绩效管理英文文献

PERFORMANCE MANAGEMENT POLICY

The Governing Body of

Homerton Children’s Centre

adopted

this performance management policy on31 October 2007.

APPLICATION OF THE POLICY

The policy applies to the head teacher and to all teachers employed by the school except

teachers on contracts of less than one term, those undergoing induction

(ie NQTs

)

and

those who are the subject of capability procedures.

PURPOSE

This policy sets out the framework for a clear and consistent assessment of the overall

performance

of

teachers

and

the

head

teacherand

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

school's

pay

policy which

provides

details

of

the

arrangements

relating

to

teacher's

pay in

accordance

with

the

School

Teachers'

Pay

and

Conditions

Document.

LINKS TO SCHOOL IMPROVEMENT, SCHOOL SELF EVALUATION AND SCHOOL

DEVELOPMENT PLANNING

To

comply

with

the

requirement

to

show

howthe

arrangements

for

performance

management link with those for school improvement, school self- evaluation and school

development

planningand

to

minimise

workload

and

bureaucracy

the

performance

management process will be the main source of information as appropriate for school

self-evaluation and the wider school improvement process.

Similarly, the school improvement and development plan and the school

'

s self evaluation

form are key documents for the performance management process.

All reviewers are expected to explore the alignment of reviewees' objectives with the

school's

priorities

and

plans.

The

objectives

should

also

reflect

reviewees

'

professionalaspirations.

CONSISTENCY OF TREATMENT AND FAIRNESS

The Governing Body is committed to ensuring consistency of treatment and fairness in

the operation of performance ensure this the following provisions are

made in relation to moderation, quality assurance and objective setting.

Quality assurance

The head teacher has determined that she will delegate the reviewer role for some or all

teachers for whom she is not the line manager.

In these circumstances the head teacher will moderate all the planning statements to

check that the plans recorded in the statements of teachers at the school:

? are consistent between those who have similar experience and similar levels of

responsibility

? comply with the school's performance management policy, the regulations and the

requirements of equality legislation

The Governing Body will review the quality assurance processes when the performance

policy is reviewed.

OBJECTIVE SETTING

The

objectives

set

will

be

rigorous,

challenging,

achievable,

time-bound,

fair

and

equitable in relation to teachers with similar roles/responsibilities and experience, and

wil

l

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

the

time

required

to

pursue

his

personal

interests

outside

work,

consistent

with

the

school's

strategy for bringing downward pressure on working hours. They shall also take account

of the teacher's professional aspirations and any relevant pay progression criteria. They

should be such that, if they are achieved, they will contribute to improving the progress

of children at the school.

The reviewer and reviewee will seek to agree the objectives butwhere a joint

determination cannot be made the reviewer will make the determination.

In this school

:

all teachers, includingthe head teacher, will have no more than 3objectives

teachers, including the head teacher, will not necessarily all have the same number

of objectives

all teachers, including the head teacher, will have a whole school objective

Though performance management is an assessment of overall performance of teachers

and

the

head

teacher,

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.

Reviewing Progress

At the end of the cyc

l

e 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

have not been met in full, will be assessed favourably.

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.

APPEALS

At specified points in the performance management process teachers and head teachers

have

a

right

of

appeal

against

any

of

the

entries

in

their

planning

and

review

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 school's 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. Only the reviewee's

line manager or, where

she

has more than one, each of her line managers will be provided

with access to the reviewee's plan recorded in her statement, upon request, where this

is necessary to enable the line manager to discharge her line management

responsibilities. Reviewees will be told who has requested and has been granted access.

TRAINING AND SUPPORT

The school's CPD programme will be informed by the training and development needs

identified in the training annex of the reviewees' planning and review statements.

The

governing

body

will

ensure

in

the

budget

planning

that,

as

far

as

possible

,

appropriate

resources

are

made

available

in

the

school

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

teacher's

annual

report

to

the

governing

body

about

the

operation

of

the

per

f

ormance management in the school.

With regard to the provision of CPD in the case of competing demands on the school

budget, a decision on relative priority will be taken with regard to the extent to which: (a)

the

CPD

identified

is

essential

for

a

reviewee

to

meet

their

objectives;

and

(b)

the

extent to which the training and support will help the school to achieve its priorities. The

school's priorities will have precedence. Teachers should not be held accountable for

failing

to

make

good

progress

towards

meeting

their

performance

criteria where

the

support recorded in the planning statement has not been provided

.

APPOINTMENT OF REVIEWERS FOR THE HEAD TEACHER

Appointment of Governors

The Governing Body is the reviewer for the head teacher and to discharge this

responsibility on its behalf may appoint 2 or 3 governors.

Where a head teacher is of the opinion that any of the governors appointed by the

governing body under this regulation is unsuitable for professional reasons, s/he may

submit a written request to the governing body for that governor to be replaced, stating

those reasons.

Appointment of School Improvement Partner or External Adviser

The local authority has appointed a School Improvement Partner for the school, who will