Effectively Managing Headteacher Performance
LCLL Event Series 2013-14 12 November 2013
Introduction Good governance is at the heart of effective headteacher
performance management (HTPM) Effective oversight of the HT is the most important part played by the GB in the overall governance of the school But it is also complex and demanding process and one size does not fit all
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Overview Background and context From performance appraisal to performance management Emerging insights: Key challenges Understanding effective HTPM
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Background The performance agenda
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Performance + Accountability- England ‘...the governing body has a duty to review the head’s
performance...’ (DfEE 2000) ‘...holding the school’s leadership to account for the performance of the school...’ (DCSF 2009) ‘...the performance agenda has never been stronger. Schools are subject to sharper accountability for pupil outcomes. And, as a result, governors have a much greater role to ensure that a strategic direction is set by the headteacher to deliver good results...’ (HMCI Sir Michael Wilshaw, speech at The Policy Exchange, 27 Feb 2013)
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Performance + AccountabilityInternational Worldwide ‘How to hold autonomous schools and school governing boards
accountable for their decisions and performance has become a particularly pressing question for central governments in many OECD countries.’ (Looking Beyond the Numbers: Stakeholders and Multiple School Accountability, OECD Press, October 2012)
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‘There is a dearth of research literature about evaluation of principals...’ (Goldring 2009)
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Reflection What is the experience of the performance agenda in your school for the headteacher, governors and yourself?
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Emerging Insights - Opportunities ‘The Process’ A widely-accepted, typical approach to performance appraisal may
be developed into a robust approach to performance management
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The Process – Performance Appraisal The appraisal panel An External Adviser (EA) is commissioned The appraisal panel meets to discuss points to raise The EA meets with the HT The EA, HT and appraisal panel meet together
The HT and appraisal panel meet The EA summarises the results of the meetings in a review
document The appraisal panel makes recommendations about HT pay for other governors to make a decision about 9
The Process – Performance Management Not a one-off—PM continues throughout the year with ongoing
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monitoring, that includes challenge and support Regular interaction between the HT and chair as well as committee meetings that have oversight of aspects of the school (eg standards, finance, staffing) that relate to the HT’s objectives Periodic, formal review meetings of the appraisal panel and HT to check specific progress of the HT against objectives Performance objectives are SMART, developmental and wellsupported All-through connection with PM of all staff Coherent connections with school improvement objectives
Reflection What are the key issues around managing the performance of the headteacher for your school?
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Emerging Insights: Challenges Logistics Pay Commitment External advice Capacity
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Logistics Time Setting objectives Competence Clear procedures and documentation Identifying and interpreting appropriate performance
information Promoting professional development Ensuring continuity of effective HTPM
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Pay Competition Pressure Avoidance of conflict Pay for system leadership
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Commitment ď‚— Commitment to the process by all ď‚— Mutual respect and trust
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External Advice The role of the EA Clear roles Recruitment
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Capacity ď‚— Developing capacity for HTPM ď‚— Training
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International Literature Highlights Developing Capacity What are the key points for developing capacity of GB? Viewing PM as comprehensive organisational tool Knitting together individual and organisational developmental
priorities Understanding and using performance information Managing expert external input (e.g., EA) Accounting for individual and organisational context
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International Literature Highlights Enabling Strong Performance What are the implications of ideas, approaches and debates
for enabling consistently strong HT performance? ‘Depth’ & ‘span’ of priorities need consideration. PM most effective when individual and organisational priorities
align. The alignment of organisational and individual priorities hinges on support for individual development to meet organisational needs (‘reciprocal accountability’) Stakeholder communication goes both ways (HT <> GB). The Chair/HT relationship is central.
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International Literature Highlights Addressing Underperformance What are the implications of ideas, approaches and debates
for addressing underperformance in schools? Clear distinction between PM and capability procedures Robust systems of PM are pro-active means of addressing
underperformance, not reactive Performance information that connects specific leadership behaviours and impact on pupil learning essential yet elusive
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Effective HTPM draws on external expertise is integrated with the school development plan and the PM of
all staff has a secure annual cycle of setting and reviewing objectives, together with interim monitoring is underpinned by sound relationships, characterised by openness, trust and integrity, among all those involved
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Effective HTPM ď&#x201A;&#x2014; involves the setting of meaningful and challenging but
achievable objectives ď&#x201A;&#x2014; strikes an appropriate balance among internal and external accountability, development and reward ď&#x201A;&#x2014; makes use of evidence from a range of sources to inform decision-making
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Effective HTPM is evaluated and adapted over time to meet evolving
requirements of individual circumstances and shifting school needs is viewed as part of an on-going and wider process of working with the HT and all staff to ensure high levels of performance is integral to the development of overall GB capacity to govern the school
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Conclusion Headship crucial to school success Effective HTPM is an attribute of highly effective governance AND Highly effective schools!
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Effectively Managing Headteacher Performance Dr David Eddy Spicer d.eddyspicer@ioe.ac.uk Senior Lecturer in Educational Leadership Prof Peter Earley p.earley@ioe.ac.uk Professor of Education Leadership and Management London Centre for Leadership in Learning Institute of Education, University of London Project webpage: http://www.ioe.ac.uk/research/departments/lcc/84881.html 25