Performance Management Targets 2009 – 2010

1 Performance Management Targets 2010 - 2011 Introduction In 2010 -2011 all staff are to select from the following Targets . There are a few examples as strategies for success, but you will want to develop your own or adapt these. All full-time staff must choose target 1, plus two other Targets . Part-time staff must choose target 1 and one other target. These will be set at the scheduled meeting either on 21/09/10 or 19/10/10 between 4-6pm. If you teach KS4, target 1 must be specifically linked to the group/s (Year 11 as priority or Year 10 if you do not teach Year 11) that you teach. If you are a Head of Faculty / Subject with responsibility for examination results outside of your own groups, you must also choose target 2. 1. To improve the Performance of my Year 11 group (or a subgroup, boys) in (subject) so that they achieve at least_____ in their_____ exam/module. Possible strategies: (a) Contact parent every time work not handed in on time; (b) Hold a study evening from in April to focus on exam skills; (c) Monitor the progress of a particular student group across the year; (d) To develop appropriate data gathering and to communicate to students where they are on their personalised flight path with courses of action to ensure effective achievement; (e) To ensure that ongoing attainment is accurately assessed and reported back on.

2 2. To improve the Performance of Yr 11/10/12/13 (or a subgroup, boys) in (subject) across the whole cohort so that they achieve at least _____ in their_____ exams. Possible strategies: (a) To consistently review predicted grades against current attainment across the cohort; (b) To work with other teachers in the department to develop intervention strategies; (c) To use intervention strategies to support students in achieving predicted grades at the very least; (d) To ensure that ongoing attainment is accurately assessed and reported back on; (e) To improve coursework grades through focused meetings with strategies and accurate moderation. 3. To support the whole school approach in developing consistent, challenging and interesting homework by developing a wider range of differentiated homework tasks for Year_____ group(s). Possible strategies: (a) Develop different and differentiated homework task for inclusion in Homework booklets which will enhance students _____ skills; (b) To develop new homework tasks at KS3 and evaluate their success; (c) Set up a students group to identify effective homeworks in my subject area.

3 4. To involve parents more actively in students learning. Possible strategies: (a) Request and check that parents sign each piece of marked work and invite their comments when presenting work is a concern; (b) Phone parents not due to come in for Consultation Evening; (c) Set up support group for parents of autistic children (or any sub-group); (d) Arrange meetings to discuss specific concerns / Targets agreed with student and parents. 5. To develop/rewrite a Scheme of Work on_____ Possible strategies: (a) Lead meeting of relevant staff to discuss strengths and weaknesses of current course; (b) Include section on learning challenges/thinking skills in each half term s work; (c) Lead development of new KS3/KS4/KS5 curriculum in subject area; (d) Develop a series of resources to support a Scheme of Work, sharing these at a Faculty meeting; (e) Lead an activity or make a considerable contribution to the Learning Focus fortnight; (f) Rewrite Scheme of Work to show inclusion of PLTS.

4 6. To develop thinking skills/learning strategies within_____ Scheme of Work/classroom practice. Possible strategies: (a) To use 5 of the teaching and learning strategies in last year s bulletin on at least one occasion with each of my different year groups; (b) To rewrite Scheme of Work on_____ to include mind/thinking maps; (c) To develop ICT skills, so that I can use ICT to develop challenging starter activities; (d) To attend CPD sessions linked to thinking skills/learning strategies and use these in my teaching with different classes; (e) To develop a range of arrival activities to establish a calm and focused atmosphere in my lessons. 7. To play an active part in the work of the_____ working party ( Focus Fortnight / Meetings Review / Teaching and Learning Groups) by instigating and evaluating the resulting activities. Possible strategies: (a) Lead / Organise a day/session in Focus Fortnight; (b) Attend the observatories team meetings of the Teaching and Learning Group and implement agreed strategies; (c) Attend all meetings of the Meetings Review Group.

5 8. To develop my own professional expertise. Possible strategies: (a) To make greater use of ICT in my assessment by_____; (b) To improve my knowledge of_____ by_____; (c) To investigate methods to motivate KS4 boys and implement at least 2 new strategies; (d) To develop my knowledge and practice of monitoring progress for my teaching groups across the year; (e) To take part in house coaching programme to develop _____strategies. 9. To improve the Performance of an at risk group ( boys, looked after children, English as an additional language) in year _____ so that they achieve at least _____ in their exam / module. Possible strategies: (a) Monitor progress of a particular student group across the year; (b) Contact parent every time work not handed in on time; (c) To ensure that current attainment is accurately assessed and reported back on. 10. To closely monitor students behaviour in a group / groups that you teach and develop strategies to engage disaffected students.

6 Possible strategies: (a) To lead an agenda item at a Faculty meeting on positive engagement strategies; (b) To monitor praise and rewards for students in your lesson/s; (c) To use student voice in lessons to help plan for further engagement in lessons; (d) To ensure that I use school systems consistently, recording all concerns and contacting home to praise those doing well or to raise concerns.