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The Priory School

PERFORMANCE MANAGEMENT

REVIEW POLICY

Co-ordinator: Faye Jowett

Date: Summer 2012

Review date: Summer 2013

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TEACHERS’ PERFORMANCE MANAGEMENT REVIEW (PMR) POLICY

1. Introduction 1.1 At The Priory School, we are committed to performance management to develop all colleagues,

improve standards of teaching and to raise standards of achievement and progress for all students. The policy covers all colleagues, including the head teacher, except those on contracts of less than one term, those in their induction year (i.e NQTs) and those who are subject to capability procedures. Those who are in their induction year will follow The Priory School Induction programme for teachers new to the profession. This policy also sets out the arrangements that will apply when teachers fall below the levels of competence that are expected of them.

1.2 This policy and its accompanying procedures seek to ensure that all members of school staff feel the

annual PMR is fair and consistent and that they are properly supported in their professional development. It complies fully with new statutory regulations for teacher appraisal.

1.3 All support colleagues follow an agreed procedure for Performance Management, which is led by the

Business Manager.

2. Rationale 2.1 Performance Management means a shared commitment to high performance. It helps to focus

attention on more effective teaching and monitoring to raise the quality of teaching and to benefit students, colleagues and the school. It means providing appropriate and effective personal training and development to ensure job satisfaction, a high level of expertise and progression of colleagues in their chosen profession.

2.2 The new school inspection framework for maintained schools and academies has a greater focus on

the quality of teaching and its impact on learning and progress. Inspectors are looking ever more closely at how well schools monitor and evaluate the difference that they are making. PMR has a key role to play in providing evidence that the school can, and does, make a difference. Inspectors are asking to see anonymised objectives in order to check their relevance and classroom impact. It is especially important under the new framework that the PMR process is used systematically to ensure that any elements of teaching that are less than good are being addressed through the provision of appropriate support.

2.3 This policy sets a framework for a clear and consistent assessment of the overall performance of

teachers and the Head teacher, to agree and review priorities and targets within the context of the school’s improvement plan and their own professional development needs. Where teachers are eligible for pay progression, the assessment of performance throughout the cycle against the performance criteria specified in the statement will be the basis on which the recommendation is made by the reviewer.

2.4 We want to improve school performance by developing the effectiveness of teachers, both as

individuals and teams. Evidence proves that standards rise when schools and individual teachers are clear about what they expect students to achieve.

2.5 The Priory School will implement this policy, conscious of:

Fairness – to avoid unconscious discrimination and assumptions about individuals based on stereotypes; and

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Equal opportunity – all colleagues should be encouraged and supported to achieve their potential through agreeing targets, undertaking development and having their performance regularly assessed.

2.6 The arrangements for performance management link with those for school improvement, school self-evaluation and school development planning to ensure reduced workload and less bureaucracy. Thus, the performance management process will be the main source of information, as appropriate, for school self-evaluation and the wider school improvement process. Similarly, the school improvement and development plan and the school’s self evaluation form are key documents for the performance management process. All reviewers are expected to explore the alignment of reviewees’ objectives with the school’s priorities and plans. The objectives should also reflect reviewees’ professional aspirations.

3. Procedures 3.1 The PMR period will run for 12 months from 1st September to 31st August. Reviews must be

completed for all teachers by 31 October and for the Head teacher by 31 December.

3.2 Teachers who are employed on a fixed term contract of less than one year will have their performance managed in accordance with the principles underpinning this policy. The length of the period will be determined by the duration of their contract.

Head teacher’s Performance Management

3.3 The head teacher’s PMR will be carried out by three members of the Governing Body, supported by a suitably skilled and/or experienced external adviser who has been appointed by the Governing Body for that purpose.

3.4 The head teacher’s objectives will be set by the Governing Body after consultation with the external

adviser. Objectives will be focused on key school priorities and take account of the relevant head teacher standards

3.5 The Head teacher has determined that the role of reviewer will be largely undertaken by the line

manager. As a result, the Head teacher will moderate a sample of planning statements to check that the plans recorded in the statements of teachers at the school:

are consistent between those who have similar experience and similar levels of responsibility;

comply with the school’s performance management policy, the regulations and the requirements of equality legislation

3.6 The Governing Body will nominate up to three governors who will not be involved in the head teacher’s performance management or any appeal regarding the head teacher’s performance management to ensure that the head teacher’s planning statement is consistent with the school’s improvement priorities and complies with the school’s performance management policy and the Regulations.

Performance Management for teaching colleagues

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The annual audit against national standards

3.7 The aim of the annual audit against national standards, as required by the regulations, will be to identify – through professional dialogue - the standards which represent the most appropriate areas for professional development for individual teachers in the forthcoming PMR cycle. Wherever possible, these audits will take place in the Summer Term, so that the most helpful professional development performance management objectives can be identified – and any necessary arrangements made – in good time for the new school year.

3.8 The 2012 Appraisal Regulations require head teachers “to inform the teacher of the standards against

which the teacher’s performance in that appraisal period will be assessed”. It follows from this that the school needs to adopt a fair and evidence-based procedure for deciding whether or not standards are met. The head teacher has a key role to play in ensuring that judgments are consistent across the school.

3.9 The key stages of the procedure are as follows:

a) Time will be provided for teachers to conduct a self-audit against the National Standards (Preamble, Part 1 and Part 2). Colleagues on M4 – M6 should, in addition, carry out the audit in appendix B in preparation to threshold application, ensuring objectives set during the PMR process are appropriate to progress to the Upper Pay Scale.

b) The audits will be passed to the reviewer at least a week prior to the meeting. c) Teacher and reviewer will then attend a Professional Dialogue meeting. The aim of the

meeting will be to agree the standards against which the teacher’s performance will be assessed in the next PMR cycle. Where the initial audit (or examination of evidence at the Professional Dialogue meeting) results in agreement that all relevant standards are met, the teacher will be free to identify the national standard against which s/he would like to be assessed by means of the professional development objective;

d) Where the initial audit (or examination of evidence at the Professional Dialogue meeting) results in agreement that particular standards are not met, these standards will become those against which the teacher’s performance will be assessed in the next PMR cycle;

e) Where the reviewer reports that performance may not be at the level required, either or both will need to be in a position to back up their judgement by reference either to written evidence previously shared with the teacher indicating that a standard is not met, or by reference to a lack of positive evidence that a standard is met.

f) Where teacher and reveiwer cannot reach agreement as to whether or not a standard is met, the matter will be referred to the head teacher, who will meet with the teacher, consider all available evidence, and inform the teacher of their decision;

g) A teacher dissatisfied with the head teacher’s decision will have the right of appeal to governors under existing procedures;

h) The objectives decided at or following the Professional Dialogue Meeting will form the basis of next year’s planning and review statement.

i) The audit is for objective setting purposes and will not be retained on the staff file.

3.10 Before, or as soon as practicable after, the start of each PMR period, each teacher will be informed of the standards against which that teacher’s performance in that period will be assessed. All teachers

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will be assessed against the set of standards contained in the document called “Teachers’ Standards” published in July 2011 that come into force in September 2012.

Planning 3.11 Objectives for each teacher, including the head teacher, will be set before, or as soon as practicable

after, the start of each PMR period. The objectives set for each teacher will be linked to the relevant standards, will be Specific, Measurable, Achievable, Realistic and Time-bound and will be appropriate to the teacher’s role and level of experience. They should be such that, if they are achieved, they will contribute to improving the progress of students at the school. They will have regard to what can reasonably be expected of any teacher in that position given the desirability of the reviewee being able to achieve a satisfactory balance between the time required to discharge his professional duties and the time required to pursue his personal interests outside work, consistent with the school’s strategy for bringing downward pressure on working hours.

3.12 The reviewer and teacher will seek to agree the objectives but, if that is not possible, the reviewer will determine the objectives, and the teacher may record their comments in writing as an appendix to the PMR statement. Objectives may be revised if circumstances change.

3.13 Under normal circumstances teachers will have a maximum of 3 objectives as indicated above.

However, teachers who are found not to be meeting standards at the appropriate level for their career stage (Appendix B) by the annual standards audit (Appendices A and B) may be given as many additional objectives as are required to ensure that the most appropriate support can be provided

3.14 The objectives set for each teacher, including the head teacher, will, if achieved, contribute to the

school’s plans for improving the school’s educational provision and performance and improving the education of students at that school. This link will be made:

By ensuring that the student progress objective (all teachers) addresses the key attainment priority identified by the school improvement plan;

By ensuring that the professional development objective (all teachers) addresses the key development priority identified by the annual audit against teacher standards (see Appendices A and B);

By ensuring that the leadership and management objective, for all teachers with paid leadership responsibilities, or team objective, for teachers without responsibility, addresses the key development priority identified by consideration of each leader’s impact on relevant school improvement priorities – with reference to any relevant leadership standards. Teachers that do not have a leadership responsibility should have a target set which would lead to the development of their team.

3.15 The line manager should ensure that the teacher understands what the targets involve, is in a position

to achieve them, knows what they need to do to achieve them and understands when and how they will be reviewed.

3.16 The line manager should record the objectives, which will apply for the review period. These should

be jointly agreed, wherever possible. If there are any differences of opinion about these targets, a colleague has the right to make comments on the written record of targets. If the Head and the

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governing body are unable to agree targets, the governors appointed to review the performance of the Head should set and record the targets. The Head may add comments to the record of targets.

Monitoring Progress 3.17 The teacher and line manager will keep progress under review throughout the year using classroom

observation and other relevant information. They will discuss any supportive action needed and keep development plans up-to-date. Feedback should take account of how much time the teacher spends on different activities.

3.18 Classroom observation is accepted good practice with a minimum of one observation each year. In

normal practice, we have agreed to aim for more than one, but no more than 3 observations. Where there is a concern, support may be necessary. In such circumstances, the teacher will be informed what support will be, for example the role of the Teaching Support Programme, which may include additional observations are necessary. Copies of lesson observations should be kept by the teacher and the Head.

3.19 Teachers will receive constructive feedback on their performance throughout the year and as soon as

practicable after observation has taken place or other evidence has come to light. Feedback will include discussion with the teacher, which will highlight particular areas of strength as well as any areas that need attention and will determine any appropriate action required. Good progress towards objectives will be looked on favourably, even if they are not fully met, for example through student absence.

3.20 In addition to formal observation, the school operates a learning walk programme. Teachers may visit

a lesson for a short period of time, providing feedback but not a grading for the lesson. Feedback from learning walks will be given verbally to the teacher where there is a concern. This will be followed by an email to the teacher confirming the feedback, which will be coped to the Head of Department, to allow support to be given to the teacher. Teachers (including the head teacher) who have responsibilities outside the classroom should also expect to have their performance of those responsibilities observed and assessed.

3.21 Performance Management Review is a supportive process which will be used to inform continuing

professional development. The school wishes to encourage a culture in which all teachers take responsibility for improving their teaching through appropriate professional development. Professional development will be linked to school improvement priorities and to the on-going professional development needs and priorities of individual teachers as detailed in the section on “Setting Objectives” above.

Reviewing Performance

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3.22 The annual review of a colleague’s performance will use the recorded targets, together with the audit against standards, as a focus to discuss achievements and identify any development needs. It will be combined with agreeing targets for the next performance management cycle. The focus of the review is on how to raise performance and improve effectiveness.

3.23 As soon as practicable following the end of each PMR period, the teacher will receive – and have the

opportunity to comment in writing on - a written PMR report. In this school, teachers, will receive their written reports no later than 31 October. The head teacher’s report will be received by 31st December. The report will include:

details of the teacher’s objectives for the PMR period in question;

an assessment of the teacher’s performance of their role and responsibilities against their objectives and the relevant standards;

an assessment of the teacher’s training and development needs and identification of any action that should be taken to address them;

a recommendation on pay where that is relevant.

3.24 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 objective 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.

3.25 Any recommendations on pay will be referred to the head teacher before being referred on to the

Governing Body.

3.26 The line manager should consider the colleague’s total contribution to the life of the school during the review. It should take account of the stage the colleague is at in his or her career e.g. 2, 3 years service, proximity to Threshold application, advanced skills teacher, senior manager.

3.27 Within 10 days of the review meeting, the line manager will prepare a written review statement

recording the main points made at the review and the conclusions reached, including any identified development needs and activities recorded in a separate annex (but forming part of) the review statement. Once written, the line manager will give the colleague a copy of the statement. The colleague may within 10 days of first having access to the statement, add to it comments in writing. Good practice shows that the review statement should be written as soon as possible after the review, whilst the facts are still fresh in the line manager’s memory.

3.28 When progress is reviewed, if the reviewer is satisfied that the teacher has made, or is making,

sufficient improvement, the PMR process will continue as normal, with any remaining issues continuing to be addressed through that process.

Procedure where national standards are not met

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3.29 Where national standards are found not to be met at the appropriate career stage during the audit, special arrangements will be made to ensure that the appropriate support can be provided. These may include:

The appointment of an reviewer from the senior leadership team;

The setting of an appropriate number of additional performance management objectives above the school norm;

Other procedures, as outlined in the TSP. 3.30 Where information comes to light during the course of an cycle that leads the head to conclude that

national standards are not met at the appropriate career stage expectation level, these new arrangements, which may include a change of reviewer, will come into force as soon as possible after the decision has been made.

3.31 Where national standards are identified as not being met at the appropriate career stage

expectation level by either means, performance objectives will be action planned to a much shorter timescale – typically one term, but less if the head decides the situation warrants this. At the end of each such period, progress will be reviewed – and a decision made on whether:

To end the support programme and resume normal PMR arrangements;

To continue to provide support within PMR by setting further short-term objectives;

To suspend performance management and move immediately into the formal capability procedure.

Transition to Capability

3.32 If the headteacher is not satisfied with progress, the teacher will be notified in writing that the PMR

system will no longer apply and that their performance will be managed under the school’s capability procedure.

Appeals 3.33 At specified points in the performance management process teachers and head teachers have a right

of appeal against any of the entries in their planning and review statements. Where a reviewee wishes to appeal on the basis of more than one entry this would constitute one appeal hearing.

3.34 Within 10 days of receiving the review statement teachers can record their dissatisfaction with

aspects of the review on the review statement. Where these cannot be resolved with the line manager, they can raise their concerns with the Head. Where the Head teacher is the line manager, the teacher can raise the issue with the Chair of Governors.

3.35 Head teachers can record their dissatisfaction with aspects of the review on the review statement.

Where these cannot be resolved with the appointed governors, they can raise their concerns with the

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Chair of Governors. Where the Chair of Governors has been involved in the review process, the governing body should appoint one or more governors who have not participated in the Head’s review to act as review officer. No governor who is a teacher or staff member can be involved in performance review.

3.36 The review officer (who could be the Head, the Chair of Governors or the governors appointed by the

governing body) will investigate the complaint and take account of any representations made by the reviewee. He/she may decide that the review statement should remain unchanged or may add any observations of his/her own. The review officer may decide, with the agreement of the person responsible for carrying out the initial review, or in the Head’s case, all the appointed governors, to amend the review statement; or declare that the review statement is void and order a new review or part of the review to be repeated. Where a new review is ordered, new governors will be appointed to carry out the review of the Head teacher. For teachers the Head will appoint a line manager. Any new review or part review ordered should be conducted within a further 15 days.

Confidentiality 3.37 The whole performance management process and the statements generated under it, in particular,

will be treated with strict confidentiality at all times. Only the reviewee's line manager or, where s/he has more than one, each of her/his line managers will be provided with access to the reviewee's plan recorded in her/his statement, upon request, where this is necessary to enable the line manager to discharge her/his line management responsibilities. Reviewees will be told who has requested and has been granted access. Data protection principles should be followed at all times.

Responsibility for Reviews 3.38 We have carefully considered the practical arrangements for Performance Management in The Priory

School. The Head has decided who shall act as line manager for each colleague on the basis of responsibilities for learning in the school, a judgement about who has the best overview of the colleague’s work and the ability to provide support to colleagues. In doing this, the Head has delegated responsibility to an appropriate line manager to ensure that each reviewer is responsible for a limited number of reviews. In some cases this is the Head. Good practice shows that reviewers should not have more than 6 reviewees.

3.39 Where a Head teacher is of the opinion that any of the governors appointed by the governing body

under this regulation is unsuitable for professional reasons, s/he may submit a written request to the governing body for that governor to be replaced, stating those reasons.

3.40 Where a teacher starts their employment at the school part-way through a cycle, the head teacher or,

in the case where the teacher is the head teacher, the governing body shall determine the length of the first cycle for that teacher, with a view to bringing his cycle into line with the cycle for other teachers at the school as soon as possible.

3.41 Where a teacher transfers to a new post within the school part-way through a cycle, the head teacher

or, in the case where the teacher is the head teacher, the governing body shall determine whether the cycle shall begin again and whether to change the reviewer.

Access to outcomes

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3.42 There will only be two copies of the review statement and IDP, one held by the teacher and another

held by the Head in a central file, to which the line manager or Governors responsible for making decisions regarding pay could request access. A copy of the Head teacher’s review statement should go to the Chair of Governors. Information about performance reviews should be made available as listed below:

The Head teacher should ensure that individual training and development needs are reflected in the school improvement plan and the programme for professional development;

The Head teacher should report annually to the governing body on performance management procedures in the school, including the effectiveness of the performance management procedures in the school and the training and development needs of teachers;

3.43 The Local Authority should receive a summary provided by the Chair of Governors of the performance

assessment section on the Head’s review statement.

3.44 The Head should keep Performance Management planning and review statements for a minimum period of 6 years.

Training and Support 3.45 The school’s Professional Development programme will be informed by the training and development

needs identified in the reviewees’ planning and review statements.

3.46 The governing body will ensure in the budget planning that, as far as possible, appropriate resources are made available in the school budget for any training and support agreed for reviewees.

3.47 An account of the training and development needs of teachers in general, will form a part of the head

teacher’s annual report to the governing body about the operation of the performance management in the school.

3.48 With regard to the provision of professional development in the case of competing demands on the

school budget, a decision on relative priority will be taken with regard to the extent to which: (a) the CPD identified is essential for a reviewee to meet their objectives; and (b) the extent to which the training and support will help the school to achieve its priorities. The school’s priorities will have precedence.

4. Monitoring and Evaluation

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4.1 The governing body will monitor the operation and outcomes of performance management arrangements. The head teacher will provide the governing body with a written report on the operation of the school’s performance management policy annually. The report will not contain any information which would enable any individual to be identified. The report will include:

the operation of the performance management policy;

the effectiveness of the school’s performance management procedures;

teachers' training and development needs.

4.2 As a school committed to ensuring that individual teachers, teams and the school continues to improve, the Governing Body and the Head will check that effective and challenging targets are set, that all reviews are completed on time and the assessment of performance is consistently applied in the school. We will evaluate the effectiveness of the policy in helping to improve standards of teaching and learning. 4.3 The Governing Body is committed to ensuring that the performance management process is fair and non-discriminatory and the following monitoring data should be included in the head teacher’s report because they represent the possible grounds for unlawful discrimination:

Race

Sex

Sexual orientation

Disability

Religion and belief

Age

Part-time contracts

Trade union membership.

4.4 The head teacher will also report on whether there have been any appeals or representations on an individual or collective basis on the grounds of alleged discrimination under any of the categories above. Review of the Policy 4.5 The Governing Body will review the performance management policy every school year at its Governors’ Curriculum meeting in the summer term. 4.6 As part of our ongoing commitment, the Governing Body and the Head will update and amend the documentation and the process as required, after consultation with all staff, to incorporate any major changes introduced in regulation and statutory guidance to ensure that it is always up top date and effective in our school. 4.7 The Governing Body will seek to agree any revisions to the policy with the recognised trade unions having regard to the results of the consultation with all teachers. 4.8 To ensure teachers are fully conversant with the performance management arrangements, all new teachers who join the school will be briefed on them as part of their introduction to the school.

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The Priory School Professional Standards - Teacher Skills Audit

Appendix A

Standard +* -*

1.1. Set high expectations which inspire, motivate and challenge students 1. Establish a safe and stimulating environment for students, rooted in mutual respect 2. Set goals that stretch and challenge students of all backgrounds, abilities and dispositions 3. Demonstrate consistently the positive attitudes, values and behaviour which are expected of

students

1.2. Promote good progress and outcomes by students 1. Be accountable for students’ attainment, progress and outcomes 2. Plan teaching to build on students’ capabilities and prior knowledge 3. Guide students to reflect on the progress they have made and their emerging needs 4. Demonstrate knowledge and understanding of how students learn and how this impacts on

teaching 5. Encourage students to take a responsible and conscientious attitude to their own work and study

1.3. Demonstrate good subject and curriculum knowledge 1. Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain

students’ interest in the subject and address misunderstandings 2. Demonstrate a critical understanding of developments in the subject and curriculum areas, and

promote the value of scholarship 3. Demonstrate an understanding of and take responsibility for promoting high standards of literacy,

articulacy and the correct use of standard English, whatever the teacher’s specialist subject

*+ area where you may be able to help others; - area where you may need help from others

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Standard + -

1.4. Plan and teach well structured lessons 1. Impart knowledge and develop understanding through effective use of lesson time 2. Promote a love of learning and children’s intellectual curiosity 3. Set homework and plan out-of-class activities to consolidate and extend the knowledge and

understanding students have acquired 4. Reflect systematically on the effectiveness of lessons and approaches to teaching 5. Contribute to the design and provision of an engaging curriculum within the relevant subject

area(s)

1.5. Adapt teaching to respond to the strengths and needs of all students 1. Know when and how to differentiate appropriately, using approaches which enable students to be

taught effectively 2. Have a secure understanding of how a range of factors can inhibit students’ ability to learn and

how best to overcome these 3. Demonstrate an awareness of the physical, social and intellectual development of children, and

know how to adapt teaching to support students’ education at different stages of development 4. Have a clear understanding of the needs of all students, including those with special educational

needs; those with high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

1.6 . Make accurate and productive use of assessment 1. Know and understand how to assess the relevant subject and curriculum areas, including statutory

assessment requirements 2. Make use of formative and summative assessment to secure students’ progress 3. Use relevant data to monitor progress, set targets, and plan subsequent lessons 4. Give students regular feedback, both orally and through accurate marking, and encourage

students to respond to the feedback

*+ area where you may be able to help others; - area where you may need help from others

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Standard + -

1.7 Manage behaviour effectively to ensure a good and safe learning environment 1. Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting

good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

2. Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

3. Manage classes effectively, using approaches which are appropriate to students’ needs in order to involve and motivate them

4. Maintain good relationships with students, exercise appropriate authority and act decisively where necessary

1.8 Fulfil wider professional responsibilities 1. Make a positive contribution to the wider life and ethos of the school 2. Develop effective professional relationships with colleagues, knowing how and when to draw on

advice and specialist support 3. Deploy support staff effectively 4. Take responsibility for improving teaching through appropriate professional development,

responding to advice and feedback from colleagues 5. Communicate effectively with parents with regard to students’ achievements and well-being

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Part 2 Personal and Professional Conduct The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career

+** -**

2.1. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

1. Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

2. Having regard to the need to safeguard students’ well-being, in accordance with statutory provisions 3. Showing tolerance of and respect for the rights of others 4. Not undermining fundamental British values, including democracy, the rule of law, individual liberty and

mutual respect, and tolerance of those with different faiths and beliefs 5. Ensuring that personal beliefs are not expressed in ways which exploit students’ vulnerability or might lead

them to break the law

2.2 Teachers must have a proper and professional regard for the ethos, policies and practice of the school in which they teach, and maintain high standards in their own attendance and punctuality

2.3 Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities

Preamble +** -**

Teachers make the education of their students their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge; keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their students

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The Priory School NATIONAL STANDARDS AUDIT

APPENDIX B: Post-Threshold Standards

+** -**

1) PROFESSIONAL ATTRIBUTES

P1. Contribute significantly, where appropriate, to implementing workplace policies and practice and to promoting collective responsibility for their implementation.

2) PROFESSIONAL KNOWLEDGE AND UNDERSTANDING

Teaching and learning

P2. Have an extensive knowledge and understanding of how to use and adapt a range of teaching, learning and behaviour management strategies, including how to personalise learning to provide opportunities for all learners to achieve their potential.

Assessment and monitoring

P3. Have an extensive knowledge and well-informed understanding of the

assessment requirements and arrangements for the subjects/curriculum areas

they teach, including those related to public examinations and qualifications.

P4. Have up-to-date knowledge and understanding of the different types

of qualifications and specifications and their suitability for meeting

learners’ needs.

Subjects and Curriculum

P5. Have a more developed knowledge and understanding of their subjects/curriculum areas and related pedagogy including how learning progresses within them.

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Health and well-being

P6. Have sufficient depth of knowledge and experience to be able to give advice on the development and well-being of children and young people.

3) PROFESSIONAL SKILLS

Planning

P7. Be flexible, creative and adept at designing learning sequences within lessons and across lessons that are effective and consistently well-matched to learning objectives and the needs of learners and which integrate recent developments, including those relating to subject/curriculum knowledge.

Teaching

P8. Have teaching skills which lead to learners achieving well relative to their prior attainment, making progress as good as, or better than, similar learners nationally.

Team working and collaboration

P9. Promote collaboration and work effectively as a team member.

P10. Contribute to the professional development of colleagues through coaching and mentoring, demonstrating effective practice, and providing advice and feedback.

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The Priory School 2012 -2013

Stage 1: Teachers’ Planning and Review Statement and Annual PMR Report

Teacher’s Name _____________________ Reviewer’s Name _____________________ Teacher’s Signature: ____________________________ Reviewer’s Signature: ___________________________ Meeting Date: __________

Individual Objectives Actions

Observation details/other evidence

Impact Measures/Success Criteria

1. Student Progress

2. Professional Development

3. Leadership and Management

Training and Development/Support Needs (pass to DN)

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The Priory School 2012-2013

Stage 3: Review of previous performance

Teacher’s Name _____________________ Reviewer’s Name __________________ Current career stage-_________ Teacher’s Signature: ____________________________ Reviewer’s Signature: ___________________________ Meeting Date: __________

Individual Objectives set for the academic year 2011 -2012

Related Standards

Summary of performance

Outcome of annual audit against Standards – as identified at the start of the appraisal cycle

Numbers of Standards Met and/or Exceeded

Numbers of Standards not yet Met

Recommendation on pay progression (Evidence needs to be included that shows the reviewee should progress up the pay scale as they are meeting the expectations appropriate to their career stage).

Recommendation for pay progression – Yes/No (circle as appropriate)

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