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Performance Management System for Primary School - PDF

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					                                Birchington CE Primary School
                           Policy for Performance Management 2010-11

                                             CONTENTS



Page      Section              Title                                     Information

  2         1              Introduction

  2         2                Rationale             Explains the value of Performance Management.
  2         3                 Roles                Introduces the roles of different people in the
                                                   Performance Management process.
  2         4       Responsibility for Reviews     Recommends careful planning to make sure the review
                                                   process is manageable and to ensure all teachers know
                                                   who will be responsible for their reviews.
 3–6        5           Timing of Reviews          Explains the timing of the school’s review cycle taking
                                                   into account the statutory requirements for setting
                                                   objectives and the length of review cycles.
  6         6A      Performance Management         Explains the cycle of planning, monitoring and reviewing
                        Cycle for Teachers         performance as it will operate in the school.
  6         6B      Performance Management
                      Cycle for TAs, CSs and
                        other Support Staff
  6         7       Links between Pay, Career      Explains links between the Performance Management
                     Stages and Performance        system and other policies.
                           Management
  7         8          Threshold and Upper         Explains progression through threshold UP1-UP2 and
                      Threshold Progression        UP2 – UP3 – See Annex F
  7         9            Managing Weak             Explains that the Performance Management process
                           Performance             does not form part of any formal disciplinary.
  7         10            Confidentiality          Confidentiality - sets out clearly the confidential nature
                                                   of Performance Management documents and the need
                                                   to keep them in a secure place.
  7         11         Access to Outcomes          Shows the statutory position about who can have access
                                                   to review statements or information contained in them.
 7-8        12              Complaints             Sets out the statutory process to follow if a complaint is
                                                   made about the annual review.
  8         13        Evaluation of the Policy     Brings out the school’s commitment to review the
                                                   effectiveness of the review process each year.
  8         14           Standardised              Includes model documents for use by the school for
                    Documentation (annexes)        Performance Management.
9 – 11    Annex A   Summary of Requirements
12 – 15   Annex B       Individual Plans           Performance Review and Target Setting sheet for
                                                   leaders/teachers and support staff.
16 – 23   Annex C    Competency Definitions        Senior Leaders, Middle Leaders and Staff Competency
                                                   charts and definitions.
24 – 29   Annex D   Lesson Observation Forms       Lesson observation forms for Foundation stage and
                                                   KS1& 2.
30 – 35   Annex E   Detailed Information for the   Guidance for Reviewers and Reviewee.
                        IPO/DTN Process
35 - 40   Annex F      Threshold and Upper         UP1-UP2 and UP2 –UP3
                      Threshold Progression




                                                                                                                1
1. Introduction
At Birchington CE Primary School we are committed to a Performance Management programme
which develops all staff, improves teaching and raises standards of achievement for all
children. We believe that staff, whatever their role, can make a significant contribution to this
aim. Performance Management will ensure we have appropriate systems in place to listen to
staff and to develop their effectiveness, both as individuals and as members of teams. Teachers
on contracts of less than one year will be monitored and those in their induction year have their
own NQT monitoring programme. This policy covers teachers, cover supervisors, teaching
assistants and support staff.

2. Rationale
Performance Management means a shared commitment to high performance. It helps focus attention
on effectiveness and monitoring. The Performance Cycle aims to raise the quality of teaching and to
benefit pupils, teachers, other staff and the school as a whole. It means providing appropriate and
effective personal training and development to ensure job satisfaction, a high level of expertise and
progression of staff in their chosen profession.

The evidence is, that standards rise when schools and individual staff are clear about what they want
their pupils and themselves to achieve. That is why we believe Performance Management is so
important.
We will implement our Performance Management arrangements on the basis of:

    I. Fairness We all need to be aware of the potential for unconscious discrimination and to avoid
       assumptions about individuals based on stereotypes.

   II. Equal Opportunity All staff should be encouraged and supported to achieve their potential
       through agreeing objectives, undertaking development and having their performance assessed.

  III. Honesty All Performance Leaders will be open, honest and hold constructive professional
       discussion about what their reviewees will need to do to improve and how they can be
       supported to reach goals.

3. Roles
Performance Management is a shared responsibility. The Governing Body will agree and monitor the
school’s Performance Management Policy and process, ensuring that performance of staff at the
school is regularly reviewed. The Headteacher is responsible for implementing the school’s
Performance Management Policy and ensuring with the Performance Leaders that Performance
Management reviews take place.

Performance Management involves the Performance Leader and member of staff working together to
ensure that objectives are discussed and agreed, regular and objective feedback is given, adequate
coaching, training and development is provided and that the performance review takes place. The
Performance Leader will take a ‘professional’ interest in the development and well being of their
reviewees. An External Adviser or SIP will provide advice to the Governing Body’s representatives on
the setting of performance objectives for the head and will support them in reviewing performance at
the end of the review cycle.

Each Performance Leader will:
    • Clarify expectations including job description and any particular objectives
    • Discuss appropriate monitoring arrangements
    • Agree any areas of relevant training or development
    • Assess performance against agreed expectations
    • Challenge and support their reviewees throughout the review cycle
(see appendix E for guidance)

4. Responsibility for Reviews
The Senior Leadership Team and Governing Body have carefully considered the practical
arrangements for Performance Management in the school. We appoint at least two governors to carry

                                                                                                   2
out the Headteacher’s Performance Management Review. The head decides who acts as Performance
Leader for each member of staff. This judgment is made by deciding who has the best overview of the
staff member’s work and has the ability to provide support. Each Performance Leader is responsible for
a certain number of reviews. In some cases this is the head. Staff identified as Performance Leaders
are as follows:

                Kath Barham             Headteacher (SLT)
                Janet Monkhouse         Deputy Headteacher (SLT)
                Kate Callaway           Assistant Headteacher (SLT)
                Emma Impett             AEN Manager (SLT)
                Elaine Weaver           Foundation Stage Leader (SLT)
                Lesley Green            FLO
                Nikki Denning           PA to Headteacher
                Tessa Mueller           Senior TA
                Maureen West            Senior TA

It is the responsibility of the Performance reviewer and the reviewee to meet formally with each other
on an annual basis for the Performance Management review, half yearly progress discussion and
observation and informally when necessary. All staff are expected to contribute positively to the
process including involving themselves in discussions about development needs and record any
comments on their own performance.

5.Timing of Reviews
A rolling Performance Management Plan is in place and targets and total contribution are reviewed
according to this plan. The Performance Management cycle links with our planning for school
management and target setting. The Governing Body is responsible for agreeing and reviewing targets
with the Headteacher during Term 1/2 each academic year.

Our timetable is shown below:
Type of Review     SLT/Teachers        TAs        FLO/LMs/         Office      Caretaker       Midday
                                                    BMs            Staff                     Supervisor
                                                                                                  s
Annual Review        Sept - Nov     Jan - Feb     Jan - Feb      Jan - Feb     Jan - Feb      Jan - Feb

Progress            March - May     June- July    June - July   June- July     June - July   June - July
Review

(a) Monitoring
Each teacher will receive at least 1 classroom observation as part of the Performance Management
Cycle. This is separate to the monitoring of subject areas etc. included in the School Plan or monitoring
by the Headteacher or member of the SLT.

(b) Formal Reviews for teachers
The Performance Leader and reviewee will set new targets and review final outcomes of previous
targets between September and November and access progress during March to May.

(c) Performance Management Cycle for Teachers
This section demonstrates the concept of the Performance Management cycle of planning, monitoring
and reviewing.

Performance Management is set in the context of our school’s plans for development, against the
background of the Cluster Plan (CP), national and local initiatives on improving teaching and any
recent OFSTED report for the school.
The circumstances in which teachers work and the range of responsibilities they carry out vary
considerably. Discussions should be set in the context of the professional duties set out in the School
Teachers’ Pay and Conditions document and the teacher’s own work and job description.

Performance Management is an ongoing cycle, not an event, involving three main stages of planning,
monitoring performance and reviewing performance. The end of year review and Stage 1 happens at
the same time.
                                                                                                 3
4
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       • A Self Review that the teacher will complete prior to the meeting
       The focus of the review is on how to raise performance and improve effectiveness. It will involve:
       Stage 3: Reviewing Performance
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                                                                                 Headteacher’s
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• Confirming or amending their job description
• Reviewing, discussing and confirming the teacher/manager’s essential tasks and responsibilities
• Recognising strengths and achievements and taking account of factors outside the teacher’s control
• Confirming action agreed with the teacher/manager at other reviews
• Recognising personal development needs
• Identifying areas for development and how these will be met
• Agreeing new targets and completing an individual plan for the year ahead – these targets must be
  SMART
• This process will be a joint two way professional discussion with the emphasis on the reviewee
  attaining their potential

The Performance Leader should evaluate the teacher’s overall performance, including an assessment
of the extent to which objectives have been met, and the teacher’s total contribution to the life of the
school during the review period. It should take account of the stage the teacher is at in his or her career
e.g. teacher with 2 – 3 years service, experienced teacher, senior manager etc. A grading statement on
Total Contribution must be made. (please see Total Contribution information in appendix E)

Within 5 days of the review meeting, the team leader will complete the Performance Management
Review and Target Setting Sheet (PMRTSS), recording the main points made at the review and the
conclusions reached, including any identified development needs and activities on the review
statement. The final copy of the PMRTSS will be signed by the Performance Leader, reviewee and
Headteacher on completion and photocopied for the member of staff to place in their personal portfolio.
The final signed paperwork will be returned within 10 days of the Performance Management meeting
taking place.

Newly Qualified Teacher
Induction – The final review meeting of the induction period can be used to agree objectives and
professional development opportunities as the first stage of the teacher’s subsequent Performance
Management cycle. NQTs will have their own performance cycle according to Kent NQT Policy.

6. Performance Management Cycle for TAs, CSs and Support Staff

TA and Support Staff Planning
Each member of staff (reviewee) will meet with their Performance Leader to discuss their role making
any amendments to their job description and to discuss the year ahead. All staff have the opportunity of
discussing their role in the context of the School Plan and the agreed priorities for teaching and
learning with a view to agreeing what contribution that person can make.

Specific targets should be confirmed and this should be recorded on the Performance Review and
Target setting sheet (see appendix 1). Targets should reflect the whole job and its priorities and should
not be regarded as additional to the job description. The PMRTSS is completed in the same way as
Teacher/Managers.
(see page 4-6)

7. Links between pay, career stages and Performance Management.
• Up to the Threshold – teachers can expect an annual increment if they are performing satisfactorily.

• Threshold – teachers who want to move to the upper pay spine should inform the Headteacher and
  fill out the application form provided by the DfES. Evidence from reviews will be used to inform
  applications by teachers and assessment by heads.

• For those staff on Threshold, Upper Threshold, Advanced Skills Teachers and teachers in the
  leadership group – performance reviews will form the evidence which the school will use to make
  decisions about awarding specific pay points to eligible teachers.

• The school will adhere to the Kent Pay Policy and the pay progression formats detailed in this
  document.

                                                                                                         6
8. Threshold and Upper Threshold Progression

Teachers on M6 can apply for consideration for Threshold. The school requests that the application
and evidence is given to the Headteacher by July 1st so a decision can be made before the end of the
academic year. The process regarding application for Threshold progression is voluntary and we will
use the model DCSF pro -forma. It is the teacher’s responsibility to provide summarised evidence with
recent concrete examples from their day to day work – there is no requirement to provide separate
portfolios of evidence. The assessment is made by the Headteacher and evidence to be considered
can be that used for the previous two Performance Management reviews. Unsuccessful applicants will
be notified with clear written feedback within 20 working days. The teacher can appeal using the pay
appeals procedure. Only one application can be made per year.

The school will use the CRITERIA FOR INCREMENTAL MOVEMENT BEYOND THRESHOLD – UP1
to UP2 and CRITERIA FOR INCREMENTAL MOVEMENT BEYOND THRESHOLD UP2- UP 3 for
movement beyond the Threshold Standard. These criteria have been based upon research by the Hay
Group and are taken from their ‘Characteristics of Outstanding Teachers’ who go beyond the
Threshold Level, with characteristics applied to the five strands of the National Threshold Criteria.
Teachers should be able to demonstrate a substantial, sustained contribution to school in addition to
the national Threshold Criteria. It is expected that these levels will be maintained and build upon if pay
progression takes place.

9. Managing Weak Performance
The review meeting and self review statements do not form part of any formal disciplinary or capability
procedures. However, relevant information from review statements may be taken into account by those
who have access to them in making decisions and in advising those responsible for taking decisions, or
making recommendations about performance, pay, promotion, dismissal or disciplinary matters.

10. Confidentiality
Individual plans, classrooms observations and the review statements are personal and confidential
documents and should be kept in a secure place. Copies are held by the Performance Leader,
reviewee and Headteacher. The principles and provisions of the most recent Data Protection Act
should be followed at all times by those who have access to the documents. Please refer to our
Confidentiality Policy for more detail in this area.

11. Access to outcomes
Governors responsible for making decisions regarding pay could request access. A copy of the head’s
review statement will be held by the Chair of Governors. The Chief Education Officer can request from
the Chair of Governors a summary of the performance assessment section of the head’s review
statement.
The school will keep review statements for at least three years.

12. Complaints
This section explains the procedures for complaining about reviews.

The Review
Within 10 days of receiving the review statement:

Any member of staff can record their dissatisfaction with aspects of the review on the review statement.
Where these cannot be resolved with the team leader, they can raise their concerns with the head.
Where the head is the team leader, the member of staff can raise the issue with the Chair of
Governors or designated governor.

The Headteacher can record their dissatisfaction with aspects of their review on their review statement.
Where these cannot be resolved with the appointed governors, they can raise their concerns with the
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 complaint process.


                                                                                                        7
The review officer (who could be the Headteacher, the Chair of Governors or the governors appointed
by the governing body) will investigate the complaint and take account of comments made by the job
holder. The review officer should conduct a review of the complaint within 10 working days of referral.
S/he 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 Headteacher. For teachers, the Headteacher will appoint a new team leader. Any new review or
part review ordered should be conducted within a further 15 days.

13. Evaluation of the Policy
As we are members of a school committed to ensuring that individual teachers, TAs, CSs, support staff
and the school continues to improve. The Governing Body and the Headteacher will check that
effective and challenging objectives are set, that all reviews are completed on time and the assessment
of performance is consistently applied in the school. The SLT will evaluate the effectiveness of the
policy in helping to improve standards of teaching and learning. As part of our ongoing commitment the
Governing Body and the Headteacher will update and amend the documentation and the process as
required, consulting with staff and incorporating any major changes introduced either by the DfES or
the school to ensure that the policy is up-to-date and effective in our school.

14. Annexes
Copies of all Standard Documents, which we will use – the individual plan, which includes the review
statement and the classroom observation form, can be found attached in the annexes.




                                                                                                       8
                                           Annex A
                                    Summary of Requirements

The Governing Body
• must determine the procedures for the Performance Review of school teachers at a school. (It is a
  requirement that these should be embodied in a school Performance Management Policy,
  developed after consultation with staff and reviewed annually.)

Is responsible for:
• securing that the performance of teachers is reviewed in accordance with the regulations
• appointing an accredited external adviser/SIP for the Headteacher’s Performance Management from
    an approved list
• deciding on the exact timing of the Performance Review Cycle for the Headteacher
• carrying out the performance review of the Headteacher. Representatives should not include
    teachers or other members of staff at the school
• ensuring that, in the first Performance Review Cycle, Headteacher objectives are set and recorded
    by December and teacher objectives by the end of November
• appointing one or more review officers where a complaint is made by the Headteacher about his/her
    performance review and the Chair of Governors has been involved in that performance review

The Chair of Governors
• is the review officer for complaints from the Headteacher where s/he has not been involved in the
  performance review, and for teachers where the Headteacher is the team leader

Must:
• provide any review officer or new reviewer with a copy of the Performance Review Statement and
  with the objectives relating to that statement
• pass the training and development annex of the Headteacher’s Performance Review Statement to
  the person responsible for training and development in the school
• provide a summary of the Overall Assessment of Performance section of the Headteacher’s review
  statement to the Chief Education Officer, or an adviser specifically designated by the Chief
  Education Officer, on request
• provide a copy of the head’s appraisal statement to appropriate parties

The governors responsible for reviewing the performance of the Headteacher

Must:
• seek advice from the appointed external adviser/SIP when setting targets and reviewing the
  performance of the Headteacher
• meet with the Headteacher and adviser at the start of the Performance Review Cycle to plan and
  prepare for the Performance Review and set and record Headteacher objectives relating to school
  leadership and management, pupil progress and professional development needs/activities
• meet with the Headteacher and adviser at the end of the Performance Review Cycle to review the
  head’s performance and identify achievements, including assessment of achievement against
  targets, and to discuss and identify professional development needs/activities
• write a Performance Review Statement and give a copy to the Headteacher within 10 days of the
  review meeting, and allow 10 days for the Headteacher to add written comments
• provide the Headteacher and chair of the governing body with a copy of the Headteacher’s
  Performance Review Statement
• on request, provide a copy of the Headteacher’s statement to those governors who are responsible
  for taking decisions in relation to promotion and pay, who should take account of this when making
  such decisions

The Headteacher
• as proposed, will be responsible for overseeing the implementation of the school’s Performance
   Management Policy, consulting with staff and gain agreement by the governing body.


                                                                                                  9
Is responsible for:
• ensuring that individual training and development needs are reflected in the school plan and the
    program for professional development
• ensuring that training and development needs are reviewed
• reporting annually to the governing body on Performance Management in the school, including the
    effectiveness of the Performance Management procedures and the training and development needs
    of teachers
• appointing an appropriate Performance Leader for each teacher, to carry out their performance
    review process
• deciding on the exact timing of the Performance Review Cycle for teachers
• deciding on the exact length of the first Performance Review Cycle for teachers
• providing a copy of a teacher’s Performance Review Statement to any review officer, including the
    targets relevant to that statement
• ensuring that current targets are made available to a teacher’s new team leader, if there is a change
    of reviewer

Must:
• report annually on the operation of Performance Management in the school, the effectiveness of the
  school’s Performance Management procedures and the training and development needs of the
  teachers to the governing body
• provide whoever is responsible for planning and coordinating teachers’ training and development in
  the school with a copy of the part of the Performance Review Statement that relates to training and
  development
• keep teachers’ Performance Review Statements secured on file until at least three years after they
  have left the school
• review complaints by teachers about their Performance Review Statement, where they are not the
  Performance Leader
• pass a copy of the Performance Review Statement to those teachers for whom they are team leader
• on request, provide a copy of the Performance Review Statement to those governors who are
  responsible for taking decisions in relation to promotion and pay, who should take account of this
  when making such decisions
• ensure they follow process on page 11 for those managers/teachers/support staff they are
  Performance Leader for

The Headteacher as job holder
Must:
• meet with the appointed reviewers and external adviser to agree targets at the start of the
  Performance Review Cycle
• meet with the appointed reviewers and external adviser to review performance at the end of the
  Performance Review Cycle, including achievement against targets

May:
• add written comments to the record of targets set by his reviewers
• add written comments to the Performance Review Statement or lodge an appeal against the
  Performance Review Statement, within 10 days of receipt from the governors

The Performance Leader
Must:
• meet with each of the members of staff for whom they will be the reviewer before or at the start of
  the Performance Review Cycle to plan, prepare for performance review and discuss target setting
• record targets in writing and allow the job holder to add written comments if they wish. Teacher
  targets must include those relating to developing and improving professional practice and pupil
  progress
• monitor performance against these targets throughout the year and observe a teacher teaching in
  the classroom at least once during the review cycle
• meet with the member of staff at the end of the Performance Review Cycle to review performance
  and identify achievements, including assessment of achievement against objectives, to discuss and
  identify professional development needs/activities
                                                                                                    10
• treat matters related to staff performance as confidential on a ‘need to know’ basis
• write a Performance Review Statement and give a copy to the reviewee within 10 days of the final
  performance review meeting, and allow 10 days for the job holder to add written comments
• pass the completed Performance Review Statement to the Headteacher

The Job Holder (staff who are not the Headteacher)
Must:
• meet with their team leader at the start of the Performance Review Cycle to discuss setting
  objectives if new to the cycle
• if the reviewee is not new they will identify achievements, including assessment of achievement
  against objectives and to discuss and identify professional development needs/activities
• either agree objectives with the team leader or add written comments to the objectives recorded by
  the team leader
• meet with their team leader in the middle to review progress so far
• may add comments to the Performance Review Statement or complain about their Performance
  Review Statement within 10 days of receipt from the team leader

Performance Review Cycle
The length of the Performance Review Cycle shall normally be one year. Where a staff member
changes jobs within a school, the Performance Review Cycle may be less than a year.

Lesson Observation: Observing teachers in the classroom is an important part of improving the
effectiveness of teaching and learning. There are three stages: collecting evidence; drawing
conclusions based on the evidence; and giving feedback.

Collecting Evidence: Before the observation, the observer and teacher should be clear about the
context of the lesson, the activities planned and the learning objectives. This should be done through
discussion and from the lesson plan which must be given to the observer at least 24 hours in advance
of the lesson.

Drawing Conclusions: The observer will take note of the aspects of effective teaching, with a fuller
description of each in the guidance sheet. Most if not all should apply to any lesson. The description
should help both teacher and observer in assessing the quality of teaching and learning.

The observer then considers for each aspect whether it has been shown to an excellent standard, a
good standard, a satisfactory standard, whether further development is needed or whether the aspect
is not applicable or there is not enough evidence to assess it (N/A). Conclusions should always be
supported by evidence and will form the basis of discussion with the teacher.

Giving Feedback:: The teacher and observer should be involved in a professional discussion, with the
observer giving full and constructive feedback. The teacher should be given the opportunity to record
any comments if necessary. This should take place as soon as possible after the observation.

There is further guidance in the OFSTED Handbooks for inspecting secondary, primary and
special schools, which include information on judging the quality of teaching in lessons,
feedback and self-evaluation.

Cross Reference to Threshold Standards: Teachers applying for threshold assessment may wish to
draw on observation evidence for the Performance Management process.

Training:
All Reviewers will be trained appropriately for their role and the full process of Performance
Management and any updates to this policy will be shared with staff.




                                                                                                   11
12
                                                                                                                                )4
                                                                                                                                )3
                                                                                                                                )2
                                                                                                                                )1
yllaitraP/oN/seY
yllaitraP/oN/seY
yllaitraP/oN/seY
yllaitraP/oN/seY
     teM tegraT
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     teM tegraT                                                       stegraT suoiverP fo weiveR
                                                                      stegraT suoiverP fo weiveR
                                                                      stegraT suoiverP fo weiveR
                                                                      stegraT suoiverP fo weiveR
                                                spihsnoitaleR
                                                spihsnoitaleR
                                                spihsnoitaleR
                                                spihsnoitaleR                                                  tnemeganaM-fleS
                                                                                                               tnemeganaM-fleS
                                                                                                               tnemeganaM-fleS
                                                                                                               tnemeganaM-fleS
                                           ssenerawA laicoS                                                      ssenerawA-fleS
                                                                   seicnetepmoC kroW fo weiveR
                                                                   seicnetepmoC kroW fo weiveR
                                                                   seicnetepmoC kroW fo weiveR
                                                                   seicnetepmoC kroW fo weiveR
                   ?htiw tcaretni uoy elpoep/slipup ro/dna ecitcarp krow ruoy ot noitaler ni ssucsid ot ekil uoy dluow seussi tahW
                   ?htiw tcaretni uoy elpoep/slipup ro/dna ecitcarp krow ruoy ot noitaler ni ssucsid ot ekil uoy dluow seussi tahW
                   ?htiw tcaretni uoy elpoep/slipup ro/dna ecitcarp krow ruoy ot noitaler ni ssucsid ot ekil uoy dluow seussi tahW
                                                                                                                          ?
                                                                                                                          ?srehto
 fo slliks eht evorpmi/poleved ro yllanoisseforp uoy pleh dluow taht poleved ot ekil dluow uoy stseretni ro slliks yna evah uoy oD
                        ?ecnamrofrep ruoy evorpmi ot nevig eb nac troppus lanoitidda tahw/ekam ot deen uoy od segnahc tahW
                                                        ?depoh evah dluow uoy sa llew sa enog ton evah boj ruoy fo saera hcihW
                                                        ?depoh evah dluow uoy sa llew sa enog ton evah boj ruoy fo saera hcihW
                                                        ?depoh evah dluow uoy sa llew sa enog ton evah boj ruoy fo saera hcihW
                                                        ?depoh evah dluow uoy sa llew sa enog ton evah boj ruoy fo saera hcihW
                                ?htiw deifsitas/desaelp ylralucitrap neeb uoy evah boj ruoy fo strap tahw ,weiver tsal ruoy ecniS
                                ?htiw deifsitas/desaelp ylralucitrap neeb uoy evah boj ruoy fo strap tahw ,weiver tsal ruoy ecniS
                                ?htiw deifsitas/desaelp ylralucitrap neeb uoy evah boj ruoy fo strap tahw ,weiver tsal ruoy ecniS
                                ?htiw deifsitas/desaelp ylralucitrap neeb uoy evah boj ruoy fo strap tahw ,weiver tsal ruoy ecniS
                                                  ?gnignahc ro gnitadpu deen taht noitpircsed boj ruoy fo stcepsa yna ereht erA
                                                                                    weiveR-fleS
                                                                                    weiveR-fleS
                                                                                    weiveR-fleS
                                                                                    weiveR-fleS
                                               :etaD                                  :reweiveR ecnamrofreP
                                    :seitilibisnopseR
                                    :seitilibisnopseR
                                    :seitilibisnopseR
                                    :seitilibisnopseR                                   :redloH tsoP fo emaN
                                                                                        :redloH tsoP fo emaN
                                                                                        :redloH tsoP fo emaN
                                                                                        :redloH tsoP fo emaN
                     srosivrepuS yaddiM dna rekateraC ,ffatS eciffO & troppuS ,sSC/sAT
                                 rof teehS gnitteS tegraT dna weiveR ecnamrofreP
13
             )rehcaetdaeH( ________________________dengiS )redaeL ecnamrofreP( _________________________________ dengiS
                                                                    )eeweiveR(__________________________________dengiS
                                                                    )eeweiveR(__________________________________dengiS
                                                                    )eeweiveR(__________________________________dengiS
                                                                    )eeweiveR(__________________________________dengiS
                                                :etaD                              weiveR ssergorP ylraeY flaH morf setoN
                                                           gnidarG noitubirtnoC latoT dna ecnamrofreP fo lasiarppA lareneG
                                                         )dedeen fi( snoissucsiD weiveR ecnamrofreP morf edam setoN artxE
                                                               stegraT etelpmoC ot deriuqeR troppuS & secruoseR ,gniniarT
                                                                                                                        )4
                                                                                                                        )3
                                                                                                                        )2
                                                                                                                        )1
noitelpmoC
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                           spetS noitcA
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                                                                         tcapmI
                                                                         tcapmI
                                                                         tcapmI                           stegraT weN
                                                                                                          stegraT weN
                                                                                                          stegraT weN
                                                                                                          stegraT weN
 14
                                         gninosaeR lacitirC
                                         gninosaeR lacitirC
                                         gninosaeR lacitirC
                                         gninosaeR lacitirC                                                 pihsrenwO & evirD
                                                                                                            pihsrenwO & evirD
                                                                                                            pihsrenwO & evirD
                                                                                                            pihsrenwO & evirD
                                      ecneulfnI & ytilibiderC                                                             noitcA
                                       tnemeganaM elpoeP                                                               gninnalP
                                               sucoF tneilC                                                     noitacinummoC
                                                  ecnellecxE lanoitarepO
                                 tnemeganaM pihsnoitaleR                                                     tnemeganaM-fleS
                                          ssenerawA laicoS                                                     ssenerawA-fleS
                                                  ecnegilletnI lanoitomE
                                                  ecnegilletnI lanoitomE
                                                  ecnegilletnI lanoitomE
                                                  ecnegilletnI lanoitomE
                                          seicnetepmoC tnemeganaM fo weiveR
                                                                                                                     ?ecneulfni
                                                                                                                     ?ecneulfni
                                                                                                                     ?ecneulfni
                                                                                                                     ?ecneulfni
u   elpoep/slipup fo ssergorp eht dna ecitcarp tnemeganam/moorssalc ruoy ot noitaler ni ssucsid ot ekil uoy dluow seussi tahW
uoy elpoep/slipup fo ssergorp eht dna ecitcarp tnemeganam/moorssalc ruoy ot noitaler ni ssucsid ot ekil uoy dluow seussi tahW
                                                                                                                ?srehto fo slliks
eht evorpmi/poleved ro yllanoisseforp uoy pleh dluow taht poleved ot ekil dluow/evah uoy od stseretni ro slliks yna evah uoy oD
                  ?ecnamrofrep ruoy evorpmi ot nevig eb nac troppus lanoitidda tahw dna ekam ot deen uoy od segnahc tahW
                  ?ecnamrofrep ruoy evorpmi ot nevig eb nac troppus lanoitidda tahw dna ekam ot deen uoy od segnahc tahW
                  ?ecnamrofrep ruoy evorpmi ot nevig eb nac troppus lanoitidda tahw dna ekam ot deen uoy od segnahc tahW
                                                     ?      evah dluow uoy sa llew sa enog ton evah boj ruoy fo saera hcihW
                                                     ?depoh evah dluow uoy sa llew sa enog ton evah boj ruoy fo saera hcihW
                               ?htiw deifsitas/desaelp ylralucitrap neeb uoy evah boj ruoy fo strap tahw ,weiver tsal ruoy ecniS
                                                    ?gnignahc/gnitadpu deen taht noitpircsed boj ruoy fo stcepsa yna ereht erA
                                                        weiveR-fleS
                                                   :etaD
                                                   :etaD
                                                   :etaD
                                                   :etaD                              :reweiveR ecnamrofreP
                                                                                      :reweiveR ecnamrofreP
                                                                                      :reweiveR ecnamrofreP
                                                                                      :reweiveR ecnamrofreP
                           seitilibisnopseR tnemeganaM
                           seitilibisnopseR tnemeganaM
                           seitilibisnopseR tnemeganaM
                           seitilibisnopseR tnemeganaM                                   :redlohtsoP fo emaN
                                                                                         :redlohtsoP fo emaN
                                                                                         :redlohtsoP fo emaN
                                                                                         :redlohtsoP fo emaN
                 sredaeL dna srehcaeT rof teehS gnitteS tegraT dna weiveR ecnamrofreP
   15
             )             ________________________dengiS )redaeL ecnamrofreP( _________________________________ dengiS
             )rehcaetdaeH( ________________________dengiS )redaeL ecnamrofreP( _________________________________ dengiS
                                                                    )eeweiveR(__________________________________dengiS
                                              :etaD                                weiveR ssergorP ylraeY flaH morf setoN
                                                           gnidarG noitubirtnoC latoT dna ecnamrofreP fo lasiarppA lareneG
                                                         )       fi(
                                                         )dedeen fi( snoissucsiD weiveR ecnamrofreP morf edam setoN artxE
                                                                                                         ruoseR ,gniniarT
                                                               stegraT etelpmoC ot deriuqeR troppuS & secruoseR ,gniniarT
                                                                                                                        )4
                                                                                                                        )3
                                                                                                                        )2
                                                                                                                        )1
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noitelpmoC
noitelpmoC
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rof setaD
rof setaD
rof setaD
rof setaD                 spetS noitcA
                          spetS noitcA
                          spetS noitcA
                          spetS noitcA                          tcapmI
                                                                tcapmI
                                                                tcapmI
                                                                tcapmI                            stegraT weN
                                                                                                  stegraT weN
                                                                                                  stegraT weN
                                                                                                  stegraT weN
                                                                                                                        )4
                                                                                                                        )3
                                                                                                                        )2
                                                                                                                        )1
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  teM tegraT                                              stegraT suoiverP fo weiveR
ANNEX C
                                             COMPETENCY DEFINITIONS

                             BIRCHINGTON CE PRIMARY SCHOOL - STAFF COMPETENCIES

                Personal Competence                                          Social Competence

          How our staff manage themselves                                     How staff manage relationships


          Self Awareness
                                                 Emotional Intelligence                       Social Awareness
        Emotional Self-Awareness                                                                   Empathy
   Accurate & Honest Self-Assessment                                                        Organisational Awareness
            Self-Confidence                                                                         Service

                     Self-Management                                              Relationship Management
                    Emotional Self-Control                                          Inspirational Leadership
                       Transparency                                                        Influence
                        Adaptability                                                  Developing Others
                      Achievement                                                      Change Catalyst
                         Initiative                                                  Conflict Management
                         Optimism                                                       Building Bonds
                                                                                    Teamwork & Collaboration


                           Critical Reasoning      Credibility & Influence     Responsibility



                   Client Focus                  Operational Excellence                   Communication Skills




                           Action                     Drive & Ownership               Planning


                                                                                                                       16
                                             BIRCHINGTON CE PRIMARY SCHOOL – STAFF COMPETENCY DEFINITIONS



                                                                 EMOTIONAL INTELLIGENCE


                       PERSONAL COMPETENCE                                                         SOCIAL COMPETENCE
                  HOW STAFF MANAGE THEMSELVES                                               HOW STAFF MANAGE RELATIONSHIPS
SELF-AWARENESS                                                               SOCIAL AWARENESS
      Emotional Self-Awareness: Reads their own emotions and                      Empathy: Senses other’s emotions; understanding their perspective
      recognises their impact                                                     Organisational Awareness: Reads situations, understanding groups
      Accurate and Honest Self-Assessment: Knows their own strengths              and team dynamics
      and limits and works on improving areas of weakness                         Service: Recognises and understands the needs of those they work
      Self Confidence: Has a sound sense of their own self-worth and              with
             capabilities
SELF MANAGEMENT                                                              RELATIONSHIPS
    Emotional Self-control: Keeps disruptive emotions and impulses                Influence: Uses their skills to assist others
    under control                                                                 Building Bonds: Cultivates and maintains a network of positive
    Transparency: Displaying honesty, integrity and trustworthiness               relationships
    Adaptability: Shows flexibility in adapting to changing situations or         Teamwork and Collaboration: Works successfully in a variety of
   overcoming obstacles – is learning to be comfortable outside their             groups or teams
  comfort zone                                                                    Response: Responds to others in a positive and professional manner
    Achievement: Possesses the drive to improve and meet inner                    Advice: Actively seeks advice to improve performance, discussing
   standards of excellence and performance targets                                concerns or difficulties promptly with senior staff so they can deal with
    Initiative: Shows the readiness and willingness to seize opportunities        situations in an appropriate way
    Optimism: Focuses on the positive


                                                               OPERATIONAL EXCELLENCE
       Takes an active part in the life of our school
       Develops self to improve performance
       Is willing to offer ideas and contribute to discussion
       Gains respect by operating in a professional and credible manner
       Applies knowledge and experience effectively, yet is open to exploring new ideas



                                                                                                                                                              17
                                        COMPETENCY DEFINITIONS

   BIRCHINGTON CE PRIMARY SCHOOL – TEACHERS/MIDDLE LEADERS COMPETENCIES


       Personal Competence                                                Social Competence
  How our leaders manage themselves                             How leaders manage relationships



        Self Awareness                    Emotional Intelligence              Social Awareness
   Emotional Self-Awareness                                                      Empathy
Accurate & Honest Self-Assessment                                           Organisational Awareness
       Self-Confidence                                                           Service

               Self-Management                                             Relationship Management
               Emotional Self-Control                                          Inspirational Leadership
                  Transparency                                                        Influence
                   Adaptability                                                   Developing Others
                   Achievement                                                     Change Catalyst
                   Initiative                                                   Conflict Management
                   Optimism                                                          Building Bonds
                                                                              Teamwork & Collaboration


                   gninosaeR lacitirC       ecneulfnI & ytilibiderC       tnemeganaM elpoeP




         sucoF tneilC                       ecnellecxE lanoitarepO                         sllikS noitacinummoC




                        gninnalP                 noitcA                pihsrenwO & evirD




                                                                                                                  18
                          BIRCHINGTON CE PRIMARY SCHOOL – TEACHERS/MIDDLE LEADERS COMPETENCY DEFINITIONS




                                                                EMOTIONAL INTELLIGENCE


                PERSONAL COMPETENCE                                                            SOCIAL COMPETENCE
          HOW OUR LEADERS MANAGE THEMSELVES                                           HOW OUR LEADERS MANAGE RELATIONSHIPS

SELF-AWARENESS                                                              SOCIAL AWARENESS

    Emotional Self-Awareness: Can read their own emotions and                    Empathy: Senses the emotions of others showing an understanding
    recognises their impact                                                      of their perspective and taking an active interest in their concerns
    Accurate and Honest Self-Assessment: Has a clear understanding               Organisational Awareness: Reads situations, understanding groups
    of their own strengths and limits and works on improving their areas         and staff dynamics
    of weakness                                                                  Service: Recognises, understands and meets pupil and parental
    Self Confidence: Has a clear sense of self-worth and their own               needs
    capabilities

SELF MANAGEMENT                                                             RELATIONSHIP MANAGEMENT

    Emotional Self-control: Keeps disruptive emotions and impulses               Inspirational Leadership: Guides and motivates with a compelling
    under control and displays positivity to others                              vision
    Transparency: Displays honesty and integrity and trustworthiness             Influence: Wields a range of tactics of persuasion
    Adaptability: Has the flexibility to adapt to changing situations and        Developing Others: Bolsters other’s abilities through feedback and
    overcome obstacles successfully – learning to be comfortable                 guidance
    outside their comfort zone                                                   Change Catalyst: Initiates, manages and leads in new directions
    Achievement: Has the drive to improve performance to meet inner              Conflict Management: Successfully resolves disagreements
    standards of excellence and performance targets                              Building Bonds: Cultivates and maintains a network of positive
    Initiative: Shows a readiness and willingness to seize opportunities         relationships
    Optimism: Focuses on the positive                                            Teamwork and Collaboration: Builds teams and encourages cross
                                                                                 phase working




                                                                                                                                                        19
                                            OPERATIONAL EXCELLENCE FOR TEACHERS/MIDDLE LEADERS

COMMUNICATION                                                                   CLIENT FOCUS
    Has a written and verbal style that is clear and has impact                       Acts as an ambassador for our school
    Delivers thoughts in a straight forward way and maintains listener                Appreciates how our school operates within the wider community and
    interest                                                                          actively seeks opportunities to forge effective partnerships
    Listens and responds effectively and checks understanding                         Adapts approach so they are able to deal successfully with a range of
    Has a rigorous but impartial questioning style                                    influential parties and circumstances
    Is effective at chairing meetings                                                 Deals with school professionals, outside agencies, governors and
    Ensures good communication between relevant parties                               parents with sensitivity and tact
                                                                                      Ensures confidentiality procedures are followed when sharing
                                                                                      information
                                                                                      Has a clear understanding of parental and pupil needs
PLANNING                                                                        PEOPLE MANAGEMENT
     Effectively links objectives and actions to our School Plan                      Deals with issues, problems, poor performance and conflict in a prompt
     Prioritises and schedules to ensure optimum use of time and resources            manner - not leaving situations to fester or worsen
     Is sufficiently organised and flexible to switch between several ongoing         Is well received as a team member and as a leader of a team
     tasks                                                                            Adapts personal style to empathise with a range of people
     Recognises when plans need to be adapted and acts accordingly                    Builds and maintains rapport over sustained periods
     Seeks input from others in the planning process                                  Invites a two-way exchange of information and feedback from others
     Ensures plans are understood by all involved                                     Demonstrates a management style that is consistent and congruent
                                                                                      with whole school requirements
ACTION                                                                          CREDIBILITY & INFLUENCE
      Is able to complete tasks within deadlines and budgets                           Strives to maintain high standards in all areas
      Can effectively delegate when necessary                                          Gains respect by operating in a professional and credible manner
      Makes confident decisions that show clear understanding of our whole             Engenders co-operation by considering the perspective of others
      school vision and ethos                                                          Handles disagreements or resistance constructively and fairly
      Achieves a balance between ‘planning’, ’delegating’ and ‘doing’                  Is confident about their own knowledge and ability
DRIVE & OWNERSHIP                                                               CRITICAL REASONING
      Strives to add value to the organisation                                        Thinks strategically, taking a holistic view of the way forward
      Develops self to improve performance                                            Seeks the right information to analyse a situation and draw sound
      Remains positive and maintains effort despite setbacks or changes               conclusions
      Allows themselves to be guided and challenged as well as guiding and            Generates justifiable alternatives to solve a problem or reach an
      challenging others                                                              outcome
      Takes personal ownership for tasks, issues and challenges, seeing each          Applies knowledge/experience effectively, yet is open to exploring new
      one                                                                             ideas
      through to a successful conclusion
      Values the contributions of all


                                                                                                                                                        20
            BIRCHINGTON CE PRIMARY SCHOOL – SENIOR LEADERSHIP/TLR COMPETENCY DEFINITIONS

  SENIOR LEADERS ARE EXPECTED TO REACH HIGH LEVELS OF COMPETENCY IN ALL FOUR AREAS OF EMOTIONAL
             INTELLIGENCE COMBINED WITH HIGH LEVELS OF OPERATIONAL EXCELLENCE
    MANAGEMENT COMPETANCIES FOR SENIOR TEACHERS MUST BE REVIEWED IN THE LIGHT OF WHOLE SCHOOL
                        DEVELOPMENT, MANAGEMENT AND LEADERSHIP


  Personal Competence                                                  Social Competence
  How our leaders manage themselves                             How leaders manage relationships



     Self Awareness                   Emotional Intelligence                     Social Awareness
    Emotional Self-Awareness                                                          Empathy
Accurate & Honest Self-Assessment                                                  Organisational
        Self-Confidence                                                               Service

          Self-Management                                                Relationship Management
             Emotional Self-Control                                        Inspirational Leadership
                 Transparency                                                      Influence
                  Adaptability                                                Developing others
                 Achievement                                                   Change Catalyst
                   Initiative                                               Conflict Management
                   Optimism                                                      Building Bonds
                                                                           Teamwork & Collaboration

              Critical Reasoning      Credibility & Influence       People Management



                                       Operational Excellence

  Communication Skills                                                      Client Focus



                   Planning                  Action                Drive & Ownership


                                                                                                      21
                           BIRCHINGTON CE PRIMARY SCHOOL – SENIOR LEADERSHIP/TLR COMPETENCY DEFINITIONS
                     ALL SENIOR LEADERS ARE EXPECTED TO BE A ROLE MODEL TO STAFF IN ALL OF THE FOLLOWING AREAS


                                                                 EMOTIONAL INTELLIGENCE


                   PERSONAL COMPETENCE                                                            SOCIAL COMPETENCE
         HOW OUR SENIOR LEADERS MANAGE THEMSELVES                                     HOW OUR SENIOR LEADERS MANAGE RELATIONSHIPS

SELF-AWARENESS                                                                SOCIAL AWARENESS
      Emotional Self-Awareness: Has a clear understanding of their own             Empathy: Is able to sense people’s emotions, can understand their
      emotions and recognises their impact on individuals, teams and the           perspective and take an active interest in their concerns
      whole school                                                                 Organisational Awareness: Can read situations, understanding
      Accurate and Honest Self-Assessment: Knows their own strengths               groups and staff dynamics at all levels
      and limits and actively seeking opportunities to improve                     Service: Recognises, understands and addresses pupil and parental
      Self Confidence: Has a clear sense of one’s self-worth and                   needs within there own area of responsibility and in regards to the
      capabilities and instils this confidence in others                           whole school


SELF MANAGEMENT                                                               RELATIONSHIP MANAGEMENT
      Emotional Self-control: Keeps disruptive emotions and impulses               Inspirational Leadership: Guides and motivates with a compelling
      under control and always displays an air of enthusiasm and positivity        vision
      Transparency: Displays honesty, integrity and trustworthiness                Influence: Wields a range of tactics of persuasion that lead to
      Adaptability: Shows flexibility in adapting to changing situations or        improvement and success
      overcoming obstacles – is comfortable outside their comfort zone             Developing Others: Bolsters other peoples abilities through
      Achievement: Has the drive to improve performance, has high                  feedback and guidance – including the proper application of our
      expectations of themselves and strives to meet inner standards of            Performance Management processes
      excellence                                                                   Change Catalyst: Initiates, manages and leads individuals and
      Initiative: Shows a readiness and willingness to seize opportunities         groups in new directions
      Optimism: Focuses on the positive                                            Conflict Management: Successfully resolves disagreements
                                                                                   Building Bonds: Cultivates and maintains a network of positive
                                                                                   relationships across our school, with other schools and in the wider
                                                                                   community
                                                                                   Teamwork and Collaboration: Builds and manages individuals and
                                                                                   teams successfully and encourages cross phase working


                                                                                                                                                          22
                                                   OPERATIONAL EXCELLENCE FOR SENIOR LEADERS/TLR
                               All senior leaders should prove themselves to be a role model to staff in all of the following areas
COMMUNICATION                                                                               CLIENT FOCUS
     Has an effective written and verbal style that is clear and has impact                       Acts as an ambassador for our school
     Delivers thoughts in a straight forward way and maintains listener interest                  Has an extremely good knowledge of how our school operates within the
     Listens and responds effectively and checks understanding                                    wider community and actively seeks opportunities to forge effective
     Has a rigorous but impartial questioning style                                               partnerships in subject areas as in terms of the whole school
     Is effective at chairing a variety of meetings including whole school, parental,             Adapts approach so they are able to deal successfully with a range of
     cluster and those involving wider school initiatives                                         influential parties and circumstances
     Ensures a high level of communication between relevant parties                               Deals with school professionals, outside agencies, governors and parents
                                                                                                  with sensitivity and tact
                                                                                                  Ensures confidentiality procedures are followed when sharing information
                                                                                                  Has an extremely good understanding of parental and pupil needs within their
                                                                                                  own area of responsibility and in regard to the whole school
PLANNING                                                                                    PEOPLE MANAGEMENT
      Effectively links objectives and actions to our School Plan and as a member of the           Deals with issues, problems, poor performance and conflict in a prompt and
      SLT plans and reviews whole school development                                               effective manner - not leaving situations to fester or worsen
      Prioritises and schedules to ensure optimum use of time and resources                        Is well received as a team member and as a leader of a team
      Is consistently well organised, flexible and able to switch between several ongoing          Is competent in adapting their personal style to empathise with a range of
      tasks with confidence                                                                        people
      Deals with immediate issues that arise in a calm and competent manner                        Builds and maintains rapport over sustained periods
      Recognises when plans and whole school developments need to be adapted and                   Invites a two-way exchange of information and feedback from others and
      acts accordingly                                                                             acts on this effectively
      Seeks input from others in the planning process                                              Demonstrates a management style that is consistent and congruent with
      Ensures individual area and whole school plans are understood by all involved                whole school requirements
ACTION                                                                                      CREDIBILITY & INFLUENCE
      Is able to complete simple and more complicated tasks within deadlines and                    Strives to maintain very high standards in all areas
      budgets                                                                                       Gains respect by operating in a professional and credible manner at all
      Can delegate effectively to achieve the most out of a task and the person                     times
      completing that task                                                                          Engenders co-operation by considering the perspective of others
      Makes confident decisions that show clear understanding of our whole school                   Handles disagreements or resistance constructively and fairly
      vision and ethos                                                                              Has excellent knowledge and is confident in using this to improve the
      Achieves a consistent balance between ‘planning’, ’delegating’ and ‘doing’                    performance of others
DRIVE & OWNERSHIP                                                                           CRITICAL REASONING
      Strives to add value to the organisation                                                     Thinks strategically, taking a holistic view of the way forward
      Develops self to improve performance                                                         Seeks the right information to analyse a situation and draw sound
      Remains positive and maintains effort despite setbacks or changes                            conclusions
      Allows themselves to be guided and challenged as well as guiding and challenging             Generates justifiable alternatives to solve a problem or reach an outcome
      others                                                                                       Applies knowledge/experience effectively, yet is open to exploring new ideas
      Takes personal ownership for tasks, issues and challenges, seeing each one
      through to a successful conclusion
      Values the contributions of all



                                                                                                                                                                          23
                     Birchington CE Primary School Lesson Observation Sheet - Key Stage 1 & 2

                Name of Observer:            Focus:              Date:

                Name of Teacher:             Class:
                                                       Planning & Objectives
                  Observations                         Grade                        Comments/Evidence
a   ‘Child speak’ objectives are written on the
    whiteboard , communicated clearly at the start
    of the lesson and are reinforced at other
    times. Success criteria is made clear to pupils
b   Materials are ready and learning resources
    are used appropriately within the lesson e.g.
    use of ICT. Resources facilitate quality
    learning and teaching
c   There is a good structure to the lesson



d   The lesson is reviewed at the end and the
    plenary/plenaries consolidate and take pupil
    learning forward

e   Children have achieved the LOs by the end
    of the lesson – there has been clear pupil
    development

                                              Subject knowledge and understanding
                 Observations                          Grade                        Comments/Evidence
a   Teacher has a thorough knowledge of the
    subject content in the lesson


b   Correct vocabulary is used by the teacher/TA
    and displayed during the lesson. Pupils are
    encouraged to use it appropriately

c   Knowledge is made relevant and interesting
    for pupils. The teacher is enthusiastic and
    teaching methods are imaginative and lead to
    a high level of interest in the pupils

                                                        Teaching methods
                  Observations                         Grade                        Comments/Evidence
a   The lesson is linked to previous and future
    teaching and learning


b   The ideas and experiences of pupils are
    drawn upon – pupil contribution to their
    learning and the learning of others is actively
    encouraged

c   Instructions and explanations are clear and
    specific



d   The teacher involves all pupils, listens to them
    and responds appropriately. Staff help pupils
    feel secure and confident




                                                                                                        24
e   High standards of effort, accuracy and
    presentation are encouraged


f   Appropriate methods of differentiation are
    used and the needs of pupils with GEPs or
    IEPs are addressed in the lesson. There is
    extension of the more able and ‘challenge’ is
    evident
g   Good use is made of adult support e.g.
    TAs/Parent     Helpers.   Their     behaviours
    enhance pupil understanding and facilitates
    learning
                                                        Behaviour Management
                  Observations                            Grade                Comments/Evidence
a   Pupils are praised regularly for their effort and
    achievement



b   Prompt action is taken to address poor
    behaviour – the behaviour policy is adhered to



c   All pupils are treated fairly, with an equal
    emphasis on the work of boys & girls and all
    ability groups


                                                             Assessment
                  Observations                            Grade                Comments/Evidence
a   Pupil understanding is assessed throughout
    the lesson and a variety of questioning
    techniques are used


b   Mistakes and misconceptions are recognised
    by the teacher and used constructively to
    facilitate learning


c   Pupil’s work is assessed regularly and
    accurately. Written/verbal comments and
    symbols take their learning forward


                                                          Pupil Achievement
                  Observations                            Grade                Comments/Evidence
a   Pupils remain fully engaged and make good
    progress in the lesson



b   Pupils understand what is expected of them
    during the lesson – they are clear about their
    learning goal(s)


c   The pupil outcomes of the lesson are
    consistent with the objectives set at the
    beginning



d   The teacher and pupils work at a good pace.
    Time is well utilized and learning is
    maintained for the full time available




                                                                                                   25
                                                         Homework
                  Observations                        Grade            Comments/Evidence
a   Homework is set (if appropriate) and the
    learning objectives are explicit and relate to
    the work in progress


b   Previous homework has been marked
    correctly


GRADES WILL BE AWARDED FROM 1 (OUTSTANDING) TO 4 (INADEQUATE)                Overall Grade:-
1 –outstanding; 2 –good; 3 –satisfactory; 4 –inadequate

           OBSERVATION, STRENGTHS & DEVELPOMENT
Development Points:-                                                         Strengths:-




Date to Feedback on Progress:-


Notes from Feedback Meeting




                                             EXTRA NOTES (IF NEEDED)




Class Teacher’s name:                    Signature:                                  Date:


Observer’s name:                         Signature:                                  Date:




                                                                                               26
27
                                                                                                                 cificeps dna
                                                                          raelc era snoitanalpxe dna snoitcurtsnI                  c
                                                                                                                                   c
                                                                                                                                   c
                                                                                                       degaruocne ylevitca
                                                                          si    srehto   fo   gninrael    eht   dna    gninrael
                                                                          rieht ot noitubirtnoc lipup           – nopu nward
                                                                          era slipup fo secneirepxe dna saedi ehT                  b
                                                                                                                                   b
                                                                                                                                   b
                                                                                                                                   b
                                                                                      )SF ni esac eht eb ton yam siht(
                                                                                                                     gninrael ro
                                                                           gnihcaet suoiverp ot deknil si nossel ehT               a
                                                                                                                                   a
                                                                                                                                   a
                                                                                                                                   a
             ecnedivE/stnemmoC                                  edarG                           snoitavresbO
                                            sdohtem gn hcaeT
                                            sdohtem gniiiihcaeT
                                            sdohtem gn hcaeT
                                            sdohtem gn hcaeT
                                                                                                       slipup rof gnitseretni
                                                                                      dna tnaveler edam si egdelwonK               c
                                                                                    yletairporppa ti esu ot degaruocne
                                                                                era slipuP .nossel eht gnirud deyalpsid
                                                                                         dna desu si yralubacov tcerroC            b
                                                                                               gninrael egatS noitadnuoF
                                                                                    ni ecalp sti dna tnetnoc tcejbus eht
                                                                                fo egdelwonk hguoroht a sah rehcaeT                a
                                                                                                                                   a
                                                                                                                                   a
                                                                                                                                   a
             ecnedivE/stnemmoC                                  edarG                           snoitavresbO
                                 gn dnatsrednu dna egde wonk tce buS
                                 gn dnatsrednu dna egde wonk tce buS
                                 gn dnatsrednu dna egde wonk tce buS
                                 gniiiidnatsrednu dna egdellllwonk tcejjjjbuS
                                                                                                    tnempoleved lipup raelc
                                                                                  neeb sah ereht         – nossel eht fo dne
                                                                               eht yb sOL eht deveihca evah nerdlihC               e
                                                                                              drawrof gninrael lipup sekat
                                                                                 dna etadilosnoc seiranelp/yranelp eht
                                                                                dna dne eht ta deweiver si nossel ehT              d
                                                                                nossel eht ot erutcurts doog a si erehT            c
                                                                                                                                   c
                                                                                                                                   c
                                                                                                                                   c
                                                                                gnihcaet dna gninrael ytilauq etatilicaf
                                                                                secruoseR .TCI fo esu .g.e nossel eht
                                                                            nihtiw yletairporppa desu era secruoser
                                                                                      gninrael dna ydaer era slairetaM             b
                                                                                                                                   b
                                                                                                                                   b
                                                                                                                                   b
                                                                            semit rehto ta decrofnier era dna nossel
                                                                            eht fo trats eht ta ylraelc detacinummoc
                                                                                              era   ‘’Child speak’ objectives      a
                                                                                                                                   a
                                                                                                                                   a
                                                                                                                                   a
             ecned vE s nemmoC
             ecned vE s nemmoC
             ecned vE s nemmoC
             ecnediiiivE////sttttnemmoC                         edarG
                                                                edarG
                                                                edarG
                                                                edarG                           sno avresbO
                                                                                                sno avresbO
                                                                                                sno avresbO
                                                                                                snoiiiittttavresbO
                                          sevitcejbO & gninnalP
                                              :ssalC                                                         :rehcaeT
     :etaD                                   :sucoF                                                 :revresbO fo emaN
                                           Foundation Stage
       Birchington CE Primary School Lesson Observation Sheet
28
                                                                                              nossel eht ni ssergorp
                                                                        ekam dna degagne ylluf niamer slipuP                   a
                                                                                                                               a
     ecned vE s nemmoC
     ecned vE s nemmoC
     ecned vE s nemmoC
     ecnediiiivE////sttttnemmoC                              edarG
                                                             edarG
                                                             edarG
                                                             edarG                        sno avresbO
                                                                                          sno avresbO
                                                                                          sno avresbO
                                                                                          snoiiiittttavresbO
                                    tnemeve hcA puP
                                    tnemeve hcA puP
                                    tnemeve hcA puP
                                    tnemeveiiiihcA lllliiiipuP
                                                                                                                     drawrof
                                                                     gninrael rieht ekat slobmys ro stnemmoc
                                                                     labreV        .yletarucca         dna       ylraluger
                                                                     dessessa        si   krow    desab        repap    ynA    c
                                                                                                                               c
                                                                                                                               c
                                                                                                                               c
                                                                              gninrael etatilicaf ot ylevitcurtsnoc
                                                                     desu     dna    rehcaet     eht    yb     desingocer
                                                                     era      snoitpecnocsim           dna       sekatsiM      b
                                                                                desu era seuqinhcet gninoitseuq
                                                                        fo yteirav a dna nossel eht tuohguorht
                                                                                dessessa si gnidnatsrednu lipuP                a
     ecned vE s nemmoC
     ecned vE s nemmoC
     ecned vE s nemmoC
     ecnediiiivE////sttttnemmoC                              edarG
                                                             edarG
                                                             edarG
                                                             edarG                        sno avresbO
                                                                                          sno avresbO
                                                                                          sno avresbO
                                                                                          snoiiiittttavresbO
                                        tnemssessA
                                        tnemssessA
                                        tnemssessA
                                        tnemssessA
                                                                                                 spuorg ytiliba lla dna
                                                                           slrig & syob fo krow eht no sisahpme
                                                                     lauqe na htiw ,ylriaf detaert era slipup llA              c
                                                                                                                               c
                                                                                                                               c
                                                                                                                               c
                                                                                                               ot derehda
                                                                             si ycilop ruoivaheb eht           – ruoivaheb
                                                                       roop sserdda ot nekat si noitca tpmorP                  b
                                                                                             tnemeveihca dna troffe
                                                                     rieht   rof    ylraluger    desiarp       era    slipuP   a
                                                                                                                               a
     ecned vE s nemmoC
     ecned vE s nemmoC
     ecned vE s nemmoC
     ecnediiiivE////sttttnemmoC                              edarG
                                                             edarG
                                                             edarG
                                                             edarG                        sno avresbO
                                                                                          sno avresbO
                                                                                          sno avresbO
                                                                                          snoiiiittttavresbO
                                  tnemeganaM ruo vaheB
                                  tnemeganaM ruoiiiivaheB
                                  tnemeganaM ruo vaheB
                                  tnemeganaM ruo vaheB
                                                                                                   gninrael setatilicaf
                                                                     dna      gnidnatsrednu            lipup     ecnahne
                                                                     sruoivaheb riehT .srepleH               tneraP/sASL
                                                                     .g.e troppus tluda fo edam si esu dooG                    g
                                                                                                                               g
                                                                                                                               g
                                                                                                                               g
                                                                                                                nossel eht
                                                                     ni desserdda era sdeen gninrael cificeps
                                                                           htiw slipup fo sdeen eht dna desu era
                                                                           noitaitnereffid fo sdohtem etairporppA              ff
                                                                                     degaruocne era noitatneserp
                                                                        dna ycarucca ,troffe fo sdradnats hgiH                 e
                                                                               yletairporppa sdnopser dna meht
                                                                     ot snetsil ,slipup lla sevlovni rehcaet ehT               d
                                                                                                                               d
                                                                                                                               d
                                                                                                                               d
29
                  e aD
                  e aD
              ::::ettttaD
                  e aD                                                           eru ang S
                                                                                 eru ang S
                                                                             ::::eruttttangiiiiS
                                                                                 eru ang S                                     eman s revresbO
                                                                                                                               eman s revresbO
                                                                                                                               eman s revresbO
                                                                                                                           ::::eman s ’’’’revresbO
                  e aD
                  e aD
              ::::ettttaD
                  e aD                                                           eru ang S
                                                                                 eru ang S
                                                                             ::::eruttttangiiiiS
                                                                                 eru ang S                            eman s rehcaeT ssa C
                                                                                                                      eman s rehcaeT ssa C
                                                                                                                      eman s rehcaeT ssa C
                                                                                                                  ::::eman s ’’’’rehcaeT ssallllC
                                    EXTRA NOTES (IF NEEDED)
                                                    NEEDED)
                                                                                                   Notes from Feedback Meeting
                                                                                            Date to Feedback on Progress:-
                                                                                                                Progress:-
                                                                                                                                                3)
                                                                                                                                                2)
                                                                                                                                                1)
           Strengths:-
           Strengths:-                                                                                        Development Points:-
                                                                                                                          Points:-
                                               TNEMPOLEVED & SHTGNERTS NOITAVRESBO
                                               TNEMPOLEVED & SHTGNERTS NOITAVRESBO
                                               TNEMPOLEVED & SHTGNERTS NOITAVRESBO
                                               TNEMPOLEVED & SHTGNERTS NOITAVRESBO
                                                        et a u q e d a ni – 4 ; y r ot c af sit a s – 3 ; d o o g    – 2 ; g ni d n at st u o   – 1
     -: e d a r G ll a r e v O
     -: e d a r G ll a r e v O
     -: e d a r G ll a r e v O
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                                 )ETAUQEDANI( 4 ot )GNIDNATSTUO( 1 MORF DEDRAWA EB LLIW SEDARG
                                 ) E T A U Q E D A NI( 4 ot ) G NI D N A T S T U O( 1 M O R F D E D R A W A E B L LI W S E D A R G
                                 ) E T A U Q E D A NI( 4 ot ) G NI D N A T S T U O( 1 M O R F D E D R A W A E B L LI W S E D A R G
                                                                                                   elbaliava emit lluf eht rof deniatniam
                                                                                          si gninrael dna dezilitu llew si emiT .ecap
                                                                                          doog a ta krow slipup dna rehcaet ehT                  d
                                                                                                                                                 d
                                                                                                                                                 d
                                                                                                                                                 d
                                                                                                                                  gninnigeb
                                                                                             eht ta tes sevitcejbo eht htiw tnetsisnoc
                                                                                                   era nossel eht fo semoctuo lipup ehT          c
                                                                                                                                                 c
                                                                                                                                                 c
                                                                                                                                                 c
                                                                                                                           )s(laog gninrael
                                                                                                   rieht tuoba raelc era   yeht   – meht fo
                                                                                          detcepxe si krow tahw dnatsrednu slipuP                b
                                                                                                                                                 b
                                                                                                                                                 b
                                                                                                                                                 b
Annex E
                          Detailed Information for the IPO/DTN Process

All IPO/DTN dates and observation will be scheduled in July for the following school year.
                                      Guidance for the Reviewee
Before the meeting
     • Refer to competencies related to your job area (e.g. staff/middle/SLT)
     • Review your progress against last year’s targets and Performance Management feedback.
     • If a class teacher, review your School Plan and how your contribution fits into the whole school
        development.
     • Think about how you go about your job - are there areas where you could get better results through
        improved levels of skill or knowledge?
     • Think about what sort of training/development which would be useful to you to meet possible targets.
     • Complete the ‘appraisal’ part of the Performance Management sheet.
     • Take with you to the IPO/DTN meeting; job description, staff management competencies, any necessary
        data and any notes you may have made the appraisal sheet.

During the Meeting
   • Participate and contribute - you should do a lot of the talking.
   • Share your views on progress so far – set targets for the coming year. Do any need revising or
       confirming? Are any adjustments or accommodations needed?
   • Talk about how you go about your job as well as what has been done.
   • Review and discuss the staff/management competencies.
   • Highlight the additional skills and knowledge you think you need.
   • Listen to feedback.
   • Your Performance Management Leader will jointly agree a personal plan/targets and record them on the
       appropriate documentation. Targets should stretch and develop you.
   • Where appropriate, take the opportunity to talk about future career aspirations.
   • Make sure you know the time-scales you are working to. Documentation will be clear about what is
       expected, success criteria and timescales.
   • Your Total Contribution for the previous year will be assessed and graded during this meeting.

After the Meeting
    • Your prepared Performance Management papers will be returned for you to look at with 5 days. The
        reviewee may add comments if they wish.
    • Your Performance Leader will then communicate any appropriate development requirements to the
        Headteacher. The Headteacher review the paperwork and may add comments.
    • Your plan and reviewed job description will be returned to you within 10 days of your performance
        meeting. Read both carefully and sign where indicated. If you have any queries, see you Performance
        Leader.
    • Keep one copy to put in your Personal Portfolio and return one to your Performance Leader. You need to
        action your development plan and review personal progress on a regular basis.

Mid Year Review

Before the Observation and Review Meeting
   • Your observation can be in an area of your choice but can be combined with the current observation
        programme set out on the School Plan. This will need to be discussed with your Performance Leader prior
        to your observation date.
   • Give planning to your Performance Leader at least 24 hours in advance.
   • Your observation feedback will be part of your mid year review meeting.
   • Prepare for this by making notes on your performance so far this year - think about areas of particular
        strength or where you believe your performance can improve.
   • Check on progress of set targets and review your progress.

During the Meeting
   You will both:
   • discuss progress and listen to feedback.
   • Review whether any objectives have already been completed successfully.
   • Jointly revise any objectives which are no longer relevant.
   • Share your own views on your performance relative to our Performance Management competencies.
   • Review progress on your area of the School Plan.
   • Your Performance Management Leader will write comments on the appropriate documentation.


                                                                                                            30
After the Meeting
    You will both:
     • Act upon any revised objectives or development agreements.

Reviewing of progress will take place periodically at one to one meetings when appropriate. They can be at the
request of the Performance Management Leader or the reviewee.

Job Total Contribution

Total contribution is about seeing the ‘whole job’ someone delivers.

It is important that areas which are not directly related to job descriptions are discussed during the yearly
Performance Management meeting. Consideration needs to be given to the opportunities available, the difficulty in
achieving outcomes and the over all impact the wider job contribution has.

Managers need to assess a member of staff’s ‘Total Contribution’ to allow for a greater degree of flexibility in
rewarding personal achievement and contribution. It is about focusing on the individual and reinforces the
responsibilities on managers to manage effectively and fairly and develop all staff to their full potential and
consequently improve performance.

Assessing Total Contribution- A Guide for Reviewers

After completing the appraisal discussion, the Performance Management Leader makes their TCP (Total Contribution
and Performance) recommendation taking into account the objectives/accountabilities, Ways 2 Success, Personal
Development Plan and wider job contribution.

It is the Performance Leader’s responsibility to recommend the Total Contribution Assessment rating for each report
to the Headteacher. Reasons for this grading must be clearly seen in the General Performance section on the
IPO/DTN sheet.
It is also the Performance Leader’s responsibility to ensure the appropriate documentation is used and completed to
the correct standard and timescale. Guidance and attention to detail will be necessary to grade a member of staff
successfully. If any dispute arises or a Performance Leader needs to justify a decision then this cannot be done
without the proper documentation that demonstrates the process and findings is fair, consistent and equitable.
Performance Leaders need to seek the correct balance to ensure documentation is easily understood, focused and to
the point.
Final confirmation of a job holder's Total Contribution Assessment cannot take place until the Headteacher
has read all documentation and is in agreement with the Performance reviewee.

                                    Assessment Definitions if Total Contribution
  Contribution Level          Definition
  Not Assessed                Assessment not made
                              Could be due to long term sickness, maternity leave or recent appointment,
                              assessment to be made in the future.
  Poor                        Hardly any standards met
                              Failing to meet a satisfactory level – generally weak all round. Minimal or no progress
                              within role.
                              Does not meet basic requirements for the job.

  Incomplete                  Some standards met
                              Inconsistent performance which' does not meet most of the required standard,
                              however, some progress can be identified.
  Good                        Consistent, solid and effective contribution in the role.
                              Delivering to most or all requirements

  Excellent                   Outstanding in many aspects
                              Clearly demonstrates outstanding delivery and whole job contribution
  Exceptional                 Exceptional delivery in all aspects
                              Consistently working way beyond the task or role expected/ agreed.
                              Commitment to deliver far in excess of normal requirements. Personal dedication which
                              delivers beyond the 'extra mile'.


                                                                                                                 31
• Scoring Rules

• If there is a mix of Total Contribution assessment ratings, the overall recommendation needs to be established
  using a balanced judgement of these.
• If there is a rating of Poor, Incomplete or Good in each of the boxes, this becomes the overall Total Contribution
  assessment recommendation.

• An overall assessment of Excellent needs to have Excellent or Exceptional in each of the assessment categories.

• An overall assessment of Exceptional needs to have Exceptional as a rating in each of the assessment categories.


                                        The Four Key Elements of Total Contribution


     Assessment Category               Elements
     Objectives and
                                            •   Delivery to Action Plan
     Accountabilities
                                            •   Effectiveness in job role
                                            •   Targets
                                            •   Quality Standards
                                            •   Budgetary Control
                                            •   Customer Feedback
                                            •   Peer group/360 degree feedback

     Ways 2 Success                         • Continuously improving in terms of how the job is done
     Wider Contribution
                                            •    Contribution to team
                                            •    Project work outside the normal job
                                            •    Participation in KCC work activities not directly related to the job role

     Personal Development                   •   Achievement of Development Plan
                                            •   Application of Development
                                            •   Attainment and use of required skills
                                            •   Qualifications attained


  Performance Management Guidelines for Performance Leaders
  Performance Leaders must take an interest in how their reviewees are performing, giving them positive feedback
  when work is going well and making it clear when things are not going so well. Your job is to provide the
  appropriate, timely, consistent and equitable support to help everyone do their job to the best of their ability and
  reach their full potential. This will require Performance Leaders to speak regularly with the staff for which they are
  accountable and observe how they perform their tasks as well as looking at the outcomes.

  It is vital that staff are encouraged to contribute fully to the process. To do this they must feel that the system is
  consistent and equitable, and that their contribution is valued.


  Feedback on any type of performance should be given when it is observed. However detailed discussion is not
  always practical; therefore there should be regular informal meetings where the manager and job holder can
  discuss progress.


  You, in conjunction with the job holder, need to ensure that their Job Description and/or Job Profile are up to date
  and relevant. These are important documents for establishing clarity in tile role and assessing achievement. Also
  consider any career grade or competency framework that applies and any reasonable adjustments which have
  been discussed.




                                                                                                                           32
Techniques for effective performance reviewing

Consider the Situation, Task, Action and the Result:

As the reviewer
• Be neutral but encouraging.
• Funnel questions down to get to the specifics.
• Say you are looking for examples.
• Avoid multiple or hypothetical questions.
• Take opportunities to summarise - this clarifies what has / has/not been said and understanding it can also help
  control and give structure to the interview.
• Think about the hard aspects - quality, productivity, time, volume, savings etc and the soft aspects too -
  innovation, compliance, teamwork, fairness, respect, commitment, customer focus etc.
• Gain agreement by repeating the facts and don't be deflected.
• Avoid leading questions.
• Use open and closed questions appropriately.
• Actively listen, don't interrupt - the appraisee should do most of the talking

Coaching for improved performance
It is the Performance Leader’s role to generate continuous improvement in team member's performance by-
• Setting objectives
• Assessing performance
• Giving feedback
• Recognising achievement
• Identifying routes for self improvement

Remember, clarity exists when:-
• People can tell you why they are doing something
• People make the right choices in the face of competing demands for their attention
• People prioritise their time effectively

                                            Guidance for the Reviewer

IPO/DTN Meeting
Before the meeting
    •   Arrange a suitable time and place with the job holder at least 2 weeks in advance.
    •   Review and reflect on the job holder's performance - take notes highlighting successes and shortfalls
        against objectives and accountabilities, targets - including Ways 2 Success and personal development
        plan targets.
    •   Remind the job holder of their need to prepare for the meeting and remind them of its importance.
    •   Where appropriate, ensure the job holder has information or data available relating to their target areas.
    •   Consider the individual’s performance against our staff/management competencies.
    •   If appropriate, seek feedback from other members of staff etc. but remember sensitive data, eg diversity
        information is subject to data protection requirements. Please see the school office for more information if
        required. The Performance Leader may need to take into account the fact that an individual may not have
        declared a disability etc. to another member of staff or the Headteacher (although staff are encouraged to
        do so) – this could affect Total Contribution Assessment.


During the meeting
    •   Review achievements against set objectives.
    •   Ensure there is a two way process of communication in which the job holder shares perceptions of
        performance strengths and weaknesses.
    •   Create an environment that allows an open and honest dialogue.
    •   Ensure a dialogue takes place where agreement is reached on whether the job holder has achieved a level
        of performance that is above, in line with or below expectations.
    •   Consider if it is appropriate for any targets to be continued into the next year - see section on target setting

                                                                                                                     33
        guidance.
    •   Consider the aspects of wider job contribution the individual has demonstrated during the year.
    •   Consider any reasonable adjustments for the effective performance of the job.
    •   Complete and sign appropriate documentation.


After the meeting
    •   Ensure records are kept as evidence of how you have managed the performance of your team ~ they may
        be required for monitoring, validation or in an appeals process. It is good practice and a legal requirement
        that the process and findings can be demonstrated as non-discriminatory and without detriment to staff from
        a particular diversity group.
See directions to reviewees for further information.


Action/objective setting
Ideally any actions and objectives should be 'SMART', ie Specific, Measurable, Achievable, Realistic and Timed.
The setting of objectives should be done jointly. Objectives should stretch the individual to improve performance
and they will be the measure for the end of year assessment. It is important that both job holders and managers
are clear about the expectations set for the year and agree that they are achievable. This is essential for reviewing
progress and agreeing the Total Contribution Assessment at the end of the year. Individual backgrounds, cultural
and other diversity issues, skills, knowledge and experience must be the starting point when considering realistic
objectives. Don't set someone up to fail or make targets too easy. Targets should be set in performance areas
such as:
    •   Teaching and Learning (T&L targets must be linked in the first instance to the School Plan and whole
        school development. This may be suitable for other target areas as well)
    •   Subject/Leadership Performance
    •   Personal Performance/Development
    •   One other if necessary




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            ANNEX F
            CRITERIA FOR INCREMENTAL MOVEMENT BEYOND THRESHOLD – UP1 to UP2
These criteria have been based upon research by the Hay Group and are taken from their ‘Characteristics of Outstanding Teachers’ who go beyond the Threshold Level, with characteristics applied to the five strands of the
National Threshold Criteria

Teachers should be able to demonstrate a substantial, sustained contribution to school in addition to the national Threshold Criteria.


1 KNOWLEDGE & UNDERSTANDING
CRITERIA                                                              *Example activities that might meet criteria                       POSSIBLE EVIDENCE
   • Has a good and up-to-date knowledge of the                          • Positively embraces & explores initiatives &                     • Professional Development Portfolio with
      teaching of specialist subject(s).                                    projects to improve standards                                      certificates, evaluations, reports etc
   • Demonstrates an understanding and                                   • Uses ideas from research, other schools,                         • Records of projects, with evaluations
      application of best practice in wider                                 literature, courses etc to extend & enrich                      • Monitoring records, Performance
      curriculum development.                                               learning & teaching of the staff team                              Management records, Ofsted, visiting LEA
   • Uses this knowledge and understanding to                            • Encourages & enthuses staff & pupils to                             officers monitoring reports etc evidencing
      positively promote and develop area(s) of                             explore new ideas & present stimulating                            impact of new initiatives on teaching &
      responsibility across the whole school                                activities for broad based learning                                learning in class
                                                                         • Promotes subject(s) via displays/events                          • School improvement plan review outcomes
                                                                         • Actively seeks opportunities for involvement                     • Photographic or written evidence of special
                                                                            with wider community (governors, other                             projects, special ‘subject’ days/weeks,
                                                                            schools, colleges, outside agencies)                               displays or events
                                                                         • Initiates & leads staff meetings/INSET to                        • Monitoring file with subsequent action plans
                                                                            improve skills & knowledge, monitoring the                      • Evidence of an ongoing cycle of
                                                                            impact on teaching & learning                                      evaluation/review, target setting leading to
                                                                         • Uses formal & informal monitoring to                                enhanced pupil performance
                                                                            evaluate/review whole school standards,                         • SATs/Teacher Assessment/ School-based
                                                                            leading to target setting & improved pupil                         assessment analysis and tracking/monitoring
                                                                            performance                                                        of performance
                                                                         • Has extra qualifications in subject areas or is
                                                                            engaged in ongoing professional
                                                                            development, action research or projects




                                                                                                                                                                                                                              35
                CRITERIA FOR INCREMENTAL MOVEMENT BEYOND THRESHOLD – UP2 to UP3
These criteria have been based upon research by the Hay Group and are taken from their ‘Characteristics of Outstanding Teachers’ who go beyond the Threshold Level, with characteristics applied to the five strands of the
National Threshold Criteria

Teachers should be able to demonstrate a substantial, sustained contribution to school in addition to the national Threshold Criteria.

1 KNOWLEDGE & UNDERSTANDING
CRITERIA                                                              *Example activities that might meet criteria                       POSSIBLE EVIDENCE
   • Has a very good knowledge & understanding                           • Positively embraces & explores initiatives &                     • Professional Development Portfolio with
      of current educational theory and research                            projects to improve standards                                      certificates, evaluations, reports etc
      that underpins practice.                                           • Uses ideas from research, other schools,                         • Records of projects, with evaluations
   • Has a very good and up-to-date knowledge                               literature, courses etc to extend & enrich                      • Monitoring records, Performance
      of the teaching of specialist subject(s).                             learning & teaching of the staff team                              Management records, Ofsted, visiting LEA
   • Demonstrates a very good understanding                              • Encourages & enthuses staff & pupils to                             officers monitoring reports etc evidencing
      and application of best practice in wider                             explore new ideas & present stimulating                            impact of new initiatives on teaching &
      curriculum development.                                               activities for broad based learning                                learning in class
   • Uses this knowledge and understanding to                            • Promotes subject(s) via displays/events                          • School improvement plan review outcomes
      significantly promote and develop area(s) of                       • Actively seeks opportunities for involvement                     • Photographic or written evidence of special
      responsibility across the whole school                                with wider community (governors, other                             projects, special ‘subject’ days/weeks,
                                                                            schools, colleges, outside agencies)                               displays or events
                                                                         • Initiates & leads staff meetings/INSET to                        • Monitoring file with subsequent action plans
                                                                            improve skills & knowledge, monitoring the                      • Evidence of an ongoing cycle of
                                                                            impact on teaching & learning                                      evaluation/review, target setting leading to
                                                                         • Uses monitoring to evaluate/review whole                            enhanced pupil performance
                                                                            school standards, leading to target setting &                   • SATs/Teacher Assessment/ School-based
                                                                            improved pupil performance                                         assessment analysis and tracking/monitoring
                                                                         • Has advanced qualifications in subject areas                        of performance
                                                                            or is engaged in ongoing professional                           • Staff meeting minutes
                                                                            development, action research or projects
                                                                         • Implements strategies i.e. ICT, literacy,
                                                                            behaviour etc




                                                                                                                                                                                                                              36
2 TEACHING & ASSESSMENT
CRITERIA                                                *Example activities that might meet criteria           POSSIBLE EVIDENCE
    • A very good classroom practitioner who               • Consistently provides a rich, exciting               • Photographic evidence
      consistently & effectively meets the children’s         teaching environment through display,               • Planning & Evaluation records
      learning needs. Uses a wide range of                    experiences and materials                           • Evidence from outside agencies eg
      creative and successful management                   • Uses very good behaviour management                     Attendance & Behaviour Support Service
      strategies influencing practice across the              techniques                                             observations, plans, reviews
      whole school                                         • Has a detailed personal interest in and              • Pupil records
    • Consistently demonstrates a commitment to               knowledge of pupils with effective parental         • Letters from parents
      improvement, setting challenging targets,               relationships that inform teaching and              • Assessment & Recording files with clear
      tracking and monitoring pupil progress                  learning                                               evidence of an ongoing cycle of assessment
      against objectives within a motivational             • Takes a leading role in school teams,                   informing planning
      whole school climate                                    supporting, valuing and co-operating with           • Class displays e.g. for Learning Intentions,
    • Actively contributes to and promotes the                colleagues professionally                              behaviour, rewards, curriculum focus
      school ethos with staff, pupils, parents and         • Sets very challenging targets with children,         • IEP’s with evidence of ongoing evaluation
      the wider community (Governors etc)                     clearly informed by ongoing formative and              and pupil progress towards targets
    • Pupils exhibit consistently very good                   summative assessment and observations,              • Evidence of high attainment or broad based
      standards of discipline & behaviour                     celebrating success with pupils and parents            attainment for able pupils
                                                              as part of normal classroom routine                 • End of year reports and/or professional
                                                           • Very good provision for pupils with SEN, with           reports written through the year e.g. for
                                                              a wide understanding of SEN issues                     outside agencies
                                                           • Very good provision for able pupils                  • Feedback from other staff
                                                           • Consistent, thorough recording & reporting           • Staff meeting minutes/plans
                                                              skills detailing achievement & targets
                                                           • Works effectively with a range of support
                                                              staff, encouraging and valuing their
                                                              contribution
                                                           • Works in an efficient & organised way
                                                              developing very good workload skills
                                                           • Fully involved with staff discussions, bringing
                                                              issues to staff attention




                                                                                                                                                                   37
3 PUPIL PROGRESS
CRITERIA                                         *Example activities that might meet criteria         POSSIBLE EVIDENCE
  •   Demonstrates an ability to achieve very       • Children make distinctive gains in learning        • Evaluated plans
      good results and outcomes in relation to      • Children demonstrate very good attitudes to        • Planning records showing effective use of
      prior & expected attainment                      their work (commitment, concentration, self          support staff
                                                       evaluation)                                       • Planning records showing range of strategies
  •   Work with students in a very proactive
                                                    • Children make good progress in personal            • Monitoring or observation records
      manner to engage them in their own
                                                       and social development                            • IEP’s for SEN pupils and/or other
      learning, target-setting and self             • Uses a variety of strategies to stimulate             plans/programmes for individuals
      assessment                                       pupils to achieve learning goals, using the       • Pupil’s work
  •   Within any subject specialism to monitor         support of parents and adults in school very      • Pupil performance data
      and evaluate pupil progress across the           effectively and appropriately                     • Pupil profiles
      whole school and plan subsequent              • Has a detailed knowledge and appreciation
      action                                           of pupils’ learning using IEP’s & teacher
                                                       observation to target individual needs and
                                                       promote high quality learning
                                                    • Uses careful marking to provide feedback to
                                                       children and parents
                                                    • Advice from other professionals is sought
                                                       and implemented
                                                    • Substantial and sustained improvement in
                                                       pupil performance




                                                                                                                                                          38
4 WIDER PROFESSIONAL EFFECTIVENESS
CRITERIA                                                 *Example activities that might meet criteria          POSSIBLE EVIDENCE
  •   Sets very challenging personal                        • Uses the outcome of professional                    • Staff meeting minutes showing feedback to
      targets/objectives, including those                      development to improve teaching & learning            whole school
      related to Continuous Professional                       in the school                                      • Subject Action Plans
      development                                           • Analyses results of monitoring and                  • Subject Monitoring & Review documentation
                                                               assessment, suggesting whole school                • Subject Co-ordinator records showing
  •   Demonstrates critical/creative thinking which
                                                               targets to improve pupil performance and              distribution of information to colleagues
      influences others to bring about whole
                                                               standards through the School Improvement              (plans, examples of handouts etc)
      school/cluster improvement
                                                               Plan                                               • Use of ICT to support administrative/
  •   Actively seeks and undertakes new or
                                                            • Is aware of standards, expectations &                  bureaucratic tasks eg planning
      difficult challenges, significantly contributing
                                                               initiatives (school, LEA, national) & shares       • Evidence of shared practices
      to a whole school ethos of improvement and
                                                               these with colleagues                              • Professional Development file
      challenge
                                                            • Encourages through example, an efficient            • Threshold Assessment records – areas for
  •   Has highly developed inter-personal skills
                                                               school ethos of paced work load and working           development addressed – with supporting
      which facilitates effective working
                                                               practices, advising colleagues when                   evidence
      relationships with professional colleagues
                                                               necessary                                          • Performance Management objectives
      from a range of settings
                                                            • Develops new skills to improve teaching &              addressed
                                                               learning and update knowledge (ICT, DT,
                                                               target setting, assessment for learning)
                                                            • Has thoroughly and successfully taken
                                                               responsibility for and addressed targets from
                                                               Threshold Assessment and Performance
                                                               Management




                                                                                                                                                                 39
5 PROFESSIONAL CHARACTERISTICS
CRITERIA                                          *Example activities that might meet criteria           POSSIBLE EVIDENCE
  •   A very good teacher who promotes a             • Seeks out opportunities to provide the               • Monitoring & observation records
      positive, stimulating approach to                 highest quality of teaching and learning,           • Ofsted report in relation to both teaching &
      teaching & learning, inspiring pupils and         leading with enthusiasm and commitment                 learning within individuals class and
      colleagues and actively promoting an           • Takes action to promote team effort and                 management across school
                                                        motivate staff                                      • Records of staff meetings, action plans,
      effective school community
                                                     • A positive, resourceful member of the staff             minutes etc to show impact.
  •   Provides a role model for pupils and              team, showing flexibility, adaptability and an      • Evidence that shows teaching and learning
      other staff through their personal and            ability to initiate change                             within class or for a subject across the whole
      professional conduct                           • Is aware of the findings of school, LEA or              school is bringing about high standards of
                                                        national research & data analysis and                  achievement for pupils eg. Ofsted report,
                                                        initiates positive action to bring about               SATs analysis & comparative data (St A
                                                        improvements in teaching & learning                    compared to other schools), benchmark data
                                                        throughout the school                               • Reports from LEA officers or outside
                                                     • Leading Teacher status                                  agencies
                                                     • Coaching & mentoring                                 • Work submitted towards higher or additional
                                                                                                               qualifications


                                                                                                                                        HT and Governors – September 2010
                                                                                                                                             To be reviewed – January 2011




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