Reviewing performance
Observation
Teaching observation is a confidential process of constructive engagement, support and co-operation.
We will carry out observations with professionalism, integrity and courtesy. We will evaluate them objectively and report on them accurately and fairly.
Wherever possible, we will:
- give at least five working days' notice of the date and time of the observation
- provide verbal feedback by at least by the end of the next school day
- provide written feedback within five working days
Qualified teachers carry out teaching observations.
For appraisals, we will observe unattached teachers' performance on an appropriate and reasonable number of occasions. As far as possible, the appraiser and appraisee will agree to it based upon:
- the individual circumstances of the teacher
- the overall needs of the service
For professional development, feedback about lesson observations is developmental. They should not merely be a judgement.
Where unattached teachers have responsibilities outside the direct teaching delivery, we will observe and assess their performance of those responsibilities.
Development and support
An appraisal is a supportive process which we use to inform continuing professional development. We encourage a culture in which all unattached teachers take responsibility for improving their teaching.
We do this through appropriate professional development which may include peer observation. Professional development is linked to:
- education improvement priorities
- ongoing professional development needs
- priorities of individual unattached teachers
The training and development needs identified by the appraisal process will inform the service's CPD programme. The senior manager will ensure that resources are available for appropriate training as far as possible in the budget planning. Managers will agree support for appraises and access will be on an equitable basis.
If there are competing demands on the service budget, we will decide on CPD about the extent to which:
- the training and support will help the service to achieve its priorities
- the CPD identified is essential for an appraisee to meet their objectives
Some teachers might not meet their performance criteria if the support recorded in the planning statement was not provided. Appraisers must take this into account.
Annual assessment
We will formally assess each unattached teacher's performance in respect of each appraisal period. The senior manager may consult an external adviser.
We will provide a written appraisal report to the unattached teacher, as soon as practicable, following each appraisal period. They will have the opportunity to comment on this.
The appraisal report will include:
- details of the objectives for the appraisal period in question
- an assessment of the performance of their role and responsibilities against their objectives and relevant standards
- an assessment of learning and development needs to identify any action to address them
- an assessment of how the teacher is meeting our values and behaviours, as well as their core abilities
- a recommendation on pay where that is relevant. Pay recommendations must be made by 31 December for headteachers and by 31 October for other teachers
- a space for the teacher's comments
We will hold a review meeting to discuss:
- the content of the report
- any further action required
- objective-setting for the next cycle
In some circumstances, an interim review meeting is appropriate.
The assessment of performance, training, and development needs will inform the following appraisal period's planning process.