United Learning Teachers’ Performance and Development Review Guidance

Performance and Development Reviews within United Learning are focused on improving performance and informing the Continuous Professional Development of everyone.

By supporting all members of staff in their professional development, United Learning seeks toprovide excellent education so all young people are able to make a success of their lives.

United Learning places great emphasis on being a values-led organisation with an ethos established to bring hope and aspiration to the communities we serve in our schools. Our values act as a yardstick for how we behave, interact with each other and deliver our mission. These values are: ​Ambition, Confidence, Determination, Creativity, Respect and Enthusiasm.

1.Performance and Development Review Framework

1.1This guidancesets out a framework of good practice to enhance schools’ approach to Performance and Development Reviews.

1.2The focus of Performance and Development Review is to:

a)Discuss, explore and put in place mechanisms to support and improve employee performance;

b)Inform the Continuous Professional Development (CPD) of all employees, with reference to the Career Pathways;

c)Enable a meaningful conversation about career aspirations and support, which can be fed into the whole school talent developmentprocess;and

d)Link individual objectives and performance with the development of the school.

1.3Overall, the Performance and Development Review should enable and encourage meaningful and open discussion regarding an individual’s growth, development and Continuous Professional Development.

2.Performance and Development Review Guidance

2.1The following guidance sets out the broad framework for Performance and Development Reviews (PDR), including the basic expectations and principles of good practice.Schools are encouraged to work within the given framework.

2.2A template review meeting form is attached in Appendix 1 and an Observation of Professional Practice Protocol is attached in Appendix 3.

Guiding Principles of Performance and Development Reviews

2.3The Performance and Development Review cycle runs for the academic year and all staff should have an annual Performance and Development Reviewmeeting with an interim review, held with their line manager.Interim reviews should be light touch and provide an opportunity for a catch up between the reviewer and reviewee to have a mutually supportive dialogue. Staff employed on fixed term contracts of less than one year will have their performance and development managed in accordance with the principles underpinning this guidance. The length of the period will be determined by the duration of their contract.

2.4All Performance and Development Review activities will take place during normal contractual hours and will not add to the workload of anyone involved.

2.5The timeline for the Performance and Development Review cycle is shown below:

2.6Roles and Expectations

Reviewer: the staff member conducting the review process, usually the line manager of the reviewee.

Reviewee: the staff member who owns the performance objectives and to whom the professional standards/behaviours apply.

An effective reviewer will: / An effective reviewee will:
  • Be supportive, honest, objective, rationale and clear.
  • Discuss career aspirations.
  • Have regular catch ups and provide constructive feedback throughout the year.
  • Highlight Continuous Professional Development opportunities throughout the year.
  • Acknowledge achievements/milestones.
  • Highlight best practices around the School/Department/Group.
  • Prepare fully for review meetings.
  • Organise observations (where applicable).
/
  • Take personal responsibility for their own professional development.
  • Prepare fully for meetings, bringing relevant documentation and supporting evidence.
  • Be proactive in regularly reflecting on objectives and initiating steps to achieve them.
  • Be committed to developing and sustainingexcellent practice.
  • Suggest aspirational objectives (within the SMART framework).
  • Organise observations (where applicable).
  • Act on feedback/advice.
  • Seek out any relevant Continuous Professional Development opportunities.

2.7Prior to the Review Meeting, both the reviewer and reviewee should ensure they are fully prepared. This caninvolve aself-review by the reviewee to evaluate the past year (including objectives set for that year), propose their own judgements on their level of achievement and to propose possible future objectives, areas for development and career aspirations. The completion of a self-review is encouraged as good practice andthe template review form in Appendix 1 can be used to support this process. Any documents produced during self-review will not form part of the final Performance and Development Review documentation. Consideration should also be given by both parties to any supporting information relevant to assessing performance e.g. student achievement/data, team contribution or classroom observation. However, it is an explicit requirement that evidence is kept to a minimum and supporting documents can often be cited to confirm performance with actual evidence only considered where there is a need to ensure consistency. Please see Appendix 2 for further guidance on preparing for the Performance and Development Review meeting.

2.8The Review Meeting Dialogue

2.9Reviewees should assume accountability for up to three Objectives. For those teachers employed on a part time basis, the number of Objectives may be reduced.

2.10Objectives for teachers must show an appropriate balance between:

a)Improving the impact of teaching on pupils’ achievement and personal development, where relevant, including examination outcomes;

b)Improving the professional skills and/or achieving the aspirations of the individual.

2.11Objectives should be appropriate to each reviewee’s level of experience and responsibility, equitable in relation to reviewees with similar roles/responsibilities/experience,and provide the challenge needed to continually develop. In order for them to be appropriately challenging year on year as the teacher’s experience develops, it is expected that Objectives will become gradually more demanding.

2.12Consideration should be given within schools as to how the School Development Plan is incorporated into staff objectives e.g. by setting a whole school objective. The Objectives set for each individual will contribute to the school’s plans for improving educational provision and performance. They may also contribute to enhancing both within United Learning.

2.13In setting Objectives, the reviewer and reviewee should consider the strengths and areas for development identified during the review discussion.

2.14Objectives should be agreed by both the reviewer and reviewee. The Objectives should be set in such a way as to be achievable using the resources as allocated, and should be specific, measurable, attainable, realistic and time-specific (SMART).

2.15Reviewees make their own assessment as to whether or not they have achieved the Objectives or whether they have exceeded their Objectives. This assessment will be tested by the reviewer.

2.16The Performance and Development Review will include discussion and reflection regarding a teacher’s performance and development in relation to Professional Behaviours. For teachers the professional behaviours are set out in the ‘Teachers’ Standards’(see Appendix 4). During the Review Meeting there should be a meaningful discussion about an individual’s performance, leading to a clear statement and understanding of what remains for the reviewee to do in order to improve their performance.

2.17The review of an individual’s performance against the Teachers’ Standards will take into account their experience and should start from the premise that all the standards are being met unless clear evidence to the contrary is provided.

2.18It is not envisaged that staff are assessed in a tick-list fashion against each individual Standard, but instead they should be used as a basis for the Review dialogue to highlight strengths and achievements, identify areas for development and possible Objectives.

2.19Continuous Professional Development is central to the Performance and Development Review process. Therefore the appropriate Career Pathway and career stage should be identified for each reviewee and discussion around the suggested Continuous Professional Development should form a key element of the review meeting discussion. Further information on the Pathways can be found in Appendix 6, at on BieCloud.

2.20United Learning recognises that all colleagues have a set of talents that contribute to the Group’s aim to provide excellent education to children and young people. Further, it is recognised that all individuals have the capability to grow, whether in their current role or with their next career move in mind. A key aim of the Performance and Development Review process is to enable individuals to make the most of their talents by putting in place support to enable them to develop their skills, enhance their performance and move along their Career Pathway where appropriate. The Performance and Development Review process provides the opportunity to discuss the individual’sfuture aspirations with the aim of understanding how these aspirations may be supported, whether it is in extending in the current role, or by way of preparing for promotion to the next level. With the agreement of the reviewee, the form in Appendix 7 could be used to record the detail of these discussions.

2.21The staff member will receive as soon as practicable (but no later than 31st October) following the end of each Performance and Development Review the completed Review Form for them to sign in agreement and add any comments.

2.22Confidentiality:The management of individual Performance and Development Review information, including the Review Form, is subject to the requirements of the Data Protection Act. The Review Form will be confidential to the reviewer, the teacher concerned and the Head Teacher. Where appropriate, relevant sections of the Review Form can be extracted by the reviewer and shared with relevant individuals for the purposes of training, agreeing targets, etc. To assist, all training and development needs should be recorded on the final page of the review form which can easily be separated. Review Forms must be stored in a secure location.

2.23If an individual is unhappy with any aspect of their Performance and Development Review, for example, the way in which the review was conducted or the assessments arrived at, they should refer to the Appeals Procedure in Appendix 5.

2.24It is the responsibility of the Head Teacher to ensure that Performance and Development Reviews are carried out regularly, consistently and fairly within their schools. Regular monitoring should take place, involving a range of relevant individuals e.g. members of the Senior Leadership Team, Local Governing Body, Continuous Professional Development team, to ensure this is the case. Training should also be provided to those conducting the reviews, e.g. inset days could be used for this purpose.

Appendix 1

Performance and Development Review Template (example only)

Background details

Name / Reviewer
Role / Date

Key dates

Date objectives agreed (insert date)
Date of interim review (insert date – 6 months)
Date of final review (insert date – 12 months)

Objectives – Discussion of Key Objectives from previous year

Objective(s) / Evidence of progress to meeting objective. Consider areas of strengths and/or barriers where targets were not met. / Your Performance
Objective 1
Objective 2
Objective 3
Identified areas to be taken forward:

Objectives – Key Objectives for the forthcoming year

Key Objectives for forthcoming year / Notes on how to achieve objective / Milestones
Objective 1
Objective 2
Objective 3

Behaviours – discussion regarding the appropriate set of professional Standards and/or behaviours e.g. the Teachers’ Standards for teachers. Consider areas of strengths and success within the behaviours and also identify areas which need development and what this development could look like. Where possible, make explicit references to the particular Standards/behaviours.

Signed (Reviewer) / Signed (Reviewee) / Signed (Head Teacher)
Comments (optional) / Comments (optional) / Comments (optional)

Training and development needs identified (refer to Career Pathways). Include details of developmental activities to be undertaken.

Name:

Role:

Date of review:

Skills / Knowledge / Behavioural

Appendix 2

Preparing for the Performance and Development Review

Self Assessment Prior to the Review Meeting

  1. Use a blank Performance and Development Review form as your checklist for preparing for your review discussion.
  2. Take some time to reflect on the year just gone and consider what has gone particularly well, what you are especially proud of and what presented more of a challenge.
  3. Think about the Objectives set the previous year and consider how they have gone. Were they successful and how can you evidence this? If they were not successful, or only partially successful, why was this? What support would be needed to achieve these Objectives?Please note that any assessment of performance must take into account any barriers to achievement or special circumstances, for example, long term illness or maternity leave.
  4. Consider possible Objectives for the coming year, these may be continuations from the previous year’s Objectives or they may be new. Think about how your Objectives could contribute to the School’s Development Plan and/or any departmental plans. Think about your performance in relation to the appropriate professional standards/behaviours to help identify potential Objectives and areas of challenge or development. Consider how you will monitor the progress of your Objectives, are there any milestones that can be established to ensure you stay on course? Consider what support or development you may need in order to achieve your Objectives. If you are thinking about applying for Threshold assessment (Academies only) in the next couple of years, prepare to discuss this with your reviewer and consider Objectives to help build the evidence to support your application.
  5. Refer to the appropriate set of professional standards or behaviours and consider your performance against them. Can you identify areas of particular strengths or areas for development? Can you cite any evidence or practical examples for your performance in relation to the standards/behaviours to inform the review discussion?
  6. Consider your future aspirations, for example, are you seeking to expand in your current role or move to a different role either horizontally or vertically? How could you achieve your aspirations and how could United Learning help?
  7. The Performance and Development Review meeting and all preparation will take place during normal contractual hours.

Supporting Information

  1. Consider in advance what evidence is available to support your performance. There are no restrictions onthe sources of evidence that can be considered, but be selective and choose quality evidence rather than quantity.
  2. During the review meeting, information can be cited by both the reviewee and reviewer, preferably related to measurable outcomes, which is considered relevant. It is an explicit requirement, however, that any supporting information and evidence should be kept to a minimum and should not become time-consuming or burdensome. It is expected that supporting information can be cited to confirm performance but that the actual evidence itself need only be considered where there is a need to ensure consistency, or in any appeal. A reviewer does, however, have the right to check evidence if, in his/her judgement, it is appropriate.
  3. It is good practice to cite a range of types of evidence, for example documents (homework books, curriculum planning, teaching materials, training record, feedback, agendas/minutes), data (results, surveys, assessment data, benchmarking data, budgets, participation rates) and activity (classroom observations, contribution in meetings, use of whiteboards, involvement in training) to present a picture of the consistency of your performance.
  4. For teachers, evidence should include information relating to pupil achievement whilst also considering the teachers’ contribution to the wider school purpose.Any reference made to pupil results must be appropriate and reasonable in the context of the teacher’s work.

Guidance for Reviewers

  1. A constructive review meeting is most likely to take place if reviewers:

a)Set aside a reasonable amount of time and allow for no interruptions;

b)Encourage reviewees to do most of the talking;

c)Actively listen to what they are saying;

d)Analyse performance, not personality – concentrate on what reviewees have done, not the sort of person they are, unless it is relevant to the job role;

e)Keep the whole period under review – do not focus on isolated or recent events;

f)Adopt a ‘no surprises’ approach – performance problems should have been identified and dealt with at the time they occurred;

g)Recognise achievements and reinforce strengths;

h)Do not use the time to instigate capability procedures.

  1. The meeting should always be ended on a positive note with agreed action plans and an understanding of how progress in implementing them will be reviewed.
  2. Discuss the reviewee’s future aspirations and consider the opportunities that may be facilitated to support them in achieving their aspirations. You should consider these in the context of the Career Pathways (Appendix 6), along with the development needs that should be addressed as the reviewee moves towards their goal. Remember that aspirations may include extending in their current role as well as step up by way of promotion. With the agreement of the reviewee, you could use the form attached at Appendix 7 to record the detail of your discussion in this area.
  3. Sometimes in a review meeting it is necessary to engage in difficult conversations regarding a reviewee’s performance. In these situations, the following points can help to ensure a positive outcome:

a)Set the right tone: Explain the purpose of the discussion; adopt a calm and professional manner; focus on the issue, not the person; andavoid emotive language or getting diverted from the issue.