The Model Teachers' Performance Appraisal Policy that has been negotiated with the Local Authority is downloadable below.
You can also download union advice on setting acceptable objectives and targets
Key points of the policy:
Purpose of Appraisal Appraisal
in this school will be a supportive and developmental process designed to
ensure that all teachers have the skills and support they need to carry out
their role effectively. It is intended to foster professional dialogue between
colleagues and will help to ensure that teachers are able to continue to
improve their professional practice and to develop as teachers. Summary of the Appraisal Policy Objectives - 1.
Teachers will have a maximum of 3 objectives which
will contain a description of what success may look like.
- 2.
Objectives will be Specific, Measurable,
Achievable, Realistic and Time-bound and will be appropriate to the teacher’s
role and level of experience. In setting objectives there will be regard to
what can be reasonably be expected in the context of roles, responsibilities
and experience, and taking into consideration work/life balance for all staff.
The NUT opposes the use of
numerical targets. Test results are not simply linked to standards of
teaching-many other factors are involved. It is also impossible to identify
what progress has been made as a result of one particular teacher’s input.
External factors are not the only things that make numerical targets
inappropriate. Statisticians have also been pulling apart the legitimacy and
reliability of the DfE’s data and methodology (particularly on the idea of
sublevels of progress.) Some targets are becoming so ambitious that
they are beginning to resemble those of Stalinist Russia rather than be based in
sound educational knowledge. Also Ofsted says “It does not
grade individual lessons. It does not expect schools to use the Ofsted
evaluation schedule to grade teaching or individual lessons” Targets referring
to outstanding lessons for example should not be accepted. - 3.
If teachers do not agree with
their targets they should record their comments in writing as an appendix to
the appraisal statement.
- 4.
Assessment against the Teachers’
Standards should start from the premise that all teachers are meeting the
standards and they will be assessed as meeting the standards unless evidence to
the contrary is provided. (i.e. Teachers should not be completing them
as a checklist)
Reviewing Performance - 5.
All observation will be carried out in a supportive
fashion and in line with appendix C (Download policy below to see Appendix)
- 6.
There should be a limit of three observations
within a total time of up to 3 hours per year
- 7.
No evaluation of individual teachers will be made
during Learning walks or drop ins and any such classroom visit will not form
part of the appraisal process. The frequency and conduct of such visits should
be contained in a separate school protocol.
- 8.
Teachers will receive constructive feedback on
their performance throughout the year and as soon as practicable after an
observation has taken place or other evidence has come to light.
- Remember Ofsted says “It does not
grade individual lessons. It does not expect schools to use the Ofsted
evaluation schedule to grade teaching or individual lessons”
- 9.
A mid year assessment may take place to discuss
areas of development or concern and support offered as required.
- 10.
For teachers experiencing difficulties, from which
they are in danger of failing their performance management, or which could lead
to capability, a detailed support process should be put in place.
- 11.
An appeals process, similar to that for pay
progression, exists
- 12.
Access to the appraisal report will normally be
limited to the appraise, the appraiser, the head teacher and/or nominated
member of SLT
- Pay Recommendations
- 1.
Decisions regarding pay progression will be made by
the pay committee, following recommendations from the head teacher. Judgments
will be properly rooted in evidence provided as part of the Performance
Appraisal process.
- 2.
The written appraisal report at the end of the
cycle is the only source of evidence teachers require to support pay
progression. Teachers are able to submit additional evidence if they choose but
will not be penalised if they choose not to do so.
- 3.
Decisions not to progress up the pay spine will
only be made in circumstances where concerns about standards of performance
have been raised in writing.
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 Updating...
ĉ general office, 18 Sep 2014, 09:21
Ċ general office, 8 Oct 2015, 04:29
ĉ general office, 18 Sep 2014, 09:17
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