A Lambeth Example
Staff at one Lambeth school have been told by
management that their performance management targets had to be quantified in
terms of improvement to students' attainment. (National Curriculum levels, GCSE
or A Level Grades). One teacher was handed a target re-written by the Head that
even named some individual students and the grades taht their teacher was
supposed to help them achieve!
Given the recent statements from some quarters of the
DfES that future pay awards might be be dependent on performance management
targets, the members of the school recognised the insidious nature of these new
style performance management targets.
Fortunately, union policy on this issue is very clear:
targets on pupil performance should not commit teachers to imprioving pupil
performance by a specific percentage. NUT members refused to agree to these
targets and insisted that that they would not sign any documents that included
them.
The happier news is that the Head conceded the
point and a more acceptable format - if more acceptable has any meaning in this
context - was agreed. |
NUT policy on Performance Management passed at the
Easter annual conference 2001 Conference opposes the Performance
Management scheme introduced under the Education(School Teacher Appraisal)
Regulations 2000.
Conference believes that the system of performance
management introduced under these regulations is part and parcel of the
Government's plans to impose Performance Related Pay on teachers. Under this
scheme, the outcome of performance management reviews, including 'pupil
progress', will become key evidencefor making performance-related decisions
about teachers' pay, whether they are below, at, or above the 'threshold.'
Far from improving teacher morale, as claimed in the
DfEE's Performance Management Framework, by using performance management as the
machinery of performance pay, these regulations will create an atmosphere of
distrust. They will undermine good staff relations and lead to further bullying
of staff by poor managers. Performance Management is leading to an increase in
teacher workload. Teachers are under pressure to take on furtehr work to meet
performance targets, particularly by agreeing to training outside school hours
in line with the original Green Paper recommendations. The process of
performance review is itself making further demands on staff time. Conference
believes that the criteria for performance management policies issued by the
union in its advice to members are insufficient to protect members since the
requirements set down in the Regulations remain.
Conference therefore instructs the Executive to: Write
to ever member in the Summer Term 2001 explaining why the Union opposes the
Performance Management scheme introduced under the Education (School Teacher
appraisal) Regulations 2000. Conduct a national ballot by members in the autumn
term 2001 to boycott the arrangements for performance management set down by
the regulations.
Produce materials for parents, governors and other
trade unionists to explain the educational arguments against Performance
Related Pay and performance managament while demanding that schools are funded
adequately to provide the support, training and non-contact time that would
really help teachers meet the meeds of this pupils.
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The example above is a good one in that the members
have ensured that traps and pitfalls are avoided. If pupil improvement has to
be aprt of this pernicious process, then emphasis on methodology employed,
pupil involvement might be more meaningful. |
Performance management is opposed by Lambeth
Teachers' Association for many reason, not least because we believe that its
implementation will only add to the increased burden on teachers and nobody
seriously believes that it will alleviate the shortage of teachers nationwide.
Given that it has been imposed , in consultation with other associations we
felt the need to distribute a text which should be used to draft alternatives
to management / LEA proposals.
We are particularly concerned that the following
objectives are met:
All work to be done within the 1265 hours, with no
additional cover required to aid the process
That no link is made between targets and pupil
performance
That nobody should be observed more than once
during a 12 month cycle except at the request of the observed
teacher. |
From 'the Teacher', December 2000 |
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NUT Recommended Draft Performance Policy The
following text should be used in order to assist colleagues facing management
plans and schemes.
If there is any problem, please e-mail the union and we
will assist as promptly as possible.
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_____________________School Performance
Management Policy
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This policy was adopted by the Governing Body
of _____________________ School on _____________________
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Contents |
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introduction |
rationale - explains the meaning of performance
management
3. roles - introduces the roles of different
people in the performance management process
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
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. performance management cycle - explains the
cycle of planning, monitoring
and reviewing performance as it will operate in
the school
7. confidentiality - sets out clearly the
confidential nature of performance management
documents and the need to keep them in a secure
place
8. access to outcomes - shows the statutory
position about who can have access
to review statements or information contained in
them
9. complaints - sets out the statutory process
to follow if a complaint is made
about the annual review
10. links between pay, career stages and
performance management - explains links
between the performance management system and
other policies
11. managing weak performance - explains that
the performance management process
does not form part of any formal disciplinary or
capability processes but may inform
certain decisions or recommendations
12. evaluation of the policy - brings out the
school's commitment to review the
effectiveness of the review process each year
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Appendices: standardised documentation
Annex A: Planning Record
Annex B: Classroom Observation checklist
Annex C: Classroom observation feedback record
Annex D: Annual Review Statement |
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Introduction |
Performance management is a process to support
the development of all staff to improve teaching and to raise standards.
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All teachers have been consulted in developing
this policy. |
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The policy covers all teachers except those on
contracts of less than one year and those in their induction year, who are
covered by separate procedures. |
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Rationale |
Performance management 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.
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; and
Equal Opportunity. All teachers should be
encouraged and supported to achieve their
potential through agreeing objectives,
undertaking development and having their
performance assessed. |
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3. Roles |
The Governing Body has the responsibility for
agreeing the school's performance management policy. Individual governors or
the governing body will not be involved in the management of teacher
performance or evaluating teaching in the classroom. The head teacher is
responsible for implementing the school's performance management policy and
ensuring that performance management reviews take place.
An External Adviser 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. |
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4. Responsibility for Reviews |
The governing body will appoint two governors to
carry out the head's performance management review. |
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5. Timing of Reviews |
The one-year performance management cycle links
with the school's development planning cycle. The Governing Body needs to
ensure that objectives have been agreed or set for the head by 31 December 2000
and for all other teaching staff by the end of February 2001. |
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The school's timetable is shown below:
Consultation about the performance management
policy
The proposed performance management policy will
be discussed with representatives of the recognised trade unions and then
agreed with staff.
Objectives set November 2000 to end of February
2001
Meetings will take place between job holders and
team leaders to agree objectives (planning).
Monitoring and Feedback March 2001 to end of
Summer Term 2001
Classroom observation will take place
(monitoring progress).
Formal Reviews Autumn Term 2001
Review meetings will take place between job
holders and team leaders (reviewing performance).
The process outlined in (d) above continues
annually.
The head teacher will decide who shall act as
team leader for each teacher on the basis of responsibilities for learning in
the school, a judgement about who has the best overview of the teacher's work
and the ability to provide support to staff.
No reviewer will take responsibility for the
reviews of more than four colleagues.
The reviewer will normally be the teacher's team
leader (line manager with responsibility for his/her post). In large
departments, responsibility for reviews may be shared between the head of
department and other teachers with responsibility for managing staff within the
department.
The school will ensure that all team leaders are
appropriately and sufficiently trained, before they begin to review the work of
other teachers.
In particular circumstances, where a job holder
has good reason to fear that s/he may not be treated fairly by his/her normal
team leader, the head teacher will appoint an alternative. Where agreement is
not reached, the job holder and/or the head teacher may wish to seek advice
from their professional association or relevant LEA officer.
For the deputy head, the team leader will
normally be the head teacher. Exceptionally, a deputy head may request an
alternative reviewer. |
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6. Performance Management Cycle |
The process will establish that teachers are
meeting all reasonable expectations in respect of the discharge of their
responsibilities. It will involve a three-stage annual review process.
The school will provide additional staff time to
ensure that the requirements for team leaders to meet job holders and to
conduct classroom observation are met within the teaching day.
A time budget for all stages of the performance
review of each teacher, including collection of information, will be agreed
with staff prior to final agreement on the timetable for meetings and classroom
observation. The removal of other displaced areas of activity from the 1265
hours to create space for performance review will be considered as a priority
in consultation with staff. Teachers will not be expected to undertake the
displaced activities outside directed time.
The time budgets for team leaders and job
holders in their conduct of performance reviews must be within their 1265 hours
of directed time, where team leaders or job holders are so protected by the
School Teachers' Pay and Conditions Document.
Meetings between team leaders and job holders
for performance review should not normally be necessary outside the teaching
day.
Cover will be provided for the classes of team
leaders and job holders while they are undertaking performance review. This
will not involve doubling up or increasing the class or group sizes of other
colleagues. There will be no reduction in non-contact time to release teachers
for performance review.
The recording of objectives in writing will take
place within the 1265 hours of directed time. Time budgets for writing and
agreeing the objectives will be allocated by the head teacher.
Time will be allocated within the 1265 hours to
allow for the writing of each performance review statement within ten working
days of the performance review meeting. Time will be allocated similarly for
the incorporation of written comments by job holders within the subsequent ten
working days.
All identified training needs will be met in
full, within the 1265 hours of directed time. |
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____________Stage 3
Review:
End of Year
Review of progress__Teacher
Team Leader__Stage 1
Planning:
Agree Objectives
and complete an
Individual Plan________________Stage 2
Monitoring:
Teaching in progress in year____ |
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Stage 1: Planning |
Each teacher will discuss and agree three
objectives with their team leader, who will record these on a planning record
(Annex A). Teacher objectives will cover pupil progress as well as ways of
developing and improving teachers' professional practice. The targets for pupil
progress will not be linked to SATs, GCSE or A Level results. No objectives
will be set which cannot be achieved within 1265 hours of directed time (for
teachers covered by the School Teachers Pay and Conditions Document).
Sufficient time and resources will be provided to enable objectives to be met.
The aim is to ensure a high standard of
classroom teaching. To enable this to occur, the criteria detailed below will
be consistently applied and inform the objectives agreed for each teacher:
lesson planning and preparation;
understanding of the subject area;
teaching methods;
assessment and evaluation of pupils within the
class;
management of pupil behaviour;
the teacher's objectives for pupils' learning;
classroom organisation;
effective use of homework.
The team leader will record the objectives which
will apply for the review period. These will be jointly agreed if possible. If
there are any differences of opinion about the objectives the teacher may add
comments to the written record of objectives.
Leadership group staff and those with management
allowances will have three objectives, which will cover pupil progress,
improving professional practice and their additional responsibilities.
The head teacher's objectives will cover school
leadership and management as well as pupil progress. If the head and governing
body representatives are unable to agree objectives, the governors appointed to
review the performance of the head should set and record objectives. The head
may add comments to the written record of objectives.
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Stage 2: Monitoring Progress |
The teacher and team leader will keep progress
under active review throughout the year using classroom observation and other
relevant information. They will discuss any supportive action needed and keep
development plans up-to-date.
The team leader will consult the teacher before
seeking to obtain information, written or oral, relevant to the teacher's
performance from other people. These sources should be mutually agreed. All
information used should be in writing, attributable, signed and dated.
Classroom observation is accepted good practice
with a minimum of one observation each year required by Regulations. It is not
a requirement to observe head teachers with teaching responsibilities.
Our agreed policy is to have one lesson
observation, not exceeding 60 minutes, per year. A job holder is entitled, at
his/her own request, to a further observation period of 60 minutes.
In planning observation, the following
principles will be followed:
successful observation requires preparation and
training, and a clear understanding on the part of the teacher and team leader
of its purpose;
before observation takes place, the team leader
and job holder will discuss, with a view to agreement, the group of pupils to
be observed and the time and place of the observation;
the classroom observation checklist (Annex B)
will be used;
the focus of classroom observation will relate
only to the targets set;
it is important that the observer ensures that
the lesson proceeds in as normal an atmosphere as possible;
full, constructive and timely feedback will take
place as soon as possible at a mutually convenient time (within directed time),
in comfortable surroundings and free from interruptions. |
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Stage 3: Reviewing Performance: |
There will be an annual review meeting between
the teacher and team leader, which will use the recorded objectives as a focus
to discuss achievements and identify any
development needs, including the proposed
action, resources to be made available and the support to be provided.
Within 10 working days of the review meeting,
the team leader will prepare a written review statement recording the main
points made at the review and the conclusions reached, including any identified
development needs and activities recorded in a separate annex (but forming part
of) the review statement. Once written, the team leader will give the teacher a
copy of the statement. The teacher may within 10 working days of first having
access to the statement, add to it comments in writing.
Once the review statement is completed, all
other papers generated specifically for the review should be destroyed or
handed to the job holder. |
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7. Confidentiality |
The individual plan and the review statement are
personal and confidential documents and should be kept in a secure place. The
principles and provisions of the Data Protection Act 1998 should be followed at
all times by those who have access to the documents. |
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8. Access to outcomes |
There will only be two copies of the review
statement
one held by the teacher and another held by the
head on a central file, to which the team leader or Governors responsible for
making decisions regarding pay could request access. A copy of the head's
review statement should go to the Chair of Governors.
Information about performance reviews should be
made available as listed below:
the head will ensure that individual training
and development needs are reflected in the school development plan and the
programme for professional development;
the head will ensure that training and
development needs from the review statement are given to the person responsible
for training and development at the school;
the head will report annually to the governing
body on performance management in the school, including the effectiveness of
the performance management procedures in the school, and the training and
development needs of teachers. Individual teachers will not be mentioned or
identified in the report;
and
the CEO can request from the Chair of Governors
a summary of the performance assessment section of the head's review statement.
Job holders have the right to indicate how they
wish their review statement to be prepared, i.e. whether they object to their
review statement being typed by a third party.
The head will keep the review statement on file
for three years. It will then be returned to the job holder. |
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9. Complaints |
Within 10 working days of receiving the review
statement:
Teachers can record their dissatisfaction with
aspects of the review on the review statement. Where these cannot be resolved
with the team leader, they can raise their concerns with the head. Where the
head is the team leader, the teacher can raise the issue with the Chair of
Governors. |
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The head teacher can record his/her
dissatisfaction with aspects of the review on the review statement. Where these
cannot be resolved with the appointed governors, they can raise their concerns
with the 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 the head teacher's
performance review.
The review officer (who could be the head, the
Chair of Governors or the governors appointed by the governing body) will
investigate the complaint and take account of 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 working days.
The complaints procedure does not remove an
employee's right of recourse to the grievance procedure at any stage. |
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10. Links between pay, career stages and
performance management. |
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;
(Circular No: 5/99 The Induction Period for Newly Qualified Teachers para 58.)
Up to the Threshold
teachers can expect an annual increment if they
are performing satisfactorily. This procedure will not be used to withhold
annual experience increments from teachers;
Threshold
The reviews of teachers who apply to move to the
upper spine will be used to inform applications by teachers and the head
teacher's assessment;
Performance Pay Points above the threshold,
Advanced Skills Teachers and teachers in the leadership group
performance reviews will form part of the
evidence used to make decisions about the award of performance pay points.
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11. Managing Weak Performance |
The review meeting and review statement 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.
Where there are serious deficiencies in
performance, the agreed capability procedure will be used, not the performance
management process.
Evaluation of the policy
The head shall provide an annual report to the
Governing Body on how effective the performance management procedures have
been.
The Governing Body and head teacher, in
consultation with the accredited representatives of the recognised trade
unions, will update and amend the policy as required, to ensure that it is
effective and complies with regulations and changes which may from time to time
be introduced by the DfEE . |
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Copies of all Standard Documents to be used in
the Performance Management process are attached.
All documents produced as part of the process
will be treated as personal and confidential, and kept in a secure place.
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The principles and provisions of the Data
Protection Act 1998 will be followed at all times. |
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