Dudley SchoolsPerformance Management Skills Training

Session 1

Preparation for the Planning Meeting

Aims

To provide an overview of the Performance Management

Cycle

Explore how to negotiate, & write motivational

objectives

Practise the skills required to hold an effective planning

meeting

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

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

Source: TDA Performance Management Briefing and Planning event

Extract from Dudley Performance Management policy

“Though performance management is an assessment of

overall performance of teachers and the Headteacher,

objectives cannot cover the full range of a teacher’s

roles/responsibilities. Objectives will, therefore, focus on the

priorities for an individual for the cycle. At the review stage it

will be assumed that those aspects of a teacher’s

roles/responsibilities not covered by the objectives or any

amendment to the statement which may have been necessary

in accordance with the provisions of the regulations have

been carried out satisfactorily.”

Roles & Responsibilities

-Governing Bodies

• Establish the schools performance management policy, monitor the operation and outcomes of performance management arrangements, and review the policy every year

• Appoint 2/3 governors to review the head teacher’s performance on an annual basis

• Use the SIP to advise appointed governors on the head teacher’s performance, or in the absence of a SIP, appoint an external adviser to do so.

• Retain a copy of the head teacher’s planning and review statement (normally the Chair)

• 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

Source: TDA Performance Management Briefing and Planning event

Roles & Responsibilities

- Headteachers

- 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 to the teacher’s line manager

- 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

- Carry out a moderation role, where they deem it appropriate, on teachers’ planning statements

- Establish a protocol for classroom observation for inclusion in the performance management policy, if directed by the Governing body to do so

- 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

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

The Performance Management cycle

ReviewingOverall assessment of

individual’s progress against the performance criteria

Recommendations for pay progression made for eligible teachers

Judgement on overall performance

No surprises

PlanningObjectives agreedClassroom observation and

evidence collection agreed

Performance criteria for the above agreed

Support, training and development agreed

Timescales agreed

Monitoring & Supporting

Monitoring of performance throughout the cycle

Provision of agreed supportEvidence collectionOngoing professional

dialogue

Formulating motivational objectives

Objectives should be:

Rigorous Challenging Achievable Time bound Fair & equitable Reasonable Contribute to improving pupil progress

IDEAL

Job Description S.I.P.

Career Aspirations

Professional standards

Pay progression criteria

Teacher career progression and standards

M1

M2

M3

M4

M5

M6

U1

U2

U3

X 2 PM

X 2 PM

X 2 PM

CORE STANDARDS

THRESHOLD STANDARDS

Session 2

Professional Dialogue & Coaching Skills

Aims

Understanding of coaching skills.

To establish a focus and understanding of good practice

for lesson observations and feedback skills

Coaching & Mentoring Key Skills – Egon’s Model

Pre-requisites: Genuine; Empathy; Unconditional positive regardAims: To encourage independence, growth & learning

EX

PL

OR

E

Explore issue (don’t give solution)

Building rapport (comfortable/open neutral body language)

Active listening (non-judgemental)

Reflecting back Appropriate questions

(generate information quickly with open questions) (closed questions generate facts) (never use loaded, limited alternatives, multiple and rhetorical questions)

Challenge(Why…to make them aware of something they are unaware of & therefore put them in control ref Johari window)(How...use a question)

(When…you hear negatives; inaccuracies; inconsistencies 2 different behaviours 2 different expressed feelings behaviour & expressed feelings

Refer on(If you realise you’re out of your depth)

OP

TIO

NS

Answer to miracle question(If you could fix/was an ideal world, what would you like to happen)

Avoid Ideas from coach(my opinion might not be right for you)

Do nothing(Don’t deny people this option)

Consequences(negative and positive implications for coachee of each option)

AC

TIO

N

SMART actions Review (redo cycle)

Exercise

In your group discuss your best experiences 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?

Lesson Observation criteria

CRITERIA What evidence might you hear & see when observing a lesson?

1.Teachers use assessment toInform planning & targetSetting to meet needs ofIndividuals & groups

2.Teachers show good command of areas of learning, subjects & courses

3.Teachers plan effectively, withclear learning objectives,& suitable teachingstrategies

4.Teachers interest, encourage& engage pupils

5.Teachers challenge pupils, expecting the mostof them

6.Teachers use methods & resourcesThat enable all pupils toLearn effectively

7.Teachers make effective use of Time & insist on highStandards of behaviour

8.Teachers make effective use ofTeaching assistants & Other support

9.Teachers where appropriate, useHomework effectivelyTo reinforce & extendLearning in school

10.Teachers promote equality of Opportunity

11.Pupils acquire newKnowledge or skills,Develop ideas & increaseTheir understanding

12.Pupils understand how wellThey are doing & how theyCan improve

13.Pupils show engagementApplication & concentration& are productive

14.Pupils develop the skills to Work independently & collaboratively

15.Teachers assess pupils’Work thoroughly &Constructively

Lesson Observation Form

TIME PUPIL ACTIVITY TEACHER ACTIVITY COMMENTS

Lesson Observation Exercise

The focus for the observation is on:

interest, encourage & engage pupils & use methods & resources that enable all pupils to learn effectively

Group A

You are the person who will feedback to the teacher.

In your group, agree evidence & make judgements: discuss possible development points. It is important that you keep notes.

Group B

You are the teacher of the lesson. Try to be this person, even though your own practice is different from the person you observed.

In your group, & as teachers of the lesson, reflect on the lesson, identify strengths & areas for development. Discuss two main priorities for the teacher’s professional development. It is important that you keep notes.

Group C

You are the person who will observe A feeding back to the teacher using the observation sheets.

In your group discuss & agree evidence/judgements. If you were feeding back what would be the priorities for development? It is important that you keep notes.

Notes

Observation Form: Giving Feedback

Skills:

Communicate effectively orally

Clear, specific & open

Feedback accurately from evidence base – in a balanced way

Identifies strategies for development

Deal sensitively with the situation

Evidence

Attributes:

Self confidence

Integrity

Commitment

Evidence

Body Language:

Tone of voice

Posture

Eye contact

Facial expression

Evidence

Additional comment:

Observation Form: Receiving Feedback

Skills:

Receive feedback

Discuss evidence in an open & honest way

Respond constructively

Feedback judgements accurately

Identify relevant development points & action plan

Evidence

Attributes:

Self confidence

Integrity

Commitment

Evidence

Body Language:

Tone of voice

Posture

Eye contact

Facial expression

Evidence

Additional comment:

Session 3

Preparing for the review meeting

Aims:

Prepare staff for conducting and participating in a review meeting

Practise & receive feedback on how to lead a review meeting

Explore how to handle a range of outcomes from “met” to “not met”

Review own practice & action plan for improvement Understand how PM process links to capability

procedures

Extract from Dudley policy

6. REVIEWING PROGRESS

“At the end of the cycle assessment of performance against an

objective will be on the basis of the performance criteria set at

the beginning of the cycle. Good progress towards the

achievement of a challenging objective, even if the performance

criteria have not been met in full, will be assessed favourably.

The performance management cycle is annual, but on

occasions it may be appropriate to set objectives that will cover

a period over more than one cycle. In such cases, the basis on

which the progress being made towards meeting the

performance criteria for the objectives will be assessed at the

end of the first cycle and will be recorded in the planning and

review statement at the beginning of the cycle.”

Exercise

In your group discuss how to prepare for the review meeting so that you are able to shine in your best light as a reviewee &/or lead the meeting effectively as a reviewer.

What do you need to do?

Chris’s Objective

To raise standards in Y(x), & in subject (x), so that pupils attain progress by the end of the academic year.

Success criteria Time Line

Evidence Examples

Notes

Discuss pupils with last year’s teacher & analyse any assessment data available. Establish a base line entry measure for individual pupils within the class.

Sept Analysis of baseline data

Data checked Oct

Produce a targeted action plan of intervention

Sept Discussion with Reviewer

Discussed Oct

*Receive support /refine /develop /embed new techniques for teaching (x) with these pupils

Autumn term

Professional Development portfolio

Certificate available

Incorporate new practice within lesson plans/scheme of work

Nov Updated plans & schemes

Checked Nov

DeliverAutumn Spring & Summer terms

Lesson observation

Observed 2 Feb

Monitor & evaluate impacts ongoing M & E data Discussed

Take & analyse end assessments & share with next year’s teacher

JulyAssessment data & analysis

Complete

Reviewee comments

Signature Date

Reviewer signature Date

CONFIDENTIALTraining & Development Annex

Reviewer signature ………………………………………………………

Reviewee signature …………………...…………………………………

Reviewee comments

Training & Development needs (as identified in objective(s)):

Receive support /refine /develop /embed new techniques for teaching (x) with Year x pupils

Action to be taken

Work with subject leader to learn new techniques, update lesson plans & scheme of work, apply new practice in the classroom.

Francis’s objective

To lead all staff who teach (x) to raise standards so that pupils attain progress during the year.

How (success criteria) Time Line

EvidenceExamples

Notes

Facilitate & ensure appropriate staff discuss pupils with last year’s teacher & analyse any assessment data available. Establish a base line entry measure for individual pupils within Y(x) classes.

Sept Analysis of baseline data

Data checked Oct

Co-ordinate & produce a targeted action plan of intervention for all Y(x) classes in subject (x)

Sept Discussion with Reviewer

Discussed Oct

Provide support for staff that helps to refine /develop /embed new techniques for teaching subject (x) with these pupils

Autumn term

Professional Development portfolio

Discussed in Nov – not being done, support offered but not taken

Ensure new practice is incorporated within lesson plans/scheme of work

Nov Updated plans & schemes

See above

Observe delivery, give individual feedback to staff, inform Reviewer

Autumn Spring & Summer terms

Lesson observations

Observed all staff Feb

Oversee the Monitoring & evaluation of impacts

ongoing M & E dataNot effective. Support offered but not taken

Ensure analysis of end assessments, share with appropriate staff & produce conclusions

July Assessment data & analysis

Not complete. Support offered but not taken

Reviewee comments

Signature Date

Reviewer signature Date

CONFIDENTIALTraining & Development Annex

Reviewer signature ………………………………………………………

Reviewee signature ………………………………………………………

Reviewee comments

Training & Development needs:

Action to be taken

Joe’s Objective (UPS)

To raise standards in your curriculum area so that pupils progress as well as or better than similar learners nationally, and to sustain threshold standards.

How (success criteria) Time Line Evidence examples

Notes

Contribute significantly where appropriate to implementing workplace policies

Schemes of work, minutes of meetings, witness statements

Refused to be a PM Reviewer

Demonstrate an extensive knowledge & well informed understanding of the assessment requirements & arrangements for their subject/curriculum areas, including those related to public exams & qualifications

Establish a base line entry measure for individual pupils & track progress throughout the year

Sept baseline data & tracking

Data checked Oct

Produce a targeted action plan of teaching, learning & behaviour intervention strategies that personalises the learning experience to provide opportunities for all learners to achieve their potential

Sept Discussion with Reviewer

Discussed Oct

Develop your knowledge/understanding of the curriculum that you teach

(emphasis will be on in-school & cross-school activities such as coaching & mentoring, learning from others’ practice through structured, supportive, developmental classroom observation & other forms of professional collaboration)

Deliver INSET through coaching & mentoring, demonstrating effective practice, & providing advice & feedback

Autumn term

Professional Development portfolio

INSET evaluations

Wished not to do this

Incorporate new practice within lesson plans/scheme of work. To demonstrate flexible, creative & adept design & refined approaches to teaching that are effective & consistently well matched to learning objectives, integrating recent developments, including those relating to pedagogy

Nov Updated plans & schemes

OK

Deliver engaging & motivational lessons that raise levels of attainment & are informed by well grounded expectations of learners

Autumn Spring & Summer terms

Lesson observation

Observed 2 FebOK

Monitor & evaluate impacts so there is a sufficient depth of knowledge to be able to give advice on the development & wellbeing of pupils

ongoing M & E data, pupil reports

OK

Take & analyse end assessments & share with next year’s teacher

July Assessment data & analysis

OK

Promote collaboration & work effectively as a team member

Minutes of meetings, witness statements

Discussed issues in Feb but not resolved

Reviewee comments

Signature Date

Reviewer signature Date

CONFIDENTIALTraining & Development Annex

* Emphasis will be on in-school & cross-school activities such as coaching & mentoring, learning from others’ practice through structured, supportive, developmental classroom observation & other forms of professional collaboration

Reviewer signature ………………………………………………………

Reviewee signature ………………………………………………………

REVIEWEE COMMENTS

Training & Development needs (as identified in objective(s):

Develop your knowledge/understanding of the curriculum that you teach

Action to be taken

Observation Form: Reviewer

Analysing Information

Observing

Using given evidence

Identifying issues

Evidence

Making Judgements

Stating values & principles

Keeping a focus on what matters

Producing effective arguments

Making sensible decisions

Leading

Influencing & motivating others

Responding positively to challenge

Encouraging & involving others

Organising

Prioritising

Planning

Keeping to task

Relating to Others

Listening & responding

Appreciating others’ views

Aware of managing own feelings

Additional comments:

Observation Form: Receiving Feedback

Analysing Information

Observing

Using given evidence

Identifying issues

Evidence

Making Judgements

Stating values & principles

Keeping a focus on what matters

Producing effective arguments

Making sensible decisions

Leading

Influencing & motivating others

Responding positively to challenge

Encouraging & involving others

Organising

Prioritising

Planning

Keeping to task

Relating to Others

Listening & responding

Appreciating others’ views

Aware of managing own feelings

Additional comments: