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PERFORMANCE MANAGEMENT POLICY
The Governing Body of
Homerton Children’s Centre
adopted
this performance
management policy on 31 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
teacher
and
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
how
the
arrangements
for
performance
management
link
with
those
for
school
improvement,
school
self-evaluation
and
school
development
planning and
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
'
professional
aspirations.
CONSISTENCY OF TREATMENT AND
FAIRNESS
The Governing Body
is committed to ensuring consistency of treatment
and fairness in
the operation of
performance management. To 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
but
where a joint
determination cannot be made the
reviewer will make the determination.
In this school
:
all teachers, including
the head teacher, will have no more
than
3
objectives
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
statements.
Where 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
provide
the
Governing
Body
with
advice
and
support
in
relation
to
the
management
and review of the
performance of the head teacher.
APPOINTMENT OF REVIEWERS FOR
TEACHERS
In
the
case
where
the
head
teacher
is
not
the
teacher's
line
manager,
the
head
teacher
may
delegate
the
duties
imposed
upon
the
reviewer,
in
their
entirety,
to
the
teacher's
line manager. In this school the head
teacher has decided that:
The head teacher will be the reviewer
for those teachers she directly line manages
and
will
delegate
the
role
of
reviewer,
in
its
entirety,
to
the
relevant
line
managers
for some or all
other teachers.
Line
managers will be the reviewers for all those
teachers they line manage.
Where
a
teacher
is
of
the
opinion
that
the
person
to
whom
the
head
teacher
has
delegated
the
reviewer's
duties
is
unsuitable
for
professional
reasons,
she
may
submit
a
written
request
to the head teacher for that reviewer to be
replaced, stating those reasons.
Where it becomes apparent that the
reviewer will be absent for the majority of the
cycle
or
is
unsuitable
for
professional
reasons
the
head
teacher
may
perform
the
duties
herself or delegate
them in their entirety to another teacher. Where
this teacher is
not the reviewee's line
manager the teacher will have an equivalent or
higher status
in the staffing structure
as the teacher's line manager.
A
performance
management
cycle
will
not
begin
again
in
the
event
of
the
reviewer
being
changed.
All line
managers to whom the head teacher has delegated
the role of reviewer will
receive
appropriate preparation for that role.
THE PERFORMANCE MANAGEMENT
CYCLE
The
performance
of
teachers
must
be
reviewed
on
an
annual
basis.
Performance
planning
and reviews must be completed for all
teachers by 31 October and for head teachers