Bedfordshire County Council

1. 1 Bedfordshire County Council

2. 2 Revised Performance Management arrangements Refocuses current 2001 arrangements Implementation from September 2007 “Non-bureaucratic, streamlined, multipurpose” arrangements Contribute to raising standards and tackling workload Effective, transparent, and fair – and applied consistently Need to be consistent with principles and practice of equal opportunities and legislative requirements Key Message RIG has sought to develop non-bureaucratic, streamlined and multipurpose arrangements for teachers/head teachers’ PM which builds on the existing system G1.7 Refocuses current appraisal arrangements Revised arrangements contribute to partners’ overarching commitment to raising standards and tackling workload G1.7 Information and data collected for PM should be capable of being used in a number of different ways eg SEF and school improvement and development planning RIG believes streamlining the process in this way is essential to ensure that bureaucracy and workload for all parties is kept to a minimum Schools need to ensure the effective management of individual arrangements are consistent with the principles and practice of equal opportunities and the legislative requirements and duties which apply to schools and local authorities G1.5 Governors, head teachers and teachers all have key roles to play Key Message RIG has sought to develop non-bureaucratic, streamlined and multipurpose arrangements for teachers/head teachers’ PM which builds on the existing system G1.7 Refocuses current appraisal arrangements Revised arrangements contribute to partners’ overarching commitment to raising standards and tackling workload G1.7 Information and data collected for PM should be capable of being used in a number of different ways eg SEF and school improvement and development planning RIG believes streamlining the process in this way is essential to ensure that bureaucracy and workload for all parties is kept to a minimum Schools need to ensure the effective management of individual arrangements are consistent with the principles and practice of equal opportunities and the legislative requirements and duties which apply to schools and local authorities G1.5 Governors, head teachers and teachers all have key roles to play

3. 3 The revised regulations - Key differences Key message: there are five key areas in which the regulations have been revised Planning Meeting Planning Meeting now more significant -- all expectations of reviewee are agreed up front [13; 16(5)] Objectives should, if they are achieved, contribute to improving pupil progress in the school [13(3)] Performance criteria must be determined as part of the planning meeting [13(1)(d)] Classroom observation For any teacher, the total classroom observation for Performance Management in any one cycle must not exceed three hours [17(4)] Arrangements for classroom observation of teachers decided at Planning Meeting [13(1)(b)] Review of Performance Consideration of any relevant pay progression criteria agreed up front in the planning meeting 13(2)(b) If the reviewee is eligible, the review meeting produces a recommendation on pay progression [18(1)(b)]Key message: there are five key areas in which the regulations have been revised Planning Meeting Planning Meeting now more significant -- all expectations of reviewee are agreed up front [13; 16(5)] Objectives should, if they are achieved, contribute to improving pupil progress in the school [13(3)] Performance criteria must be determined as part of the planning meeting [13(1)(d)] Classroom observation For any teacher, the total classroom observation for Performance Management in any one cycle must not exceed three hours [17(4)] Arrangements for classroom observation of teachers decided at Planning Meeting [13(1)(b)] Review of Performance Consideration of any relevant pay progression criteria agreed up front in the planning meeting 13(2)(b) If the reviewee is eligible, the review meeting produces a recommendation on pay progression [18(1)(b)]

4. 4 The revised regulations - Key differences Key message: there are five key areas in which the regulations have been revised (continued) Roles and responsibilities For teachers, the head teacher will be the reviewer [11(1)] The head teacher may delegate this responsibility, in its entirety, to a teacher's line manager [11(2)] Where the head wants to make the decision on pay progression then they need to be the reviewer The head teacher may review other teachers’ planning statements for consistency with other statements [15(3) and (4)] The moderation process is not a requirement of head teachers and they may chose not to carry this out where they feel confident that there is no need The governing body role in relation to the head teachers planning statement is one of quality assurance and not moderation the governing body may review the contents of the plan recorded in the head teacher’s statement within 10 days of it being passed to it [15(1) and (2)] Process and timing Regulations specify timetables for the preparation of Planning and Review Statements, their moderation and review [14, 15, 16 and 18] The reviewee can appeal against any entry in his Planning and Review statement [19] Key message: there are five key areas in which the regulations have been revised (continued) Roles and responsibilities For teachers, the head teacher will be the reviewer [11(1)] The head teacher may delegate this responsibility, in its entirety, to a teacher's line manager [11(2)] Where the head wants to make the decision on pay progression then they need to be the reviewer The head teacher may review other teachers’ planning statements for consistency with other statements [15(3) and (4)] The moderation process is not a requirement of head teachers and they may chose not to carry this out where they feel confident that there is no need The governing body role in relation to the head teachers planning statement is one of quality assurance and not moderation the governing body may review the contents of the plan recorded in the head teacher’s statement within 10 days of it being passed to it [15(1) and (2)] Process and timing Regulations specify timetables for the preparation of Planning and Review Statements, their moderation and review [14, 15, 16 and 18] The reviewee can appeal against any entry in his Planning and Review statement [19]

5. 5 Achieving an understanding of ‘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 Key message: Overall Performance starts from the premise that teachers/head teachers are committed and responsible professionals doing their job effectively, and seeking to improve their performance Reviewer should start from the assumption that the reviewee is meeting the requirements of their role and responsibilities There is no need for every aspect of the reviewee’s responsibilities to be covered in the plans - rather the plans should focus on priorities and areas where specific action is required [G5.6] Note: Overall performance replaces ‘totality’ in the previous versions. Key message: Overall Performance starts from the premise that teachers/head teachers are committed and responsible professionals doing their job effectively, and seeking to improve their performance Reviewer should start from the assumption that the reviewee is meeting the requirements of their role and responsibilities There is no need for every aspect of the reviewee’s responsibilities to be covered in the plans - rather the plans should focus on priorities and areas where specific action is required [G5.6] Note: Overall performance replaces ‘totality’ in the previous versions.

6. 6 The Performance Management cycle

7. 7 The Planning Meeting1. what the guidance says In practice, planning and reviewing performance would take place in a single meeting G5.1 The meeting should be scheduled as far in advance as possible G5.2 In some schools one or more of the teacher days have been scheduled at appropriate points in the cycle G5.3 Confirmation of the meeting should be given at least 5 days in advance G5.2 An hour should be sufficient G5.3 Re-directed time: in remodelled schools in most cases there should be sufficient scope for short term cover to be available for meetings without arranging supply cover G5.3 No requirement for a reviewee to provide written input on their reflections to inform the planning meeting G5.4 Plans should focus on priorities and areas where specific action is required G5.6 – plans agreed should be realistic and manageable G5.7 In practice, planning and reviewing performance would take place in a single meeting G5.1 The meeting should be scheduled as far in advance as possible G5.2 In some schools one or more of the teacher days have been scheduled at appropriate points in the cycle G5.3 Confirmation of the meeting should be given at least 5 days in advance G5.2 An hour should be sufficient G5.3 Re-directed time: in remodelled schools in most cases there should be sufficient scope for short term cover to be available for meetings without arranging supply cover G5.3 No requirement for a reviewee to provide written input on their reflections to inform the planning meeting G5.4 Plans should focus on priorities and areas where specific action is required G5.6 – plans agreed should be realistic and manageable G5.7

8. 8 Objective Setting- what the guidance says Note: Not every aspect of an individual’s responsibilities need be covered in the planning and review statement. Reviewers will need to consider (G1.5 and 5.8): The number of objectives Their scope The conditions for their delivery The needs of the individual Maintaining consistency across the team NB It would be helpful to set objectives over the cycle where someone is eligible for pay progression on the upper pay spine 2 years hence, but objectives should not go beyond a cycle to inhibit pay progression where someone is eligible Teachers/head teachers should not be held accountable for progress towards objectives where professional support has not been forthcoming G5.9Note: Not every aspect of an individual’s responsibilities need be covered in the planning and review statement. Reviewers will need to consider (G1.5 and 5.8): The number of objectives Their scope The conditions for their delivery The needs of the individual Maintaining consistency across the team NB It would be helpful to set objectives over the cycle where someone is eligible for pay progression on the upper pay spine 2 years hence, but objectives should not go beyond a cycle to inhibit pay progression where someone is eligible Teachers/head teachers should not be held accountable for progress towards objectives where professional support has not been forthcoming G5.9

9. 9 Performance Criteria- what the guidance says The performance criteria should indicate what success would look like G5.21 The performance criteria should provide clarity about the basis on which the reviewer will assess the overall performance of the reviewee, based on progress towards the achievement of objectives, classroom observations, and other evidence G5.21 The performance criteria should take into account the reviewees job description, relevant professional standards, what can reasonably be expected of the reviewee and, where eligible, the pay progression criteria in the STPCD G5.21 Taken together, they should enable the reviewer to make a recommendation about pay progression, where the reviewee is eligible. Take into account relevant pay progression criteria in STPCD. G5.21 It is the responsibility of reviewers to ensure that performance criteria are applied appropriately in terms of equal opportunities considerations G5.22 The performance criteria should indicate what success would look like G5.21 The performance criteria should provide clarity about the basis on which the reviewer will assess the overall performance of the reviewee, based on progress towards the achievement of objectives, classroom observations, and other evidence G5.21 The performance criteria should take into account the reviewees job description, relevant professional standards, what can reasonably be expected of the reviewee and, where eligible, the pay progression criteria in the STPCD G5.21 Taken together, they should enable the reviewer to make a recommendation about pay progression, where the reviewee is eligible. Take into account relevant pay progression criteria in STPCD. G5.21 It is the responsibility of reviewers to ensure that performance criteria are applied appropriately in terms of equal opportunities considerations G5.22

10. 10 Classroom Observation and other evidence - what the guidance says There should always be a clear rationale and focus for any classroom observation, which should be supportive and developmental G5.10 The amount of observations planned and agreed in the statement should reflect, and be proportionate to, the needs and experience of the individual reviewee G5.11 head teachers have a right to drop in to inform their monitoring of the quality of learning in the school. In large schools, they may delegate drop in to appropriate members of the senior leadership group. However, head teachers may feel that Performance Management observations fulfil this purpose sufficient to render drop-ins unnecessary. G5.8 NB therefore for the majority of teachers the three hour limit should be sufficient in Teachers should have the opportunity to engage in classroom observation with other professional colleagues, by agreement, in order to review and develop their practice. Developmental peer observations are voluntary and initiated by teachers and are not part of performance management arrangements. G5.17 Classroom observations by Ofsted or by a local authority using its statutory powers of intervention are also not part of performance management. G5.17 Even in these circumstances observation should be reasonable, proportionate and fit-for-purpose and should be the subject of consultation with staff and unions. G5.17 There should always be a clear rationale and focus for any classroom observation, which should be supportive and developmental G5.10 The amount of observations planned and agreed in the statement should reflect, and be proportionate to, the needs and experience of the individual reviewee G5.11 head teachers have a right to drop in to inform their monitoring of the quality of learning in the school. In large schools, they may delegate drop in to appropriate members of the senior leadership group. However, head teachers may feel that Performance Management observations fulfil this purpose sufficient to render drop-ins unnecessary. G5.8 NB therefore for the majority of teachers the three hour limit should be sufficient in Teachers should have the opportunity to engage in classroom observation with other professional colleagues, by agreement, in order to review and develop their practice. Developmental peer observations are voluntary and initiated by teachers and are not part of performance management arrangements. G5.17 Classroom observations by Ofsted or by a local authority using its statutory powers of intervention are also not part of performance management. G5.17 Even in these circumstances observation should be reasonable, proportionate and fit-for-purpose and should be the subject of consultation with staff and unions. G5.17

11. 11 Classroom Observation and other evidence - what the guidance says The classroom observation agreed in the planning and review statement should be proportionate, multi-purpose and provide monitoring information for all other necessary purposes, such as school self evaluation or a school improvement programme, as well as Performance Management G5.10 Observations may provide evidence of how a reviewee is making progress in relation to agreed objectives but it also enables the reviewer to assess a reviewee’s teaching practice more generally and thereby informs an assessment of the overall performance of the reviewee G5.15 Prompt feedback is essential, initially verbally (no later than the end of the next school day) PPA time must not be used, then in writing (within five days) G5.13 and 5.14 head teachers should ensure that all those who act as observers have adequate preparation and the appropriate skills to undertake observation and to provide constructive feedback and support G5.12 Other evidence will normally be in the form of data or written feedback from specific individuals who have direct professional knowledge of reviewee’s work G5.19 and 5.20The classroom observation agreed in the planning and review statement should be proportionate, multi-purpose and provide monitoring information for all other necessary purposes, such as school self evaluation or a school improvement programme, as well as Performance Management G5.10 Observations may provide evidence of how a reviewee is making progress in relation to agreed objectives but it also enables the reviewer to assess a reviewee’s teaching practice more generally and thereby informs an assessment of the overall performance of the reviewee G5.15 Prompt feedback is essential, initially verbally (no later than the end of the next school day) PPA time must not be used, then in writing (within five days) G5.13 and 5.14 head teachers should ensure that all those who act as observers have adequate preparation and the appropriate skills to undertake observation and to provide constructive feedback and support G5.12 Other evidence will normally be in the form of data or written feedback from specific individuals who have direct professional knowledge of reviewee’s work G5.19 and 5.20

12. 12 Monitoring and Support- what the guidance says During the Performance Management cycle both parties have a responsibility to ensure what is agreed is delivered G5.23 The reviewer and reviewee should maintain a professional dialogue throughout the year G1.5 All evidence gathered during the cycle should be shared with the reviewee as it is collected so that there are no surprises G5.31 Reviewees should be advised of any concerns at the time they arise and have the opportunity to discuss them G5.30 A reviewer will have to make a judgement whether the concern is sufficient to merit a meeting to consider a review of the statement. This is by no means automatic. However, if the concern is significant it may be appropriate to go into the ‘capability’ process rather than seeking a review of the statement. Reviewees should ensure that their reviewer is aware of any concerns they have at the time they arise about progress, provision of support or training G5.30 Reviewees should ensure reviewers are aware of things that have been helpful or have impacted positively on their performance G5.32 No requirement to schedule formal meeting to review performance during the cycle but if either party thinks it helpful they can request a meeting G5.33 If serious weaknesses are identified in a teacher/head teacher’s performance, performance management should cease and the school’s capability procedure be substituted G5.38During the Performance Management cycle both parties have a responsibility to ensure what is agreed is delivered G5.23 The reviewer and reviewee should maintain a professional dialogue throughout the year G1.5 All evidence gathered during the cycle should be shared with the reviewee as it is collected so that there are no surprises G5.31 Reviewees should be advised of any concerns at the time they arise and have the opportunity to discuss them G5.30 A reviewer will have to make a judgement whether the concern is sufficient to merit a meeting to consider a review of the statement. This is by no means automatic. However, if the concern is significant it may be appropriate to go into the ‘capability’ process rather than seeking a review of the statement. Reviewees should ensure that their reviewer is aware of any concerns they have at the time they arise about progress, provision of support or training G5.30 Reviewees should ensure reviewers are aware of things that have been helpful or have impacted positively on their performance G5.32 No requirement to schedule formal meeting to review performance during the cycle but if either party thinks it helpful they can request a meeting G5.33 If serious weaknesses are identified in a teacher/head teacher’s performance, performance management should cease and the school’s capability procedure be substituted G5.38

13. 13 The Review Meeting- what the guidance says NB: Arrangements the same as the planning meeting as it is likely to be one meeting There is no change to the arrangements for making a pay recommendation except that it is the reviewer who makes the recommendation for pay progression where he or she is not the head teacher. Reviewers do not make a recommendation in support of annual increments on the main scale. The only exception is where the reviewer, in accordance with the school’s pay policy, is considering an additional discretionary point (double jumping) where provided for in the STPCD G5.42 Reviewers will need to make a recommendation where the reviewee is on the pay scale for post-threshold, the leadership pay spine, or the advanced skills pay spine. G5.43 By way of preparation: reviewees should reflect on their achievements, identify any issues that have affected their performance, positively or negatively, and reflect on how far they have met the agreed performance criteria G5.4 reviewers should check the last planning and review statement and all the evidence which has been collected as part of the monitoring process. They should ensure that all evidence to which they will refer at the meeting has been shared with the reviewee, to assist their preparation for it. G5.7 The fact that a concern might have been raised about a reviewee’s performance during cycle, it does not preclude a successful outcome to the review. G5.37 NB: Arrangements the same as the planning meeting as it is likely to be one meeting There is no change to the arrangements for making a pay recommendation except that it is the reviewer who makes the recommendation for pay progression where he or she is not the head teacher. Reviewers do not make a recommendation in support of annual increments on the main scale. The only exception is where the reviewer, in accordance with the school’s pay policy, is considering an additional discretionary point (double jumping) where provided for in the STPCD G5.42 Reviewers will need to make a recommendation where the reviewee is on the pay scale for post-threshold, the leadership pay spine, or the advanced skills pay spine. G5.43 By way of preparation: reviewees should reflect on their achievements, identify any issues that have affected their performance, positively or negatively, and reflect on how far they have met the agreed performance criteria G5.4 reviewers should check the last planning and review statement and all the evidence which has been collected as part of the monitoring process. They should ensure that all evidence to which they will refer at the meeting has been shared with the reviewee, to assist their preparation for it. G5.7 The fact that a concern might have been raised about a reviewee’s performance during cycle, it does not preclude a successful outcome to the review. G5.37

14. 14 Roles & Responsibilities- Head Teachers The head teacher’s annual written report on Performance Management to the governing body will report on training and development needs of teachers at the school [21(1)(c)] NB reporting on PM is not a new requirement Reviewers will be: For teachers, the head teacher [11(1)] The head teacher may delegate this responsibility in its entirety to a teacher's line manager [11(2)] If the reviewee has more than one line manager, the head teacher may delegate the reviewer role to the line manager best placed to take the role for that teacher [11(3)] Related points covered by Guidance: Take account of review outcomes in school improvement planning and ensure the school produces and resources an effective plan for the professional development of its workforce. G3.1 The head teacher’s annual written report on Performance Management to the governing body will report on training and development needs of teachers at the school [21(1)(c)] NB reporting on PM is not a new requirement Reviewers will be: For teachers, the head teacher [11(1)] The head teacher may delegate this responsibility in its entirety to a teacher's line manager [11(2)] If the reviewee has more than one line manager, the head teacher may delegate the reviewer role to the line manager best placed to take the role for that teacher [11(3)] Related points covered by Guidance: Take account of review outcomes in school improvement planning and ensure the school produces and resources an effective plan for the professional development of its workforce. G3.1

15. 15 Roles & Responsibilities- Head Teachers

16. 16 Process and Timings- what the guidance says It is good practice for the school planning process to include a calendar, setting specific dates and times at which performance reviews will take place. This calendar should be made available to all teachers and provide for equality of access G4.4 In the first year of these arrangements the review of performance will be completed under the 2001 Regulations whereas planning for 07/08 will take place under the revised arrangements [4(2)] Planning and review statements should be completed by the 31 October following the completion of the review cycle [14(5)]. A reviewee should be assured of confidentiality around the Performance Management review discussion and the retention, and access to review statements [20]It is good practice for the school planning process to include a calendar, setting specific dates and times at which performance reviews will take place. This calendar should be made available to all teachers and provide for equality of access G4.4 In the first year of these arrangements the review of performance will be completed under the 2001 Regulations whereas planning for 07/08 will take place under the revised arrangements [4(2)] Planning and review statements should be completed by the 31 October following the completion of the review cycle [14(5)]. A reviewee should be assured of confidentiality around the Performance Management review discussion and the retention, and access to review statements [20]

17. 17 Continuing Professional Development - what the guidance says Performance Management is a developmental process – a key part of planning discussion includes what support reviewee needs to meet the performance criteria and what their training and development needs and how they will be met - Support includes time, coaching and mentoring, additional assistance in the classroom, equipment, ICT facilities Training and development courses are one possible option but a wide range of activities are possible Teachers/head teachers should be engaged in effective, sustained and relevant professional development throughout their careers 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 performance management and professional development, including identifying what professional development might help them develop their practice further Reviewers must provide CPD coordinator or equivalent post-holder details of the agreed CPD support (Training and Development Annex of the planning statement) Teachers head teachers should not be held accountable for progress towards objectives where professional support has not been forthcoming G5.9 Performance Management is a developmental process – a key part of planning discussion includes what support reviewee needs to meet the performance criteria and what their training and development needs and how they will be met - Support includes time, coaching and mentoring, additional assistance in the classroom, equipment, ICT facilities Training and development courses are one possible option but a wide range of activities are possible Teachers/head teachers should be engaged in effective, sustained and relevant professional development throughout their careers 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 performance management and professional development, including identifying what professional development might help them develop their practice further Reviewers must provide CPD coordinator or equivalent post-holder details of the agreed CPD support (Training and Development Annex of the planning statement) Teachers head teachers should not be held accountable for progress towards objectives where professional support has not been forthcoming G5.9

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