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Follow on Google News | School improvement survey of ASCL members conducted by BlueSky reveals thoughts of senior leadershipBy: BlueSky Education Performance Management and Performance Related Pay 55.1% of Senior Leadership Teams (SLTs) said that they believed ‘they had effective performance management procedures in place for performance- The survey also shed light on the various methods employed by UK schools to manage the staff performance process - 24.1% said that they used ‘a paper-based system’, 20.3% ‘in-house spreadsheets’ Continuing Professional Development When asked how the expertise of their most effective teachers is shared, across the school, 62% said ‘through peer coaching and mentoring’, 25.7% ‘using an observation timetable’, 8.8% ‘through an experts’ database’ and 3.4% said ‘they do not do this formally’. “Support from peers is often viewed as more credible and worthy because they typically have more empathy for the issues facing their colleagues and a proven skill set that has already been acknowledged by fellow staff”, said Denise Inwood. 84% said that they exchange such expertise with other schools. 92.3% of SLTs surveyed confirmed that they ‘have a programme in place for mentoring’ and coaching staff. 7.7% said they ‘did not’. Self-evaluation Self-evaluation was also addressed in the survey. 64.9% of SLTs canvassed said they use ‘work and planning scrutiny as part of self-evaluation to determine the quality and impact of Planning Preparation and Assessment (PPA) time in their school’. 33.1% said they ‘did not’. “With a greater emphasis on evidence based self-evaluation, it is important that schools have in place a rigorous procedure for the gathering of evidence. Standard criteria for all teachers is required from the outset. Judgement of teachers should not be based simply on lesson observation data it should be based on the totality of that individual in performance reviewing their work over a period of time. 93.6% said that they determine the totality of their teachers ‘by collating data on lesson observation, work and planning scrutiny, learning walks and pupil voice’. 6.4% ‘did not’. When asked “Do you use work and planning scrutiny as part of self-evaluation to determine the quality and impact of PPA in your school?”, 64.9% said yes and 35.1% said no. “This is great news”, said Denise Inwood. “SLTs are recognising that teacher effectiveness is not simply about how an individual performs in a particular moment – there are a significant range of factors that go to make a good teacher. The fact that over one third of school leaders do not evaluate impact of PPA time on their school, is surprising as this forms a substantial part of their school budget and a teacher’s working week.” Denise concludes, “This survey reflects the energy and direction of travel in the sector. What it clearly illustrates is the progress being made towards rigorous and evidence based judgements that will really drive up the credibility and status of the profession and the focus on school improvement.” End
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