observing others to help

improve the quality of learning for all at Sandymoor School.


As mentioned, teachers at different stages of development will have different levels of

quality to meet.

For staff whose pay scale point is within band 2 they are:

Sandymoor pay scale point To progress to the next point they must

5 ‐ 6 Have a minimum of the three lessons submitted being graded as better than inadequate with at least one graded as good.

7 Have a minimum of the three lessons submitted being graded as good or better.

8 ‐ 9 Have a minimum of the three lessons submitted being graded as good or better, with at least one of them as outstanding.

10 Have a minimum of the three lessons submitted being graded as good or better with at least two of them as outstanding..

For staff whose pay scale point is within band 3 they are:

That of the three lessons submitted all are graded as outstanding for them to progress to

the next pay point within this band.

For teaching staff who are within bands 4 and above, as their contact time is lessened, they

will be measured by submitting their best lesson observation (one only) but this lesson must

be graded as good or outstanding.

SETTING A TARGET FOR NON ‐ TEACHING STAFF:

This section relates to the quality of the fulfilment of their job and a target needs to be set

that allows an individual to measure the quality of their performance.


This target needs to be measured by a body who performs the appropriate quality

assurance for that particular role and a score can be generated from the findings of said

body.


PUPIL OUTCOMES (RESULTS & PROGRESS)

SETTING A TARGET:

This section relates to the outcomes of them carrying out their job description and must be

measured and assured through external means wherever possible. For example, for

teachers their target will be concerned with the pupils they teach making progress. For non‐

teaching staff this target will link directly to the direct outcome/function of their job

description.


As mentioned this target should be measured using standardised criteria. Where teachers

have responsibility for exam classes, the performance of these pupils in terms of progress

made to acquire their examination result will give a direct score to measure success. If a

teacher teaches only non‐examination classes, then baseline data and end of year targets

and standardised tests will be used to measure pupil progress and then give a score for

success.

LEARNING ENVIRONMENT VISION

SETTING A TARGET:

This section relates to the impact an individual has on the school environment. For teachers

it can be linked directly to sections 1 and 7 of the Teachers Standards and section 4 of the

Master Teacher Standards, and Ofsted’s criteria for the behaviour and safety of pupils at the

school. Targets made within this section should reflect how an individual intends to impact

and contribute to the ethos of Sandymoor school.


The criteria for measuring an individual’s success of meeting these targets will depend on

the targets set. The criteria needs to be agreed between the person being appraised and

the coach carrying out the target setting session. It is recommended that the measurement

for each target requires three different sources of evidence which can be verified by others.


PROFESSIONAL DEVELOPMENT

SETTING A TARGET:

This section focusses on an individual’s aspirations for professional development over the

coming year. By looking at an individual’s current job description, through the target setting

session they need to be encouraged to determine how they see themselves developing and

moving forward professionally. Targets in this section should be very aspirational and

encourage the individual towards blue sky thinking that will make a significant difference to

all at Sandymoor School.


This target needs to be measured using feedback from the group that are

impacted/benefitted by the person striving to reach their target. Again it is recommended

that there should be three different sources of evidence given to measure success of the

individual against their target.


Performance Management Documents


Performance Management Targets

Cycle start: Cycle end:

Name:

How will success be measured?

Progress Review

1

Progress Review

2

Compliance/ Knowledge

1 To carry out my duties as

defined in my job description

Quality of (Classroom) Performance

2

Pupil Outcomes (Results & Progress)

3

Learning Environment

Vision 4

Professional Development

5


Assessment of Performance Management Targets

Cycle start: Cycle end:

Name:

Score

Area

Target

Evidence Given

Compliance/ Knowledge

1


2

Pupil Outcomes (Results & Progress)

3

Learning Environment

Vision 4


5

Total score = %


LOG OF PROFESSIONAL DEVELOPMENT UNDERTAKEN

Performance Management Cycle September 2014 to August 2015

Staff Name: Monitored by Emma Simpson

Date Action taken Witnessed/Evidence


FEEDBACK SHEET TO SUPPORT ACTIONS TO BE TAKEN

Performance Management Cycle September 2014 to August 2015

Staff Name: Monitored by Emma Simpson

Support needed Required by date Consequence (financial, time, support, etc.)


THE MASTER TEACHER STANDARD

This Standard should be read as part of a profile of a Master Teacher who may have his or her own particular strengths in specific areas. Above all, a Master Teacher is someone whose professionalism has come to be seen as an integral part of his or her character. Master Teachers are excellent teachers, deeply committed to making a difference to the lives of their pupils. The Master Teacher is a self‐assured presence in the classroom, who effortlessly captures pupils’ imagination.

Although Master Teachers may take on management and other roles in the school, there is no presumption that they will move outside the classroom. They are exceptional practitioners, for whom high levels of performance in the basic Teachers’ Standards are taken as given. They are enthusiastic about their specialism or subject(s). They have a strong sense of the significance of what they teach in the context of the whole curriculum and beyond.

A. KNOWLEDGE

Master Teachers have deep and extensive knowledge of their specialism, going far beyond the set programmes they teach. They have an intrinsic curiosity about their specialism, keep up with developments, and their teaching reflects their own passion and expertise. They respond intelligently and confidently to the unexpected and wide‐ranging questions their pupils are encouraged to ask, and they are able to lead discussions and explorations which take pupils beyond the confines of teaching programmes.

They are able to teach their specialism clearly, intelligently and inventively, showing considerable breadth and initiative. They have a keen sense of the most effective and engaging ways of communicating the subject matter to pupils of all abilities and aptitudes.

Master Teachers are reflective and self‐critical regarding their own teaching and make critical appraisals of new developments and techniques, which they use judiciously. A thorough understanding of the developmental and social backgrounds of pupils further supports and informs their practice.

B. CLASSROOM PERFORMANCE

Master Teachers command the classroom, skilfully leading, encouraging and extending pupils. They have the respect of both pupils and parents. They are at ease in their role, and discipline and dialogue are unselfconscious and effective.

Teaching is motivating, often inspiring, and basic principles are expertly taught. Expectations are challengingly high, realistic, based on sound experience, and take into account the abilities of all pupils. The pacing of lessons is well orchestrated and transitions between whole class teaching, group and individual work are seamless. Questioning and discussion are of a high order, relevant and at times deep.

Pupils are consistently focused and engaged in their studies, and are encouraged effectively to reflect on their own progress. Homework and independent study activities are wisely chosen to extend the range and depth of pupils’ knowledge, understanding and acquisition of skills. Master Teachers ensure that high quality assessment and feedback are consistently prompt, rigorous and constructive. They enable pupils to identify and remedy their misunderstandings and build on their successes. They promote pupils’ desire to seek and apply their knowledge further.

C. OUTCOMES

The Master Teacher’s meticulous planning and organisation ensure that pupils are well‐prepared for all forms of assessment. Outcomes achieved by pupils in the context in question are outstanding. They have an awareness of school, national and international benchmarks and examination reports, including data from maintained and independent schools.

Master Teachers have an extensive understanding of and expertise in relevant assessment systems and examinations. They make critical use of data, relating to the prior and current performance of pupils, to


underpin and motivate improvement. As a result, pupils understand what they are learning and have a strong grasp of the principles on which the knowledge and capacities in question are based.

Outcomes are also outstanding in a more informal sense. Pupils not only understand what they have been taught and its significance, and are able to deploy this knowledge critically and analytically, but they are inspired to go beyond what they have been taught.

D. ENVIRONMENT AND ETHOS

The class is one in which pupils feel welcome and valued. There is a stimulating culture of scholarship alongside a sense of mutual respect and good manners. The Master Teacher has an excellent rapport with classes and with individual pupils.

The classroom environment created to support study and activities is an inspirational example of practice, appropriate to the age range or phase. Resources, including books and IT, are well‐chosen and stimulating, contributing significantly to progress in lessons. Resources excite, extend and support different abilities, interests and aptitudes.

In classrooms for younger pupils, visual stimuli arising from children’s own work offer powerful models to which other children can aspire. In classrooms for older pupils, scholarship is also evident in the classroom surroundings. Displays often reflect contemporary events and a breadth of subject matter which extend beyond the subject under study.

E. PROFESSIONAL CONTEXT

Master Teachers are highly regarded by colleagues, who want to learn from them. They willingly play a role in the development of school policies and in the professional life of the school. They work in collaboration with colleagues on pastoral and wider pupil‐related matters, giving advice as appropriate. They engage with and contribute to professional networks beyond the school.

They are analytical in evaluating and developing their own craft and knowledge, making full use of continuing professional development and appropriate research. They recognise the vital importance of out‐of‐school and extra‐curricular activities, both academically and personally, and play a leading role here and in the wider life of the school. Master Teachers are open in the giving and receiving of professional advice, which may include coaching or mentoring colleagues and less‐experienced teachers. They work to significant effect with other adults in ensuring high quality education for the pupils they serve.


EXAMPLES OF

PERFORMANCE MANAGEMENT DOCUMENTS


Target – Each target allows teachers to be measured by the Teachers standards and can be

adapted to suit non‐teaching staff

How will success be measured?

Compliance/Knowledge 1 3 Demonstrate good subject and curriculum knowledge.


2 1 Set high expectations which inspire, motivate and challenge pupils.

3 4 Plan and teach well‐structured lessons.

4 5 Adapt teaching to respond to the strengths and needs of all pupils.

5 6 Make accurate and productive use of assessment.

Pupil Outcomes (Results)

6 2 Promote good progress and outcomes by pupils.

7

Learning Environment Vision

8 1 Set high expectations which inspire, motivate and challenge pupils.

9 7 Manage behaviour effectively to ensure a good and safe learning environment.


10 8 Fulfil wider professional responsibilities and ‘demonstrate consistently high standards of personal and professional conduct.’


HOW TO SCORE SUCCESS WITHIN EACH AREA

The more targets a person has, the smaller their impact on the final score. This is why a minimum of five and a maximum of ten is suggested for the cycle. The score for each target needs to be given objectively wherever possible and so the participants need to think carefully when setting targets initially and when providing evidence of meeting the targets. Questionnaires, assessments made by relevant professionals can be used to attribute a score objectively. Success criteria should also be as clear as is possible for each target and agreed during the meeting between the participant and the PM Coach so that individuals feel the process is fair and rigorous but not onerous! More examples of filled in forms will be provided as the process is refined through use and feedback from the participants.