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.
Even without PRP, schools can effectively hold teachers accountable and manage performance by adopting these strategies:
Some unions suggest abolishing appraisals entirely, but refining the process to focus on support and development is more practical:
Open dialogue with unions is crucial to address concerns and find common ground. This can include:
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.
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.
Without PRP, schools have more flexibility to explore alternative approaches to the traditional annual appraisal cycle:
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.
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.