Ysgol Gymunedol Cefn Hengoed Community School

Transcription

1 Ysgol Gymunedol Cefn Hengoed Community School If you believe it, you can achieve it! Credwch a gwnewch! Performance Management/ Staff Appraisal Policy Rheoli Perfformiad/Polisi Gwerthuso Staff Last Reviewed July 2015 Adolygu ddiwethaf Gorffennaf 2015 Next Review July 2016 Adolygiad nesaf Gorffennaf P a g e

2 CEFN HENGOED COMMUNITY SCHOOL Performance Management Policy Introduction This policy is in three main sections The rationale for PM in this school The PM cycle Evaluation Rationale Cefn Hengoed Community School is committed to developing staff and raising the achievement of all children and young people. Therefore the Performance Management process should: be open and fair and provide equality of opportunity focus on continuous professional development (CPD) encourage all staff to achieve their potential reflect a shared commitment to high standards of teaching and learning improve school performance by developing the effectiveness of staff both as individuals and as teams Set targets which link to the School Development Plan, which is in itself informed by the school self evaluation process. provide the means whereby the work of all staff will be aligned to the School Development Plan (SDP)/Self Evaluation process/schools Effectiveness Framework focus attention on the development of effective teaching and leadership provide training to enable all participants in the PM process to discharge their duties. Roles The role of the Governing Body is strategic in: Agreeing the PM policy Monitoring the implementation of the policy Reviewing the Headteacher s performance with the help of an external adviser 2 Page

3 CEFN HENGOED COMMUNITY SCHOOL The Headteacher is responsible for Implementing the PM policy Ensuring that team leaders carry out their responsibilities Ensuring that teachers have individual plans and targeted professional development Ensuring monitoring and developmental feedback Preparation of an annual report for the governing body Responsibilities of the Line Manager include Meeting with each teacher to review performance and identify achievements Recording objectives in writing Monitoring performance against objectives, including at least one observation of the teacher teaching Discussing and identifying the teacher s professional development needs Writing the performance review statement A Line Manager Is the person with the best overview of the employees work Needs to be familiar with school, LEA, National priorities To be involved with programme of QA Part of the review process The Teacher is responsible for Discussing setting objectives with the team leader Agreeing objectives or, where appropriate, adding comments to objectives Contributing to the review of performance against objectives, including identifying achievements Discussing and identifying professional development needs 3 P age

4 CEFN HENGOED COMMUNITY SCHOOL THE PERFORMANCE MANAGEMENT CYCLE Performance management is an ongoing cycle, not an event, involving three stages. At Cefn Hengoed Community School the following cycle has been agreed: Planning - By October Monitoring - By end of March Review - By July - October Planning All members of staff, including the Headteacher, are encouraged to prepare for a discussion with their team leader/governing body. There is no requirement for standard documentation to be part of this. The purpose of the planning meeting to o discuss and record priorities and agree 3 objectives unless the teacher/headteacher requests more o agree strategy for meeting identified needs including the timetable o discuss how progress will be monitored Teacher objectives should cover o pupil progress/standards o ways of developing or improving the teacher s professional practice Headteacher objectives should cover o school leadership and management o pupil progress (in the widest sense) Associate staff objectives should cover o progress and performance o training 4 Page

5 CEFN HENGOED COMMUNITY SCHOOL NOTE: The Governing Body will work with the support of an external adviser throughout the process of the Headteacher Performance Manager. If objectives cannot be jointly agreed, the line manager/governing body will have the final decision. The Teacher/Headteacher will be entitled to add written comments. The line manager/governing body will record the objectives for the PM cycle. Monitoring Effective monitoring is an essential part of the PM process. In Cefn Hengoed Community School, monitoring will involve regular meetings between: the line manager and the teacher the Headteacher and the governing body sub-committee Monitoring meetings should be held at appropriate times which should be agreed between the relevant parties at the planning stage. The focus of the meetings should centre on progress made towards reaching the objectives and include appropriate feedback on lesson observations. The monitoring process should be used effectively as a support mechanism for colleagues and identify potential difficulties at an early stage, thereby enabling additional actions to take place which will hopefully ensure the achievement of the agreed objectives. Monitoring progress will largely be based on: meetings lesson observations whole school quality assurance procedures 5 P age

6 CEFN HENGOED COMMUNITY SCHOOL Review There will be an annual review meeting between: the teacher and the line manager the Headteacher, the governing body and the External Adviser All members of staff, including the Headteacher, are encouraged to prepare for a discussion with their line manager/governing body. There is no requirement for standard documentation to be part of this but Cefn Hengoed consider it good practice to maintain standard documentation which is kept confidentially by the Deputy Headteacher/SDO The annual review meeting will: review achievements overall assess progress against recorded objectives identify areas for further development set objectives agree strategies for meeting identified need discuss how progress will be monitored agree a timetable for the next round of the PM cycle. Within 10 days of the review meeting the line manager/governing body will write a review statement. The Review Statement The Review Statement should record the main points discussed and conclusions reached including: the objectives set training and development needs and ways of meeting such needs will be recorded in an Annex which will form part of the statement how both of these will be achieved and monitored. For all staff there will be 2 copies only of the Review statement one held by the teacher and one held by the Headteacher on a central file, to which the team leaders or governors responsible for making decisions regarding pay could request access. 6 Page

7 CEFN HENGOED COMMUNITY SCHOOL The training and development annex will be passed on to the person responsible for training and development. All review statements will be kept on the central file for at least 3 years. A copy of the Headteacher s review statement will go to the Chair of Governors. A summary of the Headteacher s review statement will be provided by the Chair of Governors to the Director of Education on request. Appeals An appeal must be made within 10 school days of receiving the statement and must be made in writing to the governing body. An appeals officer will then be appointed to conduct an appeals review. The governing body will provide an appeal officer or officers and any external adviser assisting the appeal officer or officers with a copy of the review statement and the statement of objectives within 5 school days of receiving the notice of appeal. The appeals officer will normally be the chair of the governing body (for appeals by the Headteacher) or the Headteacher (for appeals by teachers) unless they have participated in the review appealed against. For appeals by a Headteacher an external adviser who did not assist in relation to the initial review must assist the appeals officer or officers. For appeals by the Headteacher, where the chair of governors have been involved in the review process, the governing body will appoint one or two governors who have not participated in the initial review. No governor who is a teacher or staff member can be appointed as an appeals officer for the Headteacher. For appeals by teachers, where the Headteacher has been involved in the review process, the chair of governors will be the appeals officer. In this situation, an external adviser must assist him or her. The appeal review will be carried out within 10 school days of the appeal officer or officers receiving the review statement. 7 P age

8 CEFN HENGOED COMMUNITY SCHOOL In conducting an appeal review the appeals officer or officers must take into account any representation made by the Headteacher or Teacher. After due consideration, the appeals officer or officers may consider the review has been carried out satisfactorily (and may make observations); may, with the agreement of the appraiser(s), amend the review statement; or may order that a new review be carried out. The appeals officer or officers may not determine that new objectives should be set or that existing objectives should be altered. Any new review or part review ordered should be conducted within a further 15 school days. Where a new review or part review takes place new governors and a new external adviser are appointed for the Headteacher s review. For teachers, the Headteacher must appoint a new teacher to carry out the review; if there is no suitable teacher to do this, the appeals officer must appoint a member of the governing body. However, no governor who is a teacher or staff member can be involved in the performance review. Links to Career & Pay Progression Aspects of pay progression decisions made by the governing body for all teachers/headteacher will be based on information about a teacher s/headteacher s performance. Information from the PM review statement may be used to inform those decisions, but will not be the only criteria used in determining pay progression. Links to Continuing Professional Development Performance Management must be effectively linked to continuous professional development (CPD) and not be seen as an add on policy. The purpose of this performance management programme therefore to encourage all staff to take ownership for their own professional development. The documentation relating to identifying development and training needs will help in this respect. However, common sense should be used in identifying such needs as the school has limited resources available and priorities identified in the School Development Plan have to be addressed. 8 P age

9 CEFN HENGOED COMMUNITY SCHOOL Links to Quality Assurance As with CPD, the school s Performance Management Policy is designed to build on and develop our comprehensive Quality Assurance programme. Managing Weak Performance Performance review does not form a part of disciplinary or dismissal procedures. Capability procedures are already the subject of a separate national agreement. However, where information from the review gives rise to concern about a teacher, it may lead to a decision to investigate and record performance more intensively. Where a decision is taken to enter into a formal capability procedure, that procedure supersedes performance management arrangements. Evaluating the PM Policy Cefn Hengoed Community School is committed to the ongoing professional development of all staff. We are also committed to a continuous cycle of school improvement. The head shall provide an annual report to the governing body on the operation of performance management in the school, including the effectiveness of the performance management procedures in the school, and the training and development needs of teachers and the Headteacher. The governing body shall review the Performance Management Policy every school year and, if they consider it necessary, amend it. Before amending the performance management policy, the governing body shall ensure that all schoolteachers at the school are consulted. 9 P age

10 YSGOL GYMUNEDOL CEFN HENGOED COMMUNITY SCHOOL Individual Performance Management/Appraisal Record Gwerthhuso Perfformiad Unigol/Cofnod Rheoli Name: Post: TLR: (grade and title) Date of Initial Meeting: Autumn 2015 Period covered by review: 1 Year 10 P a g e Period covered by review: 1 Year

11 THE PERFORMANCE MANAGEMENT/APPRAISAL Performance Management/Appraisal is an ongoing cycle, not an event, involving three stages. Performance Management has, in , been reviewed nationally. Our Performance Management Record has been amended, following consultation to reflect the review. At Cefn Hengoed Community School the following cycle has been agreed: Appeals Process June-Nov 11 P age

12 PLANNING Informal performance review reflective discussion recording this is optional but may assist in setting objectives/targets for the new year. All members of staff, including the Headteacher, are encouraged to prepare for a discussion with their appraiser. There is a planning form included (Annex 1). The purpose of the informal planning reflective discussion is to: discuss and plan priorities, objectives, targets agree strategy for meeting identified needs including the timescale discuss objective setting meeting discuss how progress will be monitored Objectives MUST reflect the key issues identified in the Whole School Development Plan/Local and National priorities, therefore access to the SDP/Subject Development Plan should be at hand during the meeting. PROGRESSION TO THE UPPER PAY RANGE The teacher must inform their appraiser in writing prior to objectives being set so that the criteria for progression to the Upper Pay Range can be re-assessed by the appraiser during the following two appraisal periods. Therefore, to best prepare teachers for this, colleagues will be encouraged to identify in writing their wish to progress to the upper pay range 2 years before the date i.e. during the Autumn Term 24 months in advance of the first payment date of the Upper Pay Range. Teachers will reiterate their wish to progress in the Spring Term of the first payment date. This will ensure two appraisal periods are informed by the expressed wish to progress. MONITORING OF PROGRESS Effective monitoring is an essential part of the Performance Management/Appraisal process. In Cefn Hengoed Community School, monitoring will involve a meeting between the appraisee and appraiser to review progress. This will be held during the Spring Term at a time mutually convenient to both colleagues. The focus of any informal review of progress meetings should centre on progress made towards reaching the objectives/targets and include appropriate feedback on lesson observations, quality assurance and training evaluation. The monitoring process should be used effectively as a support mechanism for colleagues and identify potential difficulties at an early stage, thereby enabling support to be put in place which will hopefully ensure the achievement of the agreed objectives. 12 P age

13 REVIEW/APPRAISAL There will be an annual review/appraisal meeting at the end of the Performance Management/Appraisal cycle between appraisee and appraiser in the second half of the summer term. All members of staff are encouraged to prepare for this discussion with their line manager. The annual review/appraisal meeting will: review achievements overall assess progress against recorded objectives/targets identify areas for further development agree strategies for meeting identified needs discuss how progress will be monitored agree a timetable for the next round of the Performance Management/Appraisal cycle Where an application for progression has been made the Line Manager will need to recommend that: the teacher is highly competent in all elements of the Practising Teacher Standards; and the teacher s achievements and contribution to the school are substantial and sustained The Line Manager will write the Review/Appraisal statement and invite the Appraisee to comment. For colleagues who have not yet reached UPS3, the Appraiser Statement on Pay Progression needs to be actioned. THE REVIEW/APPRAISAL STATEMENT The Review/Appraisal Statement should record the main points discussed and conclusions reached including the objectives set training and development needs identified how both of these have been achieved and monitored the statement on pay progression 13 P age

14 Annex 1 Informal Planning Reflective Discussion Name of Appraisee: Name of Appraiser: Date of Planning Meeting: / / It is not essential to document this informal plan but it may be useful as a notepad to help identify the 3 chosen targets, particularly if the teacher has indicated a wish to progress to the Upper Pay Scale. Discussion points: 14 P age

15 Annex 2 OBJECTIVES/TARGETS FOR THE NEXT 12 MONTHS Name of Appraisee: Name of Appraiser: Date of meeting: / / Objectives: Objectives must demonstrate that the teacher is highly competent in all elements of the practising teacher standards and the teacher s achievements and contribution to the school are substantial and sustained. Professional Development and support/training: Relevant data and/or information to be used: Resources to support the objectives: Procedure for monitoring progress: 15 P age

16 Threshold Progression (if applicable) The member of staff wishes to be assessed for progression to Upper Pay Range and has informed the appraiser in writing Date: NB The appraisee must inform the appraiser in writing two years prior to the assessment being considered. This will be filed in hard copy alongside the teacher s Performance Management record). Appraisee s comments: Appraisee (signature): Appraiser (signature): Date: / / 16 P age

17 Annex 3 LESSON OBSERVATION PROTOCOL The governing body is committed to ensuring that classroom observation is developmental and supportive and is linked to teachers professionals standards (see annex 7) and that those involved in the process will: carry out the role with professionalism, integrity and courtesy; evaluate objectively; report accurately and fairly; and respect the confidentiality of the information gained. All lesson observations will be agreed by the Headteacher, Union Representatives and teachers to be observed. Any teacher can request a lesson observation. In each school, proportionate to need will be determined through discussion in the planning and review meeting and as appropriate to the objectives set and whether the teacher works part or full time. The arrangements for classroom observation will be included in the planning statement at the start of the cycle and will include the amount of observation and specify its primary purpose, any particular aspects of the teacher s performance to be assessed, the duration of the observation, when during the performance management cycle the observation will take place and who will conduct the observation. The selection of lessons to be observed will be balanced to reflect the range of work undertaken by an appraisee. Information gathered during the observation will be used, as appropriate, for a variety of purposes, including to inform school self-evaluation and school-improvement strategies in accordance with the school s commitment to streamlining data collection and minimising bureaucracy and workload burdens on teachers. Information gathered from classroom observation will assist the headteacher in the exercise of her/his duty to evaluate the standards of teaching and learning and to ensure that proper standards of professional performance are established and maintained. In keeping with the commitment to supportive and developmental classroom observation, the observations will be only those agreed and recorded at the planning meeting and, where specific lessons have not been identified at the planning meeting, those being observed will be notified at least five working days in advance. Classroom observations will only be undertaken by persons with QTS and who are registered with the GTCW. Classroom observation will only be undertaken by those who have had adequate training and preparation and have the appropriate professional skills to undertake observation and to provide constructive oral and written feedback and support, in the context of professional dialogue between colleagues. Oral feedback will be given as soon as possible after the observation and no later than the end of the following working day. It will be given during directed time in a suitable, private environment. Written feedback will be provided within five working days of the observation taking place. If issues emerged from an observation that were not part of the focus of the observation as recorded in the planning and review statement, these should also be covered in the written feedback and the appropriate action discussed with the teacher. The written record of feedback will include the date on which the observation took place, the lesson observed and the length of the observation. The teacher has the right to append written comments on the feedback document. No written notes in addition to the written feedback will be kept. Drop-ins, where conducted, will only be undertaken by the Headteacher. 17 P age

18 Annex 4 HEAD OF FACULTY/DEPARTMENT LESSON OBSERVATION FEEDBACK SESSION OBSERVATION FORM/ FFURFLEN ARSYLWI SESIYNAU SCHOOL/ YSGOL INSPECTOR/ AROLYGYDD No. present/ Nifer yn bresennol Cefn Hengoed Community School No. on roll/ Nifer ar y gofrestr Context of the observation / Cyd-destun yr arsylwi Subject/ Pwnc Year group(s)/ Grŵp/grwpiau blwyddyn Ability/ Gallu Top/ middle Date/ Dyddiad Observation time/ Amser arsylwi Standards and progress/ Safonau a chynnydd Teaching/ Addysgu Please use this space to comment on other issues/ Defnyddiwch y gofod hwn i roi sylwadau ar faterion eraill When looking at standards, you should comment on achievement, progress in learning, skills, particularly literacy and Welsh, where relevant. Pan rydych yn edrych ar safonau, dylech wneud sylwadau ar lwyddiant, cynnydd mewn dysgu, sgiliau, yn enwedig llythrennedd a Chymraeg, lle maent yn berthnasol. 18 P age

19 Annex 5 REVIEW/APPRAISAL STATEMENT To be completed by the Appraiser * Ensure personal CPD statement is referred to in this meeting * APPRAISAL STATEMENT Name of Appraisee: Name of Appraiser: Job Title: Date of meeting: / / Please list the objectives and indicate whether they have been met or whether they need further development. Objectives: Overall performance - strengths in the standards: The teacher is highly competent in all elements of the practising teacher standards (ü or X) The teacher s achievements and contribution to the school are substantiated and sustained (ü or X) Impact of CPD on development of strengths (see personal CPD statement) Developmental Needs Areas to be developed through training, development and support: Current Position on Pay Scale (colleagues on UPS3 are not subject to the statement below): Appraiser Statement: I recommend at this time/do not recommend at this time that our colleague progresses through the pay scale Appraisee s comments: The content of this record has been agreed by: Signatures - Appraisee: Appraiser: Date of receipt of the completed review statement by the appraisee: / / 19 P age