professional development review process v060613 · achievements and a preview/planning of the...

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Performance Management and Professional Development Review

Process for Teaching Staff

November 2018

Approved by the SALT Board of Trustees on 10 December 2018

Next date of Review: September 2021

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Sentamu Academy Learning Trust 2 of 4

1. Policy outline

The Sentamu Academy Learning Trust Board of Directors has primary responsibility for the terms and conditions of employment for Academy employees. Some of these responsibilities, including the Performance Management and Professional Development (PMPD) Review process have been delegated to the Local Governing Committee, the Principal and/or senior managers who shall comply with all policies and procedures issued by the Board of Directors and take into consideration any subsequent advice and recommendations given to them by the Directors. 1.1 Principles and Purpose

The policy reflects the Christian ethos of the Trust through the principle of equality for all

stakeholders, setting out to meet the twin aims of ensuring that on the one hand, students enjoy an

excellent education, and that on the other, staff enjoy excellent professional development.

This policy sets out the framework for a clear PMPD Review process for all teachers.

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PMPD Review (PMPDR) process

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Contents

1. The purpose of this document

2. PMPDR discussions and who does them

3. Why PMPD review is important

4. Activities that sustain annual PMPDR

5. Reviewing the past year’s performance

5.1. For everyone – sources of evidence, key indicators of achievement 5.2. For staff with leadership and management responsibilities

6. Planning targets for the coming year

7. Reviewing the past period’s CPD and planning for the coming period

8. PMPD review Do’s and Don’ts for the reviewer

9. PMPD review Do’s and Don’ts for the reviewee

Appendix 1 – PMPD review policy flowchart

Appendix 2.1 – Main pay scale teacher job role and description of responsibilities

Appendix 2.2 – Upper pay scale teacher job role and description of responsibilities

Appendix 3– Target setting

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The Sentamu Academy Learning Trust 4

PMPD Review process 2. The purpose of this document is:

1.1 To provide clear guidance, for staff with responsibility for conducting annual PMPD reviews,

on how to get the best out of the PMPD review process.

1.2 To help the Academy improve the quality of PMPD reviews, and subsequently improve the

standards of teaching and learning.

3. PMPD Review discussions and who does them

2.1. Annual PMPD reviews and mid-year reviews are mandatory in line with the Academy’s

Performance Management Policy for Teaching Staff, which should be read in conjunction

with this guide.

2.2. The Principal will determine who reviews whom. Where there are clear line management

roles, it is usually the line manager who conducts the PMPD review discussion.

A summary of the PMPD review process can be found at appendix 1

3. Why PMPD Review is important

PMPD review discussions form the foundation of the process. It creates a regular and formal

opportunity for reviewing past performance and for reaching an agreement about the

individual’s work and how that links to the overall goals and aims of their department and

ultimately to the Academy. Completing the process provides robust evidence to support

performance related pay decisions. It is also an important opportunity to recognise and praise

good performance. The Academy wishes to ensure individual contribution is recognised,

acknowledged and valued.

4. Activities that sustain annual PMPD review

Certain activities should be undertaken to sustain the quality of PMPD review and support both

the staff doing the appraising and those receiving reviews:

● Defining an annual PMPD review cycle: To develop the expectation of regular, annual

reviews the Academy has set a specific period during which reviews are conducted. For

all teaching staff this means that all PMPD review discussions should take place during

September/October each year with mid-year reviews conducted during February/March.

This makes preparation easier, develops good practice and makes monitoring and

continuous professional development planning easier.

● Creating Academy core messages – As a result of self-evaluation the Academy has

prioritised foci for improvement and development that affect the Academy as a whole;

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there are issues that are of specific importance to the Academy which should be

communicated and discussed.

● Ensuring staff have the necessary training – All staff appraising other people are

expected to have undergone training from SALT in the skills of conducting review

discussions. For those members of staff conducting PMPD reviews for the first time or

even for those that would benefit from a refresher, training will be provided at the

beginning of each performance management and professional development review

cycle.

● Ensuring that progress with PMPD reviews is monitored and data captured – Every

PMPD review discussion must be recorded on a ‘google.docs’ form by the reviewer

within five working days of the discussion. In addition to being a record of the

discussion for use by the reviewer and reviewee this data will be used to monitor when

PMPD reviews have taken place, by whom, training needs and any other issues

identified.

● Analysing the impact of the PMPD review process on the Academy – There are three

things the Academy can do to analyse their PMPD review process with a view to

improving continuously its impact:

○ Regular reports to SLT regarding completion of PMPD reviews during

annual/mid-year review periods and audits on the quality of data provided.

○ Post PMPD review meeting with all reviewers to discuss their impressions and to

discuss any common issues that arose or problems with the process that need

resolving.

○ Soliciting feedback from staff about their experience of PMPD review, via

confidential surveys and/or focus groups.

5. Reviewing the past year’s performance

Good quality PMPD reviews are both a review/discussion of the past year’s performance

achievements and a preview/planning of the coming year’s goals and objectives. Whilst it is

important for the reviewer to be prepared for and aware of the relevant facts about the

circumstances related to the reviewee’s work, it is the reviewee who is responsible for

highlighting/offering evidence of their achievements.

Below are some suggestions on areas that are likely to need discussion and agreement as well as

some suggestions as to sources of evidence or key indicators or achievement.

5.1 For everyone – sources of evidence, key indicators of achievement:

● Performance against job description/Teachers standards (see appendix 2.1 and 2.2);

● Overall contribution, impact of work done;

● Ability to work as part of a team with colleagues (departmental/site wide);

● Quality (student results, QA feedback including lesson observations);

● Self-review against teaching standards;

● Project targets met (objectives, outcomes);

● Engagement with professional bodies (events attended);

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● Contribution to Academy wide initiatives/projects;

5.2 For staff with leadership and management responsibilities – sources of evidence, key

indicators of achievement

● In addition to the above, those with Leadership and Management responsibilities

and/or on Upper pay scales should have demonstrated how they are meeting the

additional responsibilities of their role (see appendix 2.2)

6. Planning targets for the coming year

Targets and objectives for the coming year should be based around four main areas and be

differentiated depending on the individual’s job role (see appendix 3):

1. The development of teaching and learning;

2. The actions taken to ensure progress of students

3. An objective linked to the whole Academy Development Plan and/or department

priorities; and

4. Another area of personal professional development

All targets should be SMART i.e. Specific, Measureable, Achievable, Realistic and Time-bound.

Specific

The action, behaviour or outcome can be linked to something explicit such as a rate, number, percentage or frequency. ‘Increase pass rate of students’ is not specific and allows for a subjective judgement to be made about whether the outcome has been achieved. In contrast, ‘increase the number of students passing the widget development course to 95%’ is.

Measurable

You must be able to measure the extent to which an objective has been achieved. If you’ve successfully created a specific objective linked to a rate, number, percentage or frequency, this will be easier.

Achievable

Put simply, an objective is achievable if, with a reasonable amount of effort and application, it can be accomplished. Deciding what constitutes a realistic amount of effort and application calls for a subjective judgement to be made, which is one reason why objectives should be mutually agreed, and not ‘set’.

Relevant

This means that the outcome sought must be something the individual can actually impact upon. The key questions here are: Does the individual have the necessary knowledge, skill and authority to complete this objective?

Time-based

This means quite simply: Is there a timeframe within which the objective should be undertaken? If there is no timeframe, the objective is not SMART.

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7. Reviewing the past period’s CPD and planning for the coming period

To maintain and improve performance, good quality PMPD reviews are both a review/discussion

of the past period’s learning and development activities and a preview/planning of the coming

year’s individual development plan for the reviewee.

The Academy will provide a programme of CPD for all teaching staff. In addition to this,

individual development requirements should be recorded centrally at each Academy.

7.1 Prioritising

Staff need CPD so that they can be skilled teachers, fulfil their potential and help develop the

Academy. As a good employer the Academy needs to be aware of additional development

needs that are related to individual’s aspirations. However the Academy is aware that is has to

work within the constraints and limits of resources available to support development, so it is

suggested that reviewers help reviewees prioritise their learning and development as follows:

● Priority 1 – Learning and development that is necessary to ensure that the person has

the required knowledge and skills to perform their job role competently.

● Priority 2 – Learning and development that helps a teacher develop and fulfil their

potential. This would be the case where someone is already performing well, but could

benefit from further development opportunities.

● Priority 3 – Learning and development that is not required to help the teacher perform

in their current role but which they would like to do to get experience, knowledge and

skills that could be useful in possible future roles.

8. PMPD review Do’s and Don’ts for the Reviewer

8.1 DO

Prepare – PMPD review quality is enhanced by being prepared. Reviewers who have the facts at their fingertips can offer more meaningful feedback and can guide reviews more effectively. This includes not only the facts about the reviewee, their performance and their job, but also about processes and procedures that might be of interest to the reviewee since the reviewer’s advice might be asked for during a PMPD review.

Give fair notice – Agree an appointment time sufficiently in advance to allow the reviewee adequate time to prepare and complete their self-review.

Allow sufficient time – To ensure the reviewee is given the opportunity to review all the relevant performance as well as learning and development issues, without interruption and that you conduct the meeting in a place where privacy and respect for confidentiality on personal issues raised can be maintained.

Listen more than speak. Good PMPD reviews usually have the reviewee speaking more than the Reviewer. Reviewers who are good listeners are demonstrating respect, giving themselves time to think and are getting a better understanding of the reviewee’s circumstances.

Review the impact and effectiveness of the individual’s performance against the previous year’s objectives.

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Give feedback, not just at the formal discussion, but throughout the year. The longer you wait, the larger the “negative” becomes and the more difficult it is to discuss. Regular, frequent conversations mean that the problems areas will be smaller and easier to talk about and remember positive feedback is just as important as corrective feedback.

8.2 DON’T

Use PMPD reviews to introduce issues that should normally be dealt with during normal day-to-day line management or supervision, such as corrective/negative feedback for the first time or new disciplinary matters.

Promise what you know you cannot deliver. Reviewers sometimes are uncomfortable to give people ‘bad news’ - for example that funds might not be available for a training course. In such circumstances it is better to be honest, factual and neutral rather than prevaricating or promising to ‘look into it’.

Worry if the reviewee seems not to have had the opportunity for PMPD review previously and this is the person’s first PMPD review. Prepare well and use it to discuss, agree and set standards and targets for future performance and development.

Use the PMPD review meeting for anything except review of past performance and development and preview of future performance and development goals, objectives and standards. Issues related to discipline and re-grading may come up in discussion, often introduced by reviewees as constraints limiting their performance, but it is always better to deal with these by preparing adequately, using the appropriate procedures and getting the relevant support. You may acknowledge that a problem exists and even offer guidance about how something may be taken forward, but you do not have to resolve it during a PMPD review discussion.

9. PMPD Reviews Do’s and Don’ts for the Reviewee

9.1 DO

Prepare – PMPD review quality is enhanced by being prepared. Conduct a self-review each year and start to consider your responses to the following questions:

○ How well have I achieved my objectives? ○ What evidence do I have to support this? ○ What has helped/hindered my progress? ○ What are my areas of strength? ○ What are my development needs? ○ What training, development or other support do I think I need to become/continue

to be an outstanding teacher?

Think – about your career-development aspirations and whether you think you have skills that could be of further benefit to the Academy.

Be available – There is a joint responsibility to ensure the PMPD review is booked within the correct time frame and that it takes place.

Talk - PMPD reviews are intended to be an opportunity for you to talk about your work and future development, and you should approach the meeting in an open and positive way, being prepared to discuss progress and achievements, as well as areas of your work that may not be going so well.

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Plan future objectives, discuss and agree the support, training and development needed to meet your objectives

9.2 DON’T

Be afraid of feedback. Feedback is the information we all need to be truly effective in the workplace. It is very difficult to be self-aware without feedback from others. Self-awareness and monitoring provide a good platform but feedback from others informs us in ways that enrich our self-knowledge.

Use the PMPD review meeting for anything except review of past performance and development and preview of future performance and development goals, objectives and standards.

Promise to do what you know you will be unable to do. It is better to say I don’t think I will be able to achieve that and discussing why, rather than agreeing an objective and not doing it. Admitting that you have limitations, real or perceived, is a strength not a weakness.

End the meeting until you are clear about what is expected of you in the coming year.

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APPENDIX 1 TEACHING STAFF PMPD REVIEW POLICY FLOWCHART

JULY SEPT/OCTOBER ONGOING FEBRUARY/MARCH SEPT/OCTOBER

Appointing Reviewers The Principal will be reviewed by a sub-group of Governors. The Principal will review other members of SLT and other teachers or may delegate the role of reviewer to other teachers with line management responsibility

PMPD review Meeting Objectives should be set before, or as soon as practicable after the start of each PMPD review period (usually 1 October). The objectives should be Specific, Measureable, Achievable, Realistic and Time-bound.

Setting objectives The objectives will, if achieved, contribute to the Academy’s plans for improving the Academy’s educational provision and performance and improving the education of students at the Academy. Targets and objectives should be based on: 1. Development of teaching

and learning 2. Professional personal

development 3. Whole academy

development and/or department priorities

4. Progress of a particular cohort of student

See appendix 3

Development and Support Each teacher’s training and development needs will be identified

Reviewing Performance Performance will be reviewed in the following ways:

Lesson observations

Classroom based evidence such as lesson plans, work sampling, student progress data, student progress meetings, student discipline records

Self-review

Feedback Feedback will take place throughout the year and as soon as practicable after observations have taken place. Feedback will highlight particular areas of strength as well as any areas that need attention. Performance and development priorities will be reviewed and addressed on a regular basis and at

Mid-year PMPD reviews

Regular professional dialogue, discussions and meetings

Annual Assessment This is the end point of the annual PMPD review process. The teacher will receive as soon as practicable a written PMPD review report. The teacher will have the opportunity to comment in writing on the report. The report will cover:

Details of the objectives

An assessment of performance

An assessment of training and development needs

A recommendation on pay where that is relevant

Feedback (Where there are concerns)

The reviewer and/or the Principal will meet with the teacher to:

Provide feedback to the teacher about the nature and the seriousness of the concerns

Provide the opportunity for the teacher to comment and discuss the concerns.

Agree any support that will be provided to help address those specific concerns

Identify how progress will be reviewed

Explain the implications and the process if no or insufficient progress/improvement is made.

Review (Where there are concerns)

During or at the end of the review period the reviewer will meet with the teacher to provide feedback on progress. The possible outcomes are to:

Continue with the PMPD review process as normal where the teacher has made or is making sufficient improvement, or

Where the reviewer is not satisfied with progress, consider invoking capability policy

Self Review Individuals are encouraged to carry out a self-review of strengths and areas for development against the standards and objectives required for their role

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Appendix 2.1

SALT Job Description – Classroom Teacher

MAIN SCALE TEACHER JOB ROLE AND DESCRIPTION OF RESPONSIBILITIES 1. Leadership and development of Teaching

● Respond to requests to implement workplace policies and practices. ● Implement these within their department or across their area of responsibility ● Reflect upon their teaching and classroom practices and be self-motivated to develop

their own classroom practice. 2. Improving Teaching Through Research

● Take responsibility to develop their own understanding of developing educational and pedagogical research to influence their own teaching and development.

3. Behaviour management and attitudes to learning

Set high expectations which inspire, motivate and challenge pupils

● Establish a safe and stimulating environment for pupils, rooted in mutual respect ● Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions ● Demonstrate consistently the positive attitudes, values and behaviour that are expected

of pupils.

Manage behaviour effectively to ensure a good and safe learning environment ● Have clear rules and routines for behaviour in classrooms, and take responsibility for

promoting good and courteous behaviour both in classrooms and around the academy, in accordance with the academy’s behaviour policy;

● Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly;

● Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them;

● Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

4. Assessment, marking and planning

Plan and teach well-structured lessons

● Impart knowledge and develop understanding through effective use of lesson time; ● Promote a love of learning and children’s intellectual curiosity; ● Set homework and plan other out-of-class activities to consolidate and extend the

knowledge and understanding pupils have acquired; ● Reflect systematically on the effectiveness of lessons and approaches to teaching; ● Contribute to the design and provision of an engaging curriculum within the relevant

subject area(s).

Adapt teaching to respond to the strengths and needs of all pupils

● Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively;

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● Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these;

● Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development;

● Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Make accurate and productive use of assessment ● Know and understand how to assess the relevant subject and curriculum areas, including

statutory assessment requirements; ● Make use of formative and summative assessment to secure pupils’ progress; ● Use relevant data to monitor progress, set targets, and plan subsequent lessons; ● Give pupils regular feedback, both orally and through accurate marking, and encourage

pupils to respond to the feedback. 5. Subject and Skills Knowledge.

Demonstrate good subject and curriculum knowledge ● Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and

maintain pupils’ interest in the subject, and address misunderstandings; ● Demonstrate a critical understanding of developments in the subject and curriculum

areas, and promote the value of scholarship; ● Demonstrate an understanding of, and take responsibility for, promoting high standards

of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject.

Promote good progress and outcomes by pupils

● Be accountable for pupils’ attainment, progress and outcomes; ● Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on

these; ● Guide pupils to reflect on the progress they have made and their emerging needs; ● Demonstrate knowledge and understanding of how pupils learn and how this impacts on

teaching; ● Encourage pupils to take a responsible and conscientious attitude to their own work and

study; ● Co-operate with other staff to ensure a sharing and effective usage of resources to the

benefit of the academy, department and students. 6. Impact on Achievement within their own classroom, their department, across their area of

responsibility and across the whole Academy.

The development of a varied and appropriate curriculum ● Contribute to aspects of Faculty / Subject Schemes of Work;

Pastoral Duties

● Be a form tutor or class teacher to an assigned group of students;

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● Promote the general progress and well-being of individual students and of the Form Tutor Group/ class as a whole;

● Liaise with the Pastoral Leader or learning mentor (as appropriate) to ensure the implementation of the academy's pastoral system;

● Register students, accompany them to assemblies, encourage their full attendance at all lessons and their participation in other aspects of academy life;

● Contribute to the preparation of Action Plans and progress files and other reports; ● Alert appropriate staff to problems experienced by students and make

recommendations as to how these may be resolved; ● Communicate, as appropriate, with parents of students and persons or bodies outside

the academy concerned with the welfare of individual students, after consultation with appropriate staff;

● Contribute to PSHCE and citizenship and enterprise according to academy policy.

Fulfil wider professional responsibilities ● Make a positive contribution to the wider life and ethos of the academy; ● Develop effective professional relationships with colleagues, knowing how and when to

draw on advice and specialist support; ● Deploy support staff effectively; ● Take responsibility for improving teaching through appropriate professional

development, responding to advice and feedback from colleagues; ● Take responsibility for their own professional development and duties in relation to

academy policies and practices; ● Communicate effectively with parents with regard to pupils’ achievements and well-

being; ● Have a working knowledge of teachers' professional duties and legal liabilities; ● Operate at all times within the stated policies and practices of the academy; ● Contribute to the corporate life of the academy through effective participation in

meetings and management systems necessary to coordinate the management of the academy;

● Take part in marketing and liaison activities such as Open Evenings, Parents’ Evenings, Review days and events with partner schools;

● Support the effective use of Learning Support Assistants/Teaching Assistants assigned to work in lessons;

● Participate in administrative and organisational tasks related to the duties described above, including the direction or supervision of persons providing support in the classroom, attending assemblies, registering the attendance of students, supervising students during duties before, during or after school sessions.

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Appendix 2.2 Upper Pay Scale Teacher job role and description of responsibilities

SALT JOB DESCRIPTION - POST-THRESHOLD TEACHER The post holder is expected to demonstrate all the attributes of a classroom teacher, and also to undertake their professional duties within the conditions operative at the time of issue of this Job Description. In addition, post-threshold teachers will be expected to demonstrate the following attributes and undertake a range of the following responsibilities: Attributes: Post-threshold teachers are expected to: 1. Leadership and development of Teaching

● Identify opportunities to develop one’s own teaching and classroom practices to develop and model good and outstanding practices.

2. Improving Teaching Through Research

● Integrate recent developments in teaching and learning into their own practice, including those relating to subject/curriculum knowledge. They will be reflective about their own practice and effectiveness: sharing with, and learning from the work of others, and constantly seeking ways to improve through innovation and research.

3. Behaviour management and attitudes to learning

● Have an extensive knowledge and understanding of how to use and adapt a range of teaching, learning and behaviour management strategies, including how to personalise learning to provide opportunities for all learners to achieve their potential, and how to share these skills with others.

4. Assessment, marking and planning

● Have an extensive knowledge and well-informed understanding of the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those related to public examinations and qualifications;

● Be able to plan and mark in line with Academy policy and be sufficiently high quality to be on reduced levels of monitoring.

5. Subject and Skills Knowledge

● Be a source of information and knowledge about their subject area and aspects of the curriculum, promoting sharing good practice within their department and/or across the Academy.

● Have a more developed knowledge and understanding of their subjects/curriculum areas and related pedagogy including how learning progresses within them. Have up-to-date knowledge and understanding of the different types of qualifications and specifications and their suitability for meeting learners’ needs.

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● Teach lessons that are at least “Good” with some outstanding features, which lead to learners achieving well relative to their prior attainment, making progress over time that is as good as, or better than, similar learners nationally. This will mean that they are flexible, creative and adept at designing learning sequences within lessons and across lessons that are effective and consistently well-matched to learning objectives and the needs of learners.

6. Impact on Achievement within their own classroom, their department and/or across the Academy.

● Initiate and promote change at a departmental and/or academy level:

● Promote collaboration and work effectively as a team member;

● Model this to others within the department and across the Academy.

● Take ownership for aspects of a curriculum and drive forward improvements in teaching and learning at least at a departmental level.

● Additional Responsibilities:

Post-threshold teachers should, in negotiation with subject team-leaders and by agreement with the Principal, assume additional responsibilities including, but not limited to, the following:

○ Contribute significantly, where appropriate, to implementing workplace policies

and practice and to promoting collective responsibility for their implementation; ○ Contribute to and be responsible for aspects of Faculty or Subject curriculum

planning, such as post-16 subject schemes where the faculty/curriculum area is responsible for a number of different post-16 courses/subjects at Level 2 and Level 3;

○ Contribute to the professional development of colleagues through coaching and

mentoring, demonstrating effective practice, and providing advice and feedback.

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Appendix 3

Target Setting (as appropriate depending on key stage) The targets for PDR should be differentiated based on the level of teaching responsibilities and experience of the teacher. Targets should be based around 4 main areas:

● The development of teaching and learning (linked to the WCTA criteria and the level of appropriate responsibility within this);

● The improvement of pupil progress; ● The development of aspirations linked to whole Academy Development Plan and

educational outcomes; and ● The development of professional and personal development skills (linking to the

development of innovation and leadership within this) The targets should be divided into: Main scale - Targets should link to how continuing professional development and target setting will improve the teacher’s own practices and developmental aspirations. If the teacher suggests that s/he would like to take on elements of leadership linking to departmental or whole Academy improvements, this should be recorded and fed into the whole Academy Development Plan for developing leadership. UPS - Targets should be linked to how the teachers can develop their own practices to influence and support improvements within their department or a specific area of the Academy Development plan. TLR responsibility - Targets should be linked to how teachers can develop their own practices and the systems and practices within their specific TLR responsibility to improve and support others based on the Academy Improvement Plan. The teaching and learning target within the PDR target setting process naturally links to the development of leadership. In this section teachers should choose an area of teaching and learning linked to one area of the WCTA criteria that allows them to reflect upon their practices and the needs and requirements of their department and/ or area of responsibility. At this stage, the level or stage at which the teacher should be working must be identified, and a target set which although challenging, is appropriate to the teacher’s current working level (with the support of CPD and the Academy). The areas are:

● Leadership of Teaching. ● Improving Teaching through Research. ● Behaviour Management and Attitudes to Learning. ● Assessment and Planning. ● Subject and Skills Knowledge. ● Impact on Achievement across the School.

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During the year, teachers should reflect upon their practices and development and be able to evidence how this links to, and has impacted upon, departmental and/or area of responsibility development plans, which in turn contribute to the SEF. Example of differentiated PDR target focusing on the development of innovation and leadership in teaching 1. THE DEVELOPMENT OF TEACHING AND LEARNING

Target relating

to:

Main scale UPS TLR

Improvement in

feedback given to

pupils in practical

lessons

All Key Stages

To follow

departmental

policy to assess

pupils during

practical

lessons. I will use

photographic

evidence and

ensure that

feedback allows

pupils to make

good progress.

To develop a system using

video and photographic

evidence to demonstrate

progress and the

development of skills

within practical

lessons. The system will be

piloted by myself and

shared with the

department / colleagues

for review as part of the

department/ area of

responsibility

development plan.

To adopt and/or develop a

system for the assessment

within practical lessons that

allows pupils to demonstrate

good progress. To monitor,

quality assure and review the

system periodically through

the year.

Improve

engagement in

private study

activities at KS3.

Key Stage 3

To develop a

range of private

study activities

utilising the

flipped classroom

initiative for use

at KS3.

To identify areas /year

groups/cohorts within the

department where private

study is underutilised and

to develop a system and

examples of engaging and

relevant private study

activities. The system will

be developed and piloted

by myself and shared with

the department for review

as part of the departmental

action plan.

To monitor uptake private

study activities within the

department and utilise or set

up a system for the

development and

implementation of these

within the department.

Examples of this include the

flipped classroom, basic skills-

based or project- based

private study;

Share the development of

these activities fairly and

equally between

departmental staff;

Monitor, quality assure and

review the development and

use of these systematically

throughout the year.

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2. THE MEASURES TAKEN TO ENSURE PROGRESS OF STUDENTS

Target relating

to:

Main scale UPS TLR

Educational

outcomes of

students

All Key Stages

To ensure all

appropriate measures

are taken to ensure

progress of students.

This will include:

To ensure all

appropriate measures

are taken to ensure

progress of students.

This will include

supporting others

within the department/

and/or across the

academy through

sharing of good practice

and strategies to

improve attainment.

To ensure all appropriate

measures are taken to ensure

progress of students across the

department and/ or academy.

This will include monitoring,

evaluating and reviewing

strategies implemented

throughout the year to achieve

this.

3. THE DEVELOPMENT OF ASPIRATIONS LINKED TO WHOLE ACADEMY DEVELOPMENT PLAN AND EDUCATIONAL OUTCOMES.

Target relating to: Main scale UPS TLR

Specific targets

relating to whole

Academy

priorities for the

year.

All Key Stages

Following Academy

procedure within the

classroom practices.

Leadership of initiatives

linked to priorities

within the department,

area or whole Academy.

Using areas identified

within the

departmental

development or

subject action plan

(linked to Academy

priorities and the

department/area for

development). To

identify

strategies/resources

(including staffing) that

ensure that these are

developed. For

example, development

of a departmental

sharing of good

practice schedule,

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development of new

courses or tracking

systems for GCSE

courses.

4. PROFESSIONAL AND PERSONAL DEVELOPMENT (linking to the development of innovation and leadership within this)

Target relating to: Main scale UPS TLR

Leadership of Teaching; The development

of leadership skills

relating to

leadership of the

curriculum.

All Key Stages

To develop a subject

specific scheme of work,

for example, for ‘x units”

within the course, and to

share this with the

department and/ or other

colleagues.

To evaluate a range of

specifications for a KS4

courses and review

current practice.

To evaluate the impact

of scheme of work

and review current

practice within area of

responsibility

To develop long term

plans for the adoption

of this within the

department, and/or

across the academy,

and lead the

development of the

course.

To identify areas for

development within

the curriculum

(departmental and

Academy). To develop

long and medium term

plans, assessment

strategies and

procedures. To

monitor, quality assure

and review this

systematically


Improving Teaching Through Research; To develop a

greater

understanding

of effective

teaching

strategies.

All Key Stages

To research ideas and

methods of engaging

pupils within lesson

activities and develop a

series of lessons for a

SOW using these, for

example the use of a

range of questioning

strategies.

To identify and establish

areas for development

within the department

and/ or across the

academy relating to

effective teaching. To

research and develop a

range of strategies

/resources and guidance

that can be shared and

used by all staff as

appropriate all

members of the

department.

To identify areas within

the department/area

of responsibility for

development.

To identify

strategies/resources

linked to improvement

and to develop systems

to ensure that these

are developed. For

example, development

of a departmental

sharing of good

practice schedule.

of 21

Behaviour Management and Attitudes to Learning; To improve

independent

learning within

lessons.

All Key Stages

Develop and use

strategies to encourage

independent learning

within own lessons.

To model independent

learning strategies. To

develop strategies /

resources to encourage

independent learning

and to share these

within the department /

area of responsibility.

To model strategies for

independent learning, if

appropriate, within the

departmental good

practice schedule.

To utilise independent

learning strategies

developed within the

department/area of

responsibility and to

develop systems for

sharing these. To

monitor, quality assure

and review their use

and development


Assessment, Marking and Planning; To utilise the view

of pupils and / or

parents

All Key Stages

To use pupil

questionnaires / feedback

to reflect upon and

review own practices.

To develop a system

and resources to allow

pupils to feedback

information to teachers

to allow them to reflect

and review their own

practices.

To utilise systems set

up within the

department /area of

responsibility

To utilise the views of

pupils to reflect upon

the curriculum and

teaching and learning

within the department

and/ or across the

academy. To monitor,

quality assure and

review the use of this

information


Subject Knowledge and Skills; To develop a

greater

understanding of

the new KS1/2 and

4 curriculum and

specification.

Key Stages 1/2/4

To develop a greater

understanding of a new

SATs and GCSE

specification, considering

issues such as assessing

without levels, any new

Controlled Assessment

criteria, and preparation

for the new linear GCSEs

To develop resources

and strategies for the

implementation of an

effective system of

assessing without levels

or Controlled

Assessments in a new

GCSE specification. To

share these with

colleagues as

appropriate and model

and support those

delivering these.

To utilise the

development of

resources/strategies

relating to improved

strategies, and ensure

that these are

effectively deployed

across the academy as

appropriate.

Impact on To develop a greater To be able to model and To develop a greater

of 21

Achievement Across the Academy; To develop

knowledge and

understanding of

data and its uses in

classroom practice

All Key Stages

understanding of the use

of data to inform teaching

and classroom practice.

provide support to show

how data can be used to

inform classroom

practice and teaching.

understanding of how

data can be used and

how the analysis of this

can be utilised to

improve performance

at a departmental level

and/or across the

academy.

professional development review process v060613 · achievements and a preview/planning of the...

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