Early Professional Development
Developing a More Meaningful Performance Management Approach for Teachers
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Areas of Focus: CPD, Early Professional Development, School Leadership
Subcategories: New Professionalism, Performance Management
Contact: Chris Harris
Posted by: Andrew Pilbury
Herne Bay High School (HBHS) has a history of integrating a sound approach to Performance Management (PM), however it was felt that with our new Training School (TS) status and our clear focus on supporting and developing our staff that we needed to rethink our existing approach to PM in order that we established a firm foundation on which to build our TS.
Prior to applying for TS status, HBHS carried out a thorough review of its existing process and structures relating to the recruitment, selection, development and support of its staff in order to establish whether we felt that the acquisition of TS status would be suitably meaningful and transformational with regard to where we were presently at – clearly through applying and receiving the status we, and the DCSF, felt that we indeed had the foundations on which to build an excellent TS that would benefit both ourselves and other schools and our partner organisations.
Please see the attached document for further information about our new PM process.
- Accompanying documents available for download:
- 1259132743_HBHS Performance Management Case Study - CH - 201109.pdf (.pdf)
Performance Indicators
- This snapshot relates to the following TS performance indicators:
- 30% of teaching staff trained in mentoring or coaching
- This work is:
- Fully embedded
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