Teacher Performance Management Policy

Teacher Performance Management Policy Date of Review: September 2015 Approved by: Trust Board Next Review Date: September 2016 APPLICATION OF THE POLICY The policy applies to the Executive Headteacher, Head of School and to all teachers employed by the Trust except teachers on contracts of less than one term, those undergoing induction (ie NQTs) or those who are the subject of capability procedures. PURPOSE Performance Management in the Trust will be a supportive and developmental process to ensure that all teachers have the skills and support they need to carry out their role effectively. It will help to ensure that teachers are able to continue to improve their professional practice and to develop as teachers. This Performance Management policy sets out the framework for a clear and consistent assessment of the overall performance of teachers, the Head of School and the Executive Headteacher and for supporting their development needs within the context of the school s improvement plan and their own professional needs. Where teachers are eligible for pay progression, the assessment of performance throughout the cycle against the performance criteria specified in the statement will be the basis on which the recommendation is made by the reviewer. This policy should be read in conjunction with the Trust s Pay Policy which provides details of the arrangements relating to teacher s pay in accordance with the School Teachers Pay and Conditions Document. THE PERFORMANCE MANAGEMENT CYCLE The performance of teachers must be reviewed on an annual basis. Performance planning and reviews must be completed for all teachers by 31 October and for Head of Schools by 31 December. Any amendments to pay will be from 1 September in line with the Trust s Pay Policy. However, from June 2014 the Performance Management cycle for the academic year was amended to run for twelve months in line with Rodillian s academic year from June half term to June half term for teachers and from 30 September to 30 September for the Head of School and the Executive Headteacher. Teachers who are employed on a fixed term contract of less than one year, will have their performance managed in accordance with the principles underpinning the provisions of this policy. The length of the cycle will be determined by the duration of their contract. Where a teacher starts their employment at an academy part-way through a cycle, the Head of School or, in the case where the teacher is the Head of School, the governing 1

body shall determine the length of the first cycle for that teacher, with a view to bringing his cycle into line with the cycle for other teachers at the Trust as soon as possible. Where a teacher transfers to a new post within the Trust part-way through a cycle, the Head of School or, in the case where the teacher is the Head of School, the Executive Headteacher shall determine whether the cycle shall begin again and whether to change the reviewer. LINKS TO SCHOOL IMPROVEMENT, SCHOOL SELF EVALUATION, SCHOOL DEVELOPMENT PLANNING AND THE COACHING MODEL To comply with the requirement to show how the arrangements for Performance Management link with those for school improvement, school self-evaluation and school improvement planning the Performance Management process, the individual SEF (I- SEF) and the Trust s Coaching Programme of continuous professional development will be the main source of information as appropriate for school self-evaluation and the wider school improvement process. The Red File The red file has been introduced at the academies to support and challenge teachers to become better teachers. It aims to bring together school self evaluation, professional learning and Performance Management into one coherent process to maintain consistently high standards and raise attainment of learners. The file holds faculty records and records from the coaching cycle feeding into the Performance Management process and staff development. The Trust s Coaching Programme has been designed to form an integral part of the Performance Management cycle, providing continuous support and development for all involved. Documents collated as part of this programme will be used as part of the Performance Management process. All reviewers are expected to explore the alignment of reviewees objectives with their academy s priorities and plans. Objectives set will form part of the individual s coaching programme to ensure that support and guidance is provided to contribute to objectives been met. The objectives should also reflect reviewees professional aspirations. Coaching Programme The Rodillian Academy has created a Coaching Programme to support and develop staff to achieve their full potential of achieving the Teacher Standards. The programme runs continuously over the academic year. Deputy Directors of Learning (DDLs) deliver the programme and aim to ensure that it is individualized to meet the development needs of the individual members of staff within the Academy. The programme supports the Teaching and Learning Model, incorporating Teacher s Standards. It includes lesson observations, student voice, feedback, work scrutiny setting areas for improvement, observation of colleagues and peer support. The training and development sessions across the academic year also support the programme. The programme is reviewed on an annual basis by the DDLs and the Leadership Team. See Annex 2 Coaching Programme Documentation. CONSISTENCY OF TREATMENT AND FAIRNESS The Rodillian Multi Academy Trust is committed to ensuring consistency of treatment 2

and fairness in the operation of Performance Management. To ensure this the following provisions are made in relation to moderation, quality assurance and objective setting. Quality assurance The Head of School has determined that he/she will delegate the reviewer role for some or all teachers for whom he is not the line manager. In these circumstances the Head of School will moderate a sample of Performance Management and coaching records to check that they; are consistent between those who have similar experience and similar levels of responsibility; comply with the Trust s Performance Management policy, the regulations and the requirements of equality legislation. The RMAT HR Team will review the quality assurance processes when the Performance Management policy is reviewed. OBJECTIVE SETTING The objectives set will be Specific, Measurable, Achievable, Realistic and Time-bound in relation to teachers with similar roles/responsibilities and experience, and will have regard to what can reasonably be expected of any teacher in that position given the desirability of the reviewee being able to achieve a satisfactory balance between the time required to discharge his professional duties and maintain a work/life balance. They shall also take account of the teacher s professional aspirations, their I-SEF and any relevant pay progression criteria. They should be such that, if they are achieved, they will contribute to improving the progress of pupils at the academies. Objectives set will be used as part of the individual s coaching programme for selfdevelopment. The reviewer and reviewee will seek to agree the objectives but where a joint determination cannot be made the reviewer will make the determination. In the Trust all teachers, including the Head of School and the Executive Headteacher will have no more than three objectives; teachers, including the Head of School and the Executive Headteacher will not necessarily all have the same number of objectives. Though Performance Management is an assessment of overall performance of teachers, the Head of School and the Executive Headteachers objectives cannot cover the full range of a teacher s roles/responsibilities. Objectives will, therefore, focus on the priorities for an individual for the cycle. At the review stage it will be assumed that those aspects of a teacher s roles/responsibilities not covered by the objectives or any amendment to the statement which may have been necessary in accordance with the provisions of the regulations have been carried out satisfactorily. This will be evidenced through line management meetings and the Red File (see Annex 3). Reviewing Progress At the end of the cycle assessment of performance against an objective will be on the basis of the performance criteria set at the beginning of the cycle. Good progress towards the achievement of a challenging objective, even if the performance criteria 3

have not been met in full, will be assessed favorably. The Performance Management cycle is annual, but on occasions it may be appropriate to set objectives that will cover a period over more than one cycle. In such cases, the basis on which the progress being made towards meeting the performance criteria for the objective will be assessed at the end of the first cycle and will be recorded in the planning and review statement at the beginning of the cycle. Documentation from the Coaching Programme will form part of the review process to demonstrate CPD across the academic year. APPEALS At specified points in the Performance Management process teachers, Heads of School and the Executive Headteacher have a right of appeal against any of the entries in their planning and review statements. Where a reviewee wishes to appeal on the basis of more than one entry this would constitute one appeal hearing. Details of the appeals process are covered in the academy s Teachers Pay Policy. CONFIDENTIALITY The whole Performance Management process and the statements generated under it, in particular, will be treated with strict confidentiality at all times. The reviewee's line manager or, where s/he has more than one, each of her/his line managers will be provided with access to the reviewee's plan recorded in her/his statement, upon request, where this is necessary to enable the line manager to discharge her/his line management responsibilities. Reviewees will be told who has requested and has been granted access. The reviewee s Deputy Director of Learning (DDL) and Subject Leaders will also be provided with an outline of the reviewee s objectives to enable the individualisation of the coaching programme to complement the individual s development area(s). The Director of HR and the Deputy Director of HR will have an oversight of the whole Performance Management process for the Trust, therefore they will have access to all records held in relation to this process. TRAINING AND SUPPORT The Coaching Programme will be informed by the training and development needs identified during the Performance Management meetings. Any additional training above and beyond the context of the coaching programme will be agreed as appropriate in line with the individuals Continuous Professional Development (CPD). The Head of School in each academy will ensure in the budget planning that, as far as possible, appropriate resources are made available in the academy budget for any training and support agreed for reviewees. An account of the training and development needs of teachers in general, including the instances where it did not prove possible to provide any agreed CPD, will form a part of the Head of School s reports to the School Effectiveness Meetings about the operation of the Performance Management in the academy. 4

APPOINTMENT OF REVIEWERS FOR THE EXECUTIVE HEADTEACHER AND HEADS OF SCHOOL Within the RMAT the Trust Board is the reviewer for the Executive Headteacher and to discharge this responsibility on its behalf may appoint up to three members to do so. The Executive Headteacher is the reviewer for all Heads of School. Appointment of School Improvement Partner or External Adviser A member of the Trust Board with experience of School Improvement will provide the advice and support in relation to the management and review of the performance of the Executive Headteacher/Head of School as deemed appropriate. APPOINTMENT OF REVIEWERS FOR TEACHERS In the case where the Head of School is not the teacher s line manager, the Head of School may delegate the duties imposed upon the reviewer, in their entirety, to the teacher s line manager. In this school the Head of School has decided that: The Head of School will be the reviewer for those teachers he directly line manages and will delegate the role of reviewer, in its entirety, to the relevant Deputy Director of Learning for all other teachers. Deputy Directors of Learning will be reviewers for all those teachers to which they have been allocated that responsibility. Where a teacher is of the opinion that the person to whom the Head of School has delegated the reviewer s duties is unsuitable for professional reasons, s/he may submit a written request to the Head of School for that reviewer to be replaced, stating those reasons. Where it becomes apparent that the reviewer will be absent for the majority of the cycle or is unsuitable for professional reasons the Head of School may perform the duties himself or delegate them in their entirety to another teacher. A Performance Management cycle will not begin again in the event of the reviewer being changed. All Deputy Directors of Learning to whom the Head of School has delegated the role of reviewer will receive appropriate preparation for that role. RETENTION OF STATEMENTS Performance Management, review statements, the red file documents and coaching programme documentation will be retained for a minimum period of 6 years. MONITORING AND EVALUATION The local governing body will monitor the operation and outcomes of Performance Management arrangements within each individual academy. The Head of School will provide the local governing body with a written report on the operation of the academy s Performance Management policy when requested, including details of any appeals. The local governing body will be advised by the Head of School when the Performance Management cycle is completed. 5

The Director of HR will review the Performance Management process as deemed necessary to ensure that it is fit for purpose. To ensure that it provides a structured process to allow teachers to continually develop to provide the best outcomes for students at the academy. The Rodillian Multi Academy Trust is committed to ensuring that the Performance Management process is fair and non-discriminatory and the following monitoring data should be included in the Head of School s report because they represent the possible grounds for unlawful discrimination. REVIEW OF THE POLICY The RMAT HR Team will review the Performance Management policy as necessary to ensure it meets the statutory requirements and references to the Teachers Pay Policy. The local governing body will take account of the Head of School s report in its review of the Performance Management process. The policy will be revised as required to introduce any changes in regulation and statutory guidance to ensure that it is always up to date. The RMAT HR Team will seek to consult on any revisions to the policy with the recognised trade unions having regard to the results of the consultation with all teachers. CLASSROOM OBSERVATION PROTOCOL All classroom observation will be undertaken in accordance with the school teachers appraisal regulations 2012, and the classroom observation protocol that is appended to this policy in Annex 1. In addition to formal observation, headteachers or other members of the leadership team may drop in in order to evaluate the standards of teaching and to check that high standards of professional performance are established and maintained. TRANSISTION TO CAPABILITY If the reviewer is not satisfied with the progress, the teacher will be notified in writing that the Performance Management system will no longer apply and that their performance will be managed under the capability procedure, and that they will be invited to a capability meeting in line with the Trust s Capability Policy and Procedure. 6

ANNEX 1 - CLASSROOM OBSERVATION PROTOCOL The Trust is committed to ensuring that classroom observation is developmental and supportive 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. In this teachers performance will be regularly observed but the amount and type of classroom observation will depend on the individual circumstances of the teacher and the overall needs of the academy. In addition to formal observation, the Executive Headteacher, Head of School or other members of the leadership team may drop in in order to evaluate the standards of teaching and to check that high standards of professional performance are established and maintained. The length and frequency of drop in observations will vary depending on specific circumstances. The arrangements for the formal Performance Management / coaching classroom observations will be included in the plan in the planning and review statement and will include the amount of observation, specify its primary purpose, any particular aspects of the teacher s performance which will be assessed. Where evidence emerges about the reviewee s teaching performance which gives rise to concern during the cycle, classroom observations may be arranged in addition to those recorded at the beginning of the cycle subject to a revision meeting being held in accordance with the Regulations. Information gathered during the observations will be used, as appropriate, for a variety of purposes including to inform school self-evaluation, school improvement strategies and the individual s coaching programme. In keeping with the commitment to supportive and developmental classroom observation, those being observed will be notified in advance of formal observations which are part of the coaching programme. Classroom observations will only be undertaken by persons with QTS. FEEDBACK 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 taken in accordance with the regulations and guidance contained in the Red File. 7

The written record of feedback also includes the date on which the observation took place and the lesson observed. The teacher has the right to append written comments on the feedback document. The Executive Headteacher, Head of School and the leadership team have a duty to evaluate the standards of teaching and learning and to ensure that proper standards of professional performance are established and maintained. 8

ANNEX 2 Teaching and Learning Model 1

Schedule ANNEX 2 During Periods 1-6 Possibly during Periods 1-6 Outside Periods 1-6 Term 1 Observation 1 Initial meeting to contextualise lesson Drawing up lesson feedback and improvement objective Meeting to give feedback and set improvement objective Post observation meeting with students/or during lesson Second meeting to set Performance Management targets and discuss ISEF. All pre-conversation meetings, lesson observations and feedback to be completed by Friday 24 th October. Performance Management target sheet sent to Head s PA and SL no later than Friday 24 th October. Term 2 Open door policy to DDL Office to offer support and answer any questions from staff Informal meetings to discuss progress towards improvement objective Coaching sessions calendared Training may be given on one area of development/research projects set/ observation of colleagues organised Extra support through learning walks provided on a bespoke basis Any learning walk sheets added to staff file on system. Term 3 Observation 2 Initial meeting to contextualise follow-up lesson Post observation meeting with students/or in lesson 2

ANNEX 2 Complete end of year review form Meeting to give feedback and discuss/celebrate attainment of improvement objective End of year review form to be completed by 17 June 2016. Saved in staff file. 3

Planning to provide challenge and opportunity Evidence of an appropriate level of challenge to move students to the next level. Interest is generated to create a desire for life learning Evidence of student progress There is evidence of the progress made within the lesson Data over time shows progression There is evidence of intervention strategies if students are not on track Intervention strategies are monitored for positive effects on student progress ANNEX 2 The Rodillian Lesson Students show resilience, independence and motivation Students display a resilient attitude towards their learning and are motivated to achieve Students are aware of their levels & targets Students understand what is expected of them & how to achieve it Students are able to self evaluate their progress Students are able to be progressing towards independent learners Empty boxes Creates an environment that allows opportunities for risk taking and innovation. Positive learning environment supported by Positive Discipline. Students feel safe to get things wrong There is a can do atmosphere Praise and encouragement in lesson prevails Self-esteem is high Assessment for Learning It is used to evidence the progress in the lesson Use is evident in effective planning of a range of lessons over time Is an effective tool to direct learning within the lessons Outcomes influence future planning 4

ANNEX 2 Planning to provide challenge and opportunity Might be evidenced by: Setting SMART targets that are challenging (TS 1). A short and engaging start that is linked to the main learning in the lesson, or previous lessons, where appropriate (TS 1, 4). Learning objectives created using Blooms Taxonomy (TS 4). Setting lessons to an appropriate National Curriculum level/grade, taking into account prior skills, knowledge and understanding (TS 3). Success criteria that is differentiated, if appropriate, to allow all students to achieve (TS 2, 5). Imaginative and challenging tasks where pace is maintained (TS 1). Differentiated activities which match individual needs accurately (TS 2, 5). Working with Learning Support Assistants to deliver targeted support for students (TS 8). Providing opportunities which include reading, writing, communication and mathematical skills (TS 3). Evidence of student progress Might be evidenced by: Use of formative and summative assessment (TS 6). Learning which is broken down into manageable steps for students to support progress (TS 2, 4). Implementing stepping stones to achieve the next level/grade (TS 2, 5). Learning objectives and the 6Rs being shared with students that are monitored and reflected upon during the lesson (TS 1, 2, 4, 6). Essential Components of The Rodillian Lesson Students show resilience, independence and motivation Might be evidenced by: Students setting/reviewing own targets (TS 2). Students sharing ideas with each other and using their own initiative (TS 1, 3). Students being proud of their work and enjoying their learning (TS 1, 4). Students taking responsibility and having a conscientious attitude to their work (TS 2). Students taking responsibility and being motivated to achieve and surpass their targets (TS 1, 2). Students showing resilience with activities and being aware of the relevance and importance of completing tasks (TS 2). Students willing to take risks (TS 1, 7). Students taking ownership of their own learning (TS 2). Positive learning environment supported by Positive Discipline. Might be evidenced by: Lessons having a punctual and orderly start and end (TS 4, 7). The ten second rule being applied (TS 7). Rewarding and sanctioning students in relation to PD (TS 7). Students taking pride in their work (TS 2). Teachers having high expectations of all students (TS 1). A planned seating arrangement (TS 7). Modelling expectations (TS 1). Students feeling safe at all times (TS 1, 7). A stimulating environment rooted in mutual respect (TS 1). Students being encouraged and praised (TS 1, 7). Assessment for Learning Might be evidenced by: Effective questioning techniques that assess progress and address misconceptions (TS 6). Verbal/written feedback that focuses on learning objectives/target grade/ effort (TS 6). Peer/self assessment (TS 6). Use of purple pen (TS 6). No hands up/lollipop sticks/random name generator/mini whiteboards (TS 6). Adapting the lesson and changing plans according to pupil feedback (TS 5) 5

ANNEX 2 The BIG picture? Objectives/Success Criteria Starter/ prestarter/hook Praise linked to success criteria What will you give stamps for? Differentiation AfL along the way. (literacy) Afl Teacher Led or Student Led? Teacher Led or Student Led? Use of TA Teacher Led or Student Led? Progress Purple Pen Teacher Led or Student Led? Questions Questions Questions Questions Pace R.McGill 2012 - @TeacherToolkit (adapted by Lby) 6

RODILLIAN ACADEMY LESSON PLAN TEMPLATE ANNEX 2 Date: Subject: Topic: Period: Teacher: Class: Room: Seating Plan: Y/N Student No: B: G: Teaching and other assistant contribution to learning: Range and Pitch: 2 3 4 5 6 7 8 G F E D C B A A* Pass Merit Distinction Learning Objectives: 6 R Focus: Success Criteria: Prior Learning: Timings Starter activity Timings Teacher activity Pupil activity Differentiation Assessment/reflection (methods to identify achievement) Main activity Consolidation Timings Home learning Keywords Risk assessment Resources inc. ICT SEN/G&T Evaluation of lesson 7

ANNEX 2 Pre-Observation Pro-forma Class Information Can you tell us about... Number of students, SEN, EAL, room number, literacy skills, numeracy skills, behaviour, ability, targets, seating plan Prior Learning/Current Progress Can you tell us about... Prior learning, SOW, current progress Individual Students Can you tell us about... Current strategies, areas of concern, previous/current intervention, success stories, differentiation Future Learning/Next Steps Can you tell us about... Your vision of progress, next steps in learning. Is there anything you would to focus on/support with 8

Lesson Feedback Pro-forma ANNEX 2 Colleague: Observer: Context meeting date: Timings Course of lesson Class: Lesson focus: Identified strengths Area to improve Feedback session: Signed: (Colleague) (DDL) 9

ANNEX 2 Resilience, independence and motivation Pupil Progress AfL & Feedback Work Scrutiny Student Voice The Rodillian Lesson Challenge & Opportunity Positive Learning Environment 10

ANNEX 2 What stands out as being unique/exciting/inspirational in these lessons? (wow factor, going the extra mile, risk taking) AfL & Feedback 1. How does your teacher find out what progress you have made? 2. Do YOU feel supported by the teacher in your lessons? 3. Can you give examples of how your teacher gives you feedback? 4. When does your teacher give you praise? How do they do this? Resilience, independence and motivation 1. How confident did you feel in the lesson? Is this level of confidence normal? 2. In general, how do you feel if you get something wrong in this subject? Is this the same for other subjects? 3. What do you do if you don t understand something? 4. How do you show initiative in these lessons? 5. Do you try your best in these lessons? If so, why? Student Voice Guidance The Rodillian Lesson Student Progress 1. Do you feel you made progress in this lesson? 2. Does the order of lessons make sense to you? 3. What is your target in this subject? 4. Are you making enough progress to achieve this? If not why? 5. Do you know how you will be assessed by the end of the year? Student work 1. Is the focus of students learning clear? 2. Is there a range of assessment activities? 3. Is there evidence that feedback has had impact on the learning? 4. Does the work show progress over time? 5. Is the progress tracked and target grade clear? Challenge & Opportunity 1. How often do you feel challenged in these lessons? are the tasks too easy, too hard? 2. Are there a range of interesting tasks? 3. How would you use what you have learned in these lessons outside of the classroom? Positive Learning Environment 1. Are the whole class on task in lessons? 2. What encourages you to learn? (room, teacher) 3. How does your teacher use PD? (comments and stamps) 11

ANNEX 2 TEACHER S - PERFORMANCE MANAGEMENT REVIEW FORM Review of School/Academy Year: 2015-2016 Teacher Standard: Objective 1: Fully achieved Partly achieved Not achieved Evidence: Objective 2: Fully achieved Partly achieved Not achieved Evidence: Objective 3: Fully achieved Partly achieved Not achieved Literature review: Reviewer signature: Reviewee signature: Date of review: 12

Teacher: Date Set: ANNEX 2 Team Leader: Date of Review: Target: Teacher Standard Objective Agreed Support/Timescale Success Criteria Comments: 13

ANNEX 2 Any other evidence: Signatures: Team Leader: Teacher: 14

Learning Walk Feedback Pro-forma ANNEX 2 Colleague: Observer: Date: Area Of Focus: Pupil progress Subject: Class: Period: B M E Lesson: Identified Strengths: Area to Improve: Progress Towards Performance Management: Feedback Session: Signed: (Colleague) (DDL) 15

ANNEX 2 16

Annex 3 The Red File Supporting and challenging teachers to become better teachers Supporting Subject Leaders in the process of self-evaluation, action planning in order to improve provision and raising attainment. Updated September 2015 The file should be used to hold faculty records so that they may be referred to during action planning, performance management interviews, line management meetings, planning for department development time, professional development of staff and Ofsted inspections. The Red File will also hold records from the Coaching cycle, provided by the Deputy Directors of Learning, and should feed into performance management interviews and staff development. Self-Evaluation, Professional Learning and Performance Management This file aims to bring together school self-evaluation, professional learning and performance management into one coherent process to maintain consistently high standards and raise the attainment of learners. Its purpose, therefore, is: to identify strengths and areas for improvement to promote outstanding leadership and management to celebrate good practice and to promote the sharing of good practice to initiate, where necessary, immediate action to bring about improvement to provide evidence of how intervention has occurred in order to raise attainment to inform longer-term planning to bring about development and improvement to provide details of individual performance in order to support professional development to capture evidence for accountability purposes e.g. OfSTED inspection 1

Contents Overview of the Red File and its purpose Checklist for subject leaders Checklist for learning walks Learning Walk guidance, & evaluation template Checklist for student voice and work scrutiny Work scrutiny/bookwork guidance, & evaluation template Pupil Voice Form Appendix 1 Department Development Time agendas and minutes/evaluations templates Appendix 2/ See Annex 2 A copy of the Coaching model booklet created by the DDLs which includes the essential components of the Rodillian Lesson document Appendix 3 Protocols surrounding data trawls Appendix 4 Red File Action form Appendix 5 Detention data and SL actions Appendix 6 Action/Impact log Current position documents Appendix 7 Lesson Study 2

Rodillian Red File Checklist of activities for Subject Leaders Weekly activities Meeting with Line Manager ( see dates for data analysis) Half termly activities Learning walks of all colleagues (Ungraded) Unannounced work/book scrutiny (sometimes informed by data trawls) Scrutiny of lesson planning where necessary Feedback from NQT mentors Review of PD data supplied by Pastoral Team FOLLOWED BY: Subject leader feedback that identifies strengths and areas for improvement FOLLOWED BY: Staff Development action planning including calendared department development Staff discussions and short term action planning Evaluation of department development time Termly activities Analysis of Assessment data at calendared assessment points; reviewing pupil progress against targets; discussing pupil progress with colleagues including SEN data Evidence of follow up intervention from assessment data analysis Research exam board and DFE proposals for the subject. Evidence of standardisation at all Key Stages Red file follow up intervention possibly through twilight training sessions Behaviour analysis, both positive and negative Review Action/Impact log and current position documents Lesson study in Spring term Annual activities Analysis of examination results through data report (to feed into Action/impact logs and current position documents) Review of exam performance with SLT line manager ( Autumn 1) Individual ISEF 3

Monitoring Learning Performa: Learning Walks A record should be kept of all learning walks. The monitoring learning sheet must be filled in for each member of your team and the results fed back to your Line Manager on a half-termly basis for the purposes of whole school and departmental monitoring. This document is a checklist for your own record to ensure that all colleagues have been monitored. It should NOT be used for grading. Department Term Autumn 1:1 Learning Walk Member of staff Focus Year Group Learning Walk Date Actions following Learning Walk Tick to confirm that a record of the observation has been completed and fed back to the member of staff Autumn1:2 Learning Walk Spring 2:1 Learning Walk Spring2:2 Learning Walk Summer 3:1 Learning Walk 4

Learning Walk Lesson Evaluation Focus of Learning walk. Curriculum Area: Teaching group: Teacher: Date: Observer: Period: B M E Success Criteria: Are students aware of the success criteria? Does classroom learning link to the success criteria? Coaching focus (where appropriate) Use of PD: Planners open on desk Uniform correct Stamps awarded by teacher as appropriate Sanctions given as appropriate Reference to Resilience(where appropriate): Assessment for Learning including quality of marking and feedback: Targets to move learners forward given and acted upon Evidence of time given to reflection and improvement Use of purple pen Use of verbal feedback stamp No hands up/random name generator Peer/self-assessment Evidence of progress: Could be evidenced in lesson/bookwork/ teacher assessment or discussion with teacher during feedback. A short learning walk will not always evidence this. Evidence of stretch and challenge within the lesson Student engagement/attitudes to learning: Any other observations: Learning Environment Seating plans Tidy, ordered and appropriate for learning Actions/Follow up: Planning for SEND: Could be evidenced through differentiated learning objectives/ resources/ differentiated tasks/ use of pupil profiles. Signature of observer: Feedback given: 5

Monitoring Learning Performa: Student Voice and Work Scrutiny One year group work scrutiny and student interviews to be undertaken on a half-termly basis. Please keep this performa up-to-date and discuss with your Line Manager on a half-termly basis One performa to be completed for each member of your team Department Term Autumn 1:1 Member of Staff Focus Which Year Group Student voice Date Student Voice Which Year Group Work Scrutiny Date Work Scrutiny Autumn 1:2 Spring 2:1 Spring 2:2 Summer 3:1 6

Work Scrutiny Evaluation Individual teachers Staff. Standard In books, folders, assessments or from data: Evidence of recent marking/feedback Evidence of written feedback over time Evidence of constructive targets Evidence of pupils acting on feedback Evidence of peer or self-assessment Class. Date B1 B2 B3 B4 B5 B6 Evidence of actions/reflection/response to peer or self-reflection Evidence of use of verbal feedback stamp Evidence of progress over time Summative Comment on quality of feedback: Neat book standards B1 B2 B3 B4 B5 B6 New page for new work Date written and underlined with ruler Month written in word form Writing done in pen Well presented Summative comment on presentation: Signature of observer: Feedback given: 7

Work Scrutiny Evaluation Overview of Department Staff involved: Year group focus: Date: 1. Where did you see consistent practice across the Department? 2. Where was there inconsistent practice across the Department? 3. How and when will you address this? 8

Rodillian Red File Pupil Voice Form Focus Question: How well prepared were pupils for the exam? Understanding of how to reach the target grade Understanding of the objectives met/skills learned through lesson activities Understanding of what is required to reach the highest grade/ exceed their target Evidence of self-assessment/peer assessment and understanding of its usefulness Subject specific understanding of what makes a good piece of work Evidence that learning is matched to prior attainment 1 2 3 4 Comment Other evidence in student s work Evidence of meaningful self/peer assessment focussed on success criteria Regular written feedback provides helpful comment on how to improve work and make progress toward personal targets Evidence of sharing student friendly success criteria Evidence of meaningful homework or independent study Evidence that learning is matched to prior attainment 1 2 3 4 Comment Monitoring comments 9

Teacher comment Observed by Subject Leader Teacher signature 10

Appendix 1 Staff Development Session: Evaluation Form Department: Focus: Led By: Date: 1. How do you think the Training session is going to have an impact in your individual practice? 2. What aspects of the session do you intend to put to immediate use? 3. How will you be able to demonstrate that you have been successful? 4. Are there any other areas that you would like to have seen included? 5. What do you think the next step should be? Any further comments? 11

Appendix 3 Protocols surrounding data trawls Actions prior to a data trawl to be discussed with line managers 1. How is your department going to decide on the grade entered? 2. What assessments will be used? 3. The results from which piece/s of work? 4. Have these been standardised? 5. Why can your data be trusted? Actions following a data trawl to be discussed with line managers 1. Which classes are you concerned about? (It may be because many of the class are not green. It may be because predicted grades have dropped from D to C.) 2. How is the department closing the gap? 3. When did you have a dialogue with that member of staff? 4. What intervention was agreed? Actions following a data trawl to be discussed with departments 1. At every department meeting pupil progress needs to be a standing agenda item where current progress and interventions are discussed. 12

Dialogue evidence record following data trawls Date Name of member of staff Class being discussed Intervention agreed 13

ACTION FORM This form is designed to be used by a line manager and teacher to address an area of concern and to identify appropriate support. The form is intended to be used on an everyday basis to support the process of supporting professional development and managing performance. The process is not, in itself, a part of the school s formal procedures for dealing either with competency or with discipline. However, if a concern persists, the line manager is required to refer the matter, along with relevant action forms, to the link member of the Leadership Team. The link member of the Leadership Team will be responsible for deciding what further support should be made available, and whether or not the matter should be taken into a formal procedure. Teacher Area of Concern: Line Manager Targets for Improvement Review of Targets Support to be provided. (Monitoring, coaching by Line Manager, support from the DDLs, etc) Date set for the review of the targets set on this Action form. Comment by teacher: Signed by teacher Signed by line manager Date Date Fully met (End process) Comment by teacher: Signed by teacher Signed by line manager Partly met (Open new action form) REVIEW OF TARGETS Date Date Not met (Open new action form) This form should be kept in the Red File and should be copied to the teacher s Professional Development file. 14

Appendix 5 Positive Discipline Detention Data & Subject Leader Actions PD detention data will be sent out twice in a half term as requested by subject leaders. Data will be sent to subject leaders in the form of a spreadsheet which means that subject leaders do not need to keep their own records of detentions. Subject leaders are to ensure that detention slips are sent to D Croft each day. Date of Det Name of student Class Teacher Date of conversation Agreed actions/ follow up 15

Appendix 6 FACULTY CURRENT POSITION Date Achievement and Current Position Teaching and Learning Key Strategies for improvement 16

TEACHING AND LEARNING ACTION ACADEMY 2015/16 ACTION/IMPACT LOG IMPACT (All supporting data held in Data and Red File) PERFORMANCE MANAGEMENT AND CPD ACHIEVEMENT AND ASSESSMENT YEARS 7 and 8 YEAR 9 YEAR 10 YEAR 11 SIXTH FORM 17

Appendix 7 Lesson study process 1. Process launched in department time Tuesday January 12 th 2016 2. Calendared feedback meeting is Tuesday 22 nd March 2016 3. Pair staff together threes will work. You decide! Pre-observation meeting 1. Staff decide which classes they will observe 2. Staff identify which THREE students (top, middle, bottom) will be tracked 3. The pre-observation form is completed with what progress would look like for those students (sheet provided) 4. Put in request for cover in plenty of time if needed. Lesson observation 1. The lesson is observed and the actual progress of those students noted Post- observation 1. Pupil voice is conducted with those three tracked pupils (sheet provided) 2. Colleagues feedback on the progress observed (feedback form provided) All the documents can be found in staff/staffonly/ddl/lessonstudy (at Rodillian Academy) Please see individual academies for other access to files 18

Progress Lesson: observation & discussion sheet Learning Focus Teacher / Observer What this research lesson is aiming to teach (place in teaching sequence) Area of development (Teaching techniques being developed) Current attainment (what do you want case students to achieve by the end of the lesson) Case student A... Success criteria for this lesson Case student B... Success criteria for this lesson Case student C... Success criteria for this lesson Patterns / Issues Stage of lesson sequence Expected progress of case Student A Observed progress Expected progress of case Student B Observed progress Expected progress of case Student C Observed progress Check point 1 Check point 2 Check point 3 What were they able to do (what progress have they made & how do you know) Initial thoughts 19