Effective performance management for teachers in schools

Performance management is a process used to develop teachers in their careers and, at the same time, assess their ability to perform to the expected standards. It helps schools provide and maintain high standards of teaching for pupils and parents as well as meet the school's wider objectives.

Why is effective performance management important for teachers?

Good performance management results

Poor performance management results

Enhances teacher engagement, improves productivity and promotes development - which all in turn lead to a good reputation.

Teachers are likely to lack focus and motivation.

Retain the right people.

Takes longer to identify issues to either support a teacher to reach targets or identify if you may not have the right teacher in post.

Catch any issues early and rectify them where you can.

Increased legal risk: If an issue is not addressed, it is likely to get worse. After two years of employment, staff have a right to protection from unfair dismissal. It is not uncommon for issues to be ignored during this period.

What is the performance management process for teachers?

The basis of a typical performance management framework in schools for teachers includes:

Teachers standards (where applicable)

Part one sets out the minimum standards a teacher must meet. Each standard is accompanied by points of guidance, which can be used to help measure a teacher's compliance with the standard in question. Part two sets out statements defining the behaviour and attitudes teachers are expected to uphold when conducting themselves on both a personal and professional level.

 If you are a school that is not required to follow these standards, consider introducing your own equivalent standards, which can be used as part of your own performance management process.

The Education (School Teachers’ Appraisal) (England) Regulations 2012 (where applicable)

The 2012 Regulations were introduced to give schools a simpler and less prescriptive method of dealing with performance. The 2012 Regulations require teachers to be appraised over a 12-month period, commonly from 1 September to 31 August.

Although not applicable to all schools, the 2012 Regulations provide some guidance that non-applicable schools may find useful.

The school’s own appraisal and capability procedures

Whether or not required by statute, it is always good employment practice for schools to have a performance appraisal procedure in place for all staff. That way, all parties can be sure of the process and expectations.

It is also important to have a capability procedure in place in case performance issues become serious enough to warrant invoking the capability procedure.

The Acas Code of practice on disciplinary and grievance procedures

The Acas code of practice on disciplinary and grievance procedures sets out the recommended minimum steps all employers should follow when dealing with a grievance of disciplinary situations in the workplace.

Since disciplinary situations include poor performance issues, it is recommended that the school's capability and disciplinary processes adopt the Acas code.

What do Ofsted expect in relation to staff performance management?

When considering performance management in practice, schools should have Ofsted in mind. Inspectors will seek evidence of the impact of those responsible for governance at the school. The Department for Education’s governance handbook sets out the statutory functions of all boards, no matter what type of school or how many schools they govern. One of the three core functions is holding executive leaders accountable for the performance management of staff. 

How do you maintain effective performance management in schools?

Considering all of the above, we look at some steps to take and be aware of to maintain effective performance management in your school.

• Train appraisers. Consider whether managers undertaking reviews require training and refresher training to carry out reviews effectively and also to support teachers in working on problem areas. It is sensible to ask teachers for feedback on this process to see what works well and what could be improved.
• Establish specific objectives. Ask the individual if they feel they are supported or if there is anything they feel they need, such as further training, to reach the objectives.
• Foster a culture of respect and transparency. Promote open lines of communication; building relationships can help with this.
• Appropriately regular reviews. Undertake appropriately regular reviews; the 2012 Regulations require teachers in maintained schools to be appraised over a 12-month period. For other types of schools, you could have the 2012 Regulations in mind or a different framework you consider effective. Giving teachers regular constructive feedback (not destructive criticism) helps them understand their progress on meeting expectations, provides recognition for their accomplishments, and enhances productivity and engagement.
• Identify and address issues promptly. If there are issues, identify the cause and consider whether the issue can be addressed informally or if it is a more serious conduct or capability issue that may invoke the disciplinary or capability process.
• Document discussions and decisions. Document objectives, expectations and performance - if following the school teachers' pay and conditions document, a teacher’s pay progression is linked to their performance as assessed through the school’s appraisal process. Therefore, having written reasons is extremely important. In any event, a teacher may challenge a decision made, and it is much easier to respond and address the challenge if there are written reasons for a decision from the time the decision was made.
   

If you are a senior leader or HR professional within a maintained school, academy, multi-academy trust or independent school and would like to discuss how effective performance management could be implemented in your setting or a particular ongoing or anticipated request in your school, please do get in touch. I can be contacted on 0330 818 2907 or via email at [email protected].