Appraisal: Development Pathways In the previous two parts of the appraisal series, I explored the ongoing tension between appraisal and accountability expressed by the two dramatically different approaches to appraisal: the surplus and deficit models. I also looked at how to start changing the appraisal culture through the ‘gentle pressure relentlessly applied’ approach.
In this part appraisal pathways take centre stage. Most schools require staff to set themselves professional development targets which usually are linked to an element of a school improvement plan or based on some form of self-review against teacher or leadership targets, but few schools provide structure for achieving such targets while allowing for teacher autonomy. That is where pathways come in.
When reviewing and researching appraisal systems that are surplus in nature, my biggest challenge lay with finding or designing a system that provided rigour while supporting professional development and teacher autonomy. This is how I came across Graham Chisnell’s article on Talent Pathways in the CCoT’s termly Impact magazine and was blown away by the simplicity of the idea. Pathways provide the development and support needed for staff to progress effectively and are loosely based on the concept of action