Keynote Message
The purpose of these Performance Management briefings is to provide clarity around the revised regulations, the RIG guidance and their implications. The aim is that, by the end of the session, schools will understand fully what they need to do over the next six months for a successful implementation of the revised regulations.
First, let’s begin by putting the revised Performance Management arrangements into context. The 2006 regulations are a development of previous work in schools and seek to refine and update the earlier regulations in line with the 2002 Education Act.
Although it’s recognised that a great deal of good practice already exists in schools with many aspects that work well, PM is not yet fully embedded as entitlement for all teachers in all schools.
More importantly current practice does not reflect recent developments in teachers’ and head teachers’ working practices.
The National Agreement laid the foundations for new teacher professionalism by:
- removing tasks which didn’t require their professional skills
- bringing downward pressure on their working hours, and
- building capacity to focus on teaching and learning
The new teacher professionalism that RIG described in May 2005 within their evidence to the STRB (copy in the delegates pack) takes forward the vision of a remodelled workforce as a result of the National Agreement. Here, teachers and head teachers, working with qualified support staff, have conditions of service which enable them to focus on their core roles of teaching and learning.
The introduction of the new pay system further reflects the refocusing of the roles of teachers and head teachers introduced by workforce reform. Essentially it recognises and rewards them as highly skilled professionals whose contribution is fundamental to the provision of high standards of education for all pupils.
The review of the whole school staffing structure was also a natural consequence of remodelling.
All of these reforms are leading to fundamental changes in the way that schools work – but they have not been introduced for their own sake.
Remodelling along with
- changes to the teachers’ pay structure
- the introduction of Teaching and Learning Responsibility Payments and the Excellent Teacher Scheme
- and the staffing structure reviews
all have a common purpose: ‘to support schools by ensuring that they are able to organise themselves in ways which deliver the best outcomes for children.’
The new professionalism agenda aims to build on and embed these achievements by delivering further improvements in teaching and learning and in teachers’ and head teachers’ motivation and morale. The will continue the culture of change, enhancing the professional status of teachers and head teachers.
The revised performance management regulations will play a dual role in achieving this by:
-firstly, promoting the development of a culture whereby teachers and head teachers feel confident and empowered to participate fully in performance management.
-and, secondly, developing a system where those who manage teachers and head teachers engage in a professional dialogue with them, respect them as professionals, make decisions about their work and contribute fairly and openly.
Underlying the new teacher professionalism is the aim that professional development is an ongoing, non-bureaucratic and integral part of the everyday part of the activities of a teacher and head teacher rather than a separate activity which adds to their workload.
The revision to the performance management regulations does not complete the new teacher professionalism agenda. Currently the roles and responsibilities of teachers and head teachers are being reviewed. Work is still outstanding on securing a contractual entitlement to effective, relevant and sustained professional development throughout their careers. Schools need to broaden their understanding of CPD and create the conditions that will secure better quality and more relevant CPD for their staff.
This is not about schools having to introduce a completely new process. For some schools the only effect will be to enhance their existing arrangements to make the new teacher professionalism become a reality.
For others the revisions may require more significant change and some investment of resources in the short-term.
The revised regulations will ensure fairness, clarity and consistency within a national framework for the first time. Successful implementation will further enhance the professional status of teachers and head teachers, rewarding them as highly skilled professionals by delivering the highest rewards for excellence and supporting their career progression and aspirations.
Training and development agency for schools