WHAT IS PERFORMANCE MANAGEMENT?
The Government has just sent copies of the new PERFORMANCE MANAGEMENT FRAMEWORK to heads. They also received a MODEL POLICY. You can get copies of these documents from the Internet at www.dfee.gov.uk/teachingreforms
The system of Performance Management is scary. The Government says it will be like the "Investors in People" (IIP) scheme. This is untrue. IIP doesn’t have pupil performance targets and when it runs properly it is about entitlements to professional development. It is not about determine pay levels.
This new Government scheme, superficially similar, is very different. It has been described as "your own personal annual OFSTED" and as "like every teacher being on a capability procedure".
If unchallenged it will lead to more bullying and lots more work for already hard pressed teachers.
The following is a series of quotes from the document. The headlines are from STOPP. All the quotes are either from the PERFORMANCE MANAGEMENT FRAMEWORK (Framework) or from the MODEL PERFORMANCE MANAGEMENT POLICY. All emphasis has been added by STOPP.
Why not ask your head if you can see the original documents, if you don’t have access to the Internet.
PERFORMANCE MANAGEMENT IS LINKED TO PAY
The outcomes of performance review will be used to inform pay decisions, for example for awarding double performance increments for outstanding performance up to the performance threshold, and for awarding discretionary performance pay points above the threshold, for Advanced Skills Teachers and teachers in the leadership group. Information from performance reviews will provide evidence for assessment at the performance threshold. (Framework)
PERFORMANCE MANAGEMENT CAN LEAD ONTO CAPABILITY PROCEDURES
Performance review does not form a part of disciplinary or dismissal procedures. Capability procedures are already the subject of a separate national agreement. However, where information from the review, taken with other material, gives rise to concern about the capability of a teacher, it may lead to a decision to investigate and record performance more intensively. Where a decision is taken to enter into a formal capability procedure, that procedure supersedes performance management arrangements.(Framework)
The review meeting and review statement do not form part of any formal disciplinary or capability procedures. However, relevant information from review statements may be taken into account by those who have access to them in making decisions and in advising those responsible for taking decisions, or making recommendations about performance, pay, promotion, dismissal or disciplinary matters. (Policy)
WILL INVOLVE HEADS OF DEPARTMENT, NOT JUST HEADTEACHERS
(From an example of how a secondary school might organise the reviews)
These reviews are carried out by an individual team leader (usually the head of department). In large departments the responsibility for reviews is divided between the head of department and two teachers with management responsibility.(Framework)
THE TEACHERS TARGET WILL BE THEIR CONTRIBUTION TO THE SCHOOL TARGETS
The school will already use a number of sources, such as external and internal assessments, PANDAs and benchmarking data, to set targets in the school’s development plan. Team leaders will want to discuss with individual teachers how their particular contribution should be focused and formulate the teacher’s objective accordingly.(Framework)
YOUR RIGHT TO DISAGREE WITH THE TARGETS WILL BE VERY LIMITED
The team leader should record the objectives which will apply for the review period. These should be jointly agreed if possible. If there are any differences of opinion about the objectives the teacher may add comments to the written record of objectives. (POLICY)
THE PROFESSIONAL DEVELOPMENT TARGETS ARE WORKLOAD TARGETS
Example 1: Year 5 Primary Classroom Teacher
Professional Development Objectives:
• By the end of the review cycle, to develop the skills and confidence to use ICT in teaching class (use of ICT to be a focus for lesson observation).
• To plan and develop materials for use in the summer term to support whole class teaching of ICT.
STOPP Says: this class teacher is being asked to do the IT co-ordinators job without being paid for it.
Example 2: Science Curriculum Co-ordinator, Primary School.
Professional Development Objective:
• To strengthen my leadership and management skills in the area of strategic planning and use these to help this year’s School Development Planning.
The teacher might investigate strategic planning by a local business; or assist with a project from the SDP with support from a designated mentor in the school management team.
STOPP Says: Typically New Labour thinks we can learn from business. This teacher is being asked to take on jobs from the SMT without being paid for them.
Example 3: English teacher & Head of Year 8
Professional Development Objective(s):
• To develop expertise in the teaching of drama, with the aim of directing a school production within 2 years’ time.
• To increase own knowledge of the range of strategies to combat bullying and where and how to use them effectively.
STOPP Says: this teacher is being asked take on extra work - running a school production. Are they getting extra time in which to do it?
Example 4: Mathematics teacher, Secondary school
Professional Development Objective(s):
• To update own teaching strategies in the course of the year to reflect recent approaches in the teaching of mathematics.
• To set up a ‘Maths Club’ for the start of next academic year.
Ways of updating teaching strategies might include joining a professional association or mentoring a recently qualified colleague. Marking strategies could be improved through work with an examination board. The Internet or other local schools might provide suitable materials and experience about a maths club.
STOPP Says: this maths teacher is being given a target which could not be required by existing conditions of service. Is this what Mr. Blunkett meant when he said he didn’t need a new contract for those who crossed the threshold?
Example 5: History teacher & Deputy Head, Secondary School
Professional Development Objective:
• To identify what aspects of leadership skills need further development to apply for NPQH and aim to apply within 3 years. (ALL EXAMPLES FROM THE FRAMEWORK)
STOPP Says: At last this teacher has been given a target exclusively about their own professional development. It’s a deputy head, but let’s not be too cynical.
MEANS THE TEAM LEADER ASKING OTHER PEOPLE ABOUT YOU
The team leader should consult the teacher before seeking to obtain information, written or oral, relevant to the teacher’s performance from other people. (POLICY)
STOPP Says this is a grasses charter
MEANS YOU WILL BE OBSERVED EVERY YEAR - NOT JUST FOR OFSTED
Classroom observation is accepted good practice with a minimum of one observation each year required by Regulations. It is not a requirement to observe headteachers with teaching responsibilities.(POLICY)
STOPP Says this is your own personal OFSTED.
MEANS LOTS OF WORK FOR TEAM LEADERS
Within 10 days of the review meeting, the team leader will prepare a written review statement recording the main points made at the review and the conclusions reached, including any identified development needs and activities recorded in a separate annex (but forming part of) the review statement. (POLICY)