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Performance management in Southwark
What do you think of the new arrangements? What do you see as the opportunities and challenges? We put these questions to Michelle Cassidy, CPD adviser at Southwark LA. Michelle describes how Southwark is supporting schools in the introduction of the new regulations and how performance management can promote teacher enquiry.
'This has been a very positive experience for the Education Division teams of Children’s Services. We formed a cross-team working party which included members of our School Achievement Division, Governor Services, the Southwark School Leaders Team and Human Resources. Close links have been maintained with our professional associations. This has also included a briefing on the revised regulations for other staff associated with schools e.g. link advisers, HR contacts, behaviour support team.
'In our opinion, the revised performance management regulations give schools a wonderful opportunity to link whole school development objectives to teams and individuals, ensuring consistency in practice, support and opportunity across the school. We have promoted the systems as a positive model where individual achievements can be valued and celebrated within a culture of continual development. The system being fair, open and transparent and, more importantly, linked to a framework of standards, gives teachers a chance to recognise and respond to their own needs on an individual level. It has also opened up the debate around cost-effective CPD opportunities and the benefits of coaching and mentoring and action-based research.
'Schools identified challenges and further support during the briefing sessions. The main need was around reviewer training for the line managers of teachers. We are planning to hold some centralised training in May which will act as an update on the revised regulations. In addition this will be a great opportunity to explore some of the skills needed to be an effective reviewer. Reviewers will be encouraged to share good practice and resources with the possibility of setting up reviewer networks within the community localities.
'Schools also agreed that development sessions were needed for CPD leaders. We will be promoting the use of our CPD handbook for schools, which was published last year. The handbook provides useful information around auditing CPD activity in schools as well as broadening awareness of the types of CPD teachers might feel is appropriate to their situation. One of the key aspects in the training for CPD leaders is likely to be around the development of liaison and communication systems within the school and how crucial this will be in accordance with the CPD needs identified. The materials will help CPD leaders ensure that everybody reaches their entitlement (and subsequently their objectives) through raising the whole school awareness of CPD methods. Supporting this will be activities around evaluating the impact of CPD, which we believe is integral to the performance management process. In a sense, the CPD system and impact will be the driver for the performance management process.
'Awareness raising around developments in this area will also be included as a regular theme running throughout the annual CPD Leaders conferences. Hopefully, this will include case studies around the practicalities of linking the performance management and CPD policies.
'The evaluations we received after the briefings were overwhelmingly positive and delegates identified clear steps forward. Performance management is more than understanding the revised regulations, it is an opportunity to value staff and promote a culture where continual development is nurtured and supported. The challenge for us will now be in supporting schools in achieving their aims.‘
The performance management diagram (PDF, 84kb) supplied by CPD consultant Bill Davies shows the model followed by Michelle at Southwark. It summarises the relationship between CPD, school self-evaluation and school self-improvement.
Contact michelle.cassidy@southwark.gov.uk for further information
