Pupils’ performance management
- 1. PUPIL’S PERFORMANCE MANAGEMENT The Art Of Pupil Performance Development 120 minutes RABBI MODEL SCHOOLS
- 2. TRAINING INTENT TRAINING CONTENT To equip teachers to enhance and sustain the performance of individual performance of their pupils through to the set standard. To enable teachers plan, cater, support and reinforce the performance of their pupil to a satisfactory level. The concept of performance management. Pupils performance planning and modeling. Pupils performance supervision, coaching and reinforcement. Pupil Performance Appraisal RABBI MODEL SCHOOLS
- 3. THE CONCEPT OF PERFORMANCE MANAGEMENT Performance management is a continuous activity- based function in an organization that aligns individual and organizational interest to evolve and sustain passion towards the realization of set goals through continual review and assessment of actions. PUPIL Performance management is a teacher’s continuous activity-based function in his classroom that aligns PUPIL’s learning interest with SCHOOL & STATE interest to evolve and sustain passion towards the realization of set educational goals through continual review and assessment of progress. RABBI MODEL SCHOOLS
- 4. THE CONSTRUCT OF PERFORMANCE MANAGEMENT IN A CLASSROOM ALIGNMENT OF ORGANISATIONAL VISION, GOALS AND STRATEGYWITH A PUPIL PERFORMANCE PLAN PUPIL PERFORMANCE COACHING, MENTORING AND FEEDBACK PUPIL PERFORMANCE EVALUATION AND REVIEW THE PUPIL PERFORMANCE DEVELOPMENT PLAN (PDP) RABBI MODEL SCHOOLS
- 5. THE SCOPE PERFORMANCE MANAGEMENT IN A CLASSROOM PERFORMANCE MANAGEMENT VISION & GOALS PUPIL STATE INTEREST TASK PERFORMANCE & STANDARD CHECKS SCHOOL INTEREST TEACHER RABBI MODEL SCHOOLS
- 6. WHAT HAPPENS WHEN A PUPIL’S PERFORMANCE IS NOT PROPERLY MANAGED? RABBI MODEL SCHOOLS
- 7. •PUPIL’s performance status is not truly assessed, • PUPIL Self-esteem may be lowered, • Time and money are wasted, • Relationships are damaged, • Motivation to perform is decreased, • Standards and ratings come to question, Score card variances expands. RABBI MODEL SCHOOLS
- 8. WHAT AN EFFECIENT PUPIL PERFORMANCE MANAGEMENT CAN AFFORD? RABBI MODEL SCHOOLS
- 9. • Improves PUPIL performance in meeting school and state educational goals and objectives. • Supports PUPIL development by fostering continuous learning • Aligns ranks and grades from assessment report with actual PUPIL performance. • Enhances and validates teachers accountability of PUPIL’s performance variances RABBI MODEL SCHOOLS
- 10. THE PUPIL PERFORMANCE MANAGEMENT PROCESS COACHING/ SUPERVISION PERFOMANCE PLANNING PERFORMANCE REVIEW PERFORMANCE FEEDBACK ALIGNMENT ALL THE PROCESSES OF PERFOMANCE MANAGEMENT MUST BE ALIGNED WITHTHE MISSION AND VISION OFTHE SCHOOL & STATE EDUCATIONAL GOAL. RABBI MODEL SCHOOLS
- 11. PUPIL PERFORMANCE PLANNING BASIS: establish and agree upon PUPIL’s performance expectations, clarify what the PUPIL will be evaluated on, and set the stage for ongoing feedback and coaching throughout the PUPIL’s learning period. SHOULD BE: Derived from mission, goals and values Mutually understood Developed collaboratively, if appropriate Descriptive of how each job is to be performed Descriptive of fully satisfactory performance Expressed in measurable/observable terms Reasonable and attainable RABBI MODEL SCHOOLS
- 12. TEACHERS ROLE: Writes lesson plans for every school day Develops a syllabus to serve as a blueprint for the school year Considers student work samples when writing lesson plans Writes lesson plans with clearly stated objectives that have measurable outcomes Integrates other content areas when appropriate Indicates start and ending times for activities in lesson plans Includes activities and strategies to engage students of various ability levels in lesson plans Incorporates effective questioning into lesson plans Includes required accommodations for students with special needs in lesson plans. RABBI MODEL SCHOOLS
- 13. PERFORMANCE FEEDBACK WHY? To determine instances of great or poor performance To identify the causes of PUPIL’s performance problems To ascertain the factors behind excellent PUPIL’s performance To provide evidence to determine whether the PUPIL’s has achieved learning objectives and met standards RABBI MODEL SCHOOLS
- 14. PERFORMANCE FEEDBACK TEACHER: Listens attentively to student questions, comments, and concerns Conducts one-on-one conversations with students Positions chairs in groups or around tables to promote interaction Covers walls with student work, student-made signs, memos, and calendars of student events Has students welcome visitors and observers and explain activities to them Arranges classroom so that all students can see and hear instruction Provides easy access to instructional materials Establishes procedures for running the classroom and handling routine student needs (e.g., bathroom visits, pencil sharpening, throwing away trash) Disciplines students with dignity and respect Effectively uses the entire classroom (e.g., moves throughout the room) Designs and bases assignments on measurable objectives RABBI MODEL SCHOOLS
- 15. PERFORMANCE COACHING & SUPERVISION THIS IS THE BASIS OF TEACHING PROFESSION, HAVING IT THAT TEACHING IS AN INSTRUCTIONAL PROCEDURE – THE CORE FUNCTION IN DEVELOPING PUPIL’S PERFORMANCE IS COACHING AND SUPERVISING THEM TO ACHIEVE LEARNING OBJECTIVES. RABBI MODEL SCHOOLS
- 16. DOYOU KNOW HOWTO INSTRUCTIONALLY SCAFFOLD A CHILD? RABBI MODEL SCHOOLS
- 17. INSTRUCTIONAL SCAFFOLDING IS THE PROVISION OF SUPPORTTO PROMOTE LEARNINGWHEN CONCEPTS ARE BEING FIRST INTRODUCEDTO STUDENTS. THESE SUPPORTS CAN BE RESOURCES A COMPELLING TASK TEMPLTES AND GUIDES GUIDIANCE ON THE DEVELOPMENT OF COGNITIVE AND SOCIAL SKILLS RABBI MODEL SCHOOLS
- 18. THIS CAN BE DONE BY TASK MODELLING ADVICE MENTORING TEACHERS CAN WITHDRAWTHIS SUPPORTS AS PUPILS DEVELOP INTHE PROCESS OF COACHINGTHROUGH INSTRUCTIONAL SCAFFOLDING RABBI MODEL SCHOOLS
- 19. SUPERVISION : OBSERVATION – It is recommended that teachers observe their PUPIL’s with the intent of documenting behaviors and activities related to performance. LOOK FOR: RABBI MODEL SCHOOLS
- 20. TRENDS IN PERFORMANCE: Is he steadily improving or declining? Does the individual have “peaks and valleys” – spots of excellent performance followed by extended periods of mediocre performance? CRITICAL INCIDENTS: Outstanding successes or failures. Performance events that stand out from typical behavior RABBI MODEL SCHOOLS
- 21. DO!!! Do allow time for coaching. Even on informal basis, it takes time to do it well. • Do ask how you can be of help to the PUPIL. • Do ask the PUPIL what prevents him or her from performing, if the coaching is about not meeting expectations. • Do ask the PUPIL for solutions to the problem. • Do describe the PUPIL’s performance as specifically as possible. Describe what impact it has on others, the class and the school as a whole. • Do write down what you and the PUPIL peach agree to do. RABBI MODEL SCHOOLS
- 22. DO!!! • Do talk about follow up. Will you meet again to discuss the issue?When? • Don’t be distracted by interruptions. • Don’t assume the PUPIL knows what you are thinking. • Don’t assume that the performance issue exists because the PUPIL has a bad attitude. • Don’t end on a threatening or negative note. Re-state your support and willingness to help the PUPIL be successful. RABBI MODEL SCHOOLS
- 23. DO KEEP STRUCTURED DIARY List the performance expectations and goals for the appraisal cycle and space to document date, skills exhibited results of behavior and other comments. UNSTRUCTURED DIARY Informal documentation of performance events. For example, jot down notes about PUPIL behavior in your Day timer. WORK SAMPLES Maintain copies of work that illustrate the performance dimensions being measured. EMPLOYEE FACT FILE A file where notes about performance events and work samples can be maintained. Remember, this file could be viewed by others if necessary RABBI MODEL SCHOOLS
- 24. PERFORMANCE APPRAISSAL PLATFORMS: CLASSWORKS TASK INTERVIEWS OBSERVATION FEEDBACKS ASSIGNMENT HOMEWORK TEST EXAMINATION DON’T FORGET! YOU ARE NOTTHE ONLY ONE ASSESSINGTHE CHILD. YOUR REPORT SHOULD SHOW THE TRUE PICTURE RABBI MODEL SCHOOLS
- 25. CONSIDERATIONS WHAT IS THE ESSENCE OF RANKING PUPILS? WHATWASYOUR REMARK ABOUT YOUR PUPILS’ WORKS, FUZZYVS SPECIFIC? HOWTRUE IS THIS AXIOM, EFFORT IS NOTHING, RESULT IS EVERYTHING? WHY DOWE REVIEW PUPILS’ PERFORMANCE? RABBI MODEL SCHOOLS
- 26. IMPROVEMENT VS ACHIEVEMENT In those cases, the high-achieving students do not typically have to work very hard to earn good grades. Lower-achieving students often have no real chance to earn a good grade regardless of their effort or improvement. Teachers should evaluate students work based more on effort and improvement than simply on achievement status. This creates an instructional environment quite different from one where grades are awarded based primarily on achievement status. This focus meant that all students had a chance at earning good grades, regardless of their achievement levels. RABBI MODEL SCHOOLS
- 27. DURING APPRAISALS: DON’T FOCUS ONLY ONTHE PUPIL’S WORK ONLY: ALSO CONSIDER: THE “WHO” THE “HOW” THE “WHERE” THE “WHEN” of the PUPIL’s work RABBI MODEL SCHOOLS
- 28. DURING APPRAISALS : A Teacher should – Assists students in planning for homework or tasks. Provides opportunities for review and practice Provides closure at the end of the class time Models learning for students Responds spontaneously to student questions Help students to make real-world connections to the content Deliver instruction and questions in a logical, sequential manner Makes subject matter relevant to students Monitors and adjusts student engagement in all activities and strategies Continuously has high numbers of students on task Is responsive to situations and students' needs Responds to students with respect, even in difficult situations Communicates high expectations consistently Engages in positive dialogue and interaction with students outside the classroom RABBI MODEL SCHOOLS
- 29. PUPIL DEVELOPMENT PLAN THE ART OF PUPIL PERFORMANCE INTELLIGENCE We should understand that nothing happens by : collecting performance data Generating performance information We should focus more on MAKING DECISIONS ANDTAKING ACTIONS on performance information and data. What do you do when? Pupil performance drops Pupil performs high all the time. Pupil performance fluctuates Pupil performance improves RABBI MODEL SCHOOLS