- Must schools wait until September to run planning meetings under the new arrangements, or can they do so in line with their own school cycle as soon as they feel they are ready: for example, in July 2007?
- How can headteachers delegate reviewer duties in schools with flat hierarchies?
- How can reviewers develop the people and communications skills vital for success of performance management? Is training compulsory for reviewers and will there be a training model?
- Will teachers and schools have an opportunity to familiarise themselves with the new professional standards before new performance management arrangements are fully in place and will there be training on how standards should be used as a backdrop to the planning and review meetings?
- Can objectives, classroom observation and other evidence carry different weightings?
- Could unrealistic CPD or support requirements be set which cannot be delivered or resourced? If a reviewer offers support knowing it is not available, are they accountable?
- Will performance management require a refocus of CPD? Is CPD now a statutory requirement? If a teacher meets their objectives despite the school not providing the support promised in the statement, what steps can be taken towards the school?
- Re: work life balance - how do you define satisfactory?
