Ethical Training and Consultancy - Performance Management

This page contains a selection of useful external links and resources available for download.

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Continuing professional development and career development opportunities should be at the heart of an effective performance management programme. The PM Statement should identify an individuals CPD needs and should address through the criteria set the career development aspirations and goals.

The school CPD policy should set out the CPD entitlements both in school and beyond school for all of its staff and should set out the career pathways available in the school.

Example career paths for teachers and support staff can be downloaded here:

Career Paths for Teaching Staff
Career Paths for Support Staff

A Sample school CPD Policy is available as an annex of the ETC Performance Management policy which can be found in the Policy section below.

Do they address SIP or RAP priorities?

Will they provide evidence for teachers wanting to demonstrate that they meet or maintain the teacher standards?

Ian has now worked with more than 20 primary, secondary and SEN schools developing objectives for teachers.

Examples of sound objectives on pupil achievement and teaching for teachers and student achievement and leadership for headteachers are available to download below.

If you need help setting, reviewing or revising objectives contact Ian Draper on 07962 448848 or send an e-mail to ian.draper@ethicaltraining.com.

The latest training on objective setting offers participants an opportunity to review the quality and effectiveness of objectives. If you are interested in attending an objective setting workshop, (full details can be found on the Events page) or would like to discuss your objectives directly with Ian Draper, contact Jean Hemsley on 07956 640196.

•	Objectives are set in the context of a teachers job description and against the SIP and relevant teacher standards
•	Two objectives for each teacher – one pupil driven focussing on achievement, one teacher driven focussing on attributes, knowledge and skills.
•	The headline in each objective should link to the SIP and be aspirational and be the same for all teachers
•	Two action steps for each objective – this will ensure achievability and manageability
•	Action steps will require the teacher to do something that would not otherwise have happened
•	Action steps in the pupil/learning objective will focus on specific children or groups of children at greatest risk of underachieving.
•	No tasks - vocabulary for action steps to require a process by combining verbs, e.g. 1. Identify and assess/analyse 2. Develop/plan and implement 3. Monitor and evaluate 4. Incorporate and embed
•	SMART action steps have a date for completion and a quality measure e.g. if a teacher is going to implement intervention strategies where will they come from?
•	Performance Criteria standardised and linked to Job descriptions

To see two completed objectives (one for pupil achievement and one for teaching) with action steps, evidence and performance criteria, click here.

Headteachers, like teachers, are required to set objectives such that, if they are achieved, they will contribute to improving the progress of pupils at the school (2006 Regs para 13.3).

As with teachers I recommend two objectives drawn from the SEF, one related to students:

Learners achieve challenging targets and progress in relation to their starting points and capabilities

The second related to leadership:

Sets a clear direction for the school, its staff, pupils and community that lead to continuous improvement and promote a high quality of integrated care and education.

Suggested performance criteria are provided in the documents section on the performance management page and examples of completed objective statements can be seen by clicking here.

Following the excellent support and guidance for teachers in their early years and their mentors we have been working on the links between the performance management process and career development.

Once teachers pass their induction year they enter the performance management process setting objectives that continue development work identified through their induction year. Future career priorities may have been identified and some teachers will have elected to undertake the Masters in Teaching and Learning.

These objectives will also need to reflect school improvement priorities. Objectives must take account of a teacher’s job description so we believe it is time to set out career progression against the teacher standards and school improvement priorities with a succession of job descriptions that will track a teachers progress using the objectives and evidence of performance management.

You will find job descriptions for post-threshold teachers in the Job Description section, below. I have now written a draft job description for post-induction (tiers 2 and 3) and pre-threshold (years 4, 5 and 6) that requires teachers to meet all the professional standards for teachers but to focus on specific standards that relate to their career stage.

I am also developing an integrated strategy for managing teachers in their early years that connects performance management, job descriptions, transition from induction, CPD and the Masters in Teaching and Learning. Please contact me if you would like a copy of this 'Teachers in their Early Years Strategy' document.

A summary slide showing the layout of an objective and describing each of the parts that make up a quality objective and criteria can be viewed by clicking here.

It should be used in conjunction with the setting objectives and action steps guidance.

To see two completed objectives (one for pupil achievement and one for teaching) with action steps, evidence and performance criteria, click here.

ETC has developed a list of possible criteria for the members of the leadership group. These can be used in a similar way to the performance criteria for pre- and post-threshold teachers.

Performance Criteria for Leadership Group (documents)
Performance Criteria
Performance Criteria (Post-Threshold)

The conjunction of the School Teachers’ Pay and Conditions 2007 (STP&C), the New Professional standards for Teachers and the 2006 Performance Management regulations offer schools and headteachers the opportunity to address performance, pay and career development for teachers on UPS ... > Read more

STPC make a clear and explicit link between the performance management process and judgments about national standards and pay progression.

STP&C are now available to schools. They make a clear link with PM and the National Standards.

The most important sections are assessment against the post-threshold standards (section 2 para 21.5) and the revised professional standards for teachers (section 3 paras 39 and 40).

STP&C can be viewed at:

www.teachernet.gov.uk/management/payandperformance/pay/STPCD_2007

This document makes it clear that performance management is the key process for development and career progression and requires post-threshold teachers to:

•	act as role models for teaching and learning;
•	make a distinctive contribution to raising standards;
•	support improvements in teaching practice;
•	support and help colleagues to improve effectiveness;
•	address development needs through coaching and mentoring (section 1 para 12).

One of the consequences of a PM process that is tighter and pay related is that teachers have up to date job descriptions that are fit for the purpose of setting objectives and reviewing performance.

In my view, job descriptions should reflect the teacher's work in terms of the School Development Plan and priorities, the competencies required in terms of the national standards and tasks related to the specific role they are paid to undertake.

Please contact Jean Hemsley if you would be interested in a workshop to review and rewrite current job descriptions using a range of templates and examples of new job descriptions.

Job Description for an Assistant Head
Job Description for a Deputy Head
Job Description for a Post-Induction Teacher
Job Description for a Post-Threshold Teacher
Job Description for a Post-Threshold Teacher and Subject Co-ordinator
Job Description for a Post-Threshold Teacher and TLR for T&L
Job Description for a Pre-Threshold Teacher
Job Description for a Reviewer (Performance Management)
Job Description for an NQT
Job Description for a Senior Teaching Assistant Grade 3-4
Job Description for a Teaching Assistant

This model policy draws on and develops the RIG model policy and combines it with a CPD policy/entitlement.

In addition to the complete policy there are seven annexes including the school PM protocols and pro forma statements, an evidence protocol and a checklist for reviewers' part of the quality assurance provision.

You can download a copy of the policy by clicking here.

Model Performance Management Policy
Model CPD Policy
Performance Management School Audit
Sample Programme for Performance Management Event
Protocols for Classroom Observation
Sources of Evidence for Performance Management
Model Performance Management Policy for Unattached Teachers
New Performance Management Regulations - Key Changes
Effective Performance Management
Sample Performance Review Statement pro forma
Classroom Observation pro forma
Sample Pay Policy
Performance Review Statement
Threshold Changes 2008–2011

This is an integrated model of performance management linking the school improvement plan with the key processes of performance management and outcomes of pay recommendations and professional and career development opportunities.

For a copy of the wiring diagram, click the link below:

Successful Schools - Successful Teachers (Wiring Diagram)

ETC and Brin Martin from West Sussex County Council have written a software programme for reporting to governors on compliance and quality of performance management in the school.

To obtain a copy of this, please contact jean.hemsley@ethicaltraining.com or ian.draper@ethicaltraining.com.

A model PM policy and observation pro-forma for unattached teachers are now available for download.

You can view the policy by clicking here and the observation pro forma here.

Reviewers	Reviewees

PM Policy	Job Description
Professional Standards	Professional Standards
School/Department Improvement Plan	Current review statement
Objective pro formas	Student data
Performance criteria	Self assessment against standards
CPD Policy	\|

Many schools have asked for a simple checklist that reviewers and reviewees can follow through the process. The checklist is a means of quality control and serves to ensure consistency of delivery across reviewers.

A copy of this checklist can be found by clicking here.

Reviewers want to have confidence in their ability and credibility with their reviewees.

ETC and Intec have produced a training programme, resource materials, assessment and certification for reviewers.

For further details and registration of interest see the Performance Management page, click here to download the .pdf flyer (left) or send an e-mail to ian.draper@ethicaltraining.com

Many school are developing their own PM guidance, observation and statement pro formas, example objectives and PM policies.

If you are happy to share your materials we will make them available to others through this site (you can find our contact details here).

Blackfen School for Girls, Bexley

Performance Management Guidance
Planning Statement (with example)
Checklist: Prof Standards for Teachers: P (Post-threshold teachers)
Checklist: Prof Standards for Teachers: I (Post-induction/main scale teachers)

Drayton Manor School, Ealing

Performance Management Guidance

Including:

Overview of the stages of and timescales for PM cycle
Guidance on setting objectives
Potential sources of evidence of impact for PM review

Performance Management Pack

Including:

Appendix 1 – Self Review
Appendix 2 – Performance Management Planning Record
Appendix 3 - Classroom Observation/Area Self Review Proforma
Appendix 3a - Student interviews
Appendix 3b - Work Scrutiny
Appendix 3c - School Diary Review
Appendix 4 – Annual Review Statement
Appendix 5 – Staff Development and Training needs
Appendix 6 – Documentation and Timescale Checklist

Lord Williams's School, Thame

Planning statement with 3 objectives and school criteria for each objective
Review statement
Lesson observation pro forma

Felpham Community College

Performance Management 2007-08 - Preparation for Post threshold teachers

1.Headlines: Assessment for Learning; Teaching and Learning; Curriculum; ICT
2.Performance Criteria
3.Action setps
4.Evidence of Impact

The DfES Standards Site
www.standards.dfes.gov.uk

Leadership Standards
Applicants for the next intake of National Professional Qualification for Headship (NPQH) will be the first to assess themselves against the new National Standards for Headteachers, published by the DCSF and available from:

www.ncsl.org.uk
www.teachernet.gov.uk and
www.governornet.co.uk/headteacherstandards

Performance Management Guidance
www.teachernet.gov.uk

School Teacher Pay and Conditions 2007
www.teachernet.gov.uk/.../STPCD_2007

School Teachers Pay and Conditions Documents 2006
publications.teachernet.gov.uk

Consultation on Performance Management Regulations
www.dfes.gov.uk/consultations

Professional Standards
www.tda.gov.uk/standards

•	CPD and Career Development
•	Objectives
•	Performance Criteria
•	Performance Pay
•	Job Descriptions
•	Policies
•	Reviewers
•	School Examples
•	Useful Links