- E500_9
School Governors: performance management
About this free course
This free course provides a sample of postgraduate study in Education, Childhood & Youth qualifications: www.open.ac.uk/postgraduate/find/education-childhood-and-youth.This version of the content may include video, images and interactive content that may not be optimised for your device. You can experience this free course as it was originally designed on OpenLearn, the home of free learning from The Open University: www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/school-governors-performance-management/content-section-0.There you’ll also be able to track your progress via your activity record, which you can use to demonstrate your learning.The Open University, Walton Hall, Milton Keynes, MK7 6AACopyright © 2016 The Open University
Intellectual property
Unless otherwise stated, this resource is released under the terms of the Creative Commons Licence v4.0 http://creativecommons.org/licenses/by-nc-sa/4.0/deed.en_GB. Within that The Open University interprets this licence in the following way: www.open.edu/openlearn/about-openlearn/frequently-asked-questions-on-openlearn. Copyright and rights falling outside the terms of the Creative Commons Licence are retained or controlled by The Open University. Please read the full text before using any of the content. We believe the primary barrier to accessing high-quality educational experiences is cost, which is why we aim to publish as much free content as possible under an open licence. If it proves difficult to release content under our preferred Creative Commons licence (e.g. because we can’t afford or gain the clearances or find suitable alternatives), we will still release the materials for free under a personal end-user licence. This is because the learning experience will always be the same high quality offering and that should always be seen as positive – even if at times the licensing is different to Creative Commons. When using the content you must attribute us (The Open University) (the OU) and any identified author in accordance with the terms of the Creative Commons Licence.The Acknowledgements section is used to list, amongst other things, third party (Proprietary), licensed content which is not subject to Creative Commons licensing. Proprietary content must be used (retained) intact and in context to the content at all times.The Acknowledgements section is also used to bring to your attention any other Special Restrictions which may apply to the content. For example there may be times when the Creative Commons Non-Commercial Sharealike licence does not apply to any of the content even if owned by us (The Open University). In these instances, unless stated otherwise, the content may be used for personal and non-commercial use.We have also identified as Proprietary other material included in the content which is not subject to Creative Commons Licence. These are OU logos, trading names and may extend to certain photographic and video images and sound recordings and any other material as may be brought to your attention.Unauthorised use of any of the content may constitute a breach of the terms and conditions and/or intellectual property laws.We reserve the right to alter, amend or bring to an end any terms and conditions provided here without notice.All rights falling outside the terms of the Creative Commons licence are retained or controlled by The Open University.Head of Intellectual Property, The Open University978-1-4730-1932-4 (.kdl)
978-1-4730-1164-9 (.epub)IntroductionAs part of a review of content, this course will be deleted from OpenLearn on 11 December 2017. Search Education & Development for more free courses. School governors are responsible for establishing the performance management policy of the school and for reviewing the performance of the headteacher. This course will guide you through these processes, including the appeals procedure should the headteacher have any concerns. You will also learn the importance of linking performance review to pay review.This OpenLearn course provides a sample of postgraduate study in Education, Childhood & Youth qualifications.After studying this course, you should be able to:show an awareness of the process and principles of performance management/appraisal in schoolsidentify the negative aspects of appraisal systems and consider how these might be overcomeunderstand more fully the role of the governing body in the performance review process, especially in relation to reviewing the headteacher's performancediscuss performance with regard to pay awards, and whether these should, or should not, be automatically related to each otherdemonstrate a familiarity with the appeal process relating specifically to the headteacher's performance review.1 Performance managementThe current system of performance review in schools was introduced in September 2000 as part of the government's drive to raise standards. At its heart is the basic premise that, if teachers know how well they are performing and where they need to develop their own skills in order to support pupils, then standards in their planning and delivery will go up, as will their expectations of pupils. It is hoped that, as a result, pupil attainment will also rise.
The Education (School Teacher Appraisal) (England) Regulations 2000, available by clicking here, set out the detail of what is expected of the review process. In essence, it involves appraisal, usually by a line manager, that leads to identification of those aspects of an individual's performance that need further development. Objectives should include an attainment target and a professional development target, which will then be monitored over time, usually for a year, although some objectives may take longer to achieve than others. A formal meeting will review and agree the level of success in achieving the objectives, before considering new objectives for the following year. Teachers may not necessarily know each others' personal objectives, but these will inform the priorities of the school development plan.It is generally recognised that people perform better when:
they know what is required from them;
guidance and support are readily available;
they have an opportunity to discuss their performance;
they understand any outcomes from feedback about their performance.
Click on the link below below to see a table from Bush and Middlewood (1997) that shows the benefits of a developmental approach to appraisal, linking the various components of the process to the perceived benefits.Bush and Middlewood (1997)Click on the link below below to access a copy of the same table for you to fill in.TableNow spend a few minutes thinking about the issues around appraisal in a school community in Activity 1.Activity 1Look again at the table showing the benefits, or advantages, of performance review, available under the link above. Using this, and possibly working with the other members of an appropriate committee, you might like to consider if there are other benefits that have not been identified, but which would specifically help your school.Then think about any possible disadvantages there might be, and complete the table second document above.Having carried out this exercise, the next step is to identify ways in which you could overcome any perceived problems, so as to make the process beneficial for all.2 The role of the governing bodyWhen performance review was first introduced, many governing bodies felt unable to undertake the role with confidence. They felt they were being asked to judge teachers and, particularly, headteachers, and were not comfortable with this.Although the governing body is responsible for the performance management process in the school, it is not the role of the governing body to monitor the work of individual teachers. This is the task of the headteacher, or other appropriate senior/line managers, and governors may not see the performance reviews of individual teachers. It is only the headteacher's performance that governors directly review.The governing body itself has only two main tasks to undertake. These are:
To establish the performance management policy in the school. The governors will delegate the drafting of the policy to the headteacher, who should devise the document in consultation with staff. The draft goes to the full governing body for formal agreement and adoption, and subsequently governors must review the policy annually and ask the headteacher for a report on its impact in raising standards. Within the policy it should be clear that no-one in the school, including the headteacher, may review the performance of more than six other people.
To review the performance of the headteacher. Two to three members of the governing body, excluding anyone employed to work at the school, must be appointed to undertake this task. Foundation schools must ensure that they include the requisite number of Foundation governors – one Foundation governor where two governors are appointed; two Foundation governors where three are involved. It is suggested that this group choose one member to be the key contact. Membership of this group must be reviewed annually.
The performance review process follows the three main roles of the governing body. Click on each sector in the diagram below to follow the process.If you wish to view the animation in a new window click on 'Launch in separate playerNow take a look at Activity 2.Click on the link below to see a suggested list of features of a good performance management policy.Features of a good performance management policyActivity 2Ask for a copy of your school's Performance Management Policy. What questions might you like to ask about it?
Do you know if the policy was devised exactly from the DfES version, or whether the headteacher and staff devised their own document, simply using the DfES version as the basis for discussion?
Most of the teachers' professional associations also devised model policies; were these considered?
Under the link above you will find a suggested list of features of a good performance management policy.
Has the school's policy been reviewed since its initial adoption?
Have staff been involved in the review of the policy?
The headteacher should report annually to governors on the performance management in the school. Some questions you might like to consider include:
What impact has performance management had on staff development?
And in raising standards in the school?
Is there real evidence of its impact in helping to meet the priorities of the School Improvement Plan?
What training and development needs have been identified?
How is professional development evaluated?
You might also like to think about which governing body committee it would be most appropriate to have these discussions in; is it a standards or personnel issue?3 The headteacher's review3.1 What the review is about‘The performance review process enables me to have a meaningful discussion about issues at the heart of the improvement of the school, with governors who support me yet make me stop and think about why I do what I do and, more importantly, how I might do my job better.’Quote from headteacher
The review of the headteacher's performance is one of the most important tasks for the governing body. It requires discretion, mutual trust and respect, and the ability to discuss issues frankly and openly. It also needs a clear understanding by the governors of the challenges facing the school, and the impact these might have on the ability of the headteacher to achieve the agreed objectives.The governing body must, until the introduction of School Improvement Partnership, use the services of an external adviser, to assist the appointed governors in the review of the headteacher's overall performance in managing the school, and also of his/her objectives in the three required areas of:
pupil progress;
leadership and management;
personal professional development.
These will be drawn from the school's current Development Plan or Post-Ofsted Action Plan, but the appointed governors may include other objectives if there is a particular area of concern.3.2 Adviser timeThe governing body is allowed up to eight hours of external adviser time. These are split roughly:
three hours for preparation before the meeting;
one hour for writing/checking the review statement;
four hours in school.
The time allows for both the headteacher and the appointed governors to meet the adviser separately to discuss issues and, in the case of the governors, to seek advice. To do this, the adviser needs data about the school in advance so that s/he may make some preliminary suggestions for the headteacher's performance objectives. Following these pre-meetings, everyone involved meets for the formal review meeting.Click on the link below to see annual cycle for the headteacher's review.The performance management cycle for the headteacher3.3 The purpose of the formal review meetingThe purpose of this meeting is to:
review performance against agreed objectives, and also in overall leadership of the school;
agree objectives for the next year;
set dates for in-year monitoring of progress.
A statement must be agreed between the headteacher and governors that covers all of these areas, and which may be seen by the appropriate committee of the governing body when they review the headteacher's salary. Only the headteacher and chair of governors keep a copy of the statement.Details of discussions are confidential to the parties involved, but many headteachers are willing to share aspects of their objectives with other staff and governors, so that everyone in the school takes responsibility for overall school improvement.3.4 School Improvement PartnersFollowing the introduction of School Improvement Partners during 2006–7, governing bodies will no longer be required to take external advice on the head teacher's performance management. Instead, each governing body will be advised by its School Improvement Partner on its management of the head's performance and appraisal. This advice (DfES/Ofsted 2005) will cover the areas currently covered by the External Adviser.3.5 Issues of capabilityVery occasionally, issues about the capability of the headteacher may arise during discussions about performance against agreed objectives.If the appointed performance review governors suspect that the headteacher is not able to meet his/her objectives, they should first consider the circumstances of the school to satisfy themselves that these have not altered significantly to make the objective/s unachievable. If this is the case, they should make necessary allowances when monitoring performance, and provide appropriate evidence for the external adviser at the next annual review meeting.Where the appointed governors believe that the issue is one of the headteacher not having the ability to manage the school effectively, the performance review process should be stopped and the chair of governors alerted. S/he, in turn, should contact the Local Authority (or the Diocesan Director of Education in the case of RC and C of E Aided schools) immediately, to seek advice on how to manage this situation, potentially through formal procedures in accordance with the capability procedure adopted by the school – the exact procedure and personnel involved will depend on the type of school.Find out about setting objectives for headteachers in Activity 3.Click on the link below to see examples of leadership and management objectives set for headeachers.Objectives for Leadership and ManagementActivity 3In discussing specific objectives to set for the headteacher, the appointed governors should remember that these should be linked to the changes the governing body is trying to bring about in the school. It is also important that all evidence used is rigorous data and not anecdotal.Under the link above you will find examples of leadership and management objectives set for headteachers.For examples of objectives relating to pupil progress, you might like to look back at the pupil attainment targets. Objectives for the headteacher may be set round these same targets, as the headteacher has the overall responsibility for ensuring that the pupil attainment targets are achieved.If you are one of the governors responsible for agreeing the objectives for your headteacher, use these examples to inform your discussion.Remember that the headteacher has an input to the objectives – listen to the headteacher's suggestions and views – and that the headteacher's objectives should be SMART.Achievements should be celebrated!4 The appeals processFairness and consistency of judgement are essential in any performance management system. The school needs to ensure that all its staff have equality of opportunity to achieve their full potential and are not discriminated against when agreeing objectives and assessing performance. Each school needs to ensure that staff are not discriminated against because of age, disability, gender, nationality, ethnicity, religion, nor are treated unfairly because they work part-time or are union representatives.Support Guide for Governors and Headteachers, p. 5
Occasionally things go wrong during the appraisal process. People can feel aggrieved about the manner in which the process was carried out, believing they had too little opportunity to explain themselves, or that the appraiser did not listen/understand. Sometimes the review statement does not accurately reflect discussions and agreed outcomes or future action to be taken.Individuals have a right to appeal against the process by which the review was undertaken, but not the outcome. For example, where a review has been correctly carried out, and performance objectives have not been met, provided there is evidence that confirms this judgement, it is unlikely that the individual will be successful in asking for the review to be repeated.To enable an appeal to take place, the governing body must appoint a Review Officer. The advice from the DfES is that the chair of governors should be the Review Officer for the school, and so should not take part in the review of the headteacher's performance. However, many headteachers want their chair of governors involved in the review, so the governing body will need to appoint a different person. Some governing bodies have appointed a group of governors.The Review Officer can review procedures in relation to any member of staff, as well as the headteacher. S/he may decide:
that there is no foundation to the appeal;
that the process was wholly or partially flawed;
that the review statement stands, with or without comment;
to amend the statement, with the agreement of the line manager/governors;
that the statement be set aside and a new review undertaken, with a different person or persons conducting this.
In any appeal the agreed objectives remain the same.Study a real appeals case yourself in Activity 4.Click on the link below to read a case study on performance reviewCase Study: Performance ReviewClick on the link below to see the crib sheet mentioned belowCase Study: CribsheetClick on the link below to see the outcome of the case study, but try to reach your own decision before having a look!Case Study: The outcomeActivity 4The case study (click on the link above) is real. You might like to discuss it with fellow governors, and decide what action the Review Officer should take.A crib sheet is included above, which gives you some prompts as to what issues the Review Officer would need to consider.The real outcome is also included above, but try to reach your own decision before you take a look!5 Performance and payThe School Teacher's Pay and Conditions Document states that awards of additional points of salary should only be given for ‘sustained high-quality performance’. It should never be assumed that an award will be automatic, and salary points should not be given to a teacher or headteacher for simply doing the job that would normally be expected in order to fulfil their contract or job description.It is extremely important that the governing body reviews the headteacher's salary annually, otherwise a situation could occur where other senior staff members are being paid almost as much as the headteacher, as a result of awards for management responsibilities.The appropriate committee of the governing body, which will need to have delegated responsibility to make decisions on pay awards, should ensure that pay ranges/points are agreed and established. This committee should ensure that all staff, including the headteacher, are informed of their total salary, showing the main salary point and any additional allowances they will receive for the school year.A separate Pay Appeal Committee will need to hear any appeals against pay awards. This group should consist of different governors from the first committee, but must be no fewer in number. People employed to work in the school may not sit on either of the committees that deal with pay matters. The headteacher may sit on the first committee, but is more likely to attend in an advisory capacity. S/he must withdraw from the committee when her/his own salary is being discussed.Look at the Terms of Reference of the Pay Committee in your school in Activity 5.Click on the link below to see the pay committee - terms of referenceThe Pay Committee: Terms of ReferenceClick on the link below to see the pay committee - membershipPay Appeal Committee: MembershipActivity 5The School Teacher's Pay and Conditions Document includes all the detail necessary for governors to agree the individual pay range for the headteacher, within the wider salary range that applies according to the group size of the school. Remember, there is the option to choose a range higher than the one designated for the group of school, for recruitment and retention purposes. The document is available in school, and the governors who make up the Pay Committee should take time to consult it before agreeing any salary increase.You might like to look at the document yourself, not just in relation to the headteacher's salary, but for pay awards to all staff. It is available by clicking hereThe Pay Committee (see documents under the link above) should have clearly delegated responsibility to make decisions about pay in its Terms of Reference.
Do you know if this is the case in your school?
Find the relevant terms of reference for your school and compare these to the model terms.
Are there any areas where you consider your policy to be exemplary?
Or further areas you might want to include?
Discuss your findings with fellow governors at an appropriate meeting.
ConclusionThis free course provided an introduction to studying education, childhood & youth qualifications. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner.Keep on learning Study another free courseThere are more than 800 courses on OpenLearn for you to choose from on a range of subjects. Find out more about all our free courses. Take your studies furtherFind out more about studying with The Open University by visiting our online prospectus. If you are new to university study, you may be interested in our Access Courses or Certificates. What’s new from OpenLearn?
Sign up to our newsletter or view a sample. For reference, full URLs to pages listed above:OpenLearn – www.open.edu/openlearn/free-courses
Visiting our online prospectus – www.open.ac.uk/courses
Access Courses – www.open.ac.uk/courses/do-it/access
Certificates – www.open.ac.uk/courses/certificates-he
Newsletter – www.open.edu/openlearn/about-openlearn/subscribe-the-openlearn-newsletter
Bush T. and Middlewood D. (1997) Managing People in Education, Paul Chapman, London, p. 172.The Education (School Teacher Appraisal) (England) Regulations 2000DfES/Ofsted 2005, A New Relationship with Schools: Next Steps.Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 LicenceSue Platt has been a school governor for 21 years, at both primary and secondary phase schools, and currently chairs her local secondary school governing body. She holds the Diploma in Management Studies (Education).Sue is a Development Officer in the Norfolk Governor Support Service, part of the Norfolk Education Advisory Services. She works with colleagues to devise and deliver training courses for Norfolk's 7000 school governors. Within the team, Sue's areas of in-depth knowledge include personnel issues (including performance management and pay), use of data to aid school improvement, behaviour management and pupil exclusions.Key image on page 1: Adapted from West-Burnham (1993) Appraisal Training Manual, p. 21;Grateful acknowledgement is made to the following sources for permission to reproduce material within this course:Course image: Dennis van Zuijlekom in Flickr made available under Creative Commons Attribution-ShareAlike 2.0 Licence.Extracts from Bush, T. and Middlewood, D. (1997) Managing People in Education, Paul Chapman Publishing;Extracts from Performance Management 2003, Support Guide for Governors. Crown © Copyright;Key image on page 3: Copyright © Getty Images;Key image on page 4: Copyright © Getty Images;Key image on page 5: Copyright © Getty Images;Every effort has been made to contact copyright owners. If any have been inadvertently overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity.Don't miss out:If reading this text has inspired you to learn more, you may be interested in joining the millions of people who discover our free learning resources and qualifications by visiting The Open University - www.open.edu/openlearn/free-courses
Discussion
2017061600