Chapter Six
6.6 Where to From Here?
‘Where to from here?’ is an interesting question as it could encompass such a wide range of options. There are aspects identified within this research of which I have no control but which could warrant changes at a Ministerial level such as putting structures in place for teachers who are better than ‘satisfactory’. Should they not be rewarded for being such highly performing teachers? The devolution of performance management from BoTs to the senior management of schools is another such aspect. Should not the BoT take more responsibility for performance management as they are the ‘employers’ of staff? But these aspects are well beyond the scope of this research. The aspects I have identified that are more within my ‘control’ fall into six broad categories: training; targeting poor performance; building in discussion and reflection time; refining PD portfolios; further developing teacher ownership; and establishing a person with performance management oversight.
Training is an aspect that I feel very strongly about. It is vital that all middle managers with responsibility for appraisal have the knowledge necessary to perform this task well. This was indicated by the low level of understanding seen amongst teachers with positions of responsibility within the school towards the professional standards used for performance management. While I do not think I am the person to undertake this training, I will continue to canvass senior management for this to happen. In the latter part of 2011 some training of middle management was undertaken but the focus has yet to include performance management. Having constant reminders about what is expected and when will help, but more in‐depth training is needed. Earnshaw et al. (2004) clearly saw that there was a strong need for training for senior management in the appraisal process. This need flows through to middle managers as they have the day‐to‐day responsibility for this process.
Training links closely to the second point – targeting poor performance. Participant B noted during his final interview that there should be something within the school alongside the PMS and RTC that could be used to “target poor management and poor teachers.” Putting training in place for middle and senior management will help target and support poorly performing teachers. This is an area for senior management to undertake, but with the changes in the appraisal process made during this research, identifying such poor performers, and evidencing this, should be more easily possible.
Building in discussion and reflection time was seen as a key aspect in survey, group discussions and during the interview with the principal. Time is being built into PD sessions and department meetings. I will continue to push this as it is only with reminders that change becomes embedded. Participant C would have liked to see the continuation of small groups to support the performance management process but this is not feasible outside department meeting times. When the number who want to have professional discussions builds then more opportunities are more likely to be scheduled. This will be a key focus for me for the future.
Refining PD portfolios will happen each year. Staff have been and will continue to be given the opportunity to feedback ideas about possible changes and modifications to the current system. In continuing to refine the portfolios, more of their benefits will become apparent. This is an aspect this research did not investigate and is also noted by Tucker et al. (2003) as an area requiring further research. Ensuring the PD portfolio is easy to use is a key focus for this continuing refinement process.
Further developing teacher ownership will also be a constant objective. This involves making teachers more aware of possible PD opportunities and where to find the information, building in discussion and reflection time, and developing strategies for identifying and justifying sources of evidence for the RTC. To further assist this aspect ‘Watch Week’ will be scheduled into alternate year structures and will provide teachers with the opportunity to see how other teachers teach with the aim of improving their own practice. Supporting documentation for recording visits and PD derived from the visit will also be developed.
Establishing a person with performance management oversight is a more contentious issue. While I would love to be this person, I am not responsible for staffing within the school. The direct responsibility for performance management lies with the deputy principal but discussions with group members and data from surveys would indicate that there needs to be an ‘in‐between’ person who can provide the reminders of what should be happening and can publicise PD opportunities. This person should, as Participant C stated, be a “nurturing and supportive sort of person.” This person also would have responsibility for running PD sessions to remind staff of the RTC and appraisal requirements and provide support as necessary. Currently, I am fulfilling this role with the help of the STC.
The final point for this chapter is a quote from Participant H during one of the group discussions. It summarises this whole study – and the lot of a teacher: “It’s still a work in progress, that’s the way I look at it. If you’re life‐long learning, you never stop”. (Participant H, 24.10.10).