 Hello everyone and hands up who likes performance and management says no school leader ever Here in England at least the culture performance Related pay Doing a similar job in another school being paid differently, etc There's lots of research. Well, there's a lot There's very little research to show performance related pay improves teachers and a lot of the work that I do today is Trump in that reforming traditional appraisal to a point where teachers are part of the process and So I'm going to put a resource on your screen. In fact, let me just put that up now A little kind of preview I want to talk about my new resource the five-minute research enquiry appraisal performance management plan Bit of a mouthful call it what what you want But it's a thought process for school leaders watching something that you can take and adapt to suit Your performance management policy to get to a place where your culture's right You can get teachers engaged in driving their own performance their own research enquiry. There's lots of Disclaimers that I'll unpick throughout this have to put this in position and how to make it work But I think with your performance related policy and the things that you're allowed legally out to do The things that you have to consider There's lots of factors. So let me just kind of you know, kind of set the scene I suppose 10 20 years thousands of teachers up and down the England at least always justifying the performance having to Submit three targets all the evidence etc. Etc loads of meetings whether you get them or not Providing reams and reams of evidence demonstrating how you've met targets. Um, there's lots of research all on my website I'm gonna go not gonna go through it But schools often ask how we can move away that From traditional performance related pay and there are at least on the Twitter bubble evidence that schools are doing this but beyond Twitter and There are schools that are not yet in that position and a lot of people asking me how So a lot of things coaching culture autonomy all these things that need to be in place Reform and lesson observations, etc. But this resource, let me just put it a little bit. What a larger for you I'm just gonna talk you through The methodology and I'll attach the resource To this video stream after I finished Publishing the live video and you can download and have a play and talk about it in your leadership team Maybe it's not too late. If you're watching here in the UK for August September You know, of course these things need to be ratified by governors But other schools that I work with different seasons of the academic year So I was working with a school in Brazil Recently their academic year starts January February. So not too late for different people to consider it But let me just put the first one up for you The first thing is a guess if you think of let's just assume this is in place. Here's the methodology For the individual teacher, I think the first thing they'll need to do is identify a focus or research focus What's urgent with their school priorities their department their team or themselves things that can be important I think with a line manager or a critical friend They would then identify a range of topics before I get into the slide and further. I'm just gonna pop to this slide Let me just put this one up it full size You've got here These are inspired by John Hattie's new meta-analysis database And These I've jumbled up So it's a bit like a little kind of retrieval practice quiz for you which have in evidence In terms of raising student outcomes, etc. And so on this template You've got your kind of blank fill in the gaps And then what I've got here is the actual answers now There's a lot more but these are the ones called to John Hattie's analysis where they are So you might find that this could be a steering point of course There's lots of others you can consider people watching here in England and evidence-based education and down Education and down with foundation, etc. Lots of sources, but you'll have your own school priorities and those should always be I Think a teacher's focus not just the professional needs But also their schools needs in terms of driving appraisal focus so we could select a couple of these I guess we pop back to my template here On this kind of step one identifying a focus. I think the next thing to do stage two is definitions When I started my doctoral research my supervisor straight away said My initial research inquiry question was what impact does social media have on policy? Straightaway I was asked to define social media define influence whose policy which you know England Brazil whoever What type of policy curriculum behavior, etc? So there's a lot of work just to do there in terms of definitions narrow narrow narrow the focus best piece of device I've ever been given And I'm gonna have to forget who gave it to me recently But it's really stuck with me is in terms of Research we should look rather than looking a mile wide and an inch deep Which is often what we do in the life of our teacher We should switch to a inch wide and go a mile deep And if we can have that as a research approach We're gonna we can dig deeper into the details. So it's really important to narrow the focus I guess here in terms of an impact framework that you could use part of your Research appraisal methodologies, of course, you'll need all the paperwork to support all these processes but I guess here we're looking for a mixture of You know these types of questions, what do you want to know in your research appraisal? What would you hope positive change to be like? What's current practice? What's best? Sorry, what's the best current practice and then according to who is an important question to ask How are you gonna collect the evidence? sustainability ethically Etc could also consider you might want to publish this piece of research in a teacher journal a school journal So you're gonna have to consider ethics in advance and anonymity permissions Etc and then how you're gonna disseminate best practice the schools that have CPD as part of the appraisal process throughout the academic year where teachers can dip in and out of different Kind of CPD experiences with their colleagues and externally and also regularly feedback on what they're doing tend to have a much more autonomous culture and so stage four You know once those things are in place you've obviously got your time frame to consider so key deadlines Where meetings would take place where CPD would take place? Traditionally, it's kind of three Meeting opportunities a year. We know that appraisal can only be good be as good as the people who lead it And I don't mean just the head teacher all middle all line managers who lead appraisal conversations They need to be equipped with the tools to have meaningful structured Conversations and this should happen on a weekly basis in line management meetings not just for appraisal windows So all that has to be factored in and we then have to think about research approaches Now there's a wide range of things that we can do for our own appraisal So let me just swap slides and go through some examples and I put out this is something I experienced in my own kind of doctoral research You know if you think about the kind of positivism and they're kind of The kind of Scientifically the off-stead type people tend to do the kind of positive approach Experiments gathering data all that type of stuff and then you've got this the subjectivism on the right-hand side Teacher experience in the classroom. I know that when I do this will tell you off or wink or whatever I'm doing It makes a difference to your behavior in the classroom. So that's subjectivism. How do I? Evidence and produce more robust data as part of research or part of an appraisal So you got this kind of different types here different themes They can be broken down in a bit more depth But you might want to conduct an experiment you might want to look at a case study or a piece of action research in Departments with students or in local schools. I think once you've got that Established you then have to think about how you're going to gather the data So there's a whole range of things that you can do here from observations to experiments Of course if you're doing this with students, you have to consider ethics, etc So I think once all these things are in place you have to also factor in how can this be made? Straightforward enough for a teacher to complete within an academic year For teachers watching here in England UPS, you know every couple of years. We've got the threshold Potentially there's an opportunity there for this to be adapted to suit a two or three year window However long it takes to go through that threshold Then we have to look at the data analysis So the testing the code and the counting and then starting to build up an evaluation And then if we look at all this on a page or suppose Got a little kind of question matrix format there This is the green cells here identify the verbal feedback project study I published with Mark Quinn at UCL A couple of years ago That's the methodology the 13 teachers use from seven different state skills verbal feedback research So you can see how different types of research methods have to be selected So back to the five-minute plan Again, it's a thought process and I am slightly taken a bit longer than five minutes to go through it And because it's quite an important topic the teacher then might want to pose their initial research question I Rather than just a limerger. I'm a big fan of the tuning protocol, which is a bit like a doctorate level PhD Aviva I'm at that stage where I need to go through my viva upgrade So I you know, obviously I'm working hard to refine my question narrow the definitions the focus etc But this is where we might want to pitch this and then present to my line manager the head of department a teacher from another Department as a critical friend and maybe a school leader And then what we're going to do also present our sample control the research control trial You know what we might want to do what we're going to consider Disregard along the way the interventions we're going to select again narrow that detail You've got your data collection period. So, you know, let's you know in England. We pose that question September, October We refine the details November December January February March. We are gathering the data Evaluate and reporting back through CPD in line management. It's a point where before we publish anything we refine our final research question in that middle of the academic year and This is threaded through CPD dissemination I've also read mentioned already we have to consider the ethical risks the safeguarding all those types of things and then Once we get to a place We're going to need to have some forms to support the teachers to evaluate to report And I think also if you think about how schools might fund Teachers with MAs or PhD studies or MP QSL or whatever it might be Maybe part of it could be that Maybe a hundred or two hundred words of your documentation that you submit to your school is made public Whether it's on a website or in a journal in a book a bit of a synopsis and Where we can report to governors, etc. Etc. So there's a lot more within this It's all explained in the full document But I just thought take a moment to share some of the thinking I haven't gone through everything There'll be one or two gaps here in this video But get in touch if you're interested for more I'm going to pin the resource Back on to the video once I finished and I hope it gives you some food for thought to think about how we can transform Traditional performance management and and and give teachers an opportunity to do things differently Become autonomous and drive that decision process for themselves But you know, we can't take a horse to water make them drink We have to also have the conditions for teachers to want to be able to do this for themselves also And so I'm going to stop there. Have a happy rest of your weekend Thanks for watching any questions. Send me a direct message by for now