performance management skills training
DESCRIPTION
TRANSCRIPT
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: