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With the new School Teachers’ Pay and Conditions Document (STPCD) set to remove performance-related pay (PRP) from September 2024, schools and academies need to rethink how they manage teacher appraisals and performance. This shift presents both challenges and opportunities to create more effective and supportive appraisal practices.
Moving beyond performance-related pay
PRP has faced criticism for being ineffective and placing undue stress and pressure on teachers. Its removal aims to ease the administrative burden and shift the focus from pay-linked performance to other performance management methods.
Holding teachers accountable and managing performance
Even without PRP, schools can effectively hold teachers accountable and manage performance by adopting these strategies:
- Set clear objectives: define measurable goals that align with the school’s overall mission.
- Implement regular feedback: move away from annual reviews. Use continuous feedback, peer reviews, self-assessments, and regular check-ins with leadership.
- Prioritise professional development: offer tailored training and development opportunities to support teachers’ growth.
- Establish support systems: introduce mentoring and coaching to help teachers improve their practice.
Should the appraisal system be scrapped?
Some unions suggest abolishing appraisals entirely, but refining the process to focus on support and development is more practical:
- Collaborative approach: engage teachers in setting goals and identifying improvement areas.
- Transparent criteria: ensure that the criteria are transparent and fair, focusing on professional growth rather than punitive measures.
Responding to union pressure
Open dialogue with unions is crucial to address concerns and find common ground. This can include:
- Consultation: aim to have an effective and collaborative partnership with unions - this is essential to the successful operation of your School or Trust. If you’re considering a change of approach to your current appraisal system, consider dialogue with unions to find common ground and gain early input on the process before formally consulting with your staff. Collaboration and cooperation during the consultation process will ensure greater understanding of your aims and objectives.
- Transparency: be transparent about any proposed changes and their rationale, ensuring that all stakeholders are informed and involved in the decision-making process.
Managing underperforming teachers
In the absence of PRP, schools still need effective methods for addressing underperformance. Except in exceptional circumstances, you should always start with an informal support plan as soon as the issue is identified.
- Early intervention: identify issues early and provide targeted support to help teachers improve.
- Action plans: develop clear action plans with specific goals and timelines for improvement.
- Supportive measures: offer additional training, mentoring, and resources to support underperforming teachers.
Always keep clear records of support plans and the required actions, and consider whether having a notetaker at informal meetings is appropriate. This will help to keep accurate records should the underperformance continue.
The teacher concerned should be warned that a failure to meet the targets set during the informal stages of a process to manage a lack of capability may escalate to a formal process. They should also be warned that any pay progression may be halted until the underperformance has been rectified and sustained. You should be clear and consistent about when and how this will be applied.
Exploring alternatives to the annual appraisal cycle
Without PRP, schools have more flexibility to explore alternative approaches to the traditional annual appraisal cycle:
- Continuous Professional Development (CPD): implement ongoing CPD programs that focus on continuous improvement rather than annual reviews.
- Peer reviews and 360-degree feedback: encourage peer reviews and collaborative learning communities where teachers can share best practices and support each other.
- Multi-source feedback: use multi-source feedback mechanisms to gather comprehensive insights from colleagues, students, and parents.
Real-world case studies
Collaborative Appraisal System: A London primary school replaced its annual appraisal system with a collaborative approach. Teachers set personal development goals at the start of the year and participated in regular peer review sessions. This approach fostered a supportive environment and led to noticeable improvements in teaching quality and staff morale.
Continuous Professional Development: A Manchester secondary school implemented a continuous professional development program. Teachers attended monthly workshops and training sessions tailored to their needs. The school saw a significant increase in teacher engagement and student outcomes.
Mentorship Program: A Birmingham school introduced a mentorship program for new and struggling teachers. Experienced teachers provided guidance and support, helping mentees develop their skills and confidence. This program reduced turnover rates and improved overall teaching standards.
Conclusion
If you’re an existing customer facing challenges in managing your appraisal policy, we encourage you to seek early support from your EPM People Adviser. You can also access our updated Appraisal and Capability Model Policy on our EPM Customer Hub.
Removing performance-related pay presents an opportunity for schools to hone and even rethink their approach to teacher appraisals. By focusing on continuous improvement, professional development, and supportive measures, schools can create a more positive and effective performance management system. Engaging with unions and being transparent about changes will be crucial in navigating this transition successfully.
