Teachers Appraisal Instrument

APPRAISAL INSTRUMENT PERIOD OF APPRAISAL FROM ……………………………………….. TO …………………………………………………….. TEACHER PERFORMANCE APPRAISAL 1

APPRAISAL INSTRUMENT PERIOD OF APPRAISAL FROM ……………………………………….. TO …………………………………………………….. Preamble Preamble: The appraisal of a teacher is not intended to be punitive but rather to better align the professional practice of the teacher to the needs of the students. It aims at enabling 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 – 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 for improvement - 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. 2

APPRAISAL INSTRUMENT PERIOD OF APPRAISAL FROM ……………………………………….. TO …………………………………………………….. DEMOGRAPHIC DATA (1) NAME OF TEACHER: _______________________________________________ __Sex___________ (2) NAME OF SCHOOL: ________________________________________________________________ (4) REGION: _______________ (5) PARISH: ________________________________ (6) QEC: _________________ (7) TAXPAYER REGISTRATION NUMBER (TRN): __________________ (8) College/University certificate(s) ____________________________________ _______________________________________________________________________________ ________________________________________________________________________________ Year obtained:_____________________________________________________________________ Subject specializations(s)_____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ (9) Teaching Area: ⃝ Secondary: ______________________________________________________________ Subject(s) taught ______________________________________________________________ ⃝ Primary: ______________________________________________________________ Grade(s)/subject(s) taught ______________________________________________________________ ⃝ Early Childhood: ______________________________________________________________ 3

APPRAISAL INSTRUMENT PERIOD OF APPRAISAL FROM ……………………………………….. TO …………………………………………………….. 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 1.1 Knows the content of the 1. Obtained certificate/records of 6 subject being taught, how professional development to the content is constructed enhance overall effectiveness as a from simple to complex and teacher within the assessment kept up-to-date through period. professional development 1.2 Understands the curriculum 2. Demonstrated relationship between that embodies the the subject’s curriculum and 4 subject(s) and sees its national goals 6 7 relationship to the 7 attainment of educational and national goals 1.3 Knows how to integrate 3. Knew philosophical underpinning subjects to deepen of subject areas and was able to understanding, being able identify and link and interpret to identify related concepts concepts across subject areas in other subjects and uses such concepts to strengthen the subject being taught 1.4 Accesses and keeps abreast 4. Demonstrated mastery of up-to- of knowledge and date subject content – logical developments in the subject sequence and strategic practice, area, using technology and building knowledge from simple to other sources of complex. information 5. Identified and utilized supplementary content or resources – research, reflection, collaboration SECTION CREDITS: 30 Source of evidence: lesson plans, action plans, academic certificates, teaching portfolio, scope and sequence of subject taught, reference list of sources 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 1.1 Knows and is able to apply 1. Interpreted, adapted and paced the 10 theories of learning, in curriculum to meet students’ particular, differentiated learning needs instructions and incorporate such 4

APPRAISAL INSTRUMENT PERIOD OF APPRAISAL FROM ……………………………………….. TO …………………………………………………….. Teaching Standards Performance/Evidence Max Assessed Credit credit understanding in the 2. Used a variety of strategies to 4 practice of teaching promote the development of critical 1.2 Develops in the learners, thinking in students – appropriate 4 critical thinking and ways to questioning, techniques, case study, identify and solve their own problem solving, conflict resolution 4 problems and projects 4 1.3 Engages in reflective 2. Undertook investigative qualitative 4 30 teaching and classroom and quantitative approaches to investigative action (action assess teaching methods and research) to evaluate the students’ learning (e.g. action impact of his or her research, reflection, evaluation) to instructional choices, advance students’ achievement. actions and interactions on the achievements of the learners 2.4 Use effective verbal and 3. Used a variety of instructional non-verbal communication technologies and class organization techniques as well as a to improve student participation variety of instructional and learning outcomes. media and technology to ensure that learners receive the intended message 2.5 Foster competence, self- 4. Built students’ confidence and confidence and a desire for desire to learn through interactive knowledge through a approaches in an inclusive collaborative, supportive classroom setting that promoted and an interactive teaching students’ discussion and learning environment 2.6 Integrate national goals into 5. Implemented assessment plans, class organization and incorporating national goals to management to inculcate enable students to establish and values and attitudes for meet performance targets social, cultural and economic development SECTION CREDITS: Sources of evidence: Lesson plans, photographs, videos, lesson observation, action plans, samples of students work, assessment reports, needs assessment, record books on students’ performance, teacher’s log GP #3 Teacher is committed to the children in his or her care- managing the learning process through addressing diversity and promoting character development. Item 3: Demonstrated capabilities of managing the learning process with students having diverse learning needs and exceptionalities 5

APPRAISAL INSTRUMENT PERIOD OF APPRAISAL FROM ……………………………………….. TO …………………………………………………….. Teaching Standards Performance/Evidence Max Assessed Credit credit 3.1 Identifies learning 1. Prepared and administered 4 differences and the barriers Individual Instructional Plan (IIP) that impede learning and and corresponding lesson plans for 3 demonstrates competency students with exceptionalities 4 in adapting instructions to meet the diverse learning 2. Encouraged independent learning 3 needs of students with and implemented a performance 2 exceptionalities incentive and rewards programme 4 4 3.2 Holds high expectations for 3. Demonstrated competency in all students and performs adapting instructions to meet the his/her role as facilitator of diverse learning needs of students learning with exceptionalities 3.3 Stays on track with 4. Provided differentiated tasks in individual student’s Assessment Plan to enable progress, assessing the meaningful assessment for all various learning outcomes students of the subject areas, and utilizing such outcomes to 5. Used a variety of assessment diagnose and address strategies to promote growth and learning needs in a holistic progress of individual students manner 3.4 Knows the background knowledge that learners from various groups bring to their education and adjust learning methods to take advantage of early positive learning experiences of all learners 3.5 Sets the foundation for 6. Used project /STEM approach and lifelong learning in building research to build students’ capacity student capabilities for to investigate, self-assess and to problem-solving, self- successfully manage independent assessment, research and learning self-learning 7. Enabled students’ exploration and 3.6 Participates in exploratory ideas for development of available and in co-curricular resources and to actively participate activities to assist various in co-curricular activities. dimensions of the development of learners 6

APPRAISAL INSTRUMENT PERIOD OF APPRAISAL FROM ……………………………………….. TO …………………………………………………….. Teaching Standards Performance/Evidence Max Assessed Credit credit 3.7 Encourages social 8. Promoted self-discipline and 3 interaction and character leadership qualities in students development through a variety of group structures 3.8 Knows, understands and 9. Managed/monitored student 3 executes responsibilities behaviour effectively – followed concerning child welfare, regulatory guidelines respect for all learners and abide by the relevant legislations and policies (for example, Sexual Offences Act, 2009 and the Security and Safety Policy Guidelines of the MoEY&I, Child Care and Protection Act) SECTION CREDITS: 30 Sources of evidence: Continuous assessment records, assessment strategies; action research, brief anecdotal records – training kit, log of co-curricular activities, student register, critical incident report, lesson plans, photographs, videos, observation, action plan, samples of students work, behavioural modification techniques GP #4 Teacher sharpens his or her professional skills Item 4: Demonstrated continuous professional development 4.1 Continuously assesses one’s 1. Undertook self-assessment and on 5 performance in the the basis of outcomes pursued 2 teaching and learning professional development and 3 process and creates an undertook research relevant to individual development identified needs 2 plan for improvement. 2. Created opportunity for assessment by students and used feedback 4.2 Seeks out and pursues 3. Improved learning outcomes using opportunities for attaining information technology – showed mastery of skills to improve mastery of content and practice student learning and acquired through various means – management - use of peer collaboration, online information technology programmes and participation in in- and other creative service development programmes. approaches to advance student learning and 4. Active membership in a community management of learners or professional body, e.g. participate in QEC 4.3 Maintains higher order functioning through strengthening abilities to 7

APPRAISAL INSTRUMENT PERIOD OF APPRAISAL FROM ……………………………………….. TO …………………………………………………….. Teaching Standards Performance/Evidence Max Assessed Credit credit reason, reflect, make fair activities/subject-based judgment, evaluate, analyze associations, to promote learning and interpret and exchange of ideas 4.4 Collaborates with peers to 5. Shared with peers, experiences 3 critically examine one’s obtained from professional 3 performance and create a development sessions (days) and framework for personal practice, peer observation improvement – share of class(es) successful strategies with peers 6. Published in newsletters/ magazines/mass media at QEC, regional or national levels. SECTION CREDITS: 18 Sources of evidence: certificates, written documents, Self-assessment instruments /checklists, observation instruments/checklists completed by Supervisors/ other observers. Professional body membership record. Report of knowledge sharing, Peer assessment, evidence of students’ work, class progress report and analyses of assessment GP #5 Teacher interact with parents and community Item 5: Engagement of parents and community members to advance student outcomes. 5.1 Communicates with 1. Communicated with 2 parents/caregivers to parents/guardians on students’ 3 stimulate their interest in performance. 2 their children’s progress 3 and reinforce learning, 2. Involved community in activities always giving priority that promoted student interest to the learner development e.g. community member assisted student learning 5.2 Engages community /care/support members to build trust, to foster open communication 3. Participated in/organized parent and to work collaboratively teachers association meetings, with parents to benefit celebratory community events students’ achievement linked to national development levels 4. Demonstrated initiative in 5.3 Engages parents and addressing issues related to the community in promoting well-being of students or the values and attitudes that progress of the school – are consistent with national educational goals 5.4 Puts professional responsibility at the forefront in face of 8

APPRAISAL INSTRUMENT PERIOD OF APPRAISAL FROM ……………………………………….. TO …………………………………………………….. Teaching Standards Performance/Evidence Max Assessed Credit credit challenges involving the commitment to overall student community development SECTION CREDITS: 10 Sources of evidence: Records of communication with parent/guardians – use of social media to contact parents, parent conference, parent log; consultation log, evidence of community involvement – photographs of projects, students work signed by parents. GP #6: Teacher conducts himself or herself in a manner that uplifts the profession. Item 6: Demonstrated high levels of professional conduct 6.1 Acts with the knowledge 1. Respected time - being on time for 4 that teaching is a public classes, for school, school events activity and teachers are and meeting deadlines 2 constantly being scrutinized 4 and assessed by members 2. Complied with agreed dress code of the public and code of conduct 6.2 Commits to the success of 3. Worked effectively in teams/ or learners as individuals and with colleagues – contributed to of the institution as a whole team work, cooperated with peers, accepted and gave constructive criticisms in order to improve learning outcomes 6.3 Accepts that teachers have 4. Acted as a leader and a role model 2 a moral responsibility to for students and community. Took themselves and those pride in achieving excellence whom they serve, demonstrating leadership and a commitment to improvements SECTION CREDITS: 12 Sources of evidence: students questionnaires/interviews, attendance register, peer interviews, rewards for excellent teacher performance, log book, board reports, student interviews) TOTAL NUMBER OF CREDITS: 130 9

APPRAISAL INSTRUMENT PERIOD OF APPRAISAL FROM ……………………………………….. TO …………………………………………………….. Performance Summary Guiding Principles Max Exemplary Area of Area for Unsatisfactory credits No. of Strength improvement Below 60% GP. 1 - Teacher knows the (71-89% subject that he or she 130 credits over credits) (70-60% teaches. 30 90% in all credits) GP. 2 - Teacher knows 30 domains No. of credits how to teach the No. of No. of credits No. of credits subject(s) for which he or 30 credits she is responsible. GP. 3 - Teacher is 18 committed to the 10 children in his or her 12 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: 10

APPRAISAL INSTRUMENT PERIOD OF APPRAISAL FROM ……………………………………….. TO …………………………………………………….. ______________________________ ____________________________________ General Comments of Appraisers: _____________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Name of Appraisal Team Signature & Date ___________________________________ __________________________________________ ___________________________________ __________________________________________ ___________________________________ __________________________________________ ___________________________________ __________________________________________ ___________________________________ __________________________________________ 11