Beginning Teacher Appraisal Instrument

BEGINNING TEACHER PERFORMANCE APPRAISAL

Preamble The Appraisal process is not intended to be punitive but rather to better align the professional practice of the beginning teacher to the needs of the students. It aims to enable him or her to undertake self-evaluation and position his or her practice on a continuous path of excellence, evidenced by optimum school outcomes. The Teacher Performance Appraisal is based on six (6) Guiding Principles: 1. Teacher knows the subject content that he or she teaches. 2. Teacher knows how to teach the subject(s) for which he or she is responsible. 3. Teacher is committed to the children in his or her care, managing the learning process with due consideration to diversity and character development. 4. Teacher hones his or her professional skills. 5. Teacher interacts with parents and community. 6. Teacher conducts himself or herself in a manner that uplifts the profession. The National Standards Curriculum (NSC) Framework for learner-centred education is an important reference in the interpretation and assessment of teacher performance. Special attention should be given to Engagement, Explanation, Elaboration, Exploration and Evaluation (5Es), and Communication, Critical Thinking, Creativity and Collaboration (4Cs). Professional credits A system of professional credits is used to add value to the outcomes of the appraisal, leading to professional growth. Professional credits are assigned on the basis of expected outcomes agreed on prior to the appraisal exercise. For example, the lesson planning requirements agreed on, should be utilized. The number of credits assigned will be determined by the evidence indicating that the requirements were met. The quality and effectiveness of the lesson plan and the lesson should be determined by observation of at least three lessons by a team of two or more teachers (professionals), one of which should be in a similar field. There is no rating scale. There are categories of performance that identify strengths and weaknesses as follows: Exemplary: 90-100 % of credits in each domain – Identifies a teacher who is able to demonstrate excellent practice in any setting for which he or she is qualified. Area of strength - 71 -89 % of credits Area of weaknesses - 60 -70% of credits Unsatisfactory practice – under 60% of credits The appraisee should prepare his or her own portfolio of evidence of practice to be presented and discussed with the appraiser.

APPRAISAL INSTRUMENT DEMOGRAPHIC DATA (1) NAME OF BEGINNING TEACHER: _________________________________________(2) SEX: _____ (3) NAME OF SCHOOL: _________________________________________________________________ (4) REGION: _______________(5) PARISH: ____________________________________________ (6) APPRAISAL PERIOD: From: ___________________________ To: _______________________ (7) QEC: _________________ (8) TAXPAYER REGISTRATION NUMBER (TRN):________________________________ (9) College/University certificate(s) and year obtained: _______________________________ ___________________________________________________________________________ ___________________________________________________________________________ (9) Teaching Area: ⃝ Secondary:______________________________________________________________ Subject(s) taught ⃝ Primary:________________________________________________________________ Grade(s)/subject(s) taught ⃝ Early Childhood: _________________________________________________________ Teaching Standards Performance/Evidence Max Assessed Credit credit GP # 1: Teacher knows the subject(s) that he/she teaches Item 1: Demonstrated knowledge of subject content Sources of evidence: certification, samples of subject goals/course outline and action plans for class teaching, mentor’s report, peer assessment, lesson plans, student report and any other relevant assessment records 1.1 Knows subject content 1. Obtained the required induction certification in a teachers’ college or a college offering teacher 7 education. 1.2 Is able to relate concepts 2. Demonstrated the inter- 4 to other subjects relationship between subjects in the curriculum 3

Teaching Standards Performance/Evidence Max Assessed Credit credit 1.3 Knows and understands 3. Demonstrated the logical 7 how the subject is sequence of the subject from structured in the basic to complex concepts 5 curriculum 4. Demonstrated relationship 1.4 Is able to relate subject to between the subject(s) and national development national development goals goals SECTION CREDITS: 23 GP #2: Teacher knows how to teach the subject(s) for which he or she is responsible Item 2: Demonstrated the following evidence through knowledge and application of pedagogy Sources of evidence: classroom observation, mentorship/principal report, student assessment, copies of assessment plans (diagnostic) implemented to establish and meet students’ performance targets; records of student assessment to advance students’ learning; class observation 1. Demonstrated strategies for 2.1 Develops in learners’ development of critical thinking in 3 critical thinking and students 3 creative ways to solve 2. Facilitated creativity in student their problems. engagement 3. Used ICT facilities for meaningful 3 engagement of students in learning activities 2.2 Ensures interactive, 3. Showed visual representation of 3 teaching and learning groupings and other 3 environments collaborative/interactive techniques employed in the teaching and learning process. 4. Interpreted and paced curriculum to meet students’ learning needs 5. Used projects and/or appropriate 3 activities to facilitate student learning 2.3 Engages in reflective 6. Used a variety of methods and 3 thinking and action sources (such as personal research reflection, action research, student questionnaires) to assess instruction in order to advance students’ learning. 2.4 Uses language Used language effectively in lesson 2 appropriately and preparation and teaching 4

Teaching Standards Performance/Evidence Max Assessed Credit credit effectively in classroom communication SECTION CREDITS: 23 GP #3 Teacher knows his or her students – effectively managing diversity to promote inclusive classes. Item 3: Demonstrated capabilities of managing the learning process with students having diverse learning needs and exceptionalities Sources of evidence: incentive programme/rewards system, samples of critical incident reports – log books, register, memorandums, meeting minutes and any document/record that indicates an incident – lesson plans, work plans, student assessment records, behaviour management observation 3.1 Knows age and 1. Demonstrated that lessons were developmental planned and executed taking into (intellectual, physical, consideration the developmental 3 social) characteristics of stages of students. students 3.2 Knows the diverse factors 2. Demonstrated teaching strategies 3 (social, cultural, religious, to meet the diverse learning gender, environmental, needs of students special educational needs) that impact students’ learning 3.3 Knows the principles of 3. Created opportunities for all 3 inclusive education and students to progress academically their applications. and to experience quality instruction in a safe and supportive classroom. 3.4 Knows different learning 4. Developed and used diagnostic 3 styles and approaches of assessment approaches, kept students student records and undertook comparative analyses showing growth and progress of individual students. 3.5 Knows and understands 5. Demonstrated how students’ 3 students’ skills, interests learning was reinforced through 3 and previous learning and integrating and correlating the effect of these on teaching across subject areas learning 6. Worked with students to prepare 3.6 Knows of gender individualized work plans as differences and how these grade- and situation-appropriate affect learning 5

Teaching Standards Performance/Evidence Max Assessed Credit credit 3.7 Manages classroom 7. Had classroom rules and 2 behaviour to enable procedures that were adhered to learning. by students 3 3.8 Assures and maintains a 8. Developed strategies to motivate 23 safe physical and all students to learn – managed to psychological environment achieve equity in high performance of girls and boys (where applicable) SECTION CREDITS: GP #4 Teacher sharpens his or her professional skills Item 4: Demonstrated continuous professional development Sources of evidence: Mentor’s report, peer assessment, student report and any other relevant assessment records; professional development sessions attended/courses taken (including duration), research done (certificates and documents), record of active membership of a community of learners/QEC participation/professional bodies in or outside of school (notes, presentation made or responded to portfolio 4.1 Rigorously assesses ones’ 1. Engaged in continuous personal performance in the assessment of professional skills. 3 teaching and learning Actively participated in and process, collaborates with contributed to a learning peers to critically examine community of professionals. ones’ teaching and learning performance, creates a personal plan for improvement and shares successful practices with peers. 4.2 Seeks out and pursues 2. Actively involved in core curricular 2 opportunities for activities that promoted their improving mastery of professional growth and content and methodology development and builds competences in 3. Participated in developmental the use of technology in workshops, professional 3 education. development days’ activities and QEC activities. 4.3 Maintains higher order 4. Applied higher order functions in 3 functioning through lesson planning and class teaching 3 strengthening abilities to (5Es and 4Cs of NSC) reason, reflect, make fair judgment, evaluate, 5. Used and evaluated teaching analyze and interpret. approaches that raised the achievement levels of both boys and girls (where applicable) SECTION CREDITS: 14 6

Teaching Standards Performance/Evidence Max Assessed Credit credit GP #5 Teacher interact with parents and community Item 5: Engagement of parents and community members to advance student outcomes. Sources of evidence: signed document acknowledging and verifying receipt of documents sent home by teacher, invitations to meetings, function, community project work, etc. 5.1 Communicates with 1. Dialogued with parents, guardians 2 parents/caregivers to and caregivers in the interest of stimulate their interest in students’ academic progress and their children’s progress welfare and reinforce learning, always giving priority interest to the learner 5.2 Engages community 2. Involved/participated in 2 members to build trust, to community activities/projects, e.g. foster open national celebrations. communication and to work collaboratively with parents to benefit students’ achievement levels 5.3 Engages parents and 3. Actively participated in parents’ 2 community in promoting day and parent teachers meetings values and attitudes that are consistent with national educational goals 5.4 Puts professional 4. Use community creatively as a 3 responsibility at the source of educational experiences forefront in face of challenges involving the community SECTION CREDITS: 9 GP #6: Teacher conducts himself or herself in a manner that uplifts the profession. Item 6: Demonstrated high levels of professional conduct Sources of evidence: Mentor’s report, peer assessment, guidance counsellors, student report and any other relevant records, a reference letter from the Principal/VP or HOD. teacher’s personal file, Log Book 6.1 Acts with the knowledge 1. Modelled positive behaviour and 2 that teaching is a public responded positively to activity and teachers are constructive criticisms constantly being scrutinized and assessed by members of the public. 6.2 Commits to the success of 2. Participated effectively in team 2 learners as individuals and work 7

Teaching Standards Performance/Evidence Max Assessed Credit credit of the institution as a 3. Exhibited enthusiasm for and took whole pride in achieving excellence 2 6.3 Teacher has a moral 4. Respected time and was on time 2 responsibility to for class 95% of the time him/herself and those whom he/she serve SECTION CREDITS: 8 TOTAL NUMBER OF CREDITS: 100 8

Beginning Teacher Performance Appraisal Summary of Performance Max. credit Exemplary Area of Area for Unsatisfactory 100 90-100% strength improvement Below 60% of 71-89% of 60-70% of credits credits credits Guiding Principles GP. 1 - Teacher knows the 23 subject that he or she 23 teaches. 23 GP. 2 - Teacher knows 14 how to teach the 9 subject(s) for which he or 8 she is responsible. GP. 3 - Teacher is committed to the children in his or her care- managing the learning process through addressing diversity and promoting character development. GP. 4 - Teacher sharpens his or her professional skills. GP. 5 - Teacher interacts with parents and community. GP. 6 - Teacher conducts himself or herself in a manner that uplifts the profession. Teacher’s Comments (indicating participation in the appraisal process): __________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Teacher’s name: Signature and Date: ______________________________ ____________________________________

General Comments of Appraisers: __________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Name of Appraisal Team Signature & Date ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ____________________________________ ______________________________________ _____________________________________ ______________________________________ _____________________________________ 9