This presentation discusses the rationale and methodology that lies behind the Berkhamsted Schools Group appraisal structure. The approach is loosely based on an industry model that considers ‘Attitudes and Behaviours’ as well as ‘Performance outcomes’. The senior team have developed a structure using a suite of appraisal grids for each of the key roles within the organisation: teacher, teaching assistant, Head of Department and Senior Leaders. The teacher appraisal structure applies from Early Years through to Sixth Form. The presentation was given by Mark S. Steed, Principal of Berkhamsted Schools Group at TLAB15 on Saturday 21st March, 2015 hosted at Berkhamsted School.

1. Leading Change
with Parents
TLAB15
Saturday 21st March 2015
Berkhamsted School
Mark S. Steed, MA (Cantab.), MA
Principal, Berkhamsted Schools Group
@independenthead

2. HOW WE USED TO DO IT
Berkhamsted Schools Group Appraisal Structure

3. Formal Appraisal
The Appraisal Interview

4. Formal Appraisal
The Summary Report
• The appraiser should write a summary report following the
interview to include:
– teaching role;
– departmental role;
– pastoral role;
– extra-curricular role;
– administration / management;
– any targets set;
– any staff development requests

6. WHY DO WE DO APPRAISAL?
Appraisal and Performance Management in Schools – A practical approach

7. Appraisal and Performance Management in Schools
Why do we do appraisal?
What
How
Why
1. To ensure that individual
performance reflects good
practice;
2. To recognise aspects of
outstanding practice so that
they can be shared;
3. To ensure that Berkhamsted
maintains high standards of
professionalism;
4. To identify training and
development needs.
Simon Sinek: The Importance of Why

8. BACKGROUND
Appraisal and Performance Management in Schools – A practical approach

10. Appraisal Matrix
Exceeded
objectives
1.3
“Needs
Improvement”
2.3
“Superior
Performer”
3.3
“Outstanding
Performer”
Fully met
objectives
1.2
“Needs
Improvement”
2.2
“Strong
Performer”
3.2
“Superior
Performer”
Partially met
objectives
1.1
“Unsatisfactory
Performer”
2.1
“Needs
Improvement”
3.1
“Needs
Improvement”
Poor
attitudes and
behaviours
Good
attitudes and
behaviours
Superior
attitudes and
behaviours

11. Novartis Appraisal Matrix
Proportion of Staff at Each Level
Exceeded
objectives
1.3
“Needs
Improvement”
2.3
“Superior
Performer”
3.3
“Outstanding
Performer”
Fully met
objectives
1.2
“Needs
Improvement”
2.2
“Strong
Performer”
3.2
“Superior
Performer”
Partially met
objectives
1.1
“Unsatisfactory
Performer”
2.1
“Needs
Improvement”
3.1
“Needs
Improvement”
Poor
attitudes and
behaviours
Good
attitudes and
behaviours
Superior
attitudes and
behaviours

12. 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

13. Berkhamsted Schools Group
Appraisal: Rationale
This appraisal system:
• is a transparent system across the School;
• is about defining the characteristics of a good
teacher/manager/leader;
• is about teacher/manager/leader improvement;
• is a sign that we are a professional organisation.
• is easy to use;
• starts with self appraisal;
• is evidence-based.

14. Berkhamsted Schools Group
Twilight CPD Programme

15. Berkhamsted Schools Group
Twilight CPD Programme

16. Berkhamsted Schools Group
The Appraisal Matrix
The X Axis:
Attitudes and Behaviours
• Based on key teaching,
managerial or leadership
competences
• Defined in 3 columns
– Requiring Improvement
– Strong Performer
– Outstanding Performer
The Y Axis:
Outcomes and Performance
• Based on measurable
outcomes of performance
• Defined in 3 columns
– Partially met Objectives
– Fully met Objectives
– Exceeded Objectives

17. HoDs Performance Management – 2015-16
Outcomes, Attitudes and Behaviours
Exceeded
objectives
Specific Targets and
INSET required
1.3
Progression to next
increment
2.3
Beacon of best practice.
Immediate progression to
next increment.
On course to be promoted
3.3
Fully met
objectives
Significant areas to work
on.
Likely to lose increment if
repeated
1.2
On track to receive
increment if repeated
2.2
Progression to next
increment
3.2
Partially met
objectives
Loss of HoD increment
Likely to lose role if
repeated.
1.1
Significant areas to work
on.
Likely to lose increment if
repeated.
2.1
Specific Targets and
INSET required
3.1
Requiring
Improvement
Strong
Performer
Outstanding
Performer
Attitudes and Behaviours
ResultsandOutcomes
Second Cycle 2015

18. Berkhamsted Schools Group
Teacher Appraisal Matrix
There is no ‘Results and Outcomes’ Axis for Teachers
• We wanted the focus to be on teacher improvement
• Poor teachers often get good results
• because teachers share sets
• because of “backfilling”
1. Pupils work harder to compensate
2. Parents pay for tutors.
Teacher Appraisal Grid - Second Cycle 2014-15

19. Teacher Appraisal Grid - Second Cycle 2014-15

20. Teacher Appraisal Grid - Second Cycle 2014-15

21. Teacher Appraisal Grid - Second Cycle 2014-15

22. 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

23. Berkhamsted Schools Group
Teacher Appraisal Matrix
= 5%-10% = 80%-90% = 5%-10%
Teacher Appraisal Grid - Second Cycle 2014-15

24. Berkhamsted Schools Group
Appraisal Timeline 2014-15
When Appraisals
Michaelmas 2014 Executive
Bar Point Applications
Lent 2015 (before HT) All Classroom teachers
All Probationary teachers
Bar-point Applications
Lent 2015 (after HT) Heads of Department
Trinity 2015 Heads of House
SMT not in Executive

25. THE APPRAISAL PROCESS
Appraisal and Performance Management in Schools – A practical approach

26. STEP 1: SELF APPRAISAL
Berkhamsted Schools Group Appraisal Structure

27. Step One: Self Appraisal - Teacher highlights the grid
Teacher Appraisal Grid - Second Cycle 2014-15

28. STEP 2: GATHERING EVIDENCE
Berkhamsted Schools Group Appraisal Structure

29. How to conduct a teacher Appraisal
Key Teaching Competences
Key Competences
Teaching and Learning within the Classroom Including Differentiation
Subject and Curriculum knowledge
Progress and Assessment
Teaching and Learning beyond the Classroom
Behaviour Management
Reporting and Feedback
CPD
Wider Departmental and School Responsibilities
Meetings
ICT
House Tutoring
Co-Curricular
Professional Attributes

30. How to conduct a teacher Appraisal
Sources of Evidence
• Lesson Observations
• Lesson Plan Documentation
• Pupils’ Work Scrutiny
– Sample of books across the age-groups and campuses
• Teacher Mark-book Scrutiny
• Sample of Parental Short and Long Reports
• Pupil Interviews and Questionnaires
– Sixth form Feedback form
– Formal and Informal conversations with colleagues
• Other Observation
– At meetings
– Wall displays

31. Gathering Evidence: Teaching and Learning
T&L: Planning
Evidence of Planning: Lesson Plans
• Do they follow the scheme of work?
• Do they account for a range of pupils’ needs?
• Do they include examples of differentiation?
• Do they include examples of “stretch & challenge”?
• Do they include examples of extension tasks?
(1) Requiring Improvement (2) Strong Performer (3) Outstanding Performer
Planning and/or delivery shows
sporadic relevance to schemes of
work.
Planning and delivery take no
account of pupils’ needs (e.g. set
tasks do not challenge pupils).
Planning and delivery show
awareness of differentiation.
Lesson planning clearly follows
scheme of work and helps ensure
that pupils are well-motivated.
Uses scheme of work effectively
and flexibly
Extensive evidence of
differentiation/ stretch and
challenge/ extension tasks have
been prepared and delivered.
Consistently motivates and
enthuses pupils.

32. STEP 3: MAKING PROVISIONAL
JUDGEMENTS
Berkhamsted Schools Group Appraisal Structure

33. Step Three: Head of Dept Moderates Grid
Teacher Appraisal Grid - Second Cycle 2014-15

34. How to conduct a teacher Appraisal
Preparation: Provisional Judgments
Professional Development Targets
1. Consider which are priority areas for development
• in light of the Departmental Development Plan
• In light of the School Strategic Priorities
2. Consider INSET requirements or suggestions

35. Step Three: HoD and Teacher agree three priorities for development
Teacher Appraisal Grid - Second Cycle 2014-15

36. How to conduct a teacher Appraisal
Preparation: Provisional Judgments
Professional Development Targets
1. Consider which are priority areas for development
• in light of the Departmental Development Plan
• In light of the School Strategic Priorities
2. Consider INSET requirements or suggestions
Sharing Best Practice
• Consider how the teacher can best support
colleagues.
Again, consider your judgements as provisional,
until you have had the appraisal meeting.

37. Berkhamsted as a
Professional Learning Community
• Departmental meeting
• Staff Meeting 5-minute
INSETS
• Staff INSET days
• Twilight Sessions
• TLAB15
• Blogging
• Peer-to-peer support
Teach
Collaborate
ShareResearch
Learn
Share

38. Teaching and Learning in Classroom
“Excellent pace and Vigour in Lessons”
Step Four: HoD and Teacher agree one area to share with other staff
Teacher Appraisal Grid - Second Cycle 2014-15

39. STEP 4: THE APPRAISAL
MEETING
Berkhamsted Schools Group Appraisal Structure

40. How to conduct a teacher Appraisal
The Appraisal Meeting
1. Logistics
• Timing
• what are you and the teacher doing next?
• If there are going to be difficult conversations,
the teacher may need time to digest the
feedback (before facing a class/ colleagues)
• Place
• Public/ Private/ Discrete
• Length of Meeting
• fixed end?

41. How to conduct a teacher Appraisal
The Appraisal Meeting
2. Planning
• What are the key issues that you need to discuss?
• Praise: What is going well?
• Issues: What are the concerns?
• Prepare for the difficult conversations
• Learn your lines - It is worth scripting these
and practising them in front of a mirror or with
a senior colleague.
• Complete the Appraisal Grid making provisional
judgements (see above)
• Come up with some provisional suggestions for
Target-setting and CPD

42. How to conduct a teacher Appraisal
The Appraisal Meeting
3. The Meeting – Suggested Format
• Is there anything that you want to discuss?
• Give Praise.
• You need to have evidence for negative Feedback
• Try to agree judgements
• “You have put yourself in column 3, what things
are you doing that has led to you to that
judgement?”
• Discuss and Agree the 3 Development Targets
• Discuss and Agree the area for supporting
colleagues
• Discuss and Agree any INSET requirements

43. STEP 5: FINAL JUDGEMENTS
AND FEEDBACK
Berkhamsted Schools Group Appraisal Structure

44. How to conduct a teacher Appraisal
Final Judgements and Feedback
1. Final Judgements
• Review the Grids and your judgements in light of
the Meeting
• Review the Targets, area for supporting colleagues
and any INSET requirements
2. Feedback Documentation
• Give back a copy of the agreed moderated grid
• Give back the 3 + 1 Summary sheet
• These should be signed by both the HoD and the
teacher.

45. Step Five: The Agreed Appraisal Grid
Teacher Appraisal Grid - Second Cycle 2014-15

46. FINAL THOUGHTS ON TEACHER
APPRAISAL:
Appraisal and Performance Management in Schools – A practical approach

47. As HoD, you are
setting the standards
for your department.
You set the bar.
How to conduct a teacher Appraisal
It’s your Department
Appraisal:
HoDs as
Guardians of
Standards
• To check the books
• To see the markbook
• To watch a lesson
• To have difficult
conversations
Appraisal:
A time for
Departmental
House keeping
• To hold to account
• To support
• To motivate
• To earn respect
Appraisal:
A time to manage
and
to lead

48. If you want to drive up standards in your department in
• Lesson Planning
• Assessment
• Reporting to parents
How to conduct a teacher Appraisal
It’s your Department
Gather the Evidence
Have the difficult conversation
Set the Targets

49. If you want members of your department to get more
involved by
• Running trips or societies
• Improving their classroom environment
• Teaching across age groups and in both schools
How to conduct a teacher Appraisal
It’s your Department
Gather the Evidence
Have the difficult conversation
Set the Targets

50. Conducting Teacher Appraisal is the best opportunity
that you have each year to raise standards within your
department.
Don’t waste it
How to conduct a teacher Appraisal
It’s your Department

51. SMT AND EXEC APPRAISAL
STRUCTURE
Appraisal and Performance Management in Schools – A practical approach

52. Exec and SMT Appraisal Grid - Second Cycle 2014-15

54. HODS PERFORMANCE
MANAGEMENT
Appraisal and Performance Management in Schools – A practical approach

55. Senior School
Academic Management Structures
Principal
Mark Steed
Vice Principal
Michael Bond
Deputy Head of
Berkhamsted Boys
Nick Dennis
Heads of Department
English and Languages
7 HoDs
Classroom Teachers
Deputy Head of
Berkhamsted Girls
Rosie McColl
Heads of Department
Science and Mathematics
6 HoDs
Classroom Teachers
Deputy Head of
Berkhamsted Sixth
Mary-Clare Startin
Heads of Department
Humanities
5 HoDs
Classroom Teachers
Deputy Head of
Berkhamsted Sixth
Greg Anker
Heads of Department
Creative and Cultural
7 HoDs
Classroom Teachers

56. Senior School
Academic Cluster Groups
Maths and Science
• Mathematics, Science,
Biology, Chemistry,
Physics, ICT.
Languages
• English, French, Spanish,
German, Latin, English as
a Foreign Language
(EFL), Learning Support.
Humanities
• History, Politics,
Religion & Philosophy,
Sociology & Psychology,
Geography.
Creative and Practical
• Art & Photography,
Music, Media Studies,
Drama/Theatre Studies,
Design Technology, PE.

57. HoDs Performance Management – 2015-16
Outcomes, Attitudes and Behaviours
Exceeded
objectives
Specific Targets and
INSET required
1.3
Progression to next
increment
2.3
Beacon of best practice.
Immediate progression to
next increment.
On course to be promoted
3.3
Fully met
objectives
Significant areas to work
on.
Likely to lose increment if
repeated
1.2
On track to receive
increment if repeated
2.2
Progression to next
increment
3.2
Partially met
objectives
Loss of HoD increment
Likely to lose role if
repeated.
1.1
Significant areas to work
on.
Likely to lose increment if
repeated.
2.1
Specific Targets and
INSET required
3.1
Requiring
Improvement
Strong
Performer
Outstanding
Performer
Attitudes and Behaviours
ResultsandOutcomes
Second Cycle

58. HoDs Performance Management – 2015-16
Appraisal Criteria
• Performance Management was introduced in 2012:
– Scope for progression to the next increment
– Scope for losing an increment
• Evaluate performance over a three-year rolling cycle:
– 2012 was the baseline
– 2013 and 2014
– Performance Management Appraisal in Autumn 2014
– HoDs can go up an increment from Sept 2015.
• Evaluation Criteria
– Results and Outcomes
– Attitudes and Behaviours

59. HoDs Performance Management – 2015-16
New HoDs Salary Scale

60. HoDs Performance Management – 2015-16
Indications of Results and Outcomes
1. MidYIS and ALIS results – against Independent Schools
• Outstanding = over 1 standard deviations re Independent
Schools (in blue)
• Good = in line to 1 standard deviation (in white)
• Weak = lower than average performance (in yellow)
2. Positive Feedback from School community on Departmental
performance.
3. Inspiring Pupils: Trend analysis of pupil option numbers at
GCSE and A-level and university.
4. Level of Departmental Activity: Trips, Societies, Visiting
speakers etc.
All measured over a three year rolling period (starting from 2012)

61. HoDs Performance Management – 2015-16
Indications of Results and Outcomes
Key Indicators Partially met
objectives
Fully met
objectives
Exceeded Objectives
MidYIS Value-added 3 year
Average
Below the lower 95%
line
With the 95%
envelope
Above the 95% line
ALIS Value-added 3 year
Average on GCSE score
Below the lower 95%
line
With the 95%
envelope
Above the 95% line
ALIS Value-added 3 year
Average on CABT score
Below the lower 95%
line
With the 95%
envelope
Above the 95% line
Numbers opting for GCSE -
3 year average
Significantly below
expectations.
Broadly in line with
expectations
Significantly above
expectations
Numbers opting for AS - 3
year average
Significantly below
expectations.
Broadly in line with
expectations
Significantly above
expectations
Numbers opting for A2 - 3
year average
Significantly below
expectations.
Broadly in line with
expectations
Significantly above
expectations

62. HoDs Performance Management – 2015-16
Indications of Results and Outcomes
Not Berkhamsted Data

63. HoDs Performance Management Consultation
Indications of Attitudes and Behaviours
Key Competences
Teaching
House Tutoring
Co-Curricular
Departmental Administration
Leadership and Motivation of Staff
Appraisal
Strategic and Budget Planning
Coaching, Induction and CPD
Lesson Observation and Work Scrutiny
Health and Safety
ICT
Meetings

64. HoDs Performance Management Consultation
Indications of Attitudes and Behaviours

65. Appraising HoDs Attitudes and Behaviours – 2015-16
Attitudes &. Behaviours 360 Degree Feedback
• Above
– Line-Manager
– Overton
• Peer-to-Peer
– Examination Officer
– SENCO
• Below
– Department
– (Technicians)
Second Cycle

66. Appraising HoDs Attitudes and Behaviours – 2015-16
Peer-to-Peer – Exams Officer Feedback

67. HoDs Performance Management – 2015-16
Outcomes, Attitudes and Behaviours
Exceeded
objectives
Specific Targets and
INSET required
1.3
Progression to next
increment
2.3
Beacon of best practice.
Immediate progression to
next increment.
On course to be promoted
3.3
Fully met
objectives
Significant areas to work
on.
Likely to lose increment if
repeated
1.2
On track to receive
increment if repeated
2.2
Progression to next
increment
3.2
Partially met
objectives
Loss of HoD increment
Likely to lose role if
repeated.
1.1
Significant areas to work
on.
Likely to lose increment if
repeated.
2.1
Specific Targets and
INSET required
3.1
Requiring
Improvement
Strong
Performer
Outstanding
Performer
Attitudes and Behaviours
ResultsandOutcomes
Second Cycle 2015

68. ResultsandOutcomes
1.3
5 HoDs
2.3 3.3
1.2
9 HoDs
2.2
3 HoDs
3.2
1 HoD
1.1 2.1 2.1
Attitudes and Behaviours
“Too New to Review” 2 HoDs 1 HoD
HoDs Appraisal – Second Cycle 2015
Evaluation of HoDs post-Moderation
Second Cycle 2015

69. FUTURE DEVELOPMENT
Appraisal and Performance Management in Schools – A practical approach

70. Appraisal Structure – 2016 and Beyond
Future: Online Appraisal
Third Cycle 2015

72. Email: principal@berkhamstedschool.org
Twitter: @independenthead
LinkedIn: uk.linkedin.com/in/independenthead
Blog: http://independenthead.blogspot.com