Presentation given at AISC Conference in Hong Kong on Wednesday 11th December 2019. How appraisal can be used to drive up school performance in high performing schools and organisations.

1. @IndependentHead
@Kellett_CEO
Using Appraisal to
Drive School
Performance
Asia-PacificInternational Schools
Conference
Wed.11th December2019 1140-1210
HongKongConvention &ExhibitionCentre
This presentation is on my blog
http://independenthead.blogspot.com
Mark S. Steed, MA (Cambridge) MA (Nottingham), MSc (Ashridge-Hult Business School)
Principal and CEO of Kellett School, Hong Kong

2. Why?
Why use an appraisal structure to drive school performance?

3. What?
How?
Why?
Simon Sinek: The Importance of core beliefs
Why?
Why are we
introducing a
new
appraisal
structure?

4. How does a high-performing
school move to the next level?

5. How does a high-performing school move to the
next level?
100.0% 100.0% 100.0% 100.0%
100%
70.5% 72.1% 73.2% 74.3%
90%
43.2%
47.2% 48.6% 50.5%
63%
21.0% 21.2% 21.3% 22.1%
33%
2016 2017 2018 2019 202?
School Exam Results
% Pass % A*-B % A*+A % A* (no of candidates)

6. How?
How does a high-performing school move to the next level?

7. Click here to watch the video: https://www.youtube.com/watch?v=NQxYlu12ji8

8. “We’ve got this saying,
‘performance by the
aggregation of marginal gains’.
It means taking the 1% from
everything you do; finding a 1%
margin for improvement in
everything you do.”
Sir Dave Brailsford

9. What would be the impact on teaching and learning at
Kellett if every teacher did three things better every year?
What would be the impact on how we operate at Kellett if
every member of the support team did three things
better every year?

10. 4.
Driving School
Improvement
3 Target Areas of
our job to do better
1 Target Area for
Improvement in
Use of IT
1 Area to
Share your
Expertise
with others
The aim of the
new appraisal
structure is:
TO IDENTIFY
TRAINING NEEDS
and SET
PERSONAL
LEARNING
TARGETS

11. 2.
Identifying
Training
Needs
Incompetency
Appraisal Model:-
Tackling Poor
Performance
Key Competences
Appraisal Model:–
Improving Skills
The School
Appraisal structure
is now uncoupled
from the School
(In)competency
procedures.

12. How?
How does the new appraisal structure work?

13. Novartis
Appraisal
Matrix
Exceeded
objectives
1.3
“Needs
Improvement”
50–100% bonus
2.3
“Superior
Performer”
100-130% bonus
3.3
“Outstanding
Performer”
130-160% bonus
Fully met
objectives
1.2
“Needs
Improvement”
0-70% bonus
2.2
“Strong
Performer”
90-110% bonus
3.2
“Superior
Performer”
100-130% bonus
Partially met
objectives
1.1
“Unsatisfactory
Performer”
No bonus
2.1
“Needs
Improvement”
0-70% bonus
3.1
“Needs
Improvement”
50–100% bonus
Poor
attitudes and
behaviours
Good
attitudes and
behaviours
Superior
attitudes and
behaviours
Appraisal of both ‘Outcomes’ and ‘Attitudes and Behaviours’

14. Novartis Appraisal Matrix
Proportion of Staff at Each Level
= 5%-10%
=50%-70%
=20%-30%
= 5%-10%
Needs
Improvement
Strong
Performer
Superior
Performer
Outstanding
Performer
Novartis
Appraisal
Matrix

15. Kellett, Hong Kong
Teacher
Appraisal
Grid
Teacher Appraisal Grid
Attitudes and Behaviours
2019-20 1 2 3
Teaching
Competence
Development
Required
Kellett Practitioner Lead Practitioner
= 5%-10% = 80%-90% = 5%-10%

16. Teacher Appraisal Grid
Attitudes and Behaviours
2019-20 1 2 3
Teaching Competence Development Required Kellett Practitioner Lead Practitioner
Teaching and Learning in
Classroom
Classroom Environment
Falls short of Kellett
Practitioner:
insufficient and inconsistent
attention to the classroom
environment. Displays do
not contribute to pupil
learning.
Creates a positive classroom
environment with
imagination, creativity and
impact. Displays enhance
and further learning.
All of Kellett Practitioner
PLUS:
is an exemplary role model
who supports and mentors
colleagues to develop their
classroom environments.
Contributes to the wider
displays around the school
(e.g. on corridors and in
public spaces)
TO IDENTIFY TRAINING NEEDS – SET PERSONAL LEARNING TARGETS

17. Teacher Appraisal Grid
Attitudes and Behaviours
2019-20 1 2 3
Teaching Competence Development Required Kellett Practitioner Lead Practitioner
Teaching and Learning in
Classroom
Classroom Environment
Falls short of Kellett
Practitioner:
insufficient and inconsistent
attention to the classroom
environment. Displays do
not contribute to pupil
learning.
Creates a positive classroom
environment with
imagination, creativity and
impact. Displays enhance
and further learning.
All of Kellett Practitioner
PLUS
is an exemplary role model
who supports and mentors
colleagues to develop their
classroom environments.
Contributes to the wider
displays around the school
(e.g. on corridors and in
public spaces)
TO IDENTIFY TRAINING NEEDS – SET PERSONAL LEARNING TARGETS

18. Support Staff Appraisal Grid
Attitudes and Behaviours
2019-20 1 2 3
Professional Competence Development Required Kellett Practitioner Lead Practitioner
Administration Falls short of Kellett
Practitioner:
Administration lacks
efficiency and planning.
Characteristics include:
Administration processes
used but not always in an
appropriate and timely way.
Record keeping is
inconsistent or poor.
Administration is secure.
Characteristics include:
administrative processes to
facilitate change and
innovation, manages
information effectively.
Record keeping is
logically filed and easily
retrieved.
All of Kellett Practitioner
PLUS:
is an exemplary role model
who plays leading role in
developing new
administrative systems and
spreading best practice in
the School.
TO IDENTIFY TRAINING NEEDS – SET PERSONAL LEARNING TARGETS

19. Management Appraisal Grid
Attitudes and Behaviours
2019-20 1 2 3
Professional Competence Development Required Kellett Practitioner Lead Practitioner
Meetings
Chairing Meetings
Falls short of Kellett
Practitioner:
Characteristics include:
Agendas and papers not
prepared sufficiently well in
advance of meetings;
Meetings are not kept to
time; Key issues are not
prioritized; Allows some
people to contribute too
much;
Chairs meets exceptionally
well. – Always: Prepares
agendas and sends papers
advance; Keeps meetings to
time; Prioritises key issues;
Allows appropriate level of
contribution; Encourages
debate of key issues; Gets
Minutes out in a timely
manner.
All of Kellett Practitioner
PLUS:
is an exemplary role model
who plays a leading role in
spreading best practice in
the School by coaching
colleagues.
TO IDENTIFY TRAINING NEEDS – SET PERSONAL LEARNING TARGETS

22. Target
Professional
Competence
Specific Area Aim to be Kellett Practitioner / Lead Practitioner
Teaching and Learning
within the Classroom
Pace of Lessons All of Kellett Practitioner PLUS is an exemplary
role model who also supports and mentors
colleagues who find the pace of lessons difficult.
Teaching and Learning
within the Classroom
Classroom
Environment
Creates a positive classroom environment with
imagination, creativity and impact. Displays enhance
and further learning.
Administration Deadlines Deadlines are always met. Details are always
considered in a timely manner.
Teaching and Learning
within the Classroom
Questioning All of Kellett Practitioner PLUS is an exemplary
role model who also supports and mentors
colleagues who find questioning in lessons difficult.
IT Competence Use of Data To become an accomplished user of SIMS/iSAMS.
Downloads information to inform analysis and
assessment. Supports colleagues by offering training
across the school.
1
2
3

24. Step One: Self Appraisal by Teacher/ Employee

25. Step Two: Line Manager Moderation

26. Step Three: Appraisal Meeting, Discussions and Agreed Final Judgements

27. Step Two: Line Manager Moderation

28. Step Four: Agreed Targets
3
1
2

29. Target
Professional
Competence
Specific Area Aim to be Kellett Practitioner / Lead Practitioner
Teaching and Learning
within the Classroom
Pace of Lessons All of Kellett Practitioner PLUS is an exemplary
role model who also supports and mentors
colleagues who find the pace of lessons difficult.
Teaching and Learning
within the Classroom
Classroom
Environment
Creates a positive classroom environment with
imagination, creativity and impact. Displays enhance
and further learning.
Administration Deadlines Deadlines are always met. Details are always
considered in a timely manner.
Teaching and Learning
within the Classroom
Questioning All of Kellett Practitioner PLUS is an exemplary
role model who also supports and mentors
colleagues who find questioning in lessons difficult.
IT Competence Use of Data To become an accomplished user of SIMS/iSAMS.
Downloads information to inform analysis and
assessment. Supports colleagues by offering training
across the school.
1
2
3

30. How?
Online System and Analysing Data
Kellett Hong Kong
Using Appraisal to drive up standards

33. Capturing Data: we might find that 25 teachers across the
school were found not be using ‘data to inform planning and
evaluate the needs of students.’
This is not a problem with the individuals, rather it
is a School Training Issue.
Analysing
Data

35. Mark S. Steed MA (Cambridge), MA (Nottingham), MSc (Ashridge-Hult Business School)
Principal and CEO of Kellett School, Hong Kong
Email: mss@kellettschool.com
Twitter: @independenthead
@Kellett_CEO
LinkedIn: uk.linkedin.com/in/independenthead
Blog: http://independenthead.blogspot.com
SlideShare: http://www.slideshare.net/independenthead