Unattached teacher appraisal procedure

Procedure for teacher appraisal

Overview

Our procedure sets out how we will support and raise the morale of unattached teachers. 

We will motivate teachers to update their skills and improve their performance. We want them to improve outcomes for children and young people.  

We will use the appraisal procedure to address any concerns about an unattached teacher's performance. If we cannot resolve them, we will consider using our capability policy and procedure.

Application of the teacher appraisal procedure

Our policy applies to all unattached teachers that we employ except:

  • those on contracts of less than one term
  • those undergoing induction (NQTs)
  • unattached teachers on capability procedures

An appraisal is a supportive and developmental process. Its design ensures that all unattached teachers have the skills and support they need to carry out their role. It will help ensure that unattached teachers can continue improving their professional practice and developing as teachers.

Appraisal meetings are recorded on the Unattached teacher appraisal form.  The six month follow-on meetings are recorded on the review form.

The appraisal period

The appraisal period will run for 12 months, normally from 1 September to 31 August. It will, however, take account of the service planning cycle.

We will manage the performance of unattached teachers who we employ on a fixed-term contract of less than one year as per the principles underpinning this procedure. We will determine the length of the period by the duration of their contract.

An unattached teacher may start their employment part-way through a cycle. In this case, the senior manager will determine the length of the first cycle for that teacher. They will aim to bring the cycle into line with other unattached teachers as soon as possible.

Appointing appraisers

Wherever possible, all appraisers of unattached teachers will:

  • be qualified teachers
  • have current or recent teaching experience
  • be suitably trained to undertake teacher appraisal

The senior manager will choose the appraiser. It will typically be the individual's line manager.

If the appraiser appointed by the senior manager is absent for the majority of the appraisal cycle:

  • the senior manager may perform their duties 
  • the senior manager may delegate their duties to another unattached teacher

If the senior manager appoints an appraiser who is not the teacher's line manager, this appraiser must have:

  • an appropriate position in the staffing structure
  • the necessary background knowledge, skills and training to undertake the role

Where a teacher is experiencing difficulties relating to performance concerns, the senior manager may undertake the appraiser's role. If the problems are not performance concerns (for example, health or conduct), the senior manager must follow the appropriate policy.

Setting objectives

The service planning process will set the senior manager's objectives.

Appraisers will set objectives before, or as soon as practicable after, the start of each appraisal period. The objectives set will be:

  • specific
  • measurable
  • achievable
  • realistic
  • time-bound

Objectives will be appropriate to the appraisee's role and level of experience. Reviewers will have regard to what they can reasonably expect when setting objectives. 

They will consider the role, responsibilities and experience. They must be consistent with our strategy for achieving a work-life balance for all staff. 

Appraisees may at any point append their comments alongside their objectives.

The appraiser and appraisee will seek to agree to the objectives. We may revise objectives if circumstances change.

The agreed objectives will contain a description of what success may look like. Where the use of numerical targets is appropriate, these will be reasonable, in the circumstances in which the unattached teacher works.

Setting more than three objectives, or using sub-targets, can cause unreasonable workload and pressure. It makes the objectives more difficult to achieve. However, it may be appropriate to set more than three objectives for teachers who have additional responsibilities in line with STPCD (for example, leading practitioners).

The objectives set for each teacher should contribute to our plans for:

  • improving education provision and performance
  • improving the education of children and young people in the county

Objectives must take into account professional aspirations of the unattached teachers as well as the Teachers' Standards.

We will inform each unattached teacher of the standards against which we will assess their performance. Managers will do this before, or as soon as practicable after, each appraisal period's start. We will assess teachers against the appropriate set of standards in the document Teachers' Standards.  

The senior manager for the service will need to consider whether they should assess some unattached teachers against other sets of standards published by the Secretary of State or other relevant bodies.

Pay progression

Where unattached teachers are eligible for pay progression, the appraiser will base their recommendation on their performance against the agreed objectives. 

The senior manager will base their decision on the statutory criteria and guidelines set out in:

We have agreed to the pay policy of unattached teachers. We have considered the appraisal policy's implications to the arrangements relating to teachers' pay as per the STPCD. The senior manager will ensure that they make decisions on pay progression:

  • by 31 December for unattached headteachers
  • by 31 October for other unattached teachers
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