LM6

Performance Management
LM6 Performance management
Good
Acceptable
4
3

Outstanding
6

Very Good
5

Weak
2

Very Weak
1

All staff/team have clear

goals and targets that are
consistently monitored
by the leader through an
internal performance
management system.
Support and feedback
are regularly given by the
leader to guide further
action. All staff/team feel
positively motivated and
empowered to achieve
set goals and targets.
The leader and peers
frequently observe each
other as a means of
documenting adherence
to improvement goals
and targets, professional
growth and student
engagement.
Regular feedback and
coaching are provided by
the leader and peers,
through multiple sources
of information to
improve professional and
student growth.
Progress towards
meeting goals and
targets is rigorously and
accurately monitored by
the leader and the leader
is very confident that
goals and targets will be
achieved.

All staff/team have clear

goals and targets that are
monitored by the leader.
Support and feedback
are given by the leader to
guide further action. All
staff/team feel motivated
and empowered to
achieve set goals and
targets.

Most of the staff/team

feel both motivated to do
their job and take part in
regular performance
management that
provides feedback to
guide future work. This is
due to the influence of
the leader.

The majority of
staff/team are motivated
to do their job. The
leader complies to the
performance
management system and
provides feedback as
guided.

A performance
management system is
not implemented in a
systematic way.
Significant numbers of
staff/team do not
received feedback on
their performance, from
the leader.

Evidence of performance
management is very
limited, by the leader,
and / or the staff / team.

The leader and peers

observe each other as a
means of documenting
adherence to
improvement goals and
targets, professional
growth and student
engagement.
Feedback and coaching
are provided by the
leader and some peers,
through a variety of
sources of information to
improve professional and
student growth.
Progress towards
meeting goals and
targets is regularly and
effectively monitored by
the leader and the leader
is confident that goals
and targets will be
achieved.

The leader regularly

observes and evaluates
teachers both formally
and informally.

The leader conducts

formal evaluations on a
timely basis and
periodically schedules
informal
walkthroughs/learning
walks.

The leader does not

conduct evaluations on a
timely basis and only
occasionally observes
teachers.

The leader has very

limited evidence of
teacher observations.

Feedback and coaching

by the leader are
frequent and
constructively based on
formal observations and
classroom visitations.

Feedback and coaching

are delivered by the
leader as part of the
formal evaluation
process.

The leader provides

feedback and coaching
very informally and it is
not tied to observation or
class visits.

Feedback and coaching

by the leader is very
limited.

Progress towards
meeting goals and
targets is monitored and
the leader is optimistic
that goals and targets will
be mostly achieved.

Progress towards
meeting goals and
targets is inconsistently
monitored by the leader,
leading to the
school/department/secti
on being divided as to
whether targets can be
achieved.

Progress is rarely
monitored by the leader
and, the staff/team
express doubts that goals
and targets can be
achieved.

Progress is not monitored

and evidence of meeting
goals and targets is very
limited.