Performance Management and Professional Learning
In effective school systems, performance management and professional learning are closely intertwined, supporting school development through strategic leadership.
Part of the bedrock of a positive school culture, sits an aligned professional learning and performance managmeent system. By integrating professional development with performance management, schools can ensure that feedback, learning and growth is meaningful and drives real and sustained progress; that integration supports the development of a culture of habitual learning, where regular, focused reviews and ongoing professional development lead to more positive impacts for both staff and students.
Within a positive school culture where a healthy culture of feedback exists, staff will also seek input from students and colleagues. A culture of trust and psychological safety within teams will exist. Professional expectations will be guided by human dignity, transparency and active listening.. Respect, kindness, shared resonsibility and holding each other to account will be viewed as key.
So, how do we create a robust, supportive and developmental professional growth system?
Ensure staff know they are entitled to effective, sustained, and relevant professional development throughout their time at your school. This will support ongoing professional learning, integral to growth, and aligned with long-term career development.
Set expectations to ensure all staff play an active role in their own performance management and professional development, including identifying areas for further growth. Empowering educators to take charge of their development will drive motivation and support meeting individual needs and goals.
Implement an ongoing and structured developmental cycle with a review and goal-setting meeting at the beginning and end of the year. "Catch-up" or "interim review" sessions between staff and their line managers need to occur throughout the year as check-ins to track progress, offer support, and adjust goals if needed.
Provide time for staff and reviewers to meet regularly to foster an ongoing process rather than a one-time event. Regular, timely check-ins build a continuous feedback loop to supporting staff to grow and progress.
Invite staff to reflect on alignment of their individual professional development goals in relation to team and organizational goals during professional development review conversations to ensure personalized learning is balanced with driving collective efforts toward the the school vision.
Make professional learning an explicit and consistent part of performance management discussions. By consistently incorporating professional learning into performance reviews, schools ensure that growth is always a priority alongside performance targets.
Ensure all reviewers are well-informed about available professional learning opportunities. Reviewers need to have knowledge of the professional development resources available so they can guide teachers effectively and tailor support to individual needs.
Offer diversity and choice in professional learning activities to allow staff to pursue development that suits their needs and interests.
Train reviewers to act as coaches, providing constructive feedback and support. Training reviewers as coaches encourages a growth-focused culture where feedback is constructive, and teachers feel supported in reaching their potential.
Note - Staff should not be held accountable for progress toward goals if professional support has not been provided. If staff have not received the necessary resources, training, or guidance to achieve their goals they should not be held to account.
Consider the ten points above with your leadership team.
In light of your school context: What do you agree with? What do you want to argue with? What do you want to add? What do you want to adjust?
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FURTHER READING:
Evaluation and Feedback in Teacher Professional Development - The Problems with Marking Our Own Homework - Chartered College of Teaching Sam Gibbs Nikki Sullivan