Procedure summary
Senior managers must ensure that, from the beginning of their employment, an unattached teacher is clear about:
- what we expect them to achieve
- their personal objectives
Appraisals give individuals and their manager an opportunity to:
- review performance
- agree to objectives linked to the education and learning and development requirements
Employees should read this document alongside our performance and development appraisal policy.
We underpin this within our values and expected behaviours.
For advice and support, please contact HR.
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:
- School Teachers' Pay and Conditions Document (STPCD)
- our unattached teacher pay policy
- any other relevant teacher standards
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
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.
Teachers experiencing difficulties
We will provide support and guidance through the appraisal procedure to an unattached teacher experiencing difficulties. The aim is to improve the teacher's performance and resolve the problem.
If concerns remain, we may consider using our capability policy.
Appeals
Appraisees have a right to appeal against any entries in the written appraisal report that have impacted pay progression. For more details, read our unattached teacher pay policy.
General principles underlying this policy
Consistency of treatment and fairness
We are committed to ensuring the consistency of treatment and fairness. We will abide by all relevant equality legislation.
Grievances
Where a staff member raises a grievance during the appraisal process, we may temporarily suspend the process to deal with the grievance.
Confidentiality and professional relationships
We will treat the appraisal and capability processes with confidentiality. We will only give access to the appraisee's plan to the appraiser's line managers. We will do this upon request and only where necessary to enable the line manager to discharge their responsibilities.
We will consult appraisees on requests for access to statements in the context of this procedure.
The process of gathering evidence for performance review will not compromise normal professional relationships between teachers.
The reviewer will consult with, and seek to secure the reviewee's agreement before seeking information from other colleagues about their work.
The desire for confidentiality does not override the need for the senior manager to quality-assure the appraisal system's operation and effectiveness. The senior manager might, for example, review all teachers' objectives and written appraisal records personally. They will do this check the consistency of approach and expectation between different appraisers.
Monitoring and evaluation
The senior manager will monitor the operation and effectiveness of the service's appraisal arrangements.
Retention
The senior manager will ensure that we retain all written appraisal records in line with our data retention schedules.