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Performance Management For Support Staff in Schools - Guide for
Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees Date last updated June 2004 Page 1 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees London Borough of Southwark Performance Management For Support Staff in Schools Guide for Appraisors and Appraisees Contents Page No 1. INTRODUCTION 3 2. PRINCIPLES OF PERFORMANCE MANAGEMENT 4 3. WHAT IS YOUR ROLE 5 4. DEVELOPING WORK PLANS 6 5. DEVELOPING STAFF 10 6. CONDUCTING REVIEW MEETINGS 11 7. PAYMENT OF ANNUAL INCREMENT 16 8. PERFORMANCE MANAGEMENT PROCESS 17 Annex 1 Model Work Plan 18 Annex 2 Indicative Targets 23 Date last updated June 2004 Page 2 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees 1. INTRODUCTION 1.1. Performance Management based on staff appraisal is a management tool that is widely used and contributes to the success of organisations in industry and commerce. 1.2. Appraisal offers a method of developing the most important and valuable resource; people. 1.3. Appraisal is one of the mechanisms to help gain people's commitment towards achieving the stated aims of the organisation. Therefore the objective of appraisal is to help improve individual performance, realise potential and achieve better results for the organisation. 1.4. The Southwark Council Performance Management Scheme • links performance and the drive for continuous improvement and service excellence. • is a rigorous approach to defining, assessing and rewarding achievement in the workplace • ensures strong links to School Development Plans and the Education Development Plan • increases the individual’s understanding of how their role adds value to the organisation • links performance to incremental award. Date last updated June 2004 Page 3 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees 2. PRINCIPLES OF PERFORMANCE MANAGEMENT 2.1. The principles underlying Performance Management are: • Individual performance directed by service and business needs • An emphasis on individual (or in some cases, group) achievement against stated objectives over a twelve month period • All employees participation, excluding teaching staff who have their own process • Effective communication between the manager and the employee • A 'living' workplan which: • Has objectives which deliver School Development Plans and are SMART - Specific, Measurable, Agreed, Realistic and Time-related • Takes into account achievements and changes during the workplan year. • Reviews undertaken in a comprehensive and structured manner • Assessment against a range of indicators. These may include individual workplan targets, team targets and demonstration of increased expertise. Key personal indicators of performance are taken into account including attendance and disciplinary records • Regular monitoring of individual progress through the normal supervision process • Consideration of employees’ views on the achievement of targets • Providing support where an employee's performance does not meet stated standard • Employees right of Appeal about any adverse outcome of the procedure. • A standard approach to monitor the achievement of key qualitative issues to gain comparisons and trends including identification of similar work groups. Date last updated June 2004 Page 4 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees 3. WHAT IS YOUR ROLE ? 3.1. THE APPRAISOR - TO LEAD THE PROCESS 3.2. THE APPRAISEE - TO PARTICIPATE IN AND CONTRIBUTE TO THE PROCESS 3.3. Employees are usually appraised by their immediate managers on the grounds that those who delegate work and monitor performance are best placed to appraise performance. 3.4. Performance Management must be manager led to have a consistent approach to defining individual’s work plans. 3.5. It is the responsibility of each Manager to own the process and to communicate it to their staff. The Manager is responsible for investing time, energy and skill so that: • Everyone is made aware of the scheme's advantages • Staff are clear about what is involved and committed to their workplan • The Appraisors can address any staff concerns. 3.6. The Performance Management Scheme is about:- • Achieving Council business and service objectives • Delivering high standards of customer service • Developing highly trained and motivated staff 3.7. Achieving these outcomes depends on staff commitment to the process. 3.8. Managers need to: • Sell the benefits of Performance Management to staff • Be responsive to staff queries and concerns • Deal effectively with difficult and highly sensitive situations if these arise. 3.9. Managers should ensure that staff are given every opportunity throughout the year, to achieve their objectives by: • Conducting regular reviews focused on addressing blockages to performance • Providing appropriate learning and development activities • Continuing to motivate and coach staff to achieve. 3.10 Staff and Managers need to:- • Be willing to devote significant effort and perseverance to attaining objectives and prepared for their performance to be reviewed • Be committed to learning and development plans including, for example, training, coaching, secondment or further work experience • Invest time in the process. Date last updated June 2004 Page 5 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees 3.11 This mutual commitment does not occur automatically. The issues need to be discussed, the process needs to be joint and the emphasis needs to be on consensus. The Manager should listen to the concerns of staff and seek to address any issues which arise. The objective is to persuade people of the advantages, not to coerce them into participating. 4. DEVELOPING WORK PLANS 4.1. What is a Workplan • A 'living' document to be discussed regularly by Manager and staff and revised as appropriate; • The identification of ongoing and job related key result areas for the job and setting standards of performance which are measurable, recognisable and achievable. • The basis for Performance Management. The workplan confirms the contribution required of the individual towards the achievement of the organisation's objectives, which are derived directly from the School Development Plan. • The basic documentation for the Performance Management Scheme. • Subject to discussion between the Manager and individual, it details: • Objectives • Tasks/actions • Performance indicators • Deadlines for achievement • Evidence of achievement • Learning and development plan. 4.2. How to Develop an Agreed Workplan 4.3. The Southwark Scheme workplan format is Annexe : 4.4. On completion of the School Development Plan each Manager should determine roles and responsibilities for achieving the objectives that are laid out in the plan. 4.5. It is the Manager's responsibility to set objectives, giving the employee the task to contribute to the drafting of their workplan after the discussion/review meeting with the respective Managers. 4.6. The discussions should be based around • The School Development Plan • Existing workplans • Job descriptions • Employee experiences of what is important in their job. Date last updated June 2004 Page 6 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees 4.7. It should help : • to have direction and commitment to the School’s Development Plan • know how well they are doing • to look back on what has been achieved during the reporting period • formally acknowledge and celebrate success • create closer working relationships • identify areas for improvement • to agree objectives for the next review period 4.8. Should concerns or issues be raised in relation to the scope or level of those objectives it is the role of the Manager to: • Listen to those concerns • Discuss and agree any changes to the draft workplan. 4.9. Setting Objectives 4.10 The baseline for all objectives is the School Development Plan. 4.11 It is important for each Department within the School to focus on what: • The public/customers expect/need • Front line employees require to deliver the service to the public • Colleagues need of one another to deliver services • Staff need of their Managers to deliver services 4.12 Activities, plans and policies need to be developed to meet changing working practices and customer expectations. 4.13 Once objectives are clear they can be broken down into responsibilities of each team and what each individual is accountable for. The latter are set out in the workplans. 4.14 Objectives should be challenging for the individual. Easy to achieve objectives will not stimulate an individual or make best use of their potential. However, they must be realistic and balanced. It can be demotivating for an individual to be set objectives that cannot be achieved. 4.15 In some instances, Managers may find that employees do not wish to be part of these discussions or are not willing participants. This does not mean Managers should not discuss or issue objectives. 4.16 Managers should encourage employees to at least meet and explain to them what the is trying to achieve, their part in it and the objectives envisaged Date last updated June 2004 Page 7 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees 4.17 The Manager is responsible for: • Persuading employees and being reasonable in doing so • Participating in agreeing objectives • Using effective influencing and inter-personal skills . 4.18 If employees continue to be willing not to participate, Managers should: • Record - briefly and in writing - what actions they have taken • Issue objectives to the employee 4.19 General points to consider • Group objectives can be set for team working. However, the individual meeting may still need to be arranged to discuss the learning and development of each individual and their contribution to the achievement of the team objectives • If an employee has more than one post within the school, objectives that are applicable to all posts may be included in the work plan. • Set objectives for routine work as well as for new projects or initiatives • The number of objectives set will vary according to the nature of the job and the level of responsibilities. The recommended upper limit is 8 objectives. For some individuals much fewer objectives would be appropriate if the range of tasks they perform is limited. • Objectives should reflect the key tasks and responsibilities of the individual's job and be challenging enough to raise performance. • Where an individual has not achieved an objective it is important to establish the reasons for non-achievement since those reasons may inform future decisions and actions and the development of learning and development plans. • Objectives must be measurable in terms of time, quality and/or quantity. They must be realistic and achievable, but reflect the actual needs of service delivery. Increasingly they will contain defined service standards. • To be effective, an objective should be SMART: S Specific - pertinent and relevant to the job M Measurable - in terms of quality, quantity and cost A Agreed - consensus should be achieved where possible R Realistic - achievable T Time-related - when should they be achieved by Date last updated June 2004 Page 8 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees Objectives Task/Actions Performance Deadline for what you need what you Indicators Achievement of to achieve, intend to do to what you will Performance Indicators linked to achieve your use to measure business plan objectives how well you objectives are achieving Specific ? Specific ? Specific ? Specific ? Agreed ? Agreed ? Agreed ? Agreed ? Realistic ? Realistic ? Realistic ? Realistic? Measurable? Measurable? Time Related? 4.20 Performance indicators answer the questions: • "What are the standards of performance expected of me?" and • "How do I know I am achieving the desired level of performance?" 4.21 They are intended to provide a way in which progress towards the achievement or completion of targets and objectives can be measured. 4.22 For each objective one or more performance indicators should be identified and agreed. 4.23 Extension Targets 4.24 From the financial year commencing 1 April 2002 the bar in the salary scale was removed to encourage the individual to focus on continuous improvement and extension targets have to be set 4.25 These targets should be: • Agreed and documented in the work plan in addition to the basic objectives of the job • Challenging, aiming to maximise an individual’s potential • Continuously adding value to improve service provision must be taken into account in the annual review. Date last updated June 2004 Page 9 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees 5. DEVELOPING STAFF 5.1. To ensure that staff development is directly linked to objectives on a collective and individual basis the Performance Management Scheme includes the following elements: • Learning and development activity to support workplan delivery • Identification of the nature and type of learning and development required and how this will impact on workplan delivery • Review of learning and development undertaken in terms of quality, impact on service and value for money at individual, Unit and Departmental level. 5.2. The Council's Approach 5.3. Staff development is based on four key processes: • Review of learning and development activity undertaken during the last 12 months • Identification of learning and development needs for next 12 months • Preparation of a learning and development plan/programme for the next 12 months • Review of learning and development activity on a regular basis. 5.4. In order to ensure that staff development is directly linked to SDP : • Learning and development activity should be progressed in order to help achieve an overall objective or a specific task linked to one or more objective. • The employee and their manager should identify the nature and type of learning and development required and how this helps to achieve an overall objective or a specific task linked to one or more objective. • The quality and effectiveness of the learning and development undertaken is assessed. 5.5. Learning and Development Methods • Short courses • Courses leading to qualification • On the job training • Coaching by Manager or other internal or external person • Experience in other parts of the organisation • Project work • Joining a team on a part time basis • Participation in team building events • Guided reading • Use of self development materials – including computer packages • Temporary secondment etc. • Conducting research within an organisation • Participation in Action Learning • Co-counselling • Careers counselling. Date last updated June 2004 Page 10 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees 6. CONDUCTING REVIEW MEETINGS 6.1 Formal reviews - minimum 6 monthly frequency: • All staff need continuous feedback, praise and reassurance especially when they have done well and taken risks that have paid off. It is all too easy for discussions only to take place when things have gone badly. • Review meetings are usually one-to-one discussions between Manager and individual. They consider progress against the agreed workplan with the emphasis on achievements, using the performance indicators as a guide to levels of performance. • Feedback needs to be regular, specific and positive to reinforce successful behaviour and encourage change where necessary. This could be needed either for effective delivery of customer services or the achievement of other objectives in the workplan. • Individuals will be offered the opportunity to take the lead during the review discussions highlighting the areas of achievement against the workplan. The Manager acknowledges these achievements. Ways should be found to publicise and celebrate significant achievements. • Areas of under-achievement should also be discussed, but in a climate of support and encouragement rather than blame or punishment. Means of addressing under- achievement should be continually sought. However, there needs to be clarity that sustained poor performance will be addressed via the capability procedure. • It is most important that individuals and teams receive frequent feedback using the performance indicators so that the necessary action can be taken to maintain and improve standards. • By defining what each person needs to achieve, it is possible to integrate new initiatives, re-focus energy on a particular service area or change priorities with a greater awareness of how this impacts on the person's/team's current workload. • Regular achievement review discussions play an important part in building relationships between the Manager and members of staff, fostering trust and respect. • Written records of meeting outcomes should be retained by the Manager. Date last updated June 2004 Page 11 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees 6.2 The Annual Review Meeting 6.21 The annual review meeting is an organised discussion held between Manager and individual. Its purpose is to assess overall job performance during the review period and find ways to continually improve. 6.22 The meeting will have eight distinct steps: • Share assessment of performance relating to the whole of the previous review period - normally 12 months. These assessments will be based on the workplan and the review meetings of the period in question. • Recognise and celebrate achievements. • Identify areas where performance could be improved and agree ways of achieving this. • Determine how the Manager can assist the individual to higher performance and where necessary improve the Manager's own input to the process. • Agree a learning and development plan to cover points 3 and 4. • Establish a workplan for the following 12 months. • Plan a programme of regular review discussions leading up to the next annual review meeting. • Written record of the meeting should be retained by the Manager. 6.3 Preparation for the Annual Review Meeting 6.31 Preparation for the annual review meeting should include: • Agree the date, time, venue and purpose for the meeting in advance. As far as practicable the room/space should be free from interruptions, including the telephone for the duration of the meeting. • Reviewing the workplan. • Considering the work undertaken and the areas which have been done well and the areas that could have been done better. • Gather evidence on performance and achievements and consider in light of the set objectives. Date last updated June 2004 Page 12 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees • Gather evidence on learning and development undertaken and support provided. • Consider any reasons that might have stopped performance. • Consider objectives and workplan development for the next twelve months. • Consider the assistance and resources that may be required to meet the objectives for the next twelve months. 6.4 Carrying Out The Annual Review Meeting 6.41 The meeting will take anything from 30 minutes to 2 hours depending on the nature of the job and the level of responsibility. 6.42 For the review meeting to work and be of benefit to the individual and line Manager/supervisor it is essential that both use the meeting positively. The review meeting should be constructive. Achievements should be recognised and non- achievement identified and addressed. 6.43 The way in which the review meeting is structured is flexible and for the Manager/ supervisor and individual to agree together. 6.5 Ensuring all employee's performance is reviewed 6.51 It is important that all employees are involved in the performance management. 6.52 For employees: • On long-term sick - workplan discussions, and revision if appropriate, should be undertaken as soon as is reasonably possible following the employee's return to work. Advice on sickness management is available from Personnel Practitioners. • Where employees are on maternity leave, they may be invited to a performance review/workplanning meeting. However it is their right not to accept such an invitation. Date last updated June 2004 Page 13 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees 6.53 For employees whose performance is affected/who are absent due to maternity, pregnancy or disability, it is essential that: • Performance is assessed fairly • Incremental award is equitable. 6.54 Evidence of achievement against workplan objectives will inform the assessment of performance. However, employment case law is continuing to evolve in areas of equality-related discrimination. Where: • Performance objectives have not been met • There is a recommendation not to award an increment Managers are advised to contact their Personnel Practitioner for guidance. 6.55 By the end of the review meeting the following should have be agreed : • Objectives, tasks and performance indicators for the next twelve months • Action required to improve performance • Learning and development needs and opportunities for the next twelve months. 6.6 Ground Rules for Effective Review Discussions: 6.61 Effective Review discussions have: • Sufficient time and notice for both parties to prepare, and exchange information • Proper preparation and identification of relevant information to support observations and assessments • Discussion conducted in spirit of support and encouragement • No surprises, initially problems should be raised during review sessions throughout the year • Enough time allocated to do justice to the discussion • An uninterrupted discussion which is private, and on neutral territory where possible • An open and honest two-way discussion with the individual taking the lead • Documented conclusions and actions for both parties • Commitment to any actions arising. Date last updated June 2004 Page 14 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees 6.7 Record Keeping 6.71 The corporate performance management form records the annual review meeting. It is very simple and should not require a great deal of time for completion. 6.72 The record of the discussion and outcome of the annual review meeting should be completed either at the meeting or shortly afterwards. Use part of the meeting to try and agree the form of the wording with the individual. 6.73 If the individual has any queries or requires clarification about the contents of the record they should discuss it with their line Manager/supervisor. 6.74 The record should be countersigned by the line Manager's own Manager. This will ensure an independent view of the process and should ensure consistency and fairness in the operation of the scheme. 6.75 The record is maintained in the School. 6.8 Confidentiality 6.81 The general principle is that the annual review meeting is confidential to the Manager, the individual and the Manager's line Manager. Date last updated June 2004 Page 15 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees 7. PAYMENT OF ANNUAL INCREMENT 7.1 Incremental award: • Links to the Performance Management annual review process • Is not, however, of itself the Performance Management process. 7.11 There are a number of good business reasons why linking performance and increments are a positive management tool to meet the changing agenda. These include: • Ability to recognise and reward staff who consistently deliver above the acceptable standard of service • 13 broad grades gives staff the opportunity to pursue career progression in a flat organisation • Minimisation of wage drift - a scenario Southwark does not wish to repeat. 7.12 Particularly given its links to pay, it is essential that the Performance Management Scheme both is - and is seen to be - fair, objective and free of illegal and negative discrimination. 7.13 Managers’ should ensure that: • The process is properly and competently implemented and managed • Workplans are unambiguous, justifiable and fair • The review of achievement of workplans is undertaken in a fair and consistent manner. 7.2 Appeal 7.21 Where an individual is on an incremental salary and is aggrieved at not being awarded a salary increment, they will have a right of appeal. 7.22 The procedure for the lodging and hearing appeals will be determined by each school. 7.23 Usually this will require the individual to set out the grounds for the appeal within 28 days of the decision. 7.24 The Appeal will then be considered by the appropriate individual, on behalf of the school, whose decision will be final. Date last updated June 2004 Page 16 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees 8. PERFORMANCE MANAGEMENT PROCESS School Improvement / Development Plan Workplan / Objectives Set Midyear Review Meeting Annual Review Meeting / Next Year’s Objectives Developed Incremental Progression Confirmed (if applicable) Appeal (if applicable) Date last updated June 2004 Page 17 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees Annex 1 PERFORMANCE MANAGEMENT SCHEME 2003-2004 Employee name at date The Workplan Date last revised: Personal Details: Name: Job Title: Department: Section: Period from: To: Grade Other details: SIGNED: ______________________________ (Post Holder) D SIGNED: ______________________________ (Line Manager) D SIGNED: ______________________________ (Line Manager's, Manager) D Date last updated June 2004 Page 18 of 26 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees PERFORMANCE MANAGEMENT SCHEME Employee name at date Objectives Task/Actions Performance Deadline for Evidence of what you need to what you intend to do to achieve Indicators/Targets Achievement of Achievement/ achieve, linked to your objectives what you will use to Performance Indicators Comments business plan measure how well you objectives are achieving Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees - 9/2003 Page No 19 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees PERFORMANCE MANAGEMENT SCHEME Employee name at date Additional 'Above the BarExtension Objectives - to be prepared for all posts that aim to stretch the person's potential Objectives Task/Actions Performance Deadline for Evidence of what you need to what you intend to do to achieve Indicators/Targets Achievement of Achievement/ achieve, linked to your objectives what you will use to Performance Comments business plan measure how well you Indicators objectives are achieving Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees - 9/2003 Page No 20 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees PERFORMANCE MANAGEMENT SCHEME 2003-2004 Employee name at date Learning & Development (L&D) needs: Plan Objective L&D Required Date Key L&D Expected Outcomes L&D (linked to workplan) e.g. Customer Care (planned/undertaken) Objectives (service delivery Outcomes* Method improvements) e.g. course, guided reading * Were key L&D objectives met and Expected Outcomes achieved? If 'No', give reasons. Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees - 9/2003 Page No 21 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees PERFORMANCE MANAGEMENT SCHEME Employee name at date Performance Review including Annual Performance Review Appraisee's Assessment (your own view of your successes, achievements, non- achievements against workplan) Additional issues (secondment, learning and development, absenteeism etc.) Assessment by Line Manager Action required (agreed action points in order to deliver the workplan and learning and development activity) SIGNED: __________________ (Appraisee - Post Holder) Date: __________ SIGNED: __________________ (Appraiser - Line Manager) Date: __________ SIGNED: __________________ (Senior Manager – Date: __________ Line Manager's, Manager) Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees - 9/2003 Page No 22 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees Annex 2 INDICATIVE TARGETS POST: MEALS SUPERVISOR Objectives Task/Actions Performance Indicators/Targets what you need to what you intend to do to achieve what you will use to measure how well achieve, linked to your objectives you are achieving business plan objectives Supervision and control • Organising dinner queue and • Order and discipline in the dining hall of pupils in the dining entrance of pupils into dining hall area is maintained. hall, and from dining hall to playground; ensuring good behaviour and calm atmosphere. • Encouraging pupils to eat • Lunch is eaten by all children. (including those with packed lunches) especially those with special needs or disabilities. • Ensuring pupils tidy/clear up in a • Dining area is cleared after lunch and all satisfactory manner. Cleaning up spillages cleaned. spillages where such spillages are hazardous to pupils/staff Supervision and control • Supervision and control of the • Children remain in the playground. of pupils in the school entrance during lunch Vigilance of children is maintained and playground and about break to ensure children do not for strangers. other school premises leave the playground without permission / authorisation. Check on any strangers who may enter school premises in accordance with school guidelines, • Direction of pupils to the • Children play in a way that ensures their playground and supervision of own and other children’s safety. their activities and behaviour, Accidents do not occur from ensuring their safety and well inappropriate games or behaviour being, providing emotional support where necessary Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees - 9/2003 Page No 23 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees INDICATIVE TARGETS POST: CLASSROOM SUPPORT POSTS Objectives Task/Actions Performance Indicators/Targets what you need to what you intend to do to what you will use to measure how well achieve, linked to achieve your objectives you are achieving business plan objectives Follow agreed school • Fill in injury note or accident • No complaints from parents of not procedures for caring report as appropriate being notified of injuries received at for sick or injured pupils, • Administer first aid (if school administering first aid qualified) or refer pupils to • All accidents are properly recorded in for minor injuries or first aider record book sickness, taking home • Contact parents and teacher or to hospital if (as appropriate) in line with necessary, and agreed school procedures generally giving comfort and care to such pupils Look after and control • Keep medical room neat and • First aid items can easily be located by the medical room. Keep tidy any member of staff a basic stock of first aid • Monitor stock levels and re- • No recorded/reported incidents of stock items and re-ordering order stock before they run running out as necessary. out Generally care for and • Reporting any such • Pupils do not complain of staff ignoring comforting pupils in occurrence to teaching staff their complaints times of distress or • Where appropriate intervene difficulty. in and settle disputes between pupils Making and assisting • Help teacher to set up • Attractive displays of pupils’ work with the preparation of learning activities evident in classroom and school materials/equipment, • Help teacher with the environs helping pupils during mounting and display of • Classroom is tidy and attractive the lesson or activity pupils work • Contribution to learning is evident on and with tidying up • Help pupils with tidying up at teachers’ lesson plans afterwards the end of a lesson Assisting small groups • Work with groups of pupils, • Notes are kept on pupil progress and of pupils with reading or keeping them on task feed into teacher assessments/ reports learning games under • Motivate pupils to complete to parents the direction of teaching tasks staff • Give assistance to pupils with difficulty as appropriate • Make notes and observations on pupil progress and relate these to teacher Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees - 9/2003 Page No 24 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees INDICATIVE TARGETS POST: CLEANER Objectives Task/Actions Performance Indicators/Targets what you need to what you intend to do to achieve what you will use to measure how well achieve, linked to your objectives you are achieving business plan objectives Cleaning designated • Removing waste to designated • Standard of cleaning is maintained. areas. areas • No areas have to be attended to again. • Putting away any teaching aids • No complaints from classroom staff. left on the floor • Damp dusting, wiping or polishing, as appropriate, all furniture and surfaces • Sweeping, vacuuming, mopping and washing hard all floor surfaces, as appropriate. • Clearing spillages of materials and removing resistant stains in the school’s specialist areas, cleaning in accordance with agreed safe working practices • Cleaning of toilets and washrooms to the required standard • Replenish disposable items as necessary Securing and safe • Ensuring security within school • Standard of security is maintained. storage of school • Ensure safe storage of all • No complaints. equipment. equipment when finished with. • Notifying Premises Officer of breakages and other safety hazards Working co-operatively • Good time keeping and • Timekeeping and attendance record is as member of cleaning attendance record. good. staff team. • Completion of individual tasks • Tasks undertaken and minimum of following instruction checks required • Assist other team members when • Gives assistance to other team required. members. Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees - 9/2003 Page No 25 Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees INDICATIVE TARGETS POST: SCHOOL ADMINISTRATIVE OFFICER Objectives Task/Actions Performance Indicators/Targets what you need to what you intend to do to achieve what you will use to measure how well achieve, linked to your objectives you are achieving business plan objectives Ensure accountability • Maintaining the school's • The HT/GB to have correct information and probity in the financial systems and accounts. on the schools financial position. management of school • Pass the annual audit finances Ensure that the school • Ensure the smooth running of • Administrative team supported and office provides the school office. managed to ensure cover and work administrative support prioritised when necessary. for teaching, learning and management of • Administrative services provided as resources. agreed and need for improvements identified. • Most enquiries / requests dealt with correctly and courteously by the office staff, whether from pupils, staff, parents or others. Referrals to other staff where appropriate. Ensure that the school • Maintaining the school's • Ability to produce accurate and timely database of pupils (and database on pupils and staff data staff) is accurate and secure and contains the appropriate information. Ensure appropriate • Assisting with the recruitment • Office vacancies filled in accordance with administrative staff in and selection of administrative agreed procedures, that appropriate staff place to undertake staff. are selected and provided with required office tasks. appropriate induction. Performance Management For Support Staff in Schools - Guide for Appraisors and Appraisees - 9/2003 Page No 26
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