QUALITY MANAGEMENT SYSTEM (QMS) FOR SCHOOL BASED EDUCATION THERAPISTS, COUNSELLORS AND PSYCHOLOGISTS EMPLOYED IN TERMS OF THE EMPLOYMENT OF EDUCATORS ACT

EDUCATION LABOUR RELATIONS COUNCIL

Established in terms of the LRA ol 1995 as amended

COLLECTIVE AGREEMENT

NUMBER 2 OF 2022

1.PURPOSE OF THIS AGREEMENT

The purpose of this agreement is to provide a standardised framework for employee performance for school-based Education Therapists, Counsellors and Psychologists.

2.SCOPE OF THIS AGREEMENT

This agreement applies to and binds:

2.1The employer, and

2.2All the employees of the employer as defined in the Employment of Educators

Act, 1998 (as amended) whether such employees are members of trade union parties to this agreement or not.

3.THE PARTIES TO COUNCIL NOTE AS FOLLOWS:

3.1ELRC Collective Agreement No. 8 of 2003 which dealt with the establishment of the Integrated Quality Management System (IQMS).

3.2ELRC Collective Agreement No. 2 of 2022 replaces ELRC Collective Agreement No. 4 of 2005.

3.3ELRC Collective Agreement No. 1 of 2008 which dealt with the framework for the establishment of an Occupation Specific Dispensation (OSD) for educators in public education.

3.4ELRC Collective Agreement no 2 of 2009 which dealt with processes of Teacher Appraisal.

3.5Paragraph 3.2 of the Teacher Development Summit Declaration of July 2009 which dealt with Appraisal and Evaluation.

3.6Process matters emanating from the work of the Post Teacher- Development Summit working group number 2 on Teacher Appraisal and Evaluation.

3.7ELRC Collective Agreement No 2 of 2010 which dealt with the implementation of paragraph 3.2 (Appraisal and Evaluation) of the Teacher Development Summit declaration of July 2009.

3.8Collective Agreement 01 of 2012 which dealt with the Occupation Specific Dispensation (OSD) for Education Therapists, Counsellors and Psychologists employed in Public Education

3.9Collective Agreement 02 of 2020 which dealt with Quality Management System (QMS) for school-based educators

4.THE PARTIES TO COUNCIL THEREFORE AGREE AS FOLLOWS:

4.1That the Quality Management System (QMS) for school-based education Therapists, Counsellors and Psychologists as attached in Annexure A, be adopted.

5.IMPLEMENTATION DATE

5.1This agreement shall come into effect on the date it enjoys majority support and shall remain in force unless terminated or amended by agreement.

5.2Training and capacity building of users of the QMS will be conducted as and when there is agreement between the parties.

5.3This agreement will be implemented for all for school-based education therapists, counsellors, psychologists, chief education therapists and counsellors from 01 January 2023.

Any dispute about the interpretation or application of this collective agreement shall be resolved in terms of the dispute resolution procedure of the ELRC.

7.SIGNING OF THIS AGREEMENT

Thus done and signed at Centurion this the 23rd day of November 2022

SECTION A Information Resource Pack

Note: School-based Education Therapists / Counsellors / Psychologists are categorized as follows:

•Education Therapist (Speech Therapist, Occupational Therapist, Physiotherapist and Audiologist);

•Education Counsellor / Psychometrist;

•Education Psychologist

•Chief Education Therapist (Speech Therapist, Occupational Therapist, Physiotherapist and Audiologist);

•Chief Education Counsellor / Psychometrist

QUALITY MANAGEMENT SYSTEM (QMS)

1.BACKGROUND

An agreement was reached in the ELRC (Resolution 4 of 2005) to integrate the existing programmes on quality management in education. The existing programmes were the Developmental Appraisal System (DAS) that came into being on 28 July 1998 (Resolution 4 of 1998), the Performance Measurement System that was agreed to on 10 April 2003 (Resolution 1 of 2003) and the policy on Whole-School Evaluation (WSE Policy, 26 July 2001). The three quality management programmes were integrated to constitute the Integrated Quality Management System (IQMS) for school-based therapists. The norms and standards of educators and therapists informed the development of a single instrument for evaluating the performance of school-based therapists.

The IQMS for school-based therapists has been in place since 2005. Schools that have therapists in their employ have continued to experience challenges in its proper implementation.

Purpose of streamlining and re-branding

The main purpose of the streamlining and rebranding process for therapists is:

a)To enable the different quality management programmes to inform and strengthen one another;

b)To define the relationship among the different programmes;

c)To avoid unnecessary duplication in order to optimise the use of human resources.; and

d)To strengthen accountability.

2.WHAT IS QUALITY MANAGEMENT SYSTEM (QMS) FOR THERAPISTS?

Quality Management System (QMS) is a Performance Management System for School-Based Therapists, Counsellors and Psychologists, designed to evaluate

their performance levels in order to achieve high levels of therapeutic 

performance. It is critical in assessing the extent to which therapists, counsellors and psychologists are performing in line with their job descriptions in order to improve levels of accountability in our schools.

QMS incorporates the following:

•Measuring the performance of therapists, counsellors and psychologists in line with their respective roles and responsibilities;

•Providing a mechanism for the awarding of pay progression for the applicable year;

•Providing a basis for decisions on mechanisms to recognize good therapeutic performance and address under-performance; and

•Consideration of the relevant contextual factors in conducting assessments of all therapeutic processes e.g. assessments, intervention, resources etc.

3.PURPOSE OF QUALITY MANAGEMENT SYSTEM

•To determine levels of competence of all therapists, counsellors and psychologists;

•To enhance therapist efficiency and effectiveness in performance;

•To improve accountability levels within schools;

•To provide a basis for decisions on mechanisms to recognize good performance and address under-performance;

•To ensure that therapists, counsellors and psychologists perform their duties with integrity, and maintain a positive, vigilant attitude towards all learning and therapeutic / counselling activities;

•To provide a basis for paying salary progression, rewards and other incentives, and

•To provide mechanisms for evaluating and supporting therapists, counsellors and psychologists, taking into account the context within which they operate.

4.GUIDING PRINCIPLES

The implementation of the Quality Management System for therapists, counsellors and psychologists is guided by the following principles:

•To recognize that schools are not the same, and are operating at different levels of performance;

•To recognize that schools are operating in different contexts, and are exposed to different challenges;

•To ensure fairness by taking into account relevant contextual factors that impact on therapeutic and counselling performance. These contextual factors include, but are not limited to:

- Levels of support provided to therapists counsellors and psychologists;

- Infrastructure issues;

- Provision of relevant therapy / counselling resources;

- Therapist / Counsellor / Psychologist - Learner ratio impacting on therapy/ counselling.

- Socio-economic environment; and o Unforeseen challenges.

•To minimise subjectivity through transparent and open discussion throughout the appraisal process, and the possible involvement of a resource person who can be a school or district based-education therapist / counsellor / psychologist of the same or relevant profession, in the absence of a Chief Education Therapist or Counsellor at the school.

•To use the QMS instrument professionally, uniformly and consistently; and

•To provide feedback on the appraisal process by focusing on:

- Performance and not personality;

- Availability of evidence and not assumptions;

- Objectivity and not subjectivity; and

- The specific and concrete and not the general and the abstract.

5.ROLES AND RESPONSIBILITIES OF INDIVIDUALS AND STRUCTURES INVOLVED IN IMPLEMENTING THE APPRAISAL SYSTEM FOR THERAPISTS, COUNSELLORS AND PSYCHOLOGISTS

5.1The Principal

•Ensures that all appraisal records and accompanying evidence are authentic;

•Is responsible for the verification of the appraisal processes within the school;

•Has the overall responsibility to ensure that QMS is implemented uniformly and effectively at the school;

•Must ensure that every therapist / counsellor / psychologist has access to the QMS instrument and any other relevant documents;

•Ensure that the performance appraisal of every therapist / counsellor / psychologist is conducted consistently, fairly and accurately using the approved instrument;

•Together with SMT members, is responsible for advocacy and training at school level;

•Must organise a workshop on QMS in collaboration with the district therapist / counsellor / psychologist where there will be an opportunity to clarify areas of concern;

•Verifies that the information provided in the documents is accurate, properly completed, signed, dated and stamped;

•Should the principal be aware of any discrepancy, this should be brought to the attention of the relevant supervisor and resource person (if applicable), who will be required to correct it;

•Signs and delivers all QMS documents to the District office within the stipulated timeframes;

•Ensures that the appraisal schedule of therapists / counsellors / psychologists is included in the management plan of the school;

•In the absence of the supervisor of a therapist / counsellor / psychologist the principal must ensure that a designate is nominated to fulfill the role;

•Ensures that all grievances regarding the appraisal processes within the school are amicably resolved;

•Ensures that therapists / counsellors / psychologists have access to professional developmental activities related to their scope of work as well as training on departmental policies and regulations; and

•Ensures that the appraiser and appraisee sign a Declaration of Confidentiality and consent form in line with the Protection of Personal Information Act (POPIA) - Act No. 4 of 2013.

5.2School Management Team (SMIT)

•The SMT, consisting of the Principal and, where applicable the Deputyprincipal and Departmental Heads (Chief education therapist / counsellor, where applicable), has an overall responsibility of managing the planning and implementation of QMS processes;

•Ensures that all staff members are trained on the procedures and processes of the QMS;

•Prepares and monitors the management plan for the QMS in the school;

•Prepares a final schedule of the appraisal dates;

•Ensures that all records and documentation on QMS are properly kept and maintained with confidentiality;

•Ensures that evidence relied upon during the appraisal process is valid;

•Ensures that the Performance Appraisals for therapists / counsellor / psychologists under his/her supervision, including therapy / counselling session observations are conducted, and keeps records thereof;

•Assists the Principal in finalising the appraisal scores of therapists / counsellors / psychologists;

•Ensures that QMS is applied consistently;

•Ensures that they provide support to the principal in executing his/her duties regarding this process; and

•Support therapists / counsellors / psychologists in accessing professional developmental activities related to their scope of work as well as training on departmental policies and regulations.

5.3The Therapist, Counsellor and Psychologist

•Must familiarise him/herself with the QMS processes;

•Conducts a self-appraisal prior to being appraised by the supervisor, using the QMS instrument;

•Allows the supervisor to conduct therapy / counselling session observations;

•Should inform the supervisor during the pre-appraisal meeting or at least three days prior the scheduled appraisal date on the intention to involve a resource person;

•Participates in pre-appraisal and post-appraisal discussions with the supervisor and resource person (if applicable);

•Keeps relevant evidence for the appraisal process; and

•Participates in relevant developmental activities relating to their scope of work as identified during the appraisal process.

Collective Agreement 2 of 2022

QMS for School-Based Education Therapists, Counsellors and Psycholo the Employment of Educators Act

5.4The Resource Person

•The resource person is a therapist, counsellor or psychologist (from the same professional category) who may be requested by the appraisee to assist in the appraisal process through provision of therapeutic or other relevant expertise;

•The resource person may be from the same school or another school/district or province;

•Despite the resource person being an observer, he/she may give an opinion on the appraisal process;

•He/she will be required to sign off the final appraisal instrument, and

•He/ she may not serve in the appraisal of more than two therapists,

counsellors or psychologists

5.5The Circuit Manager

•Agrees on a work plan with the principal with clear annual targets for improvement;

•Provides for the development and arrangement of Professional Development Programmes for principals in accordance with their identified needs;

•Prepares a management plan for providing support to principals in the circuit.

•Prepares a final schedule of the appraisal dates for principals;

•Ensures that all appraisal records and documentation on principals are properly kept and maintained;

•Ensures that evidence relied upon during the appraisal process is valid;

•Conducts Performance Appraisals for principals under his/her supervision and keeps records thereof;

•Ensures that QMS is applied consistently;

•Manages grievances that may arise in relation to all appraisal processes; and

•Responsible for verification of appraisal outcomes in schools under his/her supervision.

5.6District / Provincial Therapist, Counsellor and Psychologist

•Engage in Quality Assurance in terms of scope of practice.

•Implement provincial priorities in the sector.

•Ensure alignment across schools / circuits / districts.

•Facilitate the establishment of Professional Learning Communities (PLCs).

•Create capacity building opportunities.

•Provide guidelines on the intervention programmes of therapists / counsellors / psychologists.

•Prepare a management plan for providing support to therapists.

•Provide feedback and recommendations to the School Management Team (SMT) on support provided to the therapist / counsellor / psychologist.

5.7Grievance Committee at school level

•The School Grievance Committee consists of the following members:

o The Principal, who will serve as a Chairperson;

o Where necessary, the principal may request a principal from a neighbouring school to preside over the matter;

o One other member of the SMT; and

o One representative from each of the unions that are admitted to the ELRC and have members in the school.

•The structure is responsible for resolving any grievances or disagreements at school level.

5.8Grievance Committee at circuit level

•The circuit grievance committee consists of the following members:

o The Circuit Manager, who will serve as Chairperson;

o Where necessary, the circuit manager may request a circuit manager from a neighboring circuit to preside over the matter;

o One other official from the district; and

o One representative from each of the unions that are admitted to the ELRC.

•The structure is responsible for resolving any grievances or disagreements that have been referred to it by the school grievance committee.

6.GUIDELINES ON IMPLEMENTATION OF QMS

6.1Completion of a Work-plan

6.21 School-Based Chief Education Therapists, and Counsellors are required to complete and sign a work-plan with their supervisors at the beginning of an evaluation cycle. The work-plan has the following components:

o Performance standards: these are applicable performance standards as reflected in the QMS instrument.

o Key activities: these are activities to be agreed to in terms of applicable job descriptions.

o Targets: these are targets to be set for improvement within the appraisal cycle.

o Time-frame: period within which the targets are to be achieved.

o Performance indicators: these are measures of success to be observed for achieving specific targets.

o Contextual factors: these are unique/specific circumstances to be taken into account that have the potential to impact on the employee’s ability to achieve targets.

6.3.1At a full staff meeting, the principal will explain to the staff the following:

o What the QMS is;

o The benefits of the QMS for therapists / counsellors / psychologists, learners, the school and the system; and

o How the QMS will be implemented in the school.

6.3.2The training should ensure that:

o All therapists / counsellors / psychologists, have a thorough understanding of the purposes, principles, processes and procedures of the QMS, and

o Issues relating to how the QMS will be implemented in the school are addressed.

6.4Appraisal Time-lines

6.4.1Appraisals must be conducted twice per annum as follows:

o Mid-year appraisal: Towards the end of the second term, taking into account all forms of assessment administered during the first and second term;and

o Annual appraisal: be completed by the end of the school calendar year, taking into account all forms of assessments prior to this appraisal.

6.4.2The principal is responsible for signing all appraisal forms after satisfying him/herself that all the processes, together with accompanying evidence, have been complied with.

6.5Self- appraisal by the therapist, counsellor and psychologist

6.5.1The therapist / counsellor / psychologist must conduct a self-appraisal prior to the appraisal by his/her supervisor;

6.5.2Self-appraisal serves the following purpose:

o The therapist / counsellor / psychologist becomes familiar with the instrument;

o The therapist / counsellor / psychologist is compelled to reflect critically on his/her own performance;

o The therapist / counsellor / psychologist can make inputs on the appraisal conducted by the supervisor; and

o The therapist / counsellor / psychologist is able to know the evidence that will be necessary for the appraisal process.

6.6Therapy / Counselling session observation

6.6.1Therapy / counselling session observations will be undertaken by the supervisor and the resource person if this has been requested by the appraisee as part of the mid-year and annual appraisal process;

6.6.2More therapy / counselling session observations are encouraged, depending on the need;

6.6.3The purpose of the therapy / counselling session observation is:

o To appraise the performance of the therapist;

o To confirm (or otherwise) the therapist, counsellor and psychologist’s perception of their own performance in the therapy/counselling session;

o To provide a basis for the appraisal of the therapist / counsellor / psychologist’s skills; and

o To provide recommendations following the observation.

6.6.4Therapy / Counselling Session Observation Instrument (TCSOI):

o Consists of Performance Standards one (1) to three (3) of the QMS- instrument for Education Therapist / Counsellor / Psychologist (Annexure A 7);

o Must be completed by the Supervisor and the Resource Person, if applicable, during each therapy / counselling session observation;

o Must be signed by both parties and kept as evidence; and o Must be taken into account during the appraisal processes.

6.7Pre-appraisal and post-appraisal discussion:

6.7.1A pre-appraisal discussion between the Supervisor and Therapist / Counsellor / Psychologist as well as the Resource Person, if applicable, must be held before any therapy / counselling session observation for the following purpose: o To have a common understanding of Performance Standards and rating; o To identify and agree on contextual factors that are likely to impact on the therapist’s performance, and how they will be mitigated;

o To discuss expectations of the therapy / counselling session observation process, and

o To have an understanding on necessary evidence for the appraisal.

6.7.2A post-appraisal discussion between the supervisor and therapist as well as the resource person, if applicable, must be held after the therapy/counselling session observation for the following purpose:

o To consolidate Performance Standards which could not be rated during therapy/counselling session observation;

o To assess how identified contextual factors have been dealt with;

o To share information pertaining to the performance and scores of the appraisee, and

o To sign documents.

6.8Completion of the QMS instrument

6.8.1The supervisor is required to record all information clearly and accurately in the appropriate columns of the QMS-instrument.

6.8.2During the appraisal, the supervisor will rate each therapist on his/her performance and record his/her comments based on each performance standard.

The therapist will also record his/her comments on the appraisal instrument.

The resource person, if applicable, will also record his/her comments on the appraisal instrument.

QMS for School-Based Education Therapists, Counsellors and Psychologjsts/Efnployed in terms of j the Employment of Educators Act 

6.7.5A completed instrument will be signed by the therapist / counsellor / psychologist, the supervisor as well as the resource person, if applicable, after the appraisal process.

6.7.6The supervisor must forward the completed instrument to the principal’s office at the scheduled time.

6.7.7The principal will sign the completed instrument after both the therapist / counsellor / psychologist and the supervisor have signed, and after satisfying him/herself that all processes have been complied with.

6.7.8Should the principal be aware of any discrepancy, this should be brought to the attention of the relevant supervisor as well as the resource person, who will be required to correct it.

6.7.9The principal reserves the right to designate any member of the SMT, (who is conversant with therapeutic / counselling matters) to conduct an appraisal process should it be evident that the relevant supervisor is unable to do so.

6.8Rating and Scoring

6.8.1A rating of one (1) to four (4) will be allocated to each criterion in the appraisal instrument.

6.8.2A score will be allocated for each Performance Standard and will consist of the sum of the ratings allocated to each criterion in that Performance Standard.

6.8.3In allocating a rating to a descriptor/element where contextual factors have been identified, consideration must be given to the following:

oThe nature of the contextual factor;

oThe level of its impact on the therapist / counsellor / psychologist’s performance; and

o The extent to which the therapist / counsellor / psychologist is/was able to mitigate such impact.

6.8.4A 4-point rating scale which is presented below should be used as a guide.

6.9Declaration of Confidentiality

6.9.1The appraiser and appraisee (as well as the resource person, if applicable) must sign a Declaration of Confidentiality and Consent form in line the Protection of Personal Information Act (POPIA) - Act No. 4 of 2013 (Annexure D3).

7.RELATIONSHIP BETWEEN APPRAISAL AND DEVELOPMENT

7.1Professional Development of Therapists

The Teacher Development Summit held in 2009 agreed that evaluations for purposes of rewards and incentives need to be de-linked from evaluations for purposes of Professional Development of Teachers. However, there is recognition that the two processes must inform one another.

7.2Needs identification

The QMS will be one of the mechanisms used to identify the Developmental Needs of Therapists, Counsellors and Psychologists.

NOTE:

The Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED) provides for the establishment of structures to drive the Professional Development of Educators. These include the establishment of Professional learning communities and subject committees. Furthermore, the School Management Teams are expected to put processes in place to ensure that needs identified through the QMS and other processes are responded to. SMTs are therefore expected to provide the development of therapists as part of their mentoring and coaching or ensure that support is provided through involvement of therapeutic advisors and other external experts and service providers. SMTs have the responsibility to ensure that structures created in terms of the ISPFTED are functional and effective. Similarly, Circuit Managers are expected to ensure that QMS is implemented in schools and principals are supported accordingly.

8 DISAGREEMENTS AND GRIEVANCES

8.1School Level

In cases of any disagreement between the therapist / counsellor / psychologist and the supervisor, all efforts should be made to resolve such disagreements at that level, including intervention by the principal.

If no resolution is found, the aggrieved party must refer the grievance to the principal within three working days. The principal must establish a Grievance Committee within five working days after the receipt of the grievance. The Grievance Committee must consist of the following:

oThe Principal, who is the Chairperson;

oWhere necessary, the Principal may request a principal from a neighbouring school to preside over the matter;

oOne other member of the SMT; and

o One representative from each of the unions that are admitted to the ELRC and have members in the school.

The Grievance Committee must resolve the grievance within 10 working days after its establishment.

8.2Circuit Level

Should the aggrieved party be unhappy with the decision of the grievance committee at school level, he/she must refer the matter to the circuit manager in writing within five working days. The circuit manager must establish a grievance committee within five working days after the receipt of the grievance. The grievance committee must consist of the following:

oThe Circuit Manager, who is the Chairperson;

oWhere necessary, the Circuit Manager may request a Circuit Manager from a neighbouring circuit to preside over the matter;

oOne other official from the district, and

oOne representative from each of the unions that are admitted to the ELRC.

The Circuit Grievance Committee must resolve the grievance within 10 working days after its establishment.

Should an employee disagree with the decision of the Circuit Grievance Committee, such an employee may invoke the dispute resolution procedures of the ELRC.

DRAFT MANAGEMENT PLAN

NB: The activities in the Management Plan will be supplemented by other activities such as development programmes, workshops, etc.

Circuit manager is responsible for the appraisal processes in his/her circuit as well as the verification of appraisal outcomes in schools.

Therapy / counselling session observations may be conducted at any time as part of the process to support therapists.

GLOSSARY

Annual Appraisal

Annual Appraisal is aimed at assessing whether the therapist’s performance has complied with the required Performance Standards. It is where the performance required is clearly defined in advance in order to facilitate an annual final finding of performance.

Appraisee

A therapist / counsellor / psychologist who discusses his / her progress, aims and needs with his / her supervisor / appraiser.

Appraiser

A supervisor who carries out a formal assessment of a therapist / counsellor / psychologist’s performance.

Contextual Factors

Contextual Factors are those factors that impact on a therapist / counsellor / psychologist’s performance, and must be mutually agreed to between a therapist / counsellor / psychologist and his/her supervisor.

Criteria

Each Performance Standard consists of 2 to 4 criteria. These criteria form the key deliverables for each performance standard and are used to evaluate the therapist / counsellor / psychologist’s performance. The criteria describe the conduct of the learners and therapist / counsellor / psychologist or the skill of the therapist / counsellor / psychologist related to effective performance.

Descriptors

Descriptors are phrases that aid in defining and outlining the expected conduct for a particular criterion. The descriptors are not an all-inclusive listing of conduct that might be associated with a criterion.

Goals

Goals are general statements that describe the desired outcome or purpose of any activity.

Informal Appraisal

Informal appraisal is aimed at assessing whether the therapist’s performance is complying with the required performance standards. Evidence from therapy/counselling assessments, intervention plans, progress notes and PDP are taken into account and support is provided, where necessary, by the supervisor and / or district/provincial therapist / counsellor / psychologist. It is formative and emphasizes continuous improvement.

Intervention Programme

A specific therapeutic / counselling plan compiled by the therapist / counsellor / psychologist based on the developmental needs of individual learners.

Mid-year Appraisal

Mid-year Appraisal is aimed at assessing whether the therapist’s performance has complied with the required performance standards. It is where the performance required is clearly defined in advance in order to facilitate a mid-year finding of performance and identify areas in which a therapist / counsellor/ psychologist’s performance can improve.

Objectives

Objectives are statements that concretely and specifically describe a result to be achieved.

They serve as a basis for:

•Clarifying intentions;

•Planning

•Guiding activity towards a desired result, and

•Assessing achievement

Outcome

An outcome is the consequence of achieving specific objectives. It is assessed in terms of goals and impact on the achievement of goals. It describes what changed as a result of effort.

Performance Criteria

Performance Criteria are those factors, characteristics or standards that will be used to describe and assess effective performance.

They may be general, such as key performance areas, or they may be very detailed and specific such as measurable targets.

Performance Measurement (PM)

Performance Measurement is the mid-year/annual process of appraising performance. It is:

•Part of a larger process of linking individual performance management and development to organizational goals;

•It is only one aspect of managing and developing the performance of individuals;

•A cyclic and recurring process aimed primarily at performance improvement through ongoing learning and development.

Performance Standards (PS)

Performance Standards are agreed criteria to describe how well work must be done. They clarify the key performance areas of a job by describing what “working well” means.

Pre-appraisal discussion

The interaction between an appraiser and the appraisee prior to a therapy / counselling session observation or performance appraisal during which the purpose, performance standards, criteria, procedures and processes are discussed.

Post- Appraisal Discussion

A collaborative conference between a SMT member / appraiser and the therapist / counsellor / psychologist during which feedback on the therapist / counsellor / psychologist’s performance is provided.

Rating Scale

A rating scale is a standard scale for rating a therapist / counsellor / psychologist’s performance in relation to specific categories of performance.

School Management Plan

The school’s annual plan of action facilitated and developed by the SMT for activities to be completed within stipulated timeframes.

Score

The total points allocated to each performance standard.

School Management Team (SMT)

For purposes of QMS it consists of the principal, the deputy principal and departmental heads (Education Specialists).

Supervisor

A supervisor is a school-based Chief Education Therapist / Counsellor / Psychologist who is responsible for overseeing, guiding and appraising the therapist / counsellor / psychologist on his/her job performance. In the absence of the school-based Chief Education Therapist / Counsellor this function may also be fulfilled by the Principal in conjunction with a Therapist / Counsellor / Psychologist (of the next level) from the District or Provincial office.

The supervisor of the school-based Chief Education Therapist / Counsellor is the Principal in conjunction with a Therapist / Counsellor / Psychologist (of the next level) from the District or Provincial office.

Work-plan

A document that outlines what activities will be undertaken by an employee within a particular year, as well as setting specific targets that need to be achieved. 

ABBREVIATIONS

CAPS: Curriculum Assessment Policy Statements

DBST: District-based Support Team

ELRC: Education Labour Relations Council

HPCSA: Health Professional Council of South Africa

ISPFTED: Integrated Strategic Planning Framework for Teacher Education and Development

TCSOI: Therapy / Counselling Session Observation Instrument

QMS: Quality Management System for school based therapists

PLC: Professional Learning Communities

PS: Performance Standard

PM: Performance Measurement

POPIA: Protection of Personal Information Act

QMSQuality Management System

SACE: South African Council of Educators

SIASScreening, Identification, Assessment and Support

SECTION B QMS APPRAISAL INSTRUMENTS FOR EDUCATION THERAPISTS / COUNSELLORS / PSYCHOLOGISTS

1.INTRODUCTION

1.1The Performance Appraisal of a therapist / counsellor / psychologist must be conducted twice during the year, using the approved instrument provided in this section.

1.2The two appraisals are conducted as follows:

•Mid-year, and

•Annually

2.THE INSTRUMENT

2.1The QMS instrument (Annexure A1) must be completed for each Education Therapist / Counsellor / Psychologist.

2.2The instrument should also be used for purposes of self-appraisal, the mid-year appraisal and final appraisal.

2.3The instrument consists of 5 Performance Standards.

2.4The Performance Standards in the instrument form the core elements of the job description for therapists / counsellors / psychologists.

2.5The criteria form the key deliverables for each Performance Standard.

2.6The desired outcome/key objective of each criteria has been pegged with a maximum rating of 4.

2.7When completing the instrument, the appraiser/supervisor must use the key descriptors for ratings that range from 1-4.

2.8A rating that is less than the desired outcome will be influenced by the following factors:

•There is no or insufficient evidence of a particular desired activity;

•The desired activity is infrequent;

•The desired activity is frequent but of poorer quality than desired;

•The desired activity is infrequent and of poor quality, and

•The desired activity may be frequent and of reasonable quality but is impacted by a negative attitude

3.PERFORMANCE STANDARDS

Table 1 below shows the Performance Standards, the criteria and the desired outcome for education therapists, counsellors and psychologists.