1. Purpose
Performance Management is a process to support the development of all teachers, to improve teaching
and learning and to support school improvement and raise standards of attainment. This plan applies
to all school members starting from support staff up to leadership roles.
Performance management serves to certify all staff have an equal opportunity to talk over their
performance and development needs in relation to their job role, and with regards to the school’s
improvement plan.
We intent to achieve our goals by setting objectives, managing and monitoring performance against
these objectives and providing the coaching and development needed to equip our staff with the skills
and knowledge that allow them to deliver the required outcomes set by our admins.


Performance Management is a shared responsibility where as;

● The General Manager has a strategic role in agreeing the school’s Performance Management
Policy, ensuring that performance of teachers at the school is regularly reviewed and for
monitoring the Performance Management process.
● The Principal and the Coordinator are responsible for implementing the school’s Performance
Management Policy; moderating objectives set, and ensure consistency. It is the individual
teacher’s responsibility to ensure that Performance Management objectives are being met.
● Performance Management includes the titled observer and teacher working together to ensure
that objectives are linked not only to school improvement priorities but also to the criteria set
out in the Standards for teachers.
● Both assessor and assessee have a responsibility to ensure that regular and objective feedback
is given, adequate coaching, and training and development is provided so that the performance
review takes place. This is shown and proved using separate forms. One for academic purposes,
and another for technical purposes.
● The Coordinator will provide advice to the General Manager on the setting of performance
objectives and will support them in reviewing performance at the end of the review cycle.
Performance management focuses on continuous development and performance improvement, and
the performance management process is an essential element of this.
Benefits include:
● School’s priorities are included in individual’s targets and objectives;
● Effective people management and ongoing communication between line managers and staff.
● A fair and consistent base so people know what is expected of them.
● Achieve higher levels of performance and be recognized for doing so.
Performance can only be assessed if there is clarity of expectations, therefore at Eagles Academy we
will guarantee that all our staff understand the standards and evidence criteria against which they will
be assessed. The school’s development plan is crucial in informing staff of what we want to achieve.
The aim is that all our staff will take responsibility for their contribution in achieving that plan.


2. Policy Statement
2.1 Cycle
The performance of teachers must be visited on an annual basis. Performance planning and evaluation
standards and forms must be completed for all teachers by 30th of July. The performance management
period will run for eight months from 1st of September to 31st May. The following milestones make up
the performance management cycle:
First week of August, a Professional Development Day is allocated for the performance management
cycle to be clarified to all staff members. By 30th of August, All performance management meetings must
have been completed.
By the second week of August, assessors will provide both a signed hard copy, and a softcopy, of all
relevant documents for Performance Management documentation and monitoring purposes.
During the Academic Year, staff members will have two types of visits, a planned visit with a two
working days prior notice, and unplanned show ups to assess their work for a total of 5 visits. A
monthly evaluation form will be filled upon these visits and the staff are to sign this form after
discussing it with the assessor. Proper action plans will be discussed to properly address matters
present in the evaluation statement.
By the end of May, The Head Committee will review:
● The decisions made in reviewing the previous cycle’s objectives, and the objectives set for the
forthcoming cycle. Relevant staff will be informed of any changes to objectives that need to be made.
By the end of June
● A written report will have been submitted to the General Manager covering the previous year’s
performance management cycle. The General Manager will review the Performance Management
policy, with any recommendations adopted by the coordinator to issue a final draft.
By the end of July, performance planning and review must be completed. All paperwork related must
be completed before the next cycle begins.


2.2 Implementation
2.2.1 Academic Observation
The Assessor is devoted to ensuring that classroom observation is developmental and supportive
and that those involved in the process will:
● Perform the role with professionalism, integrity and courtesy.
● Evaluate objectively.
● Report accurately and fairly; and
● Respect the confidentiality of the information gained.
Eagles Academy believes that observation practice is important both as a way of assessing teachers’
performance in order to identify strengths and areas for development they may have and of gaining
useful information which can enlighten school improvement effectively. All observations will be
carried out in a supportive manner. In Eagles Academy, teachers’ performance will be regularly
observed, with this expected to be monthly, but the amount and type of classroom observation will
depend on the individual circumstances of the teacher and the overall needs of the school.
There are the following types of formal observation:
1. A pre-planned full lesson observation
Identified as part of the performance management process, such an observation should be
preannounced to give the teacher observed two working days’ notice. It will specify its primary
purpose in relation to objectives set and any particular aspects of the teacher’s performance which
will be assessed. Where a colleague achieves a grading of less than ‘Good’, they will be given the
opportunity to demonstrate again for a ‘Good’ or better lesson in one further lesson observation.
These observations will be conducted by the assessor (the Coordinator) and lead to a formal lesson
grading as follows
Before the lesson:
● The assessor and assessee should agree on main focus of the observation in advance
● Background data relating to observation should be submitted prior to the observation
ex. students’ needs (eg.SEN) before the start of the lesson.
● The teacher should be aware that the assessor will have the following expectations:
● That learning objectives are shared (displayed and articulated)
● That the needs of individual learners are met
● That there is effective TA deployment (When Applicable)
During the lesson:
● The Reviewer will look at students’ work and talk with students to
● Check students’ understanding of the work and whether they know how to make further
advancement.
● Briefly check marking and assessment, when looking at written work
● Check for evidence that homework is set and marked in accordance with school policy After the
lesson:
● The assessor will always make time to thank the teacher and to identify the discussion /
feedback meeting time.
After the lesson:
● Verbal feedback within one working day
● Written feedback within two working days.
Observation Review meeting:
● The assessor and assessee should allocate sufficient time to discuss the qualities in the
observation and potential areas for development.
● The review meeting should be a discussion in which the assessee is given the opportunity to
identify strengths and potential development areas.
● Assessee will sign both evaluation forms and the meeting acknowledgment form.


2. Walk in Lesson Observation
An unplanned lesson observation, which is performed for up to 15 minutes are the responsibility of all
members in the Head Committee. Walks do not form part of the evidence used for the evaluation
statement, unless the staff member being assessed wishes for the outcomes to be taken into
consideration. These walks” drop ins” serve to evaluate the standards of teaching and to check that
high standards of professional performances are established and maintained a routine feedback is to
be given and considered during these drop ins but not recorded. The length and frequency of “drop in”
observations will vary depending on specific circumstances but do not result in a formal lesson
grading.
Original, signed copies of all formal lesson observation documentation are given to the General
Manager. Copies are provided for the assessee as part of their monitoring procedures.


2.2.2 Technical Observations
The minute objectives and standards are established, employees’ performance must be observed and
provide feedback.
Observing your employee’s performance and providing objective behavioral feedback about it should
be a routine part of the performance management process.
Feedback should be based on observed, factual, specific work-related behaviors, actions, statements,
results, and working relationships. Effective feedback helps the employee sustain good performance,
develop new skills, and improve performance when necessary.
Feedback meetings are means of strengthening communication between you and the employee. It
helps to shape performance and increase the chances that the employee’s results will meet your
expectations. Feedback Discussions meetings provide you and the employee the opportunity to
discuss their progress toward meeting mutually established standards and goals.


2.2.3 FEEDBACK
Teachers will receive constructive feedback on their performance throughout the year and as soon as
observations has taken place or other evidence has come to light. Feedback will highlight particular
areas of strength as well as any areas for development. Where there are concerns about any aspects of
the teacher’s performance, the Assessor will meet the teacher formally. What is worth mentioning here
is the difference between a ‘routine’ feedback meeting and a meeting held because a teacher is not
performing at the appropriate level which has been observed during a drop in evaluation.
Where the latter is the case, the meeting will:
● Provide clear feedback to the teacher about the nature and seriousness of the observations.
● Provide the opportunity for the assessee to explain and discuss the concerns.
● Explain the implications and process if no, or insufficient, improvement is made.
● Proper action plans are to be issued and implemented as appropriate.
When progress is reviewed, if the assessor is satisfied that the teacher has made, or is making,
sufficient improvement, the performance management process will continue as normal, with any
remaining issues continuing to be addressed though that process. If issues of concern are still present,
this may result in the request for a formal lesson observation.
Written feedback will be provided within two working days of the observation-taking place. The
assessee has the right to attach written comments on the feedback document. No written notes in
addition to the written feedback will be kept. Information gathered during all observations will be
used, as appropriate, for a variety of purposes including to enlighten school self-evaluation and the
SIP.