Teacher Performance Management

[Pages:31]Teacher Performance Management

Education and Manpower Bureau February 2003

Foreword

The Education Commission Report No. 7 recommended that all schools should put in place school-based management (SBM) by the year 2000. SBM should comprise a number of key elements, of which the development of formal procedures and resources for staff appraisal and staff development according to teachers' needs is one of them. Schools have been advised, and in fact they all pledged, to establish a staff appraisal system by the end of the 2001/02 school year.

Teacher appraisal is a mechanism for improving teaching and learning. We all agree that teachers' professional competence and conscientiousness are the keys to the delivery of quality education in schools. In a well-designed staff appraisal system, the instruments and procedures can constitute valuable professional development for teachers and enable the school management to assess teachers' performance. The teacher appraisal system assists in recognising and encouraging good performance, identifying areas for development, and improving overall performance of teachers.

Two booklets entitled `Staff Appraisal in Schools' and "Teacher Appraisal" were issued in 1992 and 1998 respectively to assist schools joining the School Management Initiative to establish a formal staff appraisal system. Based on the experience gained from these pioneer schools and the fact that all public schools have implemented SBM since 2000, the Education and Manpower Bureau has improved the contents of the "Teacher Appraisal" and prepared this Guide. As the Guide aims to help schools further develop their teacher performance management system, we call it "Teacher Performance Management" to better reflect its objective and wider coverage.

School-based Management Section

Contents

Page

I. Introduction

1

II. Objectives of Teacher Performance Management

1

III. Structure of Teacher Appraisal

4

1. Appraisal Cycle

4

2. Selection and Training of Appraisers

5

3. Areas and Criteria of Appraisal

6

4. Appraisal Methods

8

5. Appraisal Report

11

6. Complaints Procedures

12

7. Follow-up Phase

12

IV. Procedures for Establishment of Appraisal System

14

V. Models of Teacher Appraisal

14

1. Model 1 (Accountability Model)

15

2. Model 2 (Professional Development Model)

16

3. Model 3 (Combination of Accountability and

17

Professional Development Model)

Appendix 1: Suggested Evidence of Performance for Beginning and Experienced Teachers (Sample)

Appendix 2: Procedures for Establishment of Teacher Performance Management

(I) Introduction

To enable public sector schools to implement school-based management, they have been given greater autonomy in the delivery of education and the deployment of resources. The ultimate aim of school-based management is to empower schools to develop their own characteristics and deliver quality education to meet the needs of their pupils, improving their achievement and learning outcomes. To practise school-based management, schools have to set goals, draw up their personnel, resource and instructional policies and conduct self-evaluation. The significant way of how the various key elements of school-based management influence learning outcomes is illustrated in Figure 1, which is extracted from the consultation document on school-based management entitled "Transforming Schools into Dynamic and Accountable Professional Learning Communities" issued in February 2000.

As highlighted in Figure 1, one of the key elements of school-based management is personnel policies which cover performance management. All schools should have now put in place certain key components of performance management, such as a staff appraisal system, induction and professional development of teachers.

The first and most important step in establishing the appraisal system is to define the objectives of the appraisal, which in turn determine the criteria and procedures of appraisal.

The appraisal system applicable to one school may not be so for another. Before establishing the teacher appraisal system, schools should understand their culture, their educational goals and the needs of various parties (the school, teachers and students), and then decide on the methods and criteria for appraisal.

(II) Objectives of Teacher Performance Management

Teacher performance management is a continuous process for identifying, evaluating and developing the work performance of teachers, so that the goals and objectives of the school are more effectively achieved, while at the same time benefiting teachers in terms of recognition of performance, professional development and career guidance.

1

Figure 1: How School-based Management Influences Learning Outcomes

SCHOOL SPONSORING BODY ? VISION & MISSION

SCHOOL MANAGEMENT COMMITTEE School sponsoring body nominees Parent representatives Teacher representatives Principal Community members Alumni representatives

GOALS AND PLANS

PERSONNEL POLICIES

Recruitment Induction/Professional development

Performance management

Reward and compensation Deployment and work allocation Exit policy

RESOURCE POLICIES

Establishment of block grant IT strategy Library resource facilities Building maintenance and management Community resources Parental contribution Revenue generation

EXTERNAL ASSESSMENT

Student outcomes Organisational effectiveness

INSTRUCTIONAL POLICIES

Curriculum Assessment Non-formal education Time allocation Homework policy Student support

SELF-EVALUATION

Student achievement Organisational growth

STUDENT LEARNING OUTCOMES

2

Within the school-based management framework, school personnel policies cover performance management which forms an integral part of human resources management. The key functions of human resources management include:

Recruitment Induction/ Deployment Professional Development

Training and Development Posting and Promotion Performance Management Supervision and Guidance Performance Appraisal Managing Weak Performance and Discipline

Generally speaking, the objectives of implementing teacher performance management are as follows:

Accountability

to set agreed performance targets and monitor the progress by measuring actual performance against the targets

to assist school management in assessing teachers' performance, ensuring that teachers commit to their duties and that they develop their teaching effectiveness in order to provide quality education

to help identify and resolve cases of underperformance

to provide school management with proper records, which serve as important references in the selection for promotion and in helping underachieving teachers

Staff Motivation

to recognise the achievements of teachers, appraise effective teaching practice and encourage the development of quality teaching

to provide constructive feedback to individual teachers

3

Professional Development

to assist teachers in identifying their potential and, areas and ways for improvement, so as to raise their professional standard and improve their team spirit, which support the overall development of the school

to provide guidance, counselling and training to teachers having difficulties in their performance

to provide relevant information on human resource development for schools to plan appropriate teacher development activities

(III) Structure of Teacher Appraisal Appraisal Cycle

Follow-up Professional Development

Selection and Training of Appraisers

Appraisal System

Appraisal Report

Areas and Criteria of Appraisal

Appraisal Methods

Schools should take into account their objectives of appraisal in determining the method and procedures of assessment.

In addition, the following components should be embedded in the system:

1. Appraisal Cycle

Schools may decide whether the appraisal cycle should be one year or a continuous period of two years. To reduce the workload

4

involved, a school may choose a one-year cycle for half of the teachers in alternate school years. The appraisal cycle for new teachers in their probation period should be considered separately. For experienced teachers, a school may also adopt a cycle with a combination of one-year or two-year period for formative appraisal, which alternates with a one-year summative appraisal, as suggested in Model III on page 17.

2. Selection and Training of Appraisers

Some of the methods adopted by schools in selecting appraisers are as follows:

For appraisal system intended for accountability purpose, the appraisers should be of a higher rank than the appraisees, for example:

in a primary school, Certificated Masters/Mistresses (CMs) are appraised by the Deputy Head and Assistant Masters/Mistresses (AMs) who are in turn appraised by the headteacher

in a secondary school, Graduate Masters/Mistresses (GMs) are appraised by Senior Graduate Masters/Mistresses (SGMs), who are in turn appraised by Principal Graduate Masters/Mistresses (PGMs) or the principal

For appraisal system intended for professional development, selection of appraisers is mainly determined by the contents and areas of appraisal. If the focus is on teaching, the appraisers should be the panel heads or senior teachers of the respective subjects. On the other hand, if the focus is on special duties e.g. counselling, the appraiser should be the leader of the respective duty team. However, it is not necessary for the appraiser to be of a senior rank. If the objective of the appraisal is to improve teaching methods and skills, schools may allow teachers to pair up voluntarily to observe each other's lessons and be the appraisers of their counterparts.

Schools can use a mix of the above methods according to their needs, their development stage and individual duties of teachers.

5

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download