PERFORMANCE AND DEVELOPMENT REVIEW (PDR)

GUIDELINES FOR ACADEMIC STAFF

 

The Performance and Development Review is about you, your performance and your professional development. Its purpose is to assist in the constant process of improving the culture of professionalism amongst teachers at Wellington College. The documents on their own will achieve little of note. However, if they provide an accurate snapshot of the continuous ongoing conversations between line managers and teachers then the outcome should be positive for all concerned. If a reviewee expresses surprise when certain comments are made in the forms then it is probable that this is evidence of insufficient communication prior to this  between teacher and line manager.

 

The culture we hope to nurture is one that is consistent with the values of the College: Kindness, Respect, Responsibility, Integrity and Courage. It is  kind to a teacher  to be clear about development areas for that teacher ; it is also kind  to make appropriate recognition of that same teacher’s strengths. It is  respectful to pupils,  their parents, and fellow colleagues, to prevent professional standards from  slipping. It is our responsibility as professional teachers to be as good as we can be and we should all have the integrity to openly and honestly appraise our strengths and weaknesses in this process of continuous professional development. Finally, courage does need to be shown by line managers and teachers, on a daily basis, as they deal with issues that may sometimes be difficult or sensitive but which will, if properly resolved, conclude with all parties moving to a more positive position. Those who engage with this culture will do a great service to themselves, their colleagues, pupils and parents. In summary the intention of the PDR is to contribute to a culture that is characterised by openness, humility, positivity and a genuine desire in all to improve and develop professionally.

 

Agreeing objectives lies at the heart of Wellington College’s approach to professional performance. By setting objectives we aim to establish performance from academic staff which is of a high level. Objectives come from the College’s Annual Development Plan (ADP), Department and House Development Plans, all of which will be agreed at the start of the review process by the relevant line managers.

 

The PDR takes place over two years, in two stages – Year A and Year B. This dove-tails with the Common Room salary review process, which for those members of Common Room who are on salary point 8 and above, is biennial. The review process assumes that after completion of the review cycle a teacher in year B will move up a point on the salary scale.

 

If persistent under performance is highlighted in two complete  review cycles, the Master may decide to hold a teacher to his/her current point on the salary scale. If this were to occur, clear performance objectives would be agreed between the Master and Common Room member for the teacher to move on to his/her point position on the salary scale.

 

Members of Common Room who are on points 1 to 7 on the salary scale will repeat each year A until they reach point 8 when they will go through the year B process. They will also do section 6 of the Year B process every year until they reach point 8.

 

Year A and Year B forms should be filled in electronically. When Year A forms have been completed the line manager, the reviewee and HR should have copies. Year B forms on completion will be sent to HR and the reviewee by the Second Master.

 

 

INITIAL PDR YEAR A (from  September until Michaelmas exeat)

 

The first section asks you to consider, with input from your line manager if you wish, your work objectives based on the college and department ADP. Objectives should follow the SMART principle:

Specific:              it should have a single key result with no ambiguity in the wording used

 

Measurable:       there must be a means to show whether or not the objective has been achieved

 

Achievable:        it must be realistic and attainable given any known constraints (time, resources, priorities, personal competence)

 

Relevant:            it must be relevant to the overall aims of the team/department/College

 

Time-bound:      there must be an agreed, achievable completion date

 

The second section focuses on leadership behaviours. This is an important part of the College’s work for all employees. Think about your own behaviour in this context and the role model you project to pupils, colleagues, parents and visitors.

 

The third and fourth sections focus on your Continuing Professional Development (CPD). You should think about the type of CPD you need to do your job better or to acquire new skills for your career development; particularly to help you to achieve your objectives and improve your performance. In the CPD Completed section review and reflect on any CPD undertaken recently. Completing this is an important record of your CPD achievements and can help you demonstrate your continued development as a teaching professional.

 

The final section is for any additional comments that you or your line manager may have, but which have not been covered elsewhere.

 

Senior leaders, managers or supervisors of others must also complete the final sheet. This section asks you to comment on your strengths as a leader or manager. Additionally, it asks you to identify where you need support to improve your leadership skills. Your line manager is able to make comments on this page. This section is NOT RATED for Year A, as you may be new to leadership and/or learning new skills in this area.

 

 

FOLLOW-UP PDR YEAR B (from Michaelmas exeat with sections 1 to 6 to be concluded by the end of Lent exeat )

 

In Year B of the review cycle there are eight sections. Not all staff are required to complete all the sections.

 

Section 1 – Teaching and Learning (with HoD – core element for all)

In section 1, your targets set in Year A will be reviewed. There is also focus on your Continuing Professional Development (CPD). You should think about the type of CPD you need to do your job better or to acquire new skills for your career development; particularly to support you to achieve your objectives and improve your performance. In the ‘CPD Completed’ box you are asked to review and reflect on any CPD achieved recently. This forms a record of your CPD achievements and can help you demonstrate your continued development as a teaching professional.

 

Finally, the rating boxes need to be completed. You should rate yourself using the following scale:

 

Grade 1                                Excellent

Grade 2                                Good

Grade 3                                Sound

Grade 4                                Unsatisfactory

 

Your line manager will also use these ratings and an agreed rating will be reached following discussion between you both.

 

Section 2 – Community, Leadership, 8 Aptitudes, Partnership and Well-being (with HoD – core element for all). These are all vital components of life as a teacher at Wellington. It is understood that colleagues may not be actively involved in all of the areas identified but it is clear to all who work at Wellington that this school is determined not to be narrow in its outlook and energetically seeks to make advances in the areas specified.

Well-being is a complex and multi-lateral topic. Well-being concerns capitalising upon our resources and reaching our potential: namely flourishing. This part of the process concerns how you are moving towards this and how you help others to do so. Use this section to describe any successes you have had, or ways you would like to develop any of the following 6 areas: 1. Your physical health; 2. The quality of your relationships; 3. Your psychological strengths and capital; 4. Your levels of engagement or flow; 5. Living sustainably; 6. Finding and developing meaning and purpose in your life.

 

Section 3 ­– Management and leadership skills (self review – for Leaders and Middle-managers –  HoDs, HoYs, Directors of Sport/Arts/IAD, SLT  etc)

This section asks you to comment on your strengths as a leader or manager. Additionally it asks you to identify where you need support to improve your leadership skills. Your line manager will   make comments  and may wish to seek 360 information from members of the team that you lead

 

Section 4 – Co-curricular review (with relevant line-managers – core element for all)

This is completed by your line manager(s) for any activities you are involved in outside of your house or department. It is understood that colleagues may not be expert or immersed in all of the areas identified but it is clear to all who work at Wellington that this is an 8 aptitude school which needs the goodwill, commitment and, if possible, expertise of all members of CR in order to provide for students a co-curricular programme that is fun and stimulating. This section asks for comment on CPD requirements and for your own thoughts on your  involvement in co-curricular activities.

 

Section 5 – PDR for HMs (with Deputy Pastoral ­– for HMs only)

This is completed with your line manager following a discussion with you. Your HM performance is rated using the rating scales listed above.

 

Section 6 – Pastoral PDR (with HMs – for all those who are a tutor or assistant HM)  

This is completed by your HM following a discussion with you. Your tutoring/Assistant HM work is rated using the rating scales listed above.

 

Section 7 – Précis of performance (with Second Master – for all)

This is completed with the Second Master after a review meeting with you. This can only be done once all information is available and collated. The meeting will be arranged by the Second Master’s PA. It is important to meet the deadline as a delay may hold up the process of meeting with the Master. This section covers all the major components of the PDR process and lists the agreed CPD for Year B. An overall rating is agreed with the Second Master. The précis will form the basis of the meeting with the Master that follows.

 

Section 8 – Master’s Performance Report Year B

It is expected that the meeting with the Master will last 15 minutes. If circumstance demand, a follow-up meeting may be arranged. The Master’s PA will arrange the meeting by e-mail.

Other Key Points

 

Throughout the PDR Leadership is an important concept and it is the central theme underpinning performance of all staff at Wellington. There is an expectation that you will demonstrate leadership in all aspects of College life; setting an example to pupils, colleagues, parents and visitors.

 

In the PDR you will find a focus on Leadership Behaviours. In this you are asked to think about your own behaviour in this context and the role model you project to pupils, colleagues, parents and visitors. You should also consider, as stated before, the College Values: Kindness, Respect, Responsibility, Integrity and Courage. How much do they feature in your performance and interaction with colleagues, pupils and parents?

 

The following table, derived from a Common Room CPD session on Leadership, sets out the model for leadership:

 

Master	SLT	HoDs	HMs	HoYs	Teacher
Clear vision	Imagination and vision	Subject  expert	Empathetic , kind	Consistent	Empathetic and kind
Clear boundaries	Clarity of purpose, direction, communication. Inspiring	Empathetic	Exceptional knowledge and understanding of the pupils in the House	Empathetic and kind	Excellent subject knowledge
Clear visibility	Integrity, trust, diplomacy, courage and tact	Well-organised and proactive	Consistent, balanced, resilient, positive and calm	Inspiring and engaging public speaker	Consistent, balanced, calm and positive
Clearly fair	Attention to detail	High aspirations for dept, pupils. Encourage “stretch”	Great role model	Diplomatic	Great role model
Very high energy and commitment	Empathy, belief in others, desire to empower and make a difference.	Motivation to learn about and implement “world class” pedagogies	Organised	Great role model	Classroom innovator
Sense of humour	Sense of humour	Sense of humour	Sense of humour	Sense of humour	Sense of humour

 

It is vital that the workload of academic staff be assessed. This process is separate and is conducted by the Second Master in regular consultation with middle managers and other senior staff. However, the Year B meeting between members of Common Room and the Second Master is an opportunity to discuss workload issues. The aim of this is to ensure, as far as possible, an equitable balance of activity so that academic, pastoral and co-curricular programmes run optimally for pupils and members of Common Room.

 

Any Questions?

 

If you need help or advice about using the PDR materials, please contact Robin Dyer (Second Master) or Janis Brumwell (HR Director). Both are happy to assist you with the process.

 

RIHBD  02/12/11