1. education
2. school

Performance Management
Teacher Professional Standards
Hilary Peatfield
Denise Whitworth
WELCOME
Building pride in Cumbria
PROGRAMME
9 15 – 12 30
Session 1
Introductions and objectives
Session 2
Background, context and purpose
Session 3
Getting to know the standards
Session 4
The standards in more detail – progression
LUNCH 12 30 – 1 30pm
Building pride in Cumbria
1 30 – 3 45 pm
Session 5
Performance management, professional
standards and CPD; link with staffing structures
Session 6
Implications for schools, leaders and reviewers;
impact on individuals, roles, responsibilities and
staffing structures
Session 7
Action planning and next steps
Building pride in Cumbria
SESSION 1
Introductions and Objectives
Building pride in Cumbria
OBJECTIVES
• Gain a developing understanding of the new
professional standards and their implications
• Understand how the standards inter-relate with other
national workforce development initiatives
• Consider implications for staffing structures
• Explore the implications for school leaders, reviewers,
CPD leadership and performance management
• Develop a framework for an action plan
Building pride in Cumbria
Table Discussion
• Introductions
• Key points that you already know about the
professional standards
• What is/will be the most enjoyable part of
your revised/new performance management
role?
Building pride in Cumbria
SESSION 2
Background, context and
purpose
Building pride in Cumbria
The Context – Review of Standards
for Classroom Practitioners
•
•
•
•
TDA has reviewed the following standards for classroom
practitioners:
Professional standards for teachers
Professional standards for higher level teaching assistants
Level 3 National Occupational Standards for
teaching/classroom assistants
Level 2 National Occupational Standards for
teaching/classroom assistants
A review of the leadership standards, led by NCSL, is forthcoming
Building pride in Cumbria
The Revised Framework of
Professional Standards for Teachers
• Four sets of standards reviewed:
– QTS, induction, post-threshold, advanced skills teacher
• New set of standards for the excellent teacher scheme
• Three inter-linked sections:
– professional attributes, professional knowledge and
understanding, professional skills
•
Induction standards are known as core standards, they
apply to NQTs and mainscale teachers
Building pride in Cumbria
Why have these standards been
reviewed?
• To create a coherent and progressive framework
• To support new developments emerging in the
context of new teacher professionalism including
revised performance management arrangements (in
place from autumn 2007)
Building pride in Cumbria
The Wider Context for Teachers
- New Teacher Professionalism
•Confidence and respect
•professional dialogue - open, equitable & fair manner
•entitlement to, & a duty to engage in, school-focussed
CPD which is effective & relevant to their professional
development, career progression & aspirations
Building pride in Cumbria
The Quartet of Developments
National Agreement
Staffing Structure Review
Revised Performance
Management
Revised Professional
Standards
Building pride in Cumbria
The New
Teacher
Professionalism
Alignment with the Wider Children’s
Workforce
Health and
Social Care
Activity
Leadership
Learning,
Development & Children’s Care
Support Services
Learning &
Development
TA/CA National
Occupational
Standards
Learning and
Development
Play work
IT Users
Sport and
Recreation
Youth Work
Management &
Leadership
Building pride in Cumbria
NQT (Q)
Core (C)
Post-threshold (P)
AHT
HT
AST (A)
DHT
AST
AST
ET
ET*
Career
Dev
UPS
UPS
TLR
TLR
UPS
UPS
MPS
MS
TLR
Performance
Management
ET (E)
NQT
NQT
MPS
MS
Succession Planning
Building pride in Cumbria
Staffing
Structure
Purpose of the Standards
The revised professional standards:
•clarify the professional attributes, knowledge and
understanding and skills expected of a teacher
•provide a framework for career progression
•help teachers identify areas of strength and areas for
development
•support teachers in identifying their CPD needs and
underline a contractual entitlement to effective CPD
Building pride in Cumbria
SESSION 3
Getting to Know the
Standards
Building pride in Cumbria
The Standards Poster
Building pride in Cumbria
Framework of the Standards
Q
C
Qualified Teacher Status (QTS)
33
Teachers on the main scale (Core)
41
P
Teachers on the Upper Pay Scale
(Post Threshold teachers)
10
E
A
Excellent Teachers (ETs)
15
Advanced Skills Teachers (ASTs)
3
Building pride in Cumbria
Revised Professional Standards
Building pride in Cumbria
Activity 1
Champions and Envoys
• Choose one core or post threshold standard
from the selection provided
• Your task is to champion the chosen standard
and to act as an envoy for those standards
shared with you
Building pride in Cumbria
Framework of the Standards
Professional attributes
Standards
Q
C
Relationships with children /YP
1-2
1-2
3
3
Communicating & working with
others
4-6
4-6
Personal professional
development
7-9
7-9
Frameworks
Building pride in Cumbria
P
E
A
1
1
1
2
Framework of the Standards
Knowledge & understanding
Standards
Q
C
P
E
Teaching & Learning
10
10
2
3
Assessment & monitoring
11-13
11-14
3-4
4
Subject & curriculum
14-15
15-16
5
5
Literacy, numeracy & ICT
16-17
17
Achievement & diversity
18-20
18-21
21
22-25
Health & well-being
Building pride in Cumbria
6
6
A
Framework of the Standards
Skills
Standards
Q
C
P
E
Planning
22-24
26-28
7
7
Teaching
25
29-30
8
8-9
Assessing , monitoring and
26-28 31-34
giving feedback
Reviewing teaching &
learning
29
35-36
Learning environment
30-31
37-39
Team working &
collaboration
32-33
40-41
Building pride in Cumbria
A
10-11
12
9-10
14-15
2-3
Building pride in Cumbria
Building pride in Cumbria
Building pride in Cumbria
SESSION 4
The Standards in More Detail
Progression
Building pride in Cumbria
A Changing Landscape
• Children’s agenda
• Workforce remodelling
• Personalised learning
• Professional development
New professionalism
Building pride in Cumbria
What progression across the
standards looks like?
• The framework of professional standards is
progressive:
– post threshold teachers make a distinctive contribution to raising
standards across the school by acting as role models for teaching and
learning and providing mentoring and coaching to less experienced
teachers
– ASTs and excellent teachers provide models of excellent and innovative
teaching and use their skills to enhance teaching and learning by
undertaking and leading school improvement activities and CPD for other
teachers. ASTs also carry out developmental work across a range of
workplaces
Building pride in Cumbria
Twin Tracks
PEDAGOGY
AST
ET
LEADERSHIP
head teacher
deputy head teacher
assistant head teacher
TLR1
TLR2
post threshold (P) standards
core (C) standards
QTS standards
Building pride in Cumbria
Career Progression
•
Teachers need to demonstrate evidence that they are meeting,
maintaining and building on their attributes, professional knowledge
and understanding and skills
•
The standards clarify professional characteristics which are
maintained and built upon throughout their career
•
Teachers not aspiring to the next career stage need to identify ways
to broaden and deepen their expertise within their current career
stages.
Building pride in Cumbria
An Overview of the Standards
• Constant
• Cumulative
• Considerations
Building pride in Cumbria
Activity 2
Progression Through The Standards
• Consider the subsection Teamwork and
Collaboration
– Begin with standards C40 & C41 and map
their progression through to A2 & A3
– Give concrete examples of what you would
expect to see at each standard
– Feedback
Building pride in Cumbria
Post Threshold Standards
A teacher being considered for the threshold would need to
meet the relevant core standards (C) and satisfy the postthreshold standards (P).
Post threshold teachers are expected to:
 continue to meet the core and post-threshold standards
 broaden and deepen their professional attributes, knowledge,
understanding and skills
 make a distinctive contribution to raising standards across
the school
 act as role models for teaching and learning
 provide regular coaching and mentoring to less experienced
teachers
Professional Standards 2007 & STPCD 2007
Building pride in Cumbria
Progression through UPS
•
Progression on UPS should be based on two successful
performance management reviews
•
To achieve progression, the achievements of postthreshold teachers and their contribution to school(s)
should have been substantial and sustained.
•
To ensure that the achievements and contribution have
been substantial and sustained, the performance
management review will need to assess that the teacher
has:
o continued to meet post-threshold standards; and
o grown professionally by developing their expertise post
threshold
STPCD 2007: Section 3, para 34 (“Clarification”)
Building pride in Cumbria
35
Activity 3
Post Threshold Progression
•
•
•
In table groups, using the task sheet as a
guide, identify on post its what a postthreshold teacher needs to do, to
demonstrate progression
Each table feed back on one progression
criterion
Reflect on the implications of this activity for
your setting
Building pride in Cumbria
SESSION 5
Performance Management,
Professional Standards
and CPD
Building pride in Cumbria
Professional Standards and CPD
• The standards will support teachers in identifying
their professional development needs
• Where teachers wish to progress to the next career
stage, the next level of the framework provides a
reference point for all teachers when considering
future development
•
The standards will also support teachers in identifying
ways to broaden and deepen their expertise within
current career stages
Introduction to Professional Standards 2007
Building pride in Cumbria
CPD entitlement and expectations
• All teachers have
oa professional responsibility to be engaged in
effective, sustained and relevant professional
development throughout their careers
o a contractual entitlement to effective, sustained and
relevant professional development throughout their
careers.
•Teachers are expected to make a contribution to the
development of others
Introduction to Professional Standards 2007
Building pride in Cumbria
Activity 4
In table groups, discuss and develop a
visual representation of the relationship
between PM, PS and CPD:
Activity: 15 minutes
Plenary Sharing
group
Building pride in Cumbria
3 minutes per
Performance
Management
School Improvement
Planning Framework
developing people
improving young
lives
Continuing
Professional
Development
Building pride in Cumbria
Revised
Professional
Standards
SESSION 6
Implications for Reviewers
Building pride in Cumbria
The Revised Regulations
- Five Key Areas of Difference
Planning meeting
Classroom observation
Review and
the link to pay
Roles and responsibilities
Process and timing
Building pride in Cumbria
Key Areas of Difference
Planning meeting
Classroom observation
• Objectives should contribute to improving
the progress of pupils at the school
• Performance criteria have to be specified
at the outset
• 3 hours maximum per cycle
• Appropriate, proportionate, and
focused approach
Review and
the link to pay
• Direct link between Performance
Management and pay progression at
the point of eligibility
Building pride in Cumbria
Key Areas of Difference
Roles and responsibilities
• Reviewers for teachers will be the head
teacher, who may delegate the
responsibility in its entirety, to the
teacher’s line manager
• Scope for intervention to moderate at
the planning stage by the head teacher
for teachers’ and by the Governing
Body for head teachers
Process and timing
• Clear timeline for process
• Right of appeal
Building pride in Cumbria
Reviewer Skills: Roles and Responsibilities
THE REVIEWER
Revised Regulations:
“The Reviewer will be the Head Teacher
who may delegate this role in its entirety
to the teacher’s line manager.”
Building pride in Cumbria
Performance Management Cycle
Monitoring &
Supporting
Planning
• Objectives set
• Classroom observation
and evidence collection
agreed
• Performance criteria for
the above set
• Support, training and
development agreed
• Timescales set
• Monitoring of performance
throughout the cycle
• Provision of agreed
support
• Evidence collection
• Ongoing professional
dialogue
Reviewing
• Overall assessment of individual’s
progress against the performance
criteria
• Recommendations for pay
progression made for eligible
teachers
• No surprises
Building pride in Cumbria
Implications for PM Reviewers and
Induction Tutors
Table Discussion
• What will PM Reviewers and Induction
Tutors need in terms of:
– Knowledge?
– Skills?
– Documentation?
Building pride in Cumbria
Table Discussion
Consider as a group one or more of the following:
1.
How can we use the standards for school improvement?
2.
How can we use the standards to identify whole-school CPD
needs?
3.
How can we use the standards to assist with school self
evaluation?
4.
How will you approach the issue of longer serving UPS teachers
to whom the ‘P’ standards have come as a surprise?
ALL GROUPS: What are the key messages about the standards that
we can take back to our staff?
Building pride in Cumbria
Link to pay
Review and the link to pay
(Regulations)
• At the end of the PM cycle, the
Reviewer meets the Reviewee to:
a) review performance throughout the
cycle against the performance
criteria specified in the planning
statement
b) where the Reviewee is eligible for
pay progression, “determine the
recommendation on pay
progression, having regard to the
results of the review”
Review and the link to pay
(Guidance)
• Reviewers only make pay
recommendations for:
o Post threshold teachers
o Leadership Group
o Advanced Skills Teachers
• No change in the arrangements for
making pay decisions. Governing body
considers recommendations and
makes decisions about pay.
RIG Guidance paras 5.42-5.44
Regulations para 18.1
Building pride in Cumbria
50
Making Pay Recommendations
•No change to the general arrangements for pay
progression
•Reviewers’ judgements now form the basis for the
recommendation for a salary rise for eligible teachers
•The recommendation is based on an assessment of
the reviewee’s performance against the performance
criteria specified in the planning statement
Building pride in Cumbria
Eligibility for Pay Recommendation
• Post-threshold teachers:
– (U1) two years after passing
threshold assessment
– (U2) two years after U2
– (U3) if an excellent teacher post exists
• Excellent teachers
• Advanced skills teachers (annually)
• Leadership roles including headteachers (annually)
Building pride in Cumbria
SESSION 7
Action Planning
and
Next Steps
Building pride in Cumbria
Activity 5
•Harvey Balls Exercise
Building pride in Cumbria
Prioritisation Matrix
How easy is it to
do?
Easy
Hard
Low
What impact will it
have?
Building pride in Cumbria
High
Useful Links
www.teacher.tv/video/browser/2620
professional standards videos
www.teachernet.gov.uk/teachingnandlearning/professi
onalstandards/
printer friendly version of the standards
www.tda.gov.uk/teachers
Building pride in Cumbria
“Learning organisations are where people
continually expand their capacity to create
the results they truly desire, where new and
expansive patterns of thinking are nurtured,
where collective aspiration is set free, and
where people are continually learning to see
the whole together”
Peter Senge (1990: 3)
Building pride in Cumbria