Performance appraisal and review

2.  The education performance of institutions,
teachers and learners in many countries has
been increasingly significant as economic
prosperity has been perceived to be closely
linked with the quality of an educated and
skilled workforce. Brown and Lauder (1996,
p.23) state that ‘the increasing importance
attached to education in the global
economy is not misplaced in the sense that
nations will increasingly have to define the
wealth of nations in terms of the quality
resources among the population.

3.  It is the process by which organization
evaluate employee job performance.
 It is a process that involves determining and
communicating to an employee how he or
she is performing the job and ideally
establishing a plan of improvement.
 It is a systematic and objective way of
evaluating both work-related behaviour and
potential of employees.

4.  It can be argued that it is managers’
and employees’ perceptions of the real
purpose of the managing and appraisal
of performance that may dictate how
effective it actually is.

5.  The evidence from leadership and
management of people in organizations
leads us to believe that, to work effectively,
employees need:
 To know what it is they have to do
 To receive help, support, advice etc when
they need it
 To get regular feedback on how they are
performing
 To receive recognition for what they have
done.

6.  Given frequent peer observation and joint
preparation, Chinese teachers are well
informed about the teaching quality of their
colleagues in the whole school and able to
make comments on colleagues’ teaching
style, subject knowledge level, capacity for
managing class discipline, strength and
weakness in teaching and reputation among
students. As a result of this familiarity, teachers
are evaluated by a committee of their peers
as well as by the principal (Washington 1991).
This process is frequent and iterative rather
than occasional and ‘top-down’.

7.  Performance management helps
schools to improve by supporting and
improving the work of head teachers as
individuals and leaders of school teams.
It sets a framework for teachers and
leaders to agree and review priorities
and objectives in the context of the
school’s improvement plan. It focuses
attention on making teaching and
leadership more effective to benefit
pupils, teachers, and schools.’

8. Performance management supports:
 schools to improve by supporting and
improving the work of practitioners as
individuals and in teams
 teachers to meet the needs of learners and
raise standards.
Performance management demonstrates the
school’s
commitment to:
 develop all practitioners effectively
 ensure job satisfaction
 high levels of expertise
 the progression of practitioners in their chosen
profession.

9. Reviewing Planning
Self-reflection Appraiser Self-analysis
Review meeting and Strategic analysis
Appraisal statement Appraisee Setting objectives
Agreeing
continuous
professional
development (CPD)
Monitoring
Informal in-year reviews
Teaching observation
Other agreed sources of
evidence appropriate to
the teacher’s role

10. Key partners
 Governing body/relevant body.
 Headteacher.
 Appraiser(s).
 Appraisee.
 Local authority.
 Welsh Government.

11. The process of evaluating how
well employees perform their
jobs and then communicating
that information to the
employees.
Processes used to identify,
encourage, measure,
evaluate,
improve, and reward
employee performance.

13.  clear – offering no possibility of ambiguity or
confusion about the intended outcome
 concise – using as few words as possible to
convey the intention
 measurable – expressed in such a way that
criteria can be agreed which will
demonstrate whether or not the objective
has been achieved
 challenging – sufficiently challenging, taking
into account the circumstances of the
school, to bring about significant
improvement
 developmental – supporting the
improvement of the school and the
appraisee.

18.  Serious concerns exist, however, about the
narrowness of this kind of model, reflecting as it
apparently does a particular view of education. The
language of those proposing effective
implementation of the scheme in England and Wales
is revealing. Hobby (2001,.p.79), a member of the
group that researched and proposed much of the
scheme suggests that success depends upon as first
priority, ‘a rigorous understanding of the link between
their (teachers) behaviour and their objectives. If I do
X then Y will occur’ and then he advises teachers to :
’Input the two or three main priorities identified by the
feedback into objective setting for performance
management’.

19.  Difficulty of measuring outcomes
 The issue of rewards

20.  If the reservations put forward so far in this
chapter appear unduly negative, this is
because the schemes described are either.
 Imposed in a top-down way with little
ownership by the staff affected or
 Transferred from one setting to another
which, as Long (1986,p.62) warned after
studying over 300 performance appraisal
systems, ‘rarely function satisfactorily.
 The failure is due …. To cultural differences’.

21.  Whatever the scheme, leaders and
managers need to address issues and
manage them in the way most
appropriate to their school or college.

22.  The issues here are:
 What data should be collected?
 From what sources should it be
collected?
 How should it be collected?

23. A. In what way does the performance management process:
• support the vision of the school?
• contribute to improving the attainment and welfare of
learners?
• assist in the professional development of all staff?
• establish an atmosphere of trust between the teacher and
their appraiser, which allows for rigorous evaluation of
strengths and identification of areas for development?
• encourage the sharing of good practice?
• underpin the overall approach of leading and managing
the school?
• meet the revised statutory regulations?
B. How is performance management embedded in the
improvement processes of the school?
C. Are there any aspects that could be improved?

24.  ‘Performance management focuses
attention on making teaching and
leadership more effective to benefit
pupils, teachers and schools.’
Performance management for teachers
(Welsh Government, 2012)