innovatED Magazine - Issue 4 - Spring 2020

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Subsequently, at a whole staff meeting, you can cement this into an agreed code of practice for the whole school. It will make your job of judging poor performance rigorous and hence reasonably straightforward, since all members of staff have been allowed an input. After all, they are the professionals! In general, there are two approaches to what constitutes good teaching: Practices. This approach links capability to specific ways of doing things, for instance: setting and marking prep planning lesson preparation appropriate lesson delivery in terms of; structure organisation pace teacher involvement pupil activities adherence to scheme of work and lesson plan pitching learning at the right level carrying out pastoral duties attendance at meetings following school procedures fulfilling management roles and responsibilities Outcomes. This approach is concerned with what effect the teacher is having, for example: motivation of pupils expectations creating confidence in pupils generating enthusiasm pupil progress classroom climate classroom management personal development pupil engagement The latter requires courage and determination. The criteria are more nebulous, but far more aspirational than the robotic approach taken by the former. Given this, I’m not sure that we’re going to identify poor practice in a timely fashion! Yet I would argue that an effective appraisal scheme should be the backbone of recognising and developing good teaching as well as identifying poor performance. Again, an in-depth look at this isn’t possible here, but training and consultations can be arranged through ISP. Having agreed with the staff what constitutes good and poor practice, you need evidence. A word of caution; evidence needs to factual. Speculations, opinions and hearsay simply won’t do. There are many ways to gather evidence, data (exam results, assessment results, pupil progress ie “value added”, take up at GCSE & A level etc), pupil feedback, scrutiny of pupils’ work, quality of feedback given to pupils (which need not necessarily be in writing) and lesson observations. I have a real difficulty with the latter, although I am certainly not saying you shouldn’t undertake them. The problem is that they are used for two diametrically opposing purposes: making judgements and encouraging development. It’s like comparing the feeling you had when learning to drive; the relationship with the driving instructor is quite different from the one with the driving examiner. Having identified poor performance the next steps must be taken swiftly. The first is to decide on whether to improve, move or remove. Improve. In most cases improvement is seen as the best option. It’s vital that however painful it might be, the shortcomings must be clearly and clinically identified at the outset. There must also be a clear understanding that improvement leading to sustained good performance is the only acceptable outcome. Too often schools put in place an elaborate and intensive programme of support leading to short term improvement followed by relapse. Then the cycle is repeated. This helps no one. The solution has to be sustained good practice. A relapse must lead to dismissal. Spell that out at the start. Following this initial difficult conversation an agreed programme of support can be instigated, with a definite (but fairly urgent) time frame and achievable goals. Whichever approach is taken, including a hybrid, the criteria must be defined. In other words there has to be a description of what ‘motivation of pupils’ etc looks like. I return to the matter of appraisal. A survey I undertook recently showed that 80% of employees found their appraisal system to be a waste of time, with 67% of managers feeling the same way! One report from the Harvard Business School, taken from US industry as a whole has figures of 70% and 60% respectively. Move. Often schools will consider re-allocating the individual to another role. This is rarely the right solution. It will be seen as a cop-out and can create problems further down the line if it’s not handled carefully. That’s not to say that it’s never appropriate. Only move an employee to another post if that job really exists or needs doing. It should fit within the strategic direction of the school. If the post were to be advertised, would this person get it? Unless the pay and conditions are similar there will be many obstacles to be overcome. P A G E 1 6 | I S S U E 4 | I N N O V A T E D | S P R I N G 2 0 2 0
Remove. Whilst a step never undertaken lightly, schools owe it to their pupils to remove an underperforming member of staff, especially when that member of staff has been given every means of improving but simply fails to measure up, whether deliberate or otherwise. The legal position is outside the scope of this article, but rest assured that one can, quite legitimately, remove an employee in the right circumstances. As a general rule, remember to put the children first and seek legal advice as soon as the situation looks the slightest bit ugly. If the employee chooses to involve his/her union, don’t be frightened. Whilst understandably the Union will protect their member’s interests, they are professional in their approach and will want to see that a proper and fair process is followed. Often discussions with Union Officials can be productive for all parties. Indeed, it could be argued that encouraging the Union to be involved will protect the school from any later allegations of malpractice. In conclusion, other staff will be grateful to see that the one or two colleagues who are not up to the mark are being challenged and encouraged. As long as you are courageous, determined to put the children first and to be fair and factual at every stage your school will flourish as a result • S P R I N G 2 0 2 0 | I N N O V A T E D | I S S U E 4 | P A G E 1 7
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innovatED Magazine - Issue 4 - Spring 2020

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