Don’t Call It Appraisal – Building Better Performance Development

No, we don’t call it appraisal, and we try not to use ‘performance management’ either. One  of my responsibilities at school is to organise the annual performance reviews for teaching staff. We take he view that the primary purpose of this exercise should be developmental – we aren’t just measuring how well teachers do their job but learning what works best and using objectives to develop our practice as teachers in order to secure better outcomes for children. We also use reviews as a great opportunity to say thank you to colleagues for their hard work and commitment over the past year.

This year I have given a lot of thought to how we can better align school priorities and the requirement to base performance reviews on the Teaching Standards with the objectives for each colleague. We have linked objectives to the standards since 2012 (using a facility within the School Aspect online management package we use), but for 2015-16 we have chosen to link a couple of objectives, which align with school priorities directly to teaching standards. 

We have three objectives for all teachers and a fourth for those with a TLR post or on the Leadership Team.

A. Promote good Progress and Outcomes by Pupils. An objective focussed on elements of this teaching standard and linked to the levels of progress of pupils in a group, the size and nature of which depends on the role of the teacher.

B. Teaching to Meet the Needs of Pupils. An objective focussed on elements of this objective and designed to improve the progress and attainment of disadvantaged pupils is a school priority. This objective is to close the gap between disadvantaged pupils (i.e. Those who receive the pupil premium) and their non- disadvantaged peers. Again, the size of the group depends on the responsibilities of the teacher.

C. A personalised CPD objective derived from the teachers self review against the teaching standards and reflection on the past school year. This may derive from the review of objectives from the previous year or from an NQT final assessment. In some cases the development area may be proposed by the reviewer.

D. A leadership objective centred on an area of responsibility dependent on the teacher’s role. St Gregory’s is a faith school and this objective aligns to one of four areas:

  • Spiritual Capital
  • Mission Integrity
  • Partnership
  • Servant Leadership

For each of these objectives we record the key actions, intended outcomes and timescale. We also agree the success criteria and evidence that will form the basis of the review. CPD requirements for fulfilling objectives are also recorded. There is an interim meeting part way through the year to check progress.

That is what we are planning for this year. I’m interested in how this compares with what other schools do and welcome any constructive comments.

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