I attended a Heads Together training course on staffing. The third and final part was about performance management.
Performance Management:
- Link it to the outcome of school self-evaluation, based on data.
- It should be based on the outcomes of monitoring lessons.
- It should be based on professional development discussions.
- The teaching standards must be at the forefront of all aspects of it.
Ideally, performance management should include every member of staff, not just teachers. For support staff (TAs, office, caretaking, midday assistants):
- Senior Management should be the performance manager.
- A different time cycle to teachers should be used.
- The focus should always be on impact.
Objectives:
- Should be focused - whole school or personal.
- Measurable by impact on school improvement.
- Should be completed by October 31st.
- Should be reviewed termly using success criteria and evidence.
- Don't use technical language.
Lesson Observations:
- Observe regularly, depending on individual circumstances of the teacher.
- Should be planned and have a clear focus.
- Should be supportive, using standards for teachers.
- Thorough and constructive verbal and written feedback should be given.
- The teacher should be allowed to comment.
- Identify support needed, with the teacher indicating later what has been learned through training/observing/support given.
Performance Management for Head Teachers:
- Objectives are set before 31st December.
- Involves an external adviser.
- Overseen by the Governing Body.
- Objectives should be reviewed termly.
- Objectives are usually related to achievement, provision and leadership.
The impact of Performance Management:
- Can lead to rapid school improvement.
- Can raise staff morale if done well.
- Is cost effective.
Do your staff know what you want the school to be?
Make your expectations and non-negotiables very clear.
We want everyone to buy in to the vision.
Timing for difficult conversations is crucial.
Make sure your facts are right.
Always get advice from Human Resources.
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