appraisal and performance management maha and hadeel
TRANSCRIPT
School cultureWe aim to have a school culture that:
• empowers teachers to feel confident to fully participate in performance management;
• encourages teachers to be engaged in professional development and to contribute to the professional development of others
Appraisal and Performance Review:
• engages Leaders and staff in a professional dialogue demonstrating respect for professionals, making decisions about performance and encouraging contributions in an open, equitable and fair manner
• acknowledges that professional development should be an ongoing part of everyday activities not a separate activity adding to workload
• establishes entitlement and personal responsibility to engage in school-focused CPD which is effective and relevant to individual’s professional development, career progression and aspirations
Competency Framework for Teachers
1. Is focused on the needs and the delivery of services to the refugee community.
2. Has the appropriate knowledge to accomplish assigned duties and seeks out knowledge to improve performance.
3. Displays a positive attitude towards work, colleagues, the refugee community and UN and conducts all duties with highest level of ethics and honesty
Competency Framework for Teachers
4. Develops and maintains good relationships with subordinates, peers, superiors and external people and agencies of interest.5. Ensures appropriate allocation of work to staff and use of resources, motivates staff and provides adequate direction for accomplishing the mission of the agency.
Self-reflection for teachers
Look at each of the indicators on the self-reflection sheet. Think about your current classroom practice and decide if this indicator is:• embedded• developing• established • not yet in your practice.What evidence do you have for your self-assessment?
(Hand out copies of the Self-reflection on the Competence Framework for Teachers)
Appraisal and performance• accountability for student
achievement• leader of teaching and
learning in the classroom• competency framework
and school priorities are the starting points
• entitlement and duty to engage with professional development
• working effectively with others
• effective communication including with parents
Appraisal Cycle Monitoring &
Supporting• Monitoring of performance
throughout the cycle• Provision of agreed
support• Evidence collection• Ongoing professional
dialogue
Reviewing• Overall assessment of
individual’s progress against the performance criteria
• No surprises
Planning• Objectives set• Classroom observation
and evidence collection agreed
• Performance criteria for the above set
• Support, training and development agreed
• Timescales set
The planning meeting• starts with Competence
Framework for Teachers• uses the school’s priorities for
improvement• sets objectives linked to
improving student achievement
• identifies performance criteria• agrees classroom observation• identifies other evidence to be
collected• agrees support and
professional development• identifies timescales
Objectives
• SMART• CCCM• linked to student
achievement and school improvement
• matched with performance criteria
• linked Competence Framework
• a reflection of individual’s experience, role and aspiration
Effective PMTeachers
Self-reflectionPreparation Evidence collectionEngagement with CPDCollaboration and teamworkSharing ideas and resources
Head Teachers/ PrincipalsCommunicationMaking timePersistenceSupport for poor and underperformanceValuing and trusting teachers
ResourcesSelf –reflection sheetPlanning meeting agendaA school calendar with all the dates for planning, monitoring and review meetingsA schedule of professional development meetings
Education SpecialistsSupporting HT/SPs with classroom observationDiscussing and improving plans for PM and CPDSupporting with CPD deliveryCoaching