Exceptional Performance in all areas is well above expected level and provides an above average contribution to their role/school. Some examples of further defining the performance levels for your school: Effective performance The majority of staff will be effective, completing high quality work, delivering objectives consistently, and role modelling the values, behaviours and standards of the school Helpful criteria to draw upon: Your school’s goals for the year what is your school trying to achieve and how does – this apply to individuals? Your job standards what is the required level of quality, regulatory or professional – standards, behaviours needed for the job? Etc. Your own objectives whether they are personal or team objectives, what do you – need to do this year to meet the requirements for the role you are in? self-awareness and role modelling the school’s Values and behaviours –Demonstrating values while carrying out your job. Competencies connected to your profession if applicable Remember to keep the performance levels proportionate and reasonable for the being assessed against them. If individuals are achieving against the standard set then you should feel confident they are effective in role and there will be no surprises. As well as are alternative performance levels for those whose performance has ‘Effective’ been outside of the expected performance of their role. These are: 2. Exceptional Developing Unsatisfactory This level will be given where This level will be given where A small number of those an individual have been given an individual have been given achieving may ‘successful’, the opportunity to improve the opportunity to improve also experience a year where but have still not been able to but have still not been able to they have consistently demonstrate they have met demonstrate they have met delivered exceptional results, the requirements of the job the requirements of the job and have had a significant and they are employed to they are employed to positive impact on others. perform. Informal perform. Schools formal For who have really intervention is applied capability process excelled themselves and the according to the benchmark implemented. standards expected, the level that is missed: can be used to ‘exceptional’ It is recommended that recognise their achievement. Training evidence of informal Shadowing interventions, tried It is recommended that Reading and discussing throughout the year, have not schools consider how they school policy/processes worked. would reward ‘exceptional’ Coaching or mentoring
Exceptional Performance in all areas is well above expected level and provides an above average contribution to their role/school. Some examples of further defining the performance levels for your school: Effective performance The majority of staff will be effective, completing high quality work, delivering objectives consistently, and role modelling the values, behaviours and standards of the school Helpful criteria to draw upon: Your school’s goals for the year – what is your school trying to achieve and how does this apply to individuals? Your job standards – what is the required level of quality, regulatory or professional standards, behaviours needed for the job? Etc. Your own objectives – whether they are personal or team objectives, what do you need to do this year to meet the requirements for the role you are in? Values and behaviours –Demonstrating self-awareness and role modelling the school’s values while carrying out your job. Competencies connected to your profession if applicable Remember to keep the performance levels proportionate and reasonable for the being assessed against them. If individuals are achieving against the standard set then you should feel confident they are effective in role and there will be no surprises. As well as ‘Effective’ are alternative performance levels for those whose performance has been outside of the expected performance of their role. These are: 2. Exceptional Developing Unsatisfactory A small number of those achieving ‘successful’, may also experience a year where they have consistently delivered exceptional results, and have had a significant and positive impact on others. For who have really excelled themselves and the standards expected, the level ‘exceptional’ can be used to recognise their achievement. It is recommended that schools consider how they would reward ‘exceptional’ This level will be given where an individual have been given the opportunity to improve but have still not been able to demonstrate they have met the requirements of the job they are employed to perform. Informal intervention is applied according to the benchmark that is missed: Training Shadowing Reading and discussing school policy/processes Coaching or mentoring This level will be given where an individual have been given the opportunity to improve but have still not been able to demonstrate they have met the requirements of the job they are employed to perform. Schools formal capability process implemented. It is recommended that evidence of informal interventions, tried throughout the year, have not worked.