THOMAS DEACON ACADEMY - Optimus Education...Attendance at a training course or event Attendance certificate / certificate of competence – demonstration of cascade of materials to

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Performance

Management

Information Pack & Guidance

2011/12

TIMELINE for ACTION

By Friday 21st October 2011 at the latest summaries for the 20010/11 year should be closed out and the

2011/12 year one opened

Staff who wish to be assessed for Threshold or the Upper Pay Scale movement for the forthcoming year

should also ensure they have a separate discussion with the College Leader as part of the Performance

Management throughout the year and this is documented within the Performance Management

Summary.

CLOSE OUT THE 2010/11 PERFORMANCE MATTERS SUMMARY

1. Complete the Final Review summary covering

- Objectives,

- Learning / Training/CPD Activity,

- Action Plan (if appropriate) and sign off

2. Complete the General notes & Comments section – This might cover particular successes and

achievements

3. Review the general competencies section and make any comments in relation to the 8 key

competencies

4. Return the form to your Line Manager who will pass it to Human Resources

OPEN THE 2011/12 PERFORMANCE MANAGEMENT SUMMARY

This should be a two-way process which brings in thoughts and discussion from both reviewee and

reviewer

1. Briefly summarise the job scope

2. Ensure the Employee understands our Strategies for 2011/12 and reviews the key competencies

3. As part of our journey to Outstanding we want all staff to have one target within the excellence

plan – This should show exactly where it fits into our strategic objectives

4. Agreed other targets for the employee for the year (If the employee is looking to pass through

threshold / move through the upper pay scales please ensure that you complete the appropriate

section in the Performance Management document and that you have objectives are reflective of

this and will allow appropriate evidence to be generated and reviewed at both Mid Year and Year

end reviews. A meeting will need to be held with College Leaders in respect of every application

that is to be made. (Support information is on the back of this guide and in the Threshold/UPS

Information booklets on VLE – HR – Forms & Docs).

5. Discuss any CPD / Learning activity for the forthcoming year using the Internal CPD and Staff

Development booklet as a guide. Direct to attend key sessions attendance as needed.

6. Discuss key competences for the role and any actions / areas to be focused upon

7. The Summary is then returned to the Line Manager and then onto the HR Department

REVIEWS 2011/12 YEAR A review of progress will take place in March between 20

th February 2012 and 30

th March 2012

The Learning and Development Record will be fully completed and finalised, recording sessions attended, Rating of

sessions, Evaluation notes and usage of learning undertaken.

TARGET SETTING Consider the areas that you wish to focus on for the forthcoming year – they may include:

Teaching & Learning Innovation in the classroom

Assessment for Learning Understanding & using data

Developing Differentiation strategies Teaching Observations

Improving a skill (e.g. ICT) I connect focused

Setting up a workgroup Coursework management & marking

Developing Resources Networking opportunities

Developing a new curriculum Customer feedback

Your objectives should flow into the workgroups overall objectives and then into the overall aims of the Academy

Keep your objectives SMART (specific, measurable, action orientated and achievable, realistic, time bound)

Remember that objectives can have milestones so that everything does not need to be achieved at the same time.

Below is a list of example objectives that have been previously used that could be used as a guide to developing

objectives with employees. The next page of this booklet gives more specific examples of how evidence can be

gathered against objectives in support of overall performance achievement.

Performance Management - Examples of SMART objectives

1. Move from satisfactory to consistently good in lesson observations

2. Have student opinion on teaching data for at least 3 classes

3. X % to achieve a distinction on coursework of X course

4. Redesign the KSX curriculum by X date, trial material & have an implementation plan ready for new year

5. To set up a Yr 8 workshop on X by the Spring Term

6. To work to achieve a minimum of X% achievement of my tutees by the end of the Academic year

7. To receive X% positive feedback from students within an I-Connect survey

8. Attend all sessions on VLE this year to enable my competence in this to grow

9. Improve my use of student data to aid my lesson planning and teaching delivery by x date

10. All student work is moderated in line with guidelines and to awarding body requirements by x date

11. Improve my pupil questioning skills and have this measured within my next classroom observation

12. Visit x feeder primary schools. Discuss and agree the integration of X subject with them by Easter next year

13. Develop an additional bank of resources to extend the scheme of work for the top sets in X GCSE groups by X

14. Organise X club to be run weekly throughout the year

15. Obtain feedback on the services provided to X group in the employee survey

16. To produce X report on a monthly / termly for my line manager by X date

17. To work with a student to support the increased the reading age from X to X by X

18. Increase student participation in X club by X date

19. Become a representative in X working group by end of term 3 eg: Human Utopia

20. Develop external business links and organise 1 workshop with an outside party by x

21. X % to achieve X qualification by X date

22. To have a full understanding of the CMIS system and its capability by October 20xx

23. Provide an update to colleagues having attended X course by X

24. Evaluate X service, system, policy or procedure by X date

Observations

The Observation process should be a developmental process and an integral part of the Performance Management

Process. Observations should be planned in at the start of the year. The first observation of the year will have an

‘ofsted style rating’. The employee will agree with the performance manager the format for other observations, key

areas of focus, whether ratings are required. Constructive Feedback will be given after each observation for

improvement and maximisation of Performance. Feedback should cover and areas of strength and development

and these should be recorded within the Performance Management process.

This chart gives information on Objectives / Areas of Focus and how they could be evidenced and measured.

Performance Management Measurement Guide

Objectives/ Areas of Focus Evidence Ideas

Lesson Observations Use of Ratings 1, 2, 3, 4 – Use of feedback form and

areas of strength and areas for development

Student Achievement %

(See back page as an example)

% of students achieving < or > than predictions

Value Added Targets for specific class, group or year

group

Actual results for each group < or > than predictions

Academic Tutoring The % of students seen a number of times across the

year

I Connect Feedback (% or comments) X % good or above based on pre-set or pre-determined

expectations

Tutor Time – Quality Check Students feedback reports – based on Academy

conducting an overall tutor time student review

Primary liaison with X number of schools No of schools linked with, No of visits made and

feedback received from these customers

Set up a new marking scheme % of books marked, evidence of books moderated

within guidelines and timelines

Differentiated Results Achievement % Pass, merit, distinction < or > predictions

Student Participation at events / activities Participation at events moves from X – Y over a set

period of time

Set up of a workshop or enrichment activity Proof of set up and feedback from the group – survey

or activity log – Performance Manager attended and

evidenced

Mentor students and gain positive feedback eg: ITT,

GTP, PGCE

Feedback reports from professional tutor

Reporting and Recording for students reports Timeliness of completion – meets Academy timeline

and standards for completion – no errors / empty

boxes

Attendance at a training course or event Attendance certificate / certificate of competence –

demonstration of cascade of materials to others – eg;

CPD event, update at college meeting

Developed Links with X organisation / external contacts No of meetings, feedback received from meetings,

meeting notes / actions

Employee Opinion Questions Specific response rates generated from the Academy

overall employee survey

Attendance / Punctuality Overall attendance – in right place at right time

Job Related Training eg: Mentor Training / AST Complete or undertake assessment to demonstrate

competence

Customer Feedback % X % good or above based on pre-set or pre-determined

expectations

New Skills development eg: ICT programme Competently use particular aspect or programme –

could be verified within observation

Training / CPD sessions delivered to others Feedback from delegates on % effectiveness of course

delivered

Student targets – non exams Change in reading ages / levels for a group of students,

end of term assessment data, mock exams results,

behaviour targets

Performance Management - 'Performance Matters’

Name Mrs .......

ID Number 00123

Review Period September 2011 – September 2012

Reviewer/Line Manager Mrs.......

Job Title

Performance Management Guidelines The performance management process should be a positive experience and process for all, employee led and an opportunity to set and agree meaningful objectives that align to our strategies and strategic Goals and allow for the personal and professional development of the employee. This document and process is aimed to support the continued professional development of our employees and act as a means to gather evidence and produce factual data in support of the overall Performance. It is an essential part of the application process for those wishing to go through Threshold and the Upper Pay Scales for Teachers and for all in sustaining and continuing excellence at Thomas Deacon Academy. Further guidance on both these processes is available on the HR VLE - Employment Forms & Docs. It is important that this documentation is used to record any highlights / successes / feedback and strengths and all other notable achievements as well as support continuous improvement.

Thomas Deacon Academy – Our Strategies 2011/12

Standards of Achievement & Attainment � Results in all subjects are well above national average and progress for all groups is at least good � Curriculum programmes are engaging progressive and relevant for every student � Broadly based outcomes show that every child is flourishing � Careers Education & Guidance programmes have positive impact on all students Quality of Teaching & Learning � Teaching is routinely good, none is inadequate � I Connect enables Academic Tutoring of the highest standard and delivers appropriate elements of

PSHE to all students Behaviour, Safety & Engagement � Behaviour for learning is exemplary, behaviour around school considerate and safe � Safeguarding procedures and outcomes remaining outstanding � Parental engagement tactics ensure that all parents are reached and engaged in supporting learning Leadership & Management

Quality Assurance and responsibility / accountability permeates all levels of the academy team Human Resource development, particularly performance management, CPD, recruitment / succession planning has a real impact on standards

� Leadership and management at all levels through the academy are outstanding with real positive impact on learning and outcomes.

� Financial resources are stable and blended with appropriate entrepreneurialism to support outstanding learning

� Buildings and resources [particularly ICT] stable and supporting outstanding learning � Data is used extensively to identify problems, solutions and meet need

Our Strategic Goals – 2011/12 1. Our students will achieve level 2 [equivalent to 5A*-C at GCSE] by the time they leave us. (94%) 2. Our students should achieve 5 A*-C inc maths and English at GCSE. (48%) 3. We will have a positive, and improving, value-added score in terms of Key Stage 2 – 4 performance

[note methodology change in 2009]. (1015) 4. Our students will leave to appropriate employment, education or training at the end of their Key Stage

4 programme. (97%) 5. An increasing number of our Level 4 destinations will reflect our specialism. (53%) 6. A significant proportion of our L4 leavers will go to the Russell and 1994 Group of Universities. (31%) 7. Stakeholder satisfaction values indicate that the vast majority of the Academy community are

committed and engaged in our work. (76%) 8. % of our students who fall below 90% attendance. (14%) 9. Teaching is routinely good in every lesson. (76%)

Our 12 Key Competencies

The key Characteristics of our Competencies

This chart identifies our 12 Key Competencies and their characteristics for all of our staff Teams at the Thomas Deacon Academy

Leadership

� Leads, coaches and guides others to achieve goals

� Demonstrates positive practices

� Empowers others & devolves responsibility

� Drives individual and team performance

� Recognises strengths and plays to these

�

Accountability & Responsibility

� Takes accountability for tasks assigned

� Takes responsibility for tasks assigned

� Starts, manages and completes tasks on time

� Flags concerns and issues preventing achievements

within tasks

Strategic Thinking

� Ability to visualise longer term plans

� Ability to communicate visionary thinking

� Ability to turn strategic thinking to realistic plans

� Ability to implement and complete plans

Financial Management

� Demonstrates a clear understanding of budgets

� Ability to track and manage financial spend

� Ability to report & analyse on actual V budget

� Plans ahead with sound financial thought

People Development

� Identifies every opportunity to develop people

� Develops others through coaching & feedback

� Contributes to the development of students,

colleagues, peers and others

� Plans to support gaps in competence, knowledge

and experience

Managing Change

� Establishes clear reasons for change

� Establishes clear priorities, goals, & outcomes within

reasons for change

� Demonstrates effective Project Management

� Manages resources, costs, people & time

� Evaluates and understand impact of change

Quality Focus

� Ensures quality policies processes, procedures for

which they are responsible are effective

� Reviews the quality of work of others and gives

positive feedback or feedback for improvement

� Ensures continuous tracking to ensure

achievement or output are timely

� Identifies accuracy/quality issues and takes action

to resolve

Innovation & Creativity

� Demonstrates creative / out of the box thinking for

appropriate projects / tasks

� Generate ideas in support of their area of work

� Turns ideas into practice

� Uses innovative thinking and creativity as a medium

to solve problems

Decision Making

� Shows a confidence to make appropriate decisions

� Makes decisions in a timely manner

� Makes fact based decisions which consider full

impact

� Commits to the decisions they make

� Encourages a team approach to decisions made

Team Work

� Builds and encourages productive relationships at

work

� Works well and contributes within their team

� Works well and contributes to the wider team

� Willingly shares resources, knowledge and

experiences with others

Effective Communication

� Communicates with honesty

� Communicates well both in writing and orally

� Communicates well within meetings internally and

with external partners

� Effective at giving and receiving feedback in a

timely and constructive manner

Planning & Organising

� Ability to forward think to act and achieve goals and

targets within set deadlines

� Understand the need for effective time management

� Considers planning when completing & undertaking

all activities

� Prioritises all work commitments and identifies

challenges

Excellence Objective

Please identify one target for this year which contributes to our overall route to Outstanding & identify which strategic goal it supports

Focus on my behavioural management strategies and undertake development observations to move my teaching from good to outstanding (S/Goal 9) How will you achieve this?

I will go and observe 2 or 3 other teachers who excel in behaviour management and then ask my AST to undertake a few observations in relation to this aspect of my teaching What data will you base your success and evaluation on?

Feedback from formal observations

Job objectives and targets set for the forthcoming year Expected headings for objectives and targets should be standards/behaviour &safeguarding, Teaching & Learning,

leadership & management and personal (Targets and objective should be SMART. (Specific, Measurable, Action orientated & Agreed, Realistic, Time Bound)

Targets & Objectives - Examples Standards 25% of Students studying on X course to achieve a distinction

Take Accountability for the completion of X task by its deadline date

Quality All student work is moderated in line with guidelines and to awarding body

requirements by x date

To ensure that my cleaning areas are cleaned to 92% adherence when checked on

audit

Leadership Provide an update to colleagues and other staff having attended X course

Support X Student as a mentor to enhance their learning and achievement of X goal

Obtain feedback on your teams performance across the Academy during the year

Personal development To have a full understanding of the CMIS system and its capability

To focus on my time management, planning and organising and develop a plan to

support better organisation through the year

Achieve by: August 2012

January 2012

May 2012

July 2012

End of term 3

July 2012

May 2012

By Dec 2011

End of term 1

Teaching Staff only) Do you qualify to apply for Threshold / Post Threshold assessment this year? Yes/No. If yes please arrange a meeting to discuss this with your College Leader. (Note comments below)

Discussion and Focus agreed: Employee…………………………………………..Print Name………………………………Date…………… Reviewer.......………………………………………Print Name………………………………Date…………… Performance Review Summary - Mid Year Review – March

Please summarise progress at this review to include achievement, progress & success to date. Please identify any challenges, and learning needs or actions. Please show the achievement status

Summary This section will summarise the progress of the excellence plan objective and the core objectives set considering the ‘achieve by’ dates as part of this discussion. Progress should be noted in the right hand column noting the achievement status, A, P or N. Discussion should praise achievement and look to support and agree a plan where under achievement has occurred or is felt likely to occur. Other achievements can be recorded at this time too. Move onto the Learning and Development Record and record all CPD to date both internal and external – at this stage starting to complete the final 3 boxes on this page can be commenced in preparation for concluding in September. A discussion of the 12 Key competences can also be had at this stage if the employee is focusing on particular ones. Confirm status re Threshold/UPS progression if applicable Is employee on track for Threshold / Post Threshold assessment Yes/No

A: Achieved P: Partially achieved N: Not achieved

Mid Year Review Completed: Employee……………………………………….…….…..Print Name……………………….……………Date……………

Reviewer.......…………………………………….……….Print Name……………………….……………Date……………

Final Review – September Please summarise the overall year’s performance at this review to include any actions that need to be carried over. Please include discussion on any actions within the Action Plan and evaluate Learning undertaken within the Development Plan. (The value and effectiveness of the learning activity and level of competence transfer)

Summary This section will summarise and concluded the year’s progress and achievement of the excellence plan objective and the core objectives set considering the ‘achieve by’ dates as part of this discussion. Final Achievement levels should be noted in the right hand column noting the achievement status, A, P or N. It is expected that These should be at A at this stage. If for any reason P and or N are noted please ensure that a discussion re this occurs and actions and plans are in place to ensure the future completion of the targets/goals. Where goals become no longer applicable please record this as so and the reason why. All discussion should praise achievement and look to support and agree a plan where under achievement has occurred or is felt likely to occur. Other achievements can be recorded at this time too. Move onto the Learning and Development Record and record all CPD to date both internal and external – at this stage finalise these this section with all CPD undertaken and the evaluation boxes A discussion of the 12 Key Competences can also be held to confirm and agree the level of competence for the employee. Agree for each one that is applicable with supporting comments and look at those that need developing and agree what could be done to achieve an increased level of competence. College Leader to sign off (as appropriate) the threshold/UPS box below

A: Achieved P: Partially achieved N: Not achieved

Performance Year End Summary Completed: Employee……………………………………….…….…..Print Name……………………….……………Date……………

Reviewer.......…………………………………….……….Print Name……………………….……………Date……………

Is employee ready and supported for Threshold / Post Threshold Assessment? Yes / No

College Leader Approval………………………………………………………………………………….

Learning and Development Record This should provide a log and record of all Learning/CPD/Training activity undertaken during the performance year and the value it has been to the employee. Please rate the sessions attended. Please ensure this is fully completed by the end of the performance management year. Internal CPD sessions attended:

Month Please record the session you attended Rating 1 High – 3 Low

September Co Training

October

November

December

January

February

March

April

May

June

July

Other CPD sessions attended during the year

Please evaluate the sessions you have attended and describe the impact these sessions have had on your personal development

Please explain how you have used the information gained from these CPD sessions. (cascading to others / sharing knowledge / developing your practices etc)

Our 12 Key Competencies This chart identifies the key competencies that relate to staff at the Thomas Deacon Academy. Please identify, with your reviewer, the level at which you feel you perform based on the key below. Please summarise the evidence you have for this and also the areas of development that you would need to focus on or develop further for progression. N = Needs developing D = Developing GP= good progress/level of

confidence E= Demonstrates excellence

TDA Competencies

N

D

GP

E

Summary of Progress

Leadership

X

X has led 2 Staff CPD sessions this years for cross academy teams achieving 80%+ positive feedback

Accountability/Responsibility

X

X has taken responsibility for the new Science Club and new schemes of marking in college in support of QA within our college

Strategic Thinking

X

X has been part of the department meetings but has not had great strategic input this year

Financial Management

X

X has had very little input to departmental budgets this year – will attend CPD sessions to enhance knowledge

People Development

X

X has mentored our new team member this year and they have settled in well

Managing Change

X

X had some resistance to the changing working practices this year however progress is now being made

Quality Focus

X

All work has been verified on audit and has passed and met standards set

Innovation & Creativity

X

X has worked as part of X workgroup this year and has shared all thoughts with their team members – Introduced x new ideas which the team is now working to

Decision Making

X

X has made some positive decisions in relation to changing schemes of work and has produced excellent ideas ahead of the new academic years programmes

Team Work

X

X has worked well as part of the team and has built some positive external relationships as part of the Teacher Network group

Effective Communication

X

X has formed effective links with partner schools in the organisation of student field trips

Planning & Organising

X

X has produced a marking and report schedule to help them through the year and all deadlines have been met this year

The 12 Key Competencies

Key Competence Key options /thoughts to consider

Leadership We can all lead others and it does not have to be all the time. We might lead in the

direct sense a team of own staff , but it could also be other colleagues perhaps

cross academy, a club, a number of staff lead students daily, we might lead a CPD

session or other training event. We might also lead meetings with other external

parties

Accountability /

Responsibility

This applies to all staff at TDA – we all need to take accountability for the job we

are employed to do and the expected outcomes of this job. Some staff also have

additional accountability and responsibility eg: Leading teams, curriculum areas,

pastoral, budgetary, data, extra -curricular.

Strategic Thinking Whilst this might tend to refer to senior colleagues it may also be a consideration

on a number of other occasions too. If you are considering introducing a new

subject or exam board you might need to consider the overall impact o f this

change from a strategic perspective – timescales to move this forward, people

impact, results impact as examples

Financial Management Some colleagues do have specific financial and budget management

responsibilities but we all play an overall part and are accountable in the effective

use and deployment of our finances. This may be in how we use our resources,

available materials or perhaps how we use our facility.

People Development This competence will again apply to a significant number of staff who develop

either colleagues or students on a daily basis – Leaders, Teachers, Instructors,

Mentors, Mentors of ITT, GTP, PGCE, leaders of CPD sessions and other learning

events

Change Management Consider that anytime we change something however big or small we are leading a

piece of change. This may be anyone who leads any change from concept to plan

to implementation – changing a SOW, a process or policy or form might be

evidence of this,

Quality Focus This should be part of everyone’s role and it should be about everything we do on

a daily basis. It can be evidence through the observation process of Teachers and

TA’s, producing any piece of work, producing data/reports for other, cleaning

levels and within this comes the quality of output, the level of customer focus and

the timeliness

Innovation & Creativity This could be anyone using new and fresh ideas to tackle a task or challenge, being

creative with solutions and considering new ways of working. This is about

someone’s ability to regularly think out of the box – This could be seen quite easily

in creative lessons and teaching but also in how people approach their job daily

Decision Making All Leaders, people responsible for projects through to the daily prioritisation of

tasks and the timeliness of the right jobs being completed at the right time will be

as a result of decision making albeit subconscious at times.

Team All staff are part of a team – TDA, department or college team, working group

team, SLT etc – consideration here should be about the impact and contribution

levels to these teams

Effective Communications A key part of outstanding is about the effective communication we all display

between ourselves and the students we support. It is also about the relationships

we build and develop both internally and externally with parents and external

partners

Planning & Organising This will apply to all staff – we all have deadlines and goals to achieve via

Performance Management and or through our daily job.nwe need to be able to

show we all can plan and be able to measure and evidence this. Planning and

achieving is a critical part of our journey to outstanding. A last minute attitude

often is easily seen and therefore impacts quality

Leadership Matters...

Reviewing your Employees Performance

A performance review presents a considerable opportunity for Leader / Performance Manager and Employee to

discuss performance, key competencies, development undertaken and development for the forthcoming year. This

should be a constructive, open and two way meeting between the two parties. This brings an opportunity for a

partnership to grow and develop and to agree what the forthcoming year might look.

A positive review process would;

• Have reviews planned for the whole year

• Agree SMART objectives that align to business / department goals

• Recognise achievements to date and celebrate success

• Have conversations about areas that need development and improvement

• Direct learning to support needs

• Evaluate the effectiveness of this throughout the year and whether it results in the gaining of new level of

competence

• Build a relationship between Leader / Performance Manager and Employee and allow for an environment

where open communications are naturally occurring

Actions both parties could take before undertaking the review;

• Prepare for the meeting – look at previous notes as a reminder (give min 5 days notice)

• Gather facts on achievements ahead of the meeting

• Gather any data relating to career aspirations so that a meaningful career discussion can occur

• Prepare thoughts on behaviours / competencies that contribute and those that need further attention, with

examples to support this

• Set a agenda for the meeting, set an agenda and a format of how the meeting will be approached (progress

on objectives, learning undertaken and its impact, behaviours/general competencies and a career

review/next steps) – communicate this to the employee ahead of the meeting

Conducting the meeting;

• Systematically work through the planned agenda

• Afford generous listening to the employee – allow them to talk about their achievements and work

completed/not completed

• Think about how you might give feedback, consider feedback for improvement and feedback for

maximising performance

• Allow the employee the opportunity to raise any concerns and help them to solve these concerns

KEY ACTIONS

1. Do your preparation ahead of the meeting

2. Plan an agenda of the meeting and communicate it

3. Allow a two way discussion to happen

4. Allow the employee to do most of the talking about what they have done

5. Ensure that you hold the meetings when they are scheduled

Leadership Matters...

Giving and Receiving Feedback

Giving and receiving feedback is an art but it is one of the greatest skills we can possess and it can be used on many

different ways both in and out of a working environment. Leaders often find this a challenge but can see reward

from this once practiced on a regular basis.

Its benefits include; using feedback with employees at performance reviews and as an ongoing tool throughout the

year, it can be used to reinforce action required and output requirements, it can motivate employees to do more

and improve to an even higher standard, likewise it can be used to inform of improvement actions that are

required. It can be used for Team and Individual feedback.

For feedback to be effective it needs to be;

• Carried out in a timely manner

• Well prepared and constructive

• Focused and specific enough to ensure meaning is fully captured and understood

• Well received to facilitate a change if required

• Allow the member of staff to lead the discussion and tell you what they have/have not done

• Not judgemental , based on facts and actions, be extremely careful when giving feedback that relates to

behavioural actions – try to give examples of what you had seen to highlight what was good and what not

so good

• Balanced – to cover areas for improvement and to maximise output – ensure praise given where due

Giving feedback takes time and practice and leaders should utilise as many opportunities to give feedback as

possible – perhaps use a mentor who can help you polish this skill.

Leaders should also welcome feedback from others too – not only does it allow them to consider the style of others

giving feedback but to think about how they might become a better leader too.

KEY ACTIONS

1. Prepare yourself well when planning to give feedback

2. Plan what exactly it is you want to say

3. Practice with a colleague or mentor what you want to say

4. Get feedback on your practice

5. Think about how you will deal with negative feedback coming to you

Threshold

In order to be eligible to be assessed you will need to:

• hold Qualified Teacher Status on the date of your request; and

• be on the top point of the classroom pay scale – M6 – at the time of your request; and

• are employed by the Academy on the date on which you make your application

• All those wishing to become post threshold teachers will need to meet the standards specified in Annex

1 of the Threshold Pack.

• Enclose copies of the PM Review statements that relate to the 2 years immediately prior to the date on

which you submit your request. You may NOT include any other evidence other than Proforma 1a –

evidence summary sheet.

• Employees will be requested to meet with the College Leader at the start of the new Academic year

where a request for Threshold or Post Threshold application will be made at the end of that year. This

meeting will be documented within the Performance Management Summary. And signed off at the

commencement and end of the year.

• Pass this request form initially to the Director of Human Resources who will then arrange for a panel to

assess the applications. Requests must be received between 1 September but no later than 31 October

each year.

The request will be considered and a letter will be sent to the individual confirming whether their

request has been successful or not. All applications will receive feedback irrespective of whether

they were successful or not

Post Threshold – progression to UP2 and 3

Staff can be assessed a minimum of Bi-annually for progression through the Upper Pay Scales. This

will be an integral part of the Performance Review process and evidence for this must be generated

through this process.

College Leaders will be responsible for the assessment of those staff that are eligible to progress

through the upper pay scales and must sign off the performance Management Summary to confirm

ready for assessment.

All requests for progression must be received by the Director of Human Resources by 31st

October

each year – who will forward the application for assessment to the Director of Learning.

As part of the year end process that occurs in October each year staff eligible for assessment need to

be assessed under the following areas which are, essentially focused around the maintenance of

Threshold standards:

• Demonstration of meeting the core & post threshold standards throughout the overall

review period (Completion of Proforma 1a)

• Demonstration of pupil progress and contribution in the classroom (results and VA)

• A demonstration of their contribution to the whole Academy

All applications must be accompanied by the last 2 years Performance Management Summaries.

(Sample template for Performance Management where staff applying for Threshold & UPS)

Job Objectives and Targets set for the following year

Achievement

11EN Y1: to achieve 62% A*-C or above with 75% of students (+/-10%) achieving their target grades

or above.

11 EN Z2: to achieve 62% A*-C or above with 75% of students (+/- 10%) achieving their target grades

or above.

The %A*-C is set in line with whole school targets. The % in line to achieve target grades or above is

in line with the aspirational targets that we, as an organisation, set ourselves to be in the top 25%.

Y13 Law and Politics: to achieve 100% A*-E with 66% of students (+/- 10%) achieving A*-B grades.

This reflects<name of member of staff> overall responsibility for Key Stage Five in this subject team.

These targets will allow <name> to address Post Threshold Standards P4, P5, P7, P8, P9 and P10.

Teaching and Learning

To implement and embed quality control measures at Key Stage Three to support and develop non-

specialist teaching. This will be assessed through:

VLE Markbook

Achievement Tracker

Student Feedback

This target will allow <name> to address Post Threshold Standards P1, P2, P7, P9 and P10.

To develop the law community project with external providers that link to the community

development plan. The timescale for this is:

Development of project outlines by summer 2010

Progression and Evaluation 2010-11

This target will allow <name> to show a whole school impact and Post Threshold Standards P5 and

P6.

Continuing Professional Development

To use and evaluate personal performance in Year 12 Law through the Learning Conversations

process to develop and improve sixth form lesson observation action points from 2008-09.

This target will allow <name> to address Post Threshold Standards P2, P5, P7 and P8.

To raise the profile and effective use of assessment data in Home College through development of

whole school role.

This target will allow <name> to show the impact of a whole school development on a college wide

basis. It will also allow <name> to address Post Threshold Standard P10.