Gors Communitiy School Performance Management Policy

Last modified 12/02/2017 18:32

 

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Gors Community School 

Ysgol Gymunedol y Gors

Performance Management Policy

‘Imagine the world

Dychmygwch y Byd’

 

 

Contents

 

1. About this policy

2. Principles underpinning performance management

3. Professional standards

4. Timing of the performance management cycle

5. Appointment of appraisers

6. The performance management plan

7. The review meeting

8. The Appraisal Review Statement

9. Appeals

10. Use of appraisal statements

11. Managing under performance

 Annexes

 A. Template - PRD Record

B. Template – setting of objectives

C. Template – appraisal review statement

 

 Drafting note:

 This model policy refers to the statutory arrangements for the performance management of teachers and head teachers. When using this model policy schools are encouraged to also consider the performance management arrangements of all their staff. There is currently no statutory provision for the performance management of support staff but it is considered to be best practice for a school to have appropriate arrangements in place for all members of staff. Schools may adapt this model policy accordingly whilst still having regard to statutory provisions.


1. About this policy

 This policy sets out the performance management arrangements for the head teacher and teachers of Gors Community School. It has been agreed by the Governing Body, Head Teacher and Local Authority and follows consultation with all staff members and recognised trade unions. It describes the purpose, procedures, roles and responsibilities that will ensure that the school’s performance management arrangements contribute to the professional development of its staff and to the achievement of wider development objectives for the school and its learners.

 The policy will be reviewed annually and any necessary amendments will be the subject of further consultation with staff members. The policy was last reviewed in September 2016.

 The head teacher will provide the Governing Body with an annual written report on the operation and effectiveness of this policy including the training and development needs arising from the performance management process.

 This policy has been produced with due regard to the current Appraisal Regulations and accompanying guidance published by the Welsh Government. These can be found at:

 Regulations:

www.legislation.gov.uk/wsi/2011/2940/contents/made

 

Guidance:

www.wales.gov.uk/topics/educationandskills/publications/guidance/performance-man-for-teachers?lang=en

 This policy does not apply to:

  • newly qualified teachers undergoing their statutory period of induction who are exempted from performance management arrangements; or
  • teachers employed for a fixed period of less than one school term

 

2. Principles underpinning performance management

 The following principles will underpin our performance management arrangements:

  • Trust, confidentiality and professional dialogue between appraiser and appraisee
  • Consistency so that all staff are treated fairly
  • Recognition of strengths and a commitment to share effective practice
  • A commitment to provide constructive feedback on performance
  • Rigorous and evidence based
  • A shared commitment to meeting the school’s improvement plan and appropriate national priorities

3. Professional standards

 Teachers are required to meet the Practising Teacher Standards at the end of their induction period and must continue to meet them throughout their career. The head teacher is required to meet the Leadership Standards. Other practitioners may choose to use the Leadership Standards as a reference for their leadership development where this is identified as a priority for their professional development.

The professional standards should be considered as a whole to provide a backdrop to discussion and to help practitioners identify areas for further development.

The relevant professional standards can be found at:

 

www.wales.gov.uk/topics/educationandskills/publications/circulars/practitioners/?lang=en

4. Timing of the performance management cycle

 The school’s annual performance management cycle will start in October 2016 and be completed by July 2017. (reviewed April 2017)

 Between July 2017 and October 2017 teachers will be expected to take part in whole-school evaluation activities which will feed directly into their PM pargets for the coming year. At Gors we feel it is imperative that staff have a clear understanding of the main areas for development and priorities of the school in order to agree with the Head teacher the most effective personal targets.

 The appraisal cycle has been timed to link with the school’s annual planning cycle.

 5. Appointment of appraisers

 The head teacher will appoint an appraiser for every teacher in the school. For the academic year 2016/17 the Headteacher will carry out all teacher appraisals.

 The head teacher’s appraisal will be carried out by a panel consisting of:

  • at least two governors appointed by the governing body
  • one or two representatives appointed by the local authority/Challenge Advisor

 

6. The performance management plan

 Performance management will be a continuous cycle throughout the year involving three stages of planning, monitoring performance and reviewing performance.

 The appraiser(s) will meet with the teacher/head teacher at the start of the cycle to plan and prepare for the annual appraisal. This meeting may be combined with the review meeting held at the end of the previous cycle.

 The meeting will seek to agree the following:

  • objectives for the cycle and professional development activities to support achievement of the objectives
  • the monitoring procedures including arrangements for observation of teaching on at least one occasion
  • any sources of information and data relevant to the objectives – these should include an up to date Practice Review and Development (PRD) Record and data/information drawn from existing sources

 

A template for the PRD Record is at Annex A.  A template for the recording the objectives is at Annex B.

 In the case of the head teacher’s performance plan only, the chair of the governing body will provide, on request, a copy of the head teacher’s objectives to Estyn.

 The arrangements for monitoring performance against the objectives, including the use of observation, will be decided during the planning meeting and recorded by the appraiser(s).

 The appraisee and appraiser(s) will keep progress under review throughout the cycle including the use of informal discussion as well as the more formal arrangements specified in the planning meeting. The PRD Record will provide a focus for these discussions.

 7. The review meeting

 At the end of the performance management cycle a formal review meeting will be held where the appraiser and appraisee will discuss achievements, any areas for improvement and professional development activities. This meeting may be combined with the planning meeting for the next annual cycle.

 The purpose of the review meeting will be to:

  • assess the extent to which the appraisee has met their objectives
  • determine whether there has been successful overall performance in confirming the appraisee continues to meet the relevant professional standards
  • identify the need for additional support, training or development and how this will be met

 

 8. The appraisal statement

 Within 10 school days of the review meeting the appraiser(s) will provide the appraisee with a written statement of the main points made at the review meeting and the conclusions reached. Annexed to the statement will be a summary of professional development needs and an indication of how these might be met.

 The appraiser will seek to agree the final wording of the appraisal statement with the appraisee.

 The appraisee may, within 10 school days of receiving the final appraisal statement, add comments in writing. These comments will then form part of the statement.

 Both the appraisal statement and the annex are confidential documents and must be kept in a secure place. The provisions of the Data Protection Act will be followed at all times.

 A template for the Appraisal Review Statement is at Annex C.

 

 9. Appeals

 The appraisee may appeal against the appraisal statement within 10 school days of receiving the appraisal statement. An appeals officer or, in the case of the head teacher, an appeals panel will be appointed to conduct a review.

 All appeals will be conducted in accordance with the current Appraisal Regulations and the associated Welsh Government guidance.

 In summary, the appeal process will involve the following stages:

  • Appraisee lodges appeal with the Governing Body 
  • Appeals officer/panel appointed 
  • Appeals officer/panel provided with copy of appraisal statement within 5 school days of receiving notice of appeal 
  • Appeal review will be carried out within 10 school days of receiving appraisal statement 
  • The appeals officer/panel must take into account any representations made by the appraisee 
  • The appeals officer/panel may then decide that: 
    • the appraisal has been carried out satisfactorily;
    • with the agreement of the appraiser(s), amend the appraisal statement; or
    • order that a new appraisal be carried out
  • The appeals officer/panel can not determine:
    • that new objectives can be set: or
    • that existing objectives be revised

 

 10. Use of appraisal statements

 10.1 Teachers

 The appraiser must give a copy of the appraisal statement to the appraisee and to the head teacher.  In turn, the headteacher will, on request, provide a copy to:

  • the appraiser;
  • an appeals officer; or
  • any governors responsible for making decisions or giving advice on matters in relation to pay

 Where the appraisee is eligible for pay progression under the School Teachers Pay and Conditions Document (STPCD) the appraiser will provide a recommendation on pay progression to the head teacher in line with provisions of the STPCD.

 The head teacher will provide a copy of the annex to the appraisal statement detailing professional development needs to the person with whole-school responsibility for planning provision for training and development.

 The appraisal statement will be kept by the head teacher in a safe and secure place until at least 3 years after the next appraisal statement has been finalised.

 10.2 Head teacher

 In the case of the head teacher’s performance management the appraisers will give copies of the appraisal statement to the head teacher, the chair of the governing body and the chief education officer. Appraisers will also, on request, provide a copy to any governors responsible for making decisions or giving advice on matters in relation to pay.

 

The chair of the governing body will also provide, on request, a copy of the head teacher’s appraisal statement to:

  • any officer designated by the chief education officer responsible for the performance of head teachers; or
  • any appeals officer

 The chair of the governing body will provide a copy of the annex to the appraisal statement detailing professional development needs to the person with whole-school responsibility for planning provision for training and development.

 The appraisal statement will be kept by the governing body in a safe and secure place until at least 3 years after the next appraisal statement has been finalised. The head teacher will also keep a copy of the appraisal statement for the same period of time.

 Information from the head teacher’s appraisal statement may be taken into account by the governing body (or its committees) in matters relating to the promotion, discipline or dismissal of the head teacher or in relation to any discretion over pay.

11. Managing under performance

 Effective line management arrangements, including the effective use of the procedures outlined in this policy, will help prevent under-performance through early identification, support and intervention.

The performance management procedures set out in this policy, including the review meeting and appraisal statement, do not form part of any disciplinary, competency or capability procedures. However, information from the Appraisal Statement can be taken into account when making decisions about pay, promotion, dismissal, or disciplinary matters which may be triggered by other procedures.

 

Practice Review and Development Record

 

Purpose of the PRD Record

 

The purpose of the PRD Record is to support practitioners in:

 

  • Meeting the requirements of the Appraisal Regulations to keep an up-to-date record of:
    • their own assessment of their performance against their performance management objectives
    • professional development undertaken or other support  provided and how this is contributing to the achievement of objectives
    • any factors which the practitioner considers are affecting performance against the objectives
    • Reflecting regularly on their practice including the use of relevant data and evidence to review their practice and identify priorities for professional development
    • Providing a focus for discussion during the planning, monitoring and reviewing stages of the performance management cycle

 

Completing the PRD Record

 The following guidance will assist practitioners in completing their PRD Record during the performance management cycle. The guidance is intended to ensure the PRD Record supports the practitioner in their work without being burdensome to complete.

 The PRD Record should be regularly updated – this does not need to be daily or even weekly but at key points throughout the performance management cycle.  In reflecting regularly on their practice, practitioners should use their professional judgement to decide the points at which the record is updated so that it remains relevant and up-to-date.

 

  • The template makes provision for up to 3 objectives. The template can be adapted where additional objectives have been identified
  • The template is arranged to reflect the PM cycle of Planning, Monitoring and Reviewing. Each section has a number of “prompts” designed to assist practitioners to reflect on key aspects of their practice and professional development. Practitioners may find it helpful to base their PRD records around answers to some or all of these prompts.
  • Entries should be concise but sufficiently detailed to serve as a basis for discussion. Lengthy prose responses are not necessary and practitioners may choose to adopt a ‘bullet point’ style approach
  • It is recommended that the PRD Record is maintained in electronic form as this will facilitate easier amendment and updating
  • Where objectives are linked it may be more appropriate to ‘write across’ columns to avoid making duplicate entries