building pride in cumbria do not use fonts other than arial for your presentations performance...

Building pride in Cumbria

Performance Management

Teacher Professional Standards Hilary Peatfield

Denise Whitworth

WELCOME


PROGRAMME9 15 – 12 30

Session 1 Introductions and objectives

Session 2 Background, context and purpose

Session 3 Getting to know the standards

Session 4 The standards in more detail – progression

LUNCH 12 30 – 1 30pm


1 30 – 3 45 pm

Session 5 Performance management, professional standards and CPD; link with staffing structures

Session 6 Implications for schools, leaders and reviewers; impact on individuals, roles, responsibilities and staffing structures

Session 7 Action planning and next steps


SESSION 1

Introductions and Objectives


OBJECTIVES

• Gain a developing understanding of the new professional standards and their implications

• Understand how the standards inter-relate with other national workforce development initiatives

• Consider implications for staffing structures• Explore the implications for school leaders, reviewers,

CPD leadership and performance management• Develop a framework for an action plan


Table Discussion

• Introductions

• Key points that you already know about the professional standards

• What is/will be the most enjoyable part of your revised/new performance management role?


SESSION 2

Background, context and purpose


The Context – Review of Standards for Classroom Practitioners

TDA has reviewed the following standards for classroom practitioners:

• Professional standards for teachers• Professional standards for higher level teaching assistants• Level 3 National Occupational Standards for

teaching/classroom assistants• Level 2 National Occupational Standards for

teaching/classroom assistants

A review of the leadership standards, led by NCSL, is forthcoming


The Revised Framework of Professional Standards for Teachers

• Four sets of standards reviewed:– QTS, induction, post-threshold, advanced skills teacher

• New set of standards for the excellent teacher scheme• Three inter-linked sections:

– professional attributes, professional knowledge and understanding, professional skills

• Induction standards are known as core standards, they apply to NQTs and mainscale teachers


Why have these standards been reviewed?

• To create a coherent and progressive framework

• To support new developments emerging in the context of new teacher professionalism including revised performance management arrangements (in place from autumn 2007)


The Wider Context for Teachers- New Teacher Professionalism

•Confidence and respect

•professional dialogue - open, equitable & fair manner

•entitlement to, & a duty to engage in, school-focussed CPD which is effective & relevant to their professional development, career progression & aspirations


The Quartet of Developments

National Agreement

Revised ProfessionalStandards

Revised PerformanceManagement

Staffing Structure ReviewThe NewTeacher

Professionalism


Alignment with the Wider Children’s Workforce

Health and Social Care

Activity Leadership

Play work

Sport and Recreation Management &

Leadership

Youth Work

IT Users

Learning and Development

Children’s CareLearning &

Development

Learning, Development &

Support Services

TA/CA National Occupational

Standards


NQT (Q) Core (C) Post-threshold (P) ET (E) AST (A)

AHT

AST

UPS

MPSTLR

NQTMPS

UPSTLR

ET*

DHTHT

CareerDev

NQTMSMS

TLR

ET

UPSTLRUPS

AST


Succession Planning

Staffing Structure


Purpose of the Standards

The revised professional standards:

•clarify the professional attributes, knowledge and

understanding and skills expected of a teacher

•provide a framework for career progression

•help teachers identify areas of strength and areas for

development

•support teachers in identifying their CPD needs and

underline a contractual entitlement to effective CPD


SESSION 3

Getting to Know the Standards


The Standards Poster


Q Qualified Teacher Status (QTS) 33

C Teachers on the main scale (Core) 41

P Teachers on the Upper Pay Scale (Post Threshold teachers)

10

E Excellent Teachers (ETs) 15

A Advanced Skills Teachers (ASTs) 3

Framework of the Standards


Revised Professional Standards


Activity 1Champions and Envoys

• Choose one core or post threshold standard from the selection provided

• Your task is to champion the chosen standard and to act as an envoy for those standards shared with you



Standards Q C P E ARelationships with children /YP 1-2 1-2

Frameworks 3 3 1 1 1

Communicating & working with others

4-6 4-6

Personal professional development

7-9 7-9 2

Professional attributes



Knowledge & understanding

Standards Q C P E ATeaching & Learning 10 10 2 3

Assessment & monitoring 11-13 11-14 3-4 4

Subject & curriculum 14-15 15-16 5 5

Literacy, numeracy & ICT 16-17 17

Achievement & diversity 18-20 18-21 6

Health & well-being 21 22-25 6


Framework of the StandardsSkillsStandards Q C P E APlanning 22-24 26-28 7 7

Teaching 25 29-30 8 8-9

Assessing , monitoring and giving feedback

26-28 31-34 10-11

Reviewing teaching & learning

29 35-36 12

Learning environment 30-31 37-39

Team working & collaboration

32-33 40-41 9-10 14-15 2-3


SESSION 4

The Standards in More Detail

Progression


A Changing Landscape

• Children’s agenda

• Workforce remodelling

• Personalised learning

• Professional development

New professionalism


What progression across the standards looks like?

• The framework of professional standards is progressive:– post threshold teachers make a distinctive contribution to raising

standards across the school by acting as role models for teaching and learning and providing mentoring and coaching to less experienced teachers

– ASTs and excellent teachers provide models of excellent and innovative teaching and use their skills to enhance teaching and learning by undertaking and leading school improvement activities and CPD for other teachers. ASTs also carry out developmental work across a range of workplaces


Twin TracksPEDAGOGY

AST

ET

post threshold (P) standardscore (C) standards

QTS standards

LEADERSHIPhead teacherdeputy head teacherassistant head teacherTLR1TLR2


Career Progression

• Teachers need to demonstrate evidence that they are meeting, maintaining and building on their attributes, professional knowledge and understanding and skills

• The standards clarify professional characteristics which are maintained and built upon throughout their career

• Teachers not aspiring to the next career stage need to identify ways

to broaden and deepen their expertise within their current career stages.


An Overview of the Standards

• Constant

• Cumulative

• Considerations


Activity 2Progression Through The Standards

• Consider the subsection Teamwork and Collaboration– Begin with standards C40 & C41 and map

their progression through to A2 & A3– Give concrete examples of what you would

expect to see at each standard– Feedback


Post Threshold StandardsA teacher being considered for the threshold would need to meet the relevant core standards (C) and satisfy the post-threshold standards (P).

Post threshold teachers are expected to: continue to meet the core and post-threshold standards broaden and deepen their professional attributes,

knowledge, understanding and skills make a distinctive contribution to raising standards across

the school act as role models for teaching and learning provide regular coaching and mentoring to less experienced

teachersProfessional Standards 2007 & STPCD 2007


Progression through UPS• Progression on UPS should be based on two successful

performance management reviews

• To achieve progression, the achievements of post-threshold teachers and their contribution to school(s) should have been substantial and sustained.

• To ensure that the achievements and contribution have been substantial and sustained, the performance management review will need to assess that the teacher has:o continued to meet post-threshold standards; ando grown professionally by developing their expertise post

threshold

STPCD 2007: Section 3, para 34 (“Clarification”)

35


Activity 3Post Threshold Progression

• In table groups, using the task sheet as a guide, identify on post its what a post-threshold teacher needs to do, to demonstrate progression

• Each table feed back on one progression criterion

• Reflect on the implications of this activity for your setting


SESSION 5

Performance Management, Professional Standards

and CPD


Professional Standards and CPD• The standards will support teachers in identifying

their professional development needs

• Where teachers wish to progress to the next career stage, the next level of the framework provides a reference point for all teachers when considering future development

• The standards will also support teachers in identifying ways to broaden and deepen their expertise within current career stages

Introduction to Professional Standards 2007


CPD entitlement and expectations• All teachers have oa professional responsibility to be engaged in

effective, sustained and relevant professional development throughout their careerso a contractual entitlement to effective, sustained and

relevant professional development throughout their careers.

•Teachers are expected to make a contribution to the development of others

Introduction to Professional Standards 2007


Activity 4In table groups, discuss and develop a visual representation of the relationship between PM, PS and CPD:

Activity: 15 minutes

Plenary Sharing 3 minutes per group


School ImprovementPlanning Framework

RevisedProfessional Standards


developing people improving young

lives

Continuing Professional Development


SESSION 6

Implications for Reviewers


The Revised Regulations- Five Key Areas of Difference

Planning meeting

Classroom observation

Review andthe link to pay

Process and timing

Roles and responsibilities


Key Areas of Difference

Planning meeting

• Objectives should contribute to improving the progress of pupils at the school

• Performance criteria have to be specified at the outset

• 3 hours maximum per cycle• Appropriate, proportionate, and

focused approach

Review and the link to pay

• Direct link between Performance Management and pay progression at the point of eligibility

Classroom observation


Key Areas of Difference

• Clear timeline for process• Right of appeal

Process and timing

• Reviewers for teachers will be the head teacher, who may delegate the responsibility in its entirety, to the teacher’s line manager

Roles and responsibilities

• Scope for intervention to moderate at the planning stage by the head teacher for teachers’ and by the Governing Body for head teachers


Reviewer Skills: Roles and Responsibilities

THE REVIEWER

Revised Regulations:

“The Reviewer will be the Head Teacher who may delegate this role in its entirety to the teacher’s line manager.”


Performance Management 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

• Recommendations for pay progression made for eligible teachers

• No surprises

Planning• Objectives set• Classroom observation

and evidence collection agreed

• Performance criteria for the above set

• Support, training and development agreed

• Timescales set


Implications for PM Reviewers and Induction Tutors

Table Discussion

• What will PM Reviewers and Induction Tutors need in terms of:– Knowledge?– Skills?– Documentation?


Table DiscussionConsider as a group one or more of the following:

1. How can we use the standards for school improvement?

2. How can we use the standards to identify whole-school CPD needs?

3. How can we use the standards to assist with school self evaluation?

4. How will you approach the issue of longer serving UPS teachers to whom the ‘P’ standards have come as a surprise?

ALL GROUPS: What are the key messages about the standards that we can take back to our staff?


Link to pay

50

• Reviewers only make pay recommendations for:

o Post threshold teacherso Leadership Groupo Advanced Skills Teachers

• No change in the arrangements for making pay decisions. Governing body considers recommendations and makes decisions about pay.

RIG Guidance paras 5.42-5.44

• At the end of the PM cycle, the Reviewer meets the Reviewee to:

a) review performance throughout the cycle against the performance criteria specified in the planning statement

b) where the Reviewee is eligible for pay progression, “determine the recommendation on pay progression, having regard to the results of the review”

Regulations para 18.1

Review and the link to pay (Regulations)

Review and the link to pay (Guidance)


Making Pay Recommendations

•No change to the general arrangements for pay progression

•Reviewers’ judgements now form the basis for the recommendation for a salary rise for eligible teachers

•The recommendation is based on an assessment of the reviewee’s performance against the performance criteria specified in the planning statement


Eligibility for Pay Recommendation• Post-threshold teachers:

– (U1) two years after passing threshold assessment

– (U2) two years after U2– (U3) if an excellent teacher post exists

• Excellent teachers • Advanced skills teachers (annually)• Leadership roles including headteachers (annually)


SESSION 7

Action Planning and

Next Steps


Activity 5•Harvey Balls Exercise


Prioritisation Matrix

Easy

Hard Low

High

How

eas

y is

it to

do

?

What impact will it have?


Useful Linkswww.teacher.tv/video/browser/2620professional standards videos www.teachernet.gov.uk/teachingnandlearning/

professionalstandards/ printer friendly version of the standards www.tda.gov.uk/teachers


“Learning organisations are where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together”

Peter Senge (1990: 3)

building pride in cumbria do not use fonts other than arial for your presentations performance...

Documents