Performance management should be:
- Strategic - it is about broader issues and longer-term goals
- Integrated - it should link various aspects of the business, people management, and individuals and teams.
Revised appraisal arrangements, effective from 1 September 2012, are set out in the Education (School Teachers' Appraisal) (England) Regulations 2012, and details the statutory requirements for teacher appraisal. Performance appraisal of both teaching and support staff is an integral part of the school's performance management process, and an entitlement for all staff.
NYCC provides a model Appraisal Policy, along with guidance on lesson observations to support appraisal. If staff do not achieve the required standards through the appraisal process, underperformance is dealt with under the Developing Performance Policy or Capability Policy. The DfE optional model Appraisal Policy links appraisal with capability in a single policy, see www.education.gov.uk
Teachers' Standards Framework
The new Teachers' Standards (September 2012) provide an outline of the knowledge, skills, attitudes and behaviours which all teachers should demonstrate. Teachers' performance must be assessed against the standards as part of the appraisal process.
There are a range of occupational standards that can provide a useful framework for support staff to consider their learning needs and help reviewers with writing objectives, for example HLTA standards and NOS for supporting teaching and learning, see www.education.gov.uk.
Skills for schools is an online resource, created by Unison, to help school staff access learning opportunities at work. By providing an online guide to training, development and career pathways, it aims to help staff develop in their current roles, and make the move to new opportunities.