performance management workshop - home - devon … for this workshop by the end of this event,...
TRANSCRIPT
Performance Management
Training for Reviewers
Summer 2007
Agenda for today
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Challenges for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Review meeting
Making pay recommendations
Implications for your school
Review of the day
2
Objectives for this workshop
By the end of this event, participants will . . .
• understand what is different about the revised Performance Management regulations & guidance
• be more confident in fulfilling their role in implementing the revised regulations
• have explored the role of the reviewer and some of the challenges
• have gained insight into some of the skills needed by Reviewers• have considered implications for their own school
3
The journey today
Planning meetingProf standardsSupportDevelopment needsObjectivesPerformance criteria
Monitoring performanceProfessional dialogueLine Manager role / TLRClassroom observation‘Other evidence’
Review meetingOverall performancePay recommendations
PM regs & guidancePM cycle
Reviewer role
Next steps
= Activity
4
Detailed agenda09.00 Coffee & registration09.15 Welcome and Introduction09.30 Revised PM arrangements and role of the reviewer10.00 Challenges for reviewers 10.20 Revised Professional Standards11.00 Coffee11.20 The Planning Meeting12.15 Monitoring Overall Performance: Professional dialogue, Line Manager role,
classroom observation, other evidence13.00 Lunch13.45 The Review Meeting: judgements about overall performance14.20 Tea14.30 Making pay recommendations15.10 Implications for you and your school15.25 Review of the day15.30 Close
= Activity
5
Table introductions
Share with each other your…• name• role• expectations of the day
6
Actions flip chart
Each group to keep a running flip-chart of the
actions that members of the group feel may need to be taken at school to prepare
for the Reviewer role
Actionsback at school
7
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Challenges for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Review meeting
Making pay recommendations
Implications for your school
Review of the day
Agenda for today
8
The new professionalism agenda
• New arrangements key to the development of the new professionalism agenda described by RIG in their submission to the STRB in May 2005
• Aims to develop a culture whereby teachers/head teachers feel confident and empowered to participate fully in Performance Management
• Where those who manage staff engage in a professional dialogue with them, respect them as professionals, make decisions about their work and contribute 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
• Entitlement and duty to engage in school-focused CPD which is effective and relevant to individual’s professional development, career progression and aspirations
9
The RIG Guidance
• 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
Key elements
10
Understanding ‘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
Overall Performance
The revised Regulations
Planning meeting
Classroom observation
Review andthe link to pay
Process and timing
Roles and responsibilities
5 key areas of difference
12
The revised Regulations: key differences
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
13
• 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
The revised Regulations: key differences
14
The revised Regulations: Roles & Responsibilities
Scope for intervention:-head teacher may instruct reviewer to prepare a new statement where head teacher is of the opinion that the statement is inconsistent with statements of other teachers or does not comply with PM policy (Governing body will carry out this role where head teacher is the reviewee)
Scope for intervention:-head teacher/Governing Body able to take other evidence into account in addition to outcomes of PM review for pay decisions
Requirement for schools, if requested by the teacher/head teacher (as the reviewee), to transfer information collected to date if changing schools during a cycle
Teachers/head teachers changing schools part way through a cycle or during the 2 year period between progression on UPS may have to begin again
Reviewer will be the head teacher who may delegate this role in its entirety to the teacher’s line manager
Team leaders can be peers or line managers – peers receive no remuneration for this responsibility
Revised regulationsPrevious position
15
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
Teachers’ roles & responsibilities
16
Roles & responsibilities: Reviewers
• Consider school & team improvement objectives (G5)• Be familiar with the Professional Standards for Teachers (G5)• Be familiar with the pay progression criteria in STPCD (G5)• Consult third parties about possible objectives for reviewee (G5)
PREPARING FOR PLANNING MEETING (Guidance)
17
Roles & responsibilities: Reviewers
• Assume reviewee is meeting requirements of job description (G5)
THE PLANNING MEETING (Guidance)
• Arrange a meeting with reviewee to consider & determine the plan (R13)
• Prepare the draft and final planning & review statement (R14)• Provide Training & Development Annex to CPD coordinator (R14)• If instructed by the head teacher, prepare a new plan & statement
(R15)
THE PLANNING MEETING (Regulations)
18
Roles & responsibilities: Reviewers
• Maintain a professional dialogue with reviewee throughout cycle (G5)• Undertake any agreed classroom observations (G5)• Use classroom observations to assess overall performance (G5)• Receive other written evidence from specific individuals (G5)• Assemble evidence as agreed at Planning Meeting (G5)• Share all evidence with reviewee before Review Meeting (G5)
DURING THE PM CYCLE (Guidance)
• Ensure reviewee gets written feedback on any classroom observations (R17)• Engage in revision meetings if requested (R16)• Arrange additional classroom observations in response to concerns (R17)
DURING THE PM CYCLE (Regulations)
19
Roles & responsibilities: Reviewers
• Review performance against the specified performance criteria (R18)• Determine recommendation on pay progression, where eligible (R18)• Prepare the draft and final planning & review statement (R18)
• Explore issues that may have impeded performance (G5)
THE REVIEW MEETING (Guidance)
THE REVIEW MEETING (Regulations)
20
Agenda for today
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Challenges for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Review meeting
Making pay recommendations
Implications for your school
Review of the day
21
Challenges for Reviewers and the school
10 minutes Refer to Sheet 1Agree on a flipchart
1. Challenges for Reviewers (knowledge & skills needed)
2. Challenges for the school (policies & procedures needed)
10 minutesReport back in plenary
ACTIVITY 1
22
Agenda for today
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Challenges for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Review meeting
Making pay recommendations
Implications for your school
Review of the day
23
A framework for career progression
Professional developmentneeds identifiedresponsibility on teachers to engagecontractual entitlementexpectation to contribute to development of otherseffective, sustained and relevant
Context for PM discussion: strengths & areas for development
P, E and A are pay standards
Use of the standards (Introduction to the draft revised
Professional Standards)
24
Standards framework (Introduction to the draft revised
Professional Standards)• Part of wider framework for whole school workforce• Underpinned by the 5 ECM outcomes• Provides standards for :
Q QTS I Induction / Main Scale P Post thresholdE Excellent TeachersA ASTs
• Each set of standards builds on previous, ie UPS must meet QTS & Main Scale standards
• Standards are statements of a teacher’s professional:
AttributesKnowledge & UnderstandingSkills
25
Professional Standards & STPCD
‘The standards are not to be confused with and do not replace the professional duties contained in the School Teachers’ Pay and Conditions document, which set out the roles and responsibilities of teachers ‘(Introduction to Revised Professional Standards - draft Jan 07)
Professional dutiesTeaching Staff meetingsOther activities CoverAssessments & reports External examinationsAppraisal ManagementReview, Induction, training
Administration
Educational methods26
Revised Professional Standards
Standards Q I P E ARelationships with children /YP 1-2 1-2Frameworks 3 3 1 1 1Communicating & working with others 4-6 4-6
Personal professional development 7-9 7-9 2
Professional attributes
27
Revised Professional Standards
Standards Q I P E ATeaching & Learning 10 10 2 3Assessment & monitoring 11-13 11-14 3-4 4Subject & curriculum 14-15 15-16 5 5Literacy, numeracy & ICT 16-17 17Achievement & diversity 18-20 18-21 6Health & well-being 21 22-25 6
Professional knowledge & understanding
28
Revised Professional Standards
Standards Q I P E APlanning 22-24 26-28 7 7Teaching 25 29-30 8 8-9Assessing , monitoring and giving feedback 26-28 31-34 10-11
Reviewing teaching & learning 29 35-36 12Learning environment 30-31 37-39Team working & collaboration 32-33 40-41 9-10 14-15 2-3
Professional skills
29
Using the Standards for PM
15 minutes Work in pairs Use the set of standards provided (Document D), to
record on Sheet 2, for each area of development:1. the relevant standard(s) in each of the 3
sections2. appropriate success criteria
10 minutesTable discussion
ACTIVITY 2
30
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Challenges for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Review meeting
Making pay recommendations
Implications for your school
Review of the day
Agenda for today
32
The 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
33
Planning Meeting: revised Regulations
The Planning Meeting - consider and determine:
• The reviewee’s objectives
• Arrangements for observing reviewee’s performance in the classroom
• Any other evidence to be taken into account in assessing performance
• The performance criteria for the above
• Support to be provided to reviewee
• Timescales for achievement of the objectives and within which support will be provided
• Reviewee’s training and development needs and actions to be taken to address them
34
The Planning Meeting – have regard to:
• The reviewee’s job description
• Any relevant pay progression criteria
• Any relevant whole-school or team objectives specified in the School Improvement Plan
• The reviewee’s professional aspirations
• The relevant professional standards
• How to reflect the reviewee’s need for a satisfactory work life balance
Planning Meeting: revised Regulations
35
The Planning Meeting
• Well planned event
• Sufficient directed time set aside
• Lunch breaks and PPA time must not be used for this purpose
• Professional dialogue with both parties playing an active part
• Specific priorities and specific actions
• Realistic and manageable, and taking account of the desirability of a satisfactory work/life balance
Planning Meeting: revised Guidance
36
Objective Setting: Revised Regulations
Objective SettingObjectives should:
• Contribute to the school improvement plan and pupil progress
• Be determined with regard to
– the reviewee’s job description
– relevant pay progression criteria for eligible teachers
– relevant whole school, team, department, or faculty objectives
– a satisfactory work/life balance
– the reviewee’s professional aspirations
– relevant professional standards
37
Objective Setting
Objective Setting: revised Guidance
• Focus on priorities for the individual
• Objectives should be time bound, challenging and achievable
• Different timescales for different objectives
• No specified number or type
• Reviewers responsible for ensuring rigour
• Reflect the need for a satisfactory work-life balance
• Reflect experience and aspirations
38
Performance Criteria
Performance criteria need to be determined at the planning meeting which relate to:
• The objectives
• Observation of the reviewee’s performance in the classroom
• Any other evidence to be taken into account
Performance criteria: regulations
39
Performance Criteria
Performance Criteria: revised Guidance
• Should show what success will look like at the end of the cycle
• The basis on which performance will be assessed
• This assessment will form the basis for a recommendation on pay progression for eligible teachers
• Applied appropriately in terms of equal opportunities considerations
40
Continuing Professional Development: the new
teacher professionalismRIG’s Joint Evidence to the School Teachers’ Review Body, May 2005
• “The major culture change initiated by the national agreements needs to extend to schools’ understanding of CPD.
• RIG believes that there is scope for a greater emphasis on in- school and cross-school activities, such as coaching and mentoring, learning from others’ practice through structured, supportive, developmental classroom observation, and other forms of professional collaboration.
• This needs to happen in the context of effective management and leadership and in a culture of openness and mutual professional respect. This is essential if the benefits of learning from other teachers through classroom observation are to be realised.”
41
Continuing Professional Development:
revised Regulations
Previous position Revised Regulations
• Professional development considered when setting objectives
• Support, training & development needs agreed at the beginning of the cycle and the actions which will be taken to address them• Professional development should support achieving objectives and respond to career aspirations• Head teacher to report annually to governing body on teachers’ training and development needs
42
Continuing Professional Development
• Support to help reviewees meet the performance criteria
• Training and development needs
• 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 professional development
• Reviewers must provide the Training and Development Annex to the CPD coordinator
Continuing Professional Development:
revised Guidance
43
Objective Setting
20 minutes In pairs:
1.Read Sheet 3 ‘School & teacher Info ‘(appropriate phase)
2.On Sheet 3 ‘Objective setting’, record an appropriate PM objective for the UPS teacher (RH side teacher on info sheet)
10 minutes
Plenary discussion
ACTIVITY 3
44
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Challenges for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Review meeting
Making pay recommendations
Implications for your school
Review of the day
Agenda for today
45
The 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
46
Monitoring and Support
Monitoring and Support: Guidance
• Professional dialogue throughout the year
• Share evidence when it becomes available
• Either party can request a meeting during the cycle
• Move from Performance Management into capability procedures if/when necessary
47
Line Manager roleDelegation of Line Manager role
The Headteacher may delegate the Reviewer’s duties in their entirety to the teacher’s line manager (R11)If HT delegates to a reviewer other than LM the reviewer must have equivalent or higher status in staffing structure to the teacher’s line manager (R11)
If more than one Line ManagerRole is delegated to the one HT considers would be best placed (R11)Each LM has access to reviewee’s planning and review statement and T&D plan for LM purposes (R20)
Line Manager as ReviewerLine manager is the person who directs, manages, and has a post of responsibility for the area in which the reviewee mainly works (G4)
Schools need to consider how the Reviewer roleand LM role can be best aligned
48
TLR as Line ManagerLine Managers should be paid an appropriate TLR (G4)
TLR2focussed on teaching and learningrequires the exercise of professional skills and judgmentrequires teacher to lead, manage, and develop a subject … or
pupil development across the curriculumhas an impact on the educational progress of pupils other than the
teacher’s assigned classes or groups of pupilsinvolves leading, developing and enhancing the teaching practice
of other staff
TLR1The above, plus Line Management responsibility for a significant
number of people
(STPCD Section 3 para 51) 49
Classroom Observation and other evidence
Classroom observation & other evidence: Guidance
• Clear rationale and focus - supportive and developmental
• Proportionate to need
• Head teacher’s right to drop in to inform their monitoring of the quality of learning
• Limited exceptions to the three hour limit
50
Classroom Observation and other evidence
Classroom observation & other evidence: Guidance
• Multi-purpose wherever possible
• Enables a general assessment of a reviewee’s teaching practice
• Prompt feedback is essential
• Observers need appropriate preparation and skills
51
Feedback on classroom observation
15 minutes In groups of 3:
1.Read Sheet 4 (appropriate phase): ‘Classroom Obs’
2.Agree roles (Reviewer, Reviewee, Observer)
3.Reviewer gives feedback on lesson to Reviewee
4.Observer gives feedback to Reviewer
10 minutes
Plenary discussion on good practice
ACTIVITY 4
52
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Challenges for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Review meeting
Making pay recommendations
Implications for your school
Review of the day
Agenda for today
54
The 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
55
Review Meeting: revised Regulations
Previous position Revised regulations- At the review meeting no regulations preventing other information not known to the teacher/head teacher being introduced and considered at this stage
- At the review meeting, review performance against the performance criteria established at the outset
- No direct link with pay decisions- No clarity on the use of Performance Management information to inform pay decisions.
- The assessment at the review meeting (based on the performance/success criteria) forms the basis for the recommendation for pay progression for eligible teachers
56
The Review Meeting
The Review Meeting: Guidance
• Normally at the same time as the Planning Meeting
• Making a pay progression recommendation
• Both parties should prepare thoroughly and play an active part
• ‘Teachers should not be held accountable for progress towards objectives in cases where promised support has not been forthcoming’
57
Review Meeting
15 minutes In groups of 3:
Read Sheet 5 (appropriate phase): ‘Preparation for Review’ and discuss:
points to make at the Review meeting
possible response of Reviewee
judgement on whether the objective is met
10 minutes
Plenary discussion on issues arising
ACTIVITY 5
58
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Challenges for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Review meeting
Making pay recommendations
Implications for your school
Review of the day
Agenda for today
60
Pay recommendationsReviewers only make pay recommendations for:
Post threshold teachersLeadership GroupAdvanced Skills Teachers
No change to the arrangements for main scale annual increments. Reviewers do not need to make a pay recommendation, except where reviewer is considering a discretionary additional point.
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
61
UPS progression (statute)In making a determination of the salary of post-threshold teacher pursuant to para 4.1(a) the relevant body shall not determine that there shall be any movement up the pay scale set out in para 19.2 unless
a)there has first been a review of the performance of the post- threshold teacher; and
b)the achievements of the post-threshold teacher and his contribution to the school, … have been SUBSTANTIAL and SUSTAINED
STPCD 2006: Pay scale for post-threshold teachers, Section 2, para 19.4
62
UPS progression (guidance)
For ALL teachers seeking to progress on the UPS:
‘Progression on UPS should be based on two successful performance management reviews …’
‘To ensure that the achievements and contribution have been substantial and sustained, that performance management review will need to assess that the teacher has:
continued to meet threshold standards; andgrown professionally by developing their expertise post
threshold’
STPCD 2006: Pay scale for post-threshold teachers, Section 3, para 27 (“Clarification”)
63
UPS3 Teachers (guidance)
UPS 3 teachers …
• ‘play a critical role in the life of the school
• provide a role model for teaching and learning
• contribute effectively to the work of the wider team
• take advantage of appropriate opportunities for professional development and use the outcomes effectively to improve pupils’ learning’
STPCD 2006: Pay scale for post-threshold teachers, Section 3, para 27 (“Clarification”)
64
PM and UPS teachers
In its PM policy, a school will need to ensure that reviewers of post -threshold teachers, making a judgement about overall performance, take into account:
1.Professional duties (STPCD: Section 2, part 12)
2.Performance threshold standards (STPCD: Annex 1), where achievement & contribution must be SUBSTANTIAL & SUSTAINED
3.Revised Professional Standards for Teachers
65
PM and UPS teachers
20 minutes In pairs:
1.Locate the “P” standards in the Revised Professional Standards and plot the “P” standards against the appropriate Post-threshold standards on Sheet 6
2.Write a PM objective for one of the “P” standards which, if achieved, would demonstrate the reviewee’s SUBSTANTIAL and SUSTAINED achievements or contributions to the school
10 minutes
Plenary discussion
ACTIVITY 6
66
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Challenges for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Review meeting
Making pay recommendations
Implications for your school
Review of the day
Agenda for today
67
Implications for heads & governors
• Selection, training and monitoring of reviewers
• The revised Performance Management arrangements provide a key mechanism for joining up and integrating school improvement initiatives, the completion of the SEF, School Improvement Planning, and a variety of other policies and processes
Integration
• Consider the need to review Pay and CPD policies to reflect the new regulations
Reviewers
• How to determine, consult and agree performance criteria
• Ensuring individual arrangements are equitable, transparent and fair, managed effectively and applied consistently
Fairness and Consistency
Pay and CPD policies
68
What are the implications for a school?
• Need to review CPD policy to reflect revised regulations
• Join up and integrate CPD with other school improvement initiatives
• Take account of PM review outcomes to produce and resource an effective plan for CPD
• Ensure that teachers/head teachers are involved in CPD that best matches their needs
• Where others can benefit from an individual’s teaching and subject skills, ensure that they are involved in coaching and mentoring activities
69
Personal Action Plan
10 minutes Use Sheet 7
Identify for yourself:
Research you need to do
People you need to see
Action you need to take
Implications for the school’s PM policy
ACTIVITY 7
70
Introductions, objectives, and agenda
Revised PM cycle and Reviewer role
Challenges for Reviewers
Revised Professional Standards
Planning meeting
Monitoring overall performance
Review meeting
Making pay recommendations
Implications for your school
Review of the day
Agenda for today
71
Objectives for this workshop
By the end of this event, participants will . . .
• understand what is different about the revised Performance Management regulations & guidance
• be more confident in fulfilling their role in implementing the revised regulations
• have explored the role of the reviewer and some of the challenges
• have gained insight into some of the skills needed by Reviewers• have considered implications for their own school
72
The journey today
Planning meetingProf standardsSupportDevelopment needsObjectivesPerformance criteria
Monitoring performanceProfessional dialogueLine Manager role / TLRClassroom observation‘Other evidence’
Review meetingOverall performancePay recommendations
PM regs & guidancePM cycle
Reviewer role
Next steps
= Activity
Your feedback on today
What went wellWhat went well
74
Even better ifEven better if
Further support available
• Range of performance management support material on Devon’s Just4schools website and TDA site at www.tda.gov.uk
• Personnel Link Officer• DCC Remodelling (Way We Work Team)• DCS CPD Team
5 days
10 days
Reviewee can appeal against
final copy of statement*
Planning meeting
Reviewer prepares draft
planning & review
statement
Reviewee may add
comments
Submit the signed statement to HT
Revised statement signed and resubmitted to HT within 10
days
10 days
10 days
Within 10 working days of receipt of the statement the HT may review the statement, and may instruct the reviewer to make changes
Copy passed to reviewee
Reviewer prepares and signs
final version
Consult with
reviewee
Reviewer prepares new
planning & review statement
Copy passed to reviewee
Reviewee may add
comments
If the HT instructs the reviewer to make changes, within 10 working days of being requested to make changes ....
* No appeal should be made until after any moderation process is complete.
Reviewee can appeal at this stage if head decides no
changes are required to the statement*
Process and Timings - timeline for agreeing the planning
meeting statementProcess and timings