In the second part of our guidance developed in partnership with the Association of School and College Leaders, we consider the relevant policies, procedures and processes for changing your school or trust’s approach to performance management and appraisal.
This paper is the second in a series of three. You can now also download Part 1: Exploring the research and considerations for improving outcomes which explores how approaches to performance management and appraisal is changing in many schools and trusts.
What you will learn in this guidance paper
Appraisal regulations: Maintained schools are required to follow the appraisal regulations, the Education (School Teachers’ Appraisal)
(England) Regulations 2012, and many academy trusts also choose to continue to follow them post-conversion.
Getting started: policies, procedures and processes: Once you have decided that you do want to change your approach to appraisal and performance management (PM), we consider factors such as reviewing your current appraisal/PM policy and any policies related to it, and managing underperformance and your objectives.
The right approach for your organisation: We know from research cited in Changing approaches to performance management and appraisal Part 1 that a possible solution to our recruitment and retention crisis is to provide supportive environments where professionals can continue to learn and grow their skills and competencies. We will explore possible ideas and examples for fostering this approach.
Model timelines for the transition: Finally, we look at detailed examples of how these changes can be implemented at individual, school and trust levels.
Please complete the form to download the full guidance paper.
“The evidence that professional learning has a positive impact on pupil progress is undeniable and there is also strong evidence that supportive schools also retain their teachers… We know from research that a possible part-solution to our recruitment and retention crisis is to provide supportive environments where professionals can continue to learn and grow their skills and competencies.”
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