february 8, 2012 session 3: performance management systems 1
TRANSCRIPT
Aims and objectives of the session
By the end of the session participants will have a shared understanding of:
•High quality Performance Management Systems
•The links between Performance Management and the ISLLC standards
•The key decisions and actions which districts need to make / take in order to ensure to proactively support the implementation of effective performance management systems in schools
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Session 3: Performance Management
Performance Management
Performance management includes activities that ensure that goals are consistently being met in an effective and efficient manner.
Performance management systems can focus on the performance of an organization, a department, employee, or even the processes to build a product or service, as well as many other areas.
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Performance Review and Evaluation
Performance Review is an annual review linked to targets for enhanced performance. Ideally this includes: multiple measures, multiple reviewers, interim reviews, ongoing feedback, coaching and support.
Evaluation is often used as the term for the specific process of characterizing and appraising some or all aspects of an employee’s personal and professional performance.
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Best Practices in Evaluation
Developed by TLS, Inc. FFT-Based Rubrics
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Appraisal
An effective performance management system should be characterized by rigorous, fair and transparent appraisal.
This is essential to provide an account of how well the employee is doing, where his or her strengths and weaknesses lie, and how he or she can do better and be better supported.
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What is Appraisal?
• The act of estimating or judging the nature or value of something or someone
• An estimate of value, as for sale, assessment, or taxation; valuation
• An estimate or considered opinion of the nature, quality, importance
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Activity 1:Self Review
Draw a House
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House appraisal scheme
When appraising your house please follow these guidelines:
• Roof 20 points
• Chimney 5 points
• Smoke coming out of chimney5 points
• Windows 5 points each (maximum 4)
• Door 10 points
• Garage 30 points
• Trees 50 points
• Patio 60 points
• Swimming pool 100 points
Give yourself a score out of 300.
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Activity 1: Debrief and Gallery Walk
In small groups review and reflect on the ‘draw a house’ exercise.
Identify the key messages that principals and superintendents need to address to ensure the effective implementation of an evidence-based principal evaluation process.
Chart your top 3 messages.
Undertake a gallery walk – adding any comments to other charts as you undertake the gallery walk.
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Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Review
Development Individual Performance Plan
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Performance Management and ISLLC standards
Developing a school culture and
instructional program conducive to student
learning and staff professional growth
Acting with integrity, fairness, and in an ethical
manner
Ensuring effective management of the
organization, operation and resources for a safe, efficient and effective learning
environment
Evidence –based, thorough, rigorous
and fairreview of performance
Understanding, responding to, and influencing
the political , social, legal and cultural contexts
Collaborating with faculty and
community members, responding to diverse community interests
and needs, and mobilizing community
resources
Key principles
Key principles
Setting a widely shared vision
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Activity 2: The role of the ISLLC standards in
the Performance Management process
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Activity 2: Performance Management and ISLLC standards
A Groups:From the perspective of a school principal review the ISLLC standard(s) allocated to your group. Identify:•ways in which you would fulfill each function•the nature and type of evidence you would be able to provide as evidence that you had fulfilled each function
B Groups:From the perspective of a principal evaluator review the ISLLC standard(s) allocated to your group. Identify:•the nature and type of evidence you would anticipate that a principal should be able to provide to demonstrate he or she had fulfilled each function•what type and range of activities you would wish to undertake as part of the principal evaluation process to verify the evidence provided by the principal.
A group join with a B group – compare and contrast your answers.
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ISLLC standards
The ISLLC standards are designed to serve as a broad set of national guidelines that states can use as model for developing or updating their own standards.
The standards provide high-level guidance and insight about the traits,functions of work and responsibilities they will ask of their school and district leaders.
Using the policy standards as a foundation, states can create a common language and bring consistency to education leadership policy at all levels so that there are clear expectations.
The ultimate goal of these standards is to raise student achievement.
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Effective Performance Management Systems
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Performance Management Cycle in schools
Performance
Management
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Performance Management in Barclays
Aims and Objectives
Individual Performance Planning
Performance Coaching
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Stage 1 Aims and Objectives
• Each staff member will discuss and agree on 3 to 6 aims and objectives with their supervisor and record these in an individual plan
• Objectives will include professional growth targets as well as ways of developing and improving the professional practice of the individual
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Stage 2: Individual Performance Planning
Each staff member agrees with their supervisor on an individual performance plan which is designed to enable the staff member to achieve their aims and objectives.
This plan will identify training, support and professional development activities.
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Stage 3: Progress Review
• The staff member and the supervisor will keep progress under active review throughout the year (Observation)
• The supervisor should consult the individual staff member before seeking to obtain relevant written or verbal information regarding the staff member’s performance from other people
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Stage 4: Performance Appraisal
The supervisor will:
• Review and evaluate the outcomes achieved by the staff member
• Compare these outcomes to those agreed upon at the start of the year
• Compare the outcomes achieved to outcomes achieved by other staff members with similar roles and responsibilities, both within the division and across the organization as a whole
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Stage 5: Reviewing performance
• The annual performance review will include using the recorded objectives as a focus to discuss the staff member’s achievements and to identify any development needs
• It will be combined with mutually agreeing upon objectives for the following performance management cycle
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Impact of Effective Performance Management
• Effective Performance Management creates a shared commitment to high performance
• It helps to improve the quality of teaching and learning
• Designing and implementing an effective performance management system:
– provides a framework which ensures appropriate and effective training and development for all staff
– which enables staff to meet both their personal needs and the needs of the institution
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Pairs/trios:
Reflect on Impact of Effective Performance Management.
Identify the key decisions and actions which districts need to make / take in order to ensure to proactively support the implementation of effective performance management systems in schools.
Be prepared to share these with the rest of your table and the whole group.
Activity 3: ImplementingEffective Performance Management in schools
February 8, 2012Session 3: Performance Management
Break15 minutes
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