MINISTRY OF EDUCATION YOUTH & INFORMATION

BEGINNING TEACHER PERFORMANCE APPRAISAL

September, 2019

Max Descriptors
Teaching Standards Performance/Evidence
Credit 7 6 5 4 3 2 1 0
GP # 1: Teacher knows the subject(s) that he/she teaches
Item 1: Demonstrated knowledge of subject content

Source 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
1.1 Knows subject content
1.2 Is able to relate concepts to other
subjects
relevant assessment records
1. Obtained the required induction
certification in a teachers’ college or a
college offering teacher education.
Demonstrated the inter-
relationship between subjects in
the curriculum
Bachelor of Education in the discipline
being taught
Teachers' Diploma in Education in the
discipline being taught
Teachers' Certificate in Education in the
discipline being taught
Pre-trained teacher with a Master’s degree
in the discipline being taught
Pre-trained teachers with a Bachelor of
arts /science degree in the subject being
taught
CAPE associate degree which includes the
discipline being taught
5 – 8 CSEC subjects including Mathematics
7 and English
The teachers writes detailed plans always
aligned to curriculum strategy and subject
standards
The teacher writes plans that are often
aligned to curriculum strategy and subject
4 standards

Teaching Standards
1.3 Knows and understands how the
subject is
structured in the curriculum
1.4 Is able to relate subject to national
development goals
Performance/Evidence
3. Demonstrated the logical sequence of the
subject from
basic to complex concepts
4. Demonstrated relationship 5 between the
subject(s) and
national development goals
Max Descriptors
Credit 7 6 5 4 3 2 1 0
The teacher writes plans that are
sometimes aligned to curriculum strategy
and subject standards
The teacher writes plans that are rarely
aligned to curriculum strategy and subject
standards
The teacher designs lessons that break
down all complex concepts and address
students' learning needs, styles, and
interests.
The teacher designs lessons that break
down most complex concepts and address
students' learning needs, styles, and
interests.
The teacher designs lessons that break
down some complex concepts and address
students' learning needs, styles, and
interests.
The teacher’s Lesson design rarely breaks
down complex concepts and show little
regard for students' learning needs, styles,
and interests
The teacher’s Lessons design do not break
down complex concepts and show no
regard for students' learning needs, styles,
7 and interests
The teacher designs lessons that are always
focused on measurable, achievable
outcomes aligned with national goals.
The teacher designs lessons that are often
focused on measurable, achievable
5 outcomes aligned with national goals.
 Max Descriptors
Teaching Standards Performance/Evidence
Credit 7 6 5 4 3 2 1 0
The teacher designs lessons that are
sometimes focused on measurable,
achievable outcomes aligned with national
goals.
The teacher designs lessons that are rarely
focused on measurable, achievable
outcomes aligned with national goals.
The teacher designs lessons that are not
focused on measurable, achievable
outcomes aligned with national goals.
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
Higher order and critical thinking skills
evident in strategies used at all times
Higher order and critical thinking skills
evident in strategies used most of the
times
2.1 Develops in learners’ critical 1. Demonstrated strategies for development Higher order and critical thinking skills
thinking and creative ways to solve of critical thinking in students 3 rarely evident in strategies used
their problems. All students are involved in focused
activities, actively learning and problem
solving,
Most students are involved in focused
2. Facilitated creativity in student activities, actively learning and problem
engagement 3 solving

Teaching Standards
2.2 Ensures interactive,
teaching and learning
environments
Max
Performance/Evidence
Credit
3. Used ICT facilities for meaningful
engagement of students in learning activities
3 groupings with some success.
3. Showed visual representation of groupings
and other collaborative/interactive techniques
employed in the teaching and learning
process.
3 learning
4. Interpreted and paced curriculum to meet
students’ learning needs
3 lessons
Descriptors
7 6 5 4 3 2 1 0
Lectures to passive students or have them
go through textbooks and worksheets.
Uses a wide range of well chosen, effective
strategies, questions, materials,
technology, and groupings to accelerate
student learning.
Uses some well-chosen, effective
strategies, questions, materials,
technology, and groupings to accelerate
student learning.
Uses a limited range of classroom
strategies, questions, materials, and
All the groups in the classroom are clearly
defined. Teacher always provide
opportunities for collaborative learning
Groups in the classroom are clearly
defined. Teacher provides some
opportunities for collaborative learning
Some evidence of grouping. Teacher rarely
provides opportunities for collaborative
Use of curriculum guide evident. Much
consideration given to the differentiation
of the process, content and product of
lessons
Use of curriculum guide evident. Some
consideration given to the differentiation
of the process, content and product of
 Max
Teaching Standards Performance/Evidence
Credit
5. Used projects and/or appropriate activities
to facilitate student learning
3 based approach
6. Used a variety of methods and sources
2.3 Engages in reflective thinking and (such as personal reflection, action research,
action research student questionnaires) to assess instruction
in order to advance students’ learning.
3 never incorporates action research
Descriptors
7 6 5 4 3 2 1 0
No evidence of the use of the curriculum
guide. No consideration given to the
differentiation of the process content and
product of lessons
Most lessons emphasize at least one or
more of these methodologies: STEM,
problem-based or project based approach
Some lessons emphasize at least one or
more of these methodologies: STEM,
problem-based or project based approach
Little emphasis evident in lessons of the
use of the STEM, problem-based or project
The teacher's reflection on teaching and
interaction with students is always
demonstrated. He/ She continuously
evaluates the effect of instructional
strategies and incorporates action research
interventions to ensure the continuous
growth of students.
The teacher's reflection on teaching and
interaction with students is sometimes
demonstrated. He/ She sometimes
evaluates the effect of instructional
strategies and incorporates action research
interventions to ensure the continuous
growth of students.
The teacher's reflection on teaching and
interaction with students is rarely
demonstrated. He/ She seldom evaluates
the effect of instructional strategies and
 Max Descriptors
Teaching Standards Performance/Evidence
Credit 7 6 5 4 3 2 1 0
interventions to ensure the continuous
growth of students.

The Teacher uses words and structures

easily understood by all students
2.4 Uses language appropriately and Used language effectively in lesson regardless of their learning levels
effectively in classroom communication preparation and teaching The teacher sometimes uses words and
structures easily understood by all students
2 regardless of their levels
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
Teacher knows the subject matter well and
has a good grasp of student development
and how students learn
Teacher has a good understanding of the
3.1 Knows age and developmental
subject matter. He/she understands
(intellectual, physical, social)
student development and how they learn
characteristics of students.
Teacher knowledge of the subject matter is
1. Demonstrated that lessons were planned inadequate and he / she does not have a
and executed taking into consideration the good grasp of student development and
developmental stages of students. 3 how students learn
All elements of instructional design
3.2 Knows the diverse factors (social,
2. Demonstrated teaching strategies to meet including differentiated assessment are
cultural, religious, gender,
the diverse learning needs of students effectively aligned to lesson objectives and
environmental, special educational
3 pupils' backgrounds and abilities

Teaching Standards
needs) that impact students’ that impact
students’ learning
3.3 Knows the principles of inclusive
education and their applications.
3.4 Knows different learning styles and
approaches of students
Max
Performance/Evidence
Credit
3. Created opportunities for all students to
progress academically and to experience
3
quality instruction in a safe and supportive
classroom.
4. Developed and used diagnostic assessment
approaches, kept student records and
3 diagnostic assessment instruments and
undertook comparative analyses showing
growth and progress of individual students.
Descriptors
7 6 5 4 3 2 1 0
Some elements of instructional design
including differentiated assessment are
aligned to lesson objectives and pupils'
backgrounds and abilities
Few elements of instructional design are
aligned to lesson objectives and pupils'
backgrounds and abilities
The teacher always uses data from interim
assessments to adjust teaching, re-
teaching and follow up with students with
learning challenges
The teacher sometimes uses data from
interim assessments to adjust teaching,
and follows up with students with learning
challenges
The teacher rarely uses data from interim
assessments to adjust teaching, and rarely
follows up with students with learning
challenges
The teacher always administers well
developed diagnostic assessment
instruments and uses the information
garnered to identify appropriate teaching
strategies.
The teacher sometimes administers
uses the information garnered to identify
teaching strategies.
The teacher rarely administers diagnostic
assessment instruments and seldom uses
the information garnered to identify
teaching strategies.

Teaching Standards
3.5 Knows and understands students’
skills, interests and previous learning
and the effects of these on learning
3.6 Knows of gender differences and
how these affect learning
3.7 Manages classroom behaviour to
enable learning.
Performance/Evidence
5. Demonstrated how students’ learning was
reinforced through integrating and
correlating teaching across subject areas
6. Worked with students to prepare
individualized work plans as grade- and
situation-appropriate
7. Had classroom rules and procedures that
were adhered to by students
Max Descriptors
Credit 7 6 5 4 3 2 1 0
The teachers always connects different
areas of the curriculum by emphasizing
related concepts across disciplines such
that they reinforce each other.
The teacher sometimes connects different
areas of the curriculum but rarely
3
emphasizing related concepts across
disciplines such that they reinforce each
other.
The teacher seldom connects different
areas of the curriculum and never relates
concepts across disciplines.
The teacher Involves all students in
developing IEPs aligned to their learning
goals and allows students to continuously
self assess and take responsibility for
improving their performance.
The teacher Involves some students in
3 developing IEPs aligned to their learning
goals and allows students to sometimes
self assess and take responsibility for
improving their performance
The teacher never Involves students in
developing IEPs aligned to their learning
goals.
The teacher always manages the classroom
ethos effectively: maximizes instructional
time and demonstrates high expectations
for students' learning.
2
The teacher sometimes manages the
classroom ethos: instructional time is
managed satisfactorily
 Max Descriptors
Teaching Standards Performance/Evidence
Credit 7 6 5 4 3 2 1 0
The teachers always foster positive
interactions among students and
implements programmes that encourage
the development of social - emotional
skills.
The teachers sometimes foster positive
8. Developed strategies to motivate all
3.8 Assures and maintains a safe interactions among students and
students to learn – managed to achieve equity
physical and psychological sometimes implements programmes that
in high performance of girls and boys (where
environment encourage the development of social -
applicable) emotional skills.
The teachers rarely foster positive
interactions among students and seldom
implements programmes that encourage
the development of social - emotional
3 skills.
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
The teacher actively seeks to engage with
colleagues and share new ideas and best
4.1 Rigorously assesses ones' 1. Engaged in continuous personal practices garnered through action
performance in the teaching and assessment of professional skills. Actively research.
3
learning process, collaborates with participated in and contributed to a learning The teacher sometimes collaborates with
peers to critically examine ones' community of professionals. colleagues and share new ideas and best
teaching and learning performance, practices garnered through action
creates a personal plan for improvement research.

Teaching Standards
and shares successful practices with
peers
4.2 Seeks out and pursues opportunities
for improving mastery of content and 2. Actively involved in core curricular
methodology and builds competences in activities that promoted their professional
the use of technology in education.
4.3 Maintains higher order functioning
through strengthening abilities to
reason, reflect, make fair judgment,
evaluate, analyse and interpret.
Performance/Evidence
growth and development
3. Participated in developmental workshops,
professional development days' activities and
QEC activities.
4. Applied higher order functions in lesson
planning and class teaching lesson planning
and class teaching (5Es and 4Cs of NSC).
Max Descriptors
Credit 7 6 5 4 3 2 1 0
The teacher seldom collaborates with
colleagues and never engages in action
research.
The teacher actively interacts with
colleagues to share ideas about
professional development opportunities
available through different media and
participates in at least one such activity
annually.
The teacher interacts with colleagues
about professional development
opportunities and although aware of such
2 activities does not participate.
Attends at least 6 professional
development activities each year
Attends at least 3 professional
development activities each year
Attends 1 professional development
3 activity each year
The teacher always analyses and interprets
data from assessments and makes
inferences that inform practice. The
information is always shared among
colleagues.
The teacher sometimes analyses and
interprets data from assessments and
makes inferences that inform practice. The
information is sometimes shared among
3 colleagues.
 Max
Teaching Standards Performance/Evidence
Credit
5. Used and evaluated teaching approaches
that raised the achievement levels of both 3
boys and girls (where applicable)
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.
1. Dialogued with parents, guardians and
caregivers in the interest of students’ academic 2
progress and welfare
5.1 Communicates with
parents/caregivers to stimulate their
interest in their children’s progress
and reinforce learning, always giving
priority interest to the learner.
Descriptors
7 6 5 4 3 2 1 0
The teacher does little analysis and
interpretation of data from assessments.
This is not shared.
The teacher always works with colleagues
in reflecting on the effectiveness of lessons
and continuously improves instructional
practice.
The teacher sometimes works with
colleagues in reflecting on the
effectiveness of lessons. This sometimes
improves instructional practice
The teacher rarely works with colleagues in
reflecting on the lessons.
The teacher always involves
parents/guardians in their children's
educational journey, updates them on the
status of curriculum implementation and
suggests ways they can support learning at
home.
The teacher sometimes involves
parents/guardians in their children's
educational journey, updates them on the
status of curriculum implementation and
suggests ways they can support learning at
home.

Teaching Standards
5.2 Engages community members to
build trust, to foster open
communication and to work
collaboratively with parents to benefit
students’ achievement levels
5.3 Engages parents and community in
promoting values and attitudes that are
consistent with national educational
goals
5.4 Puts professional responsibility at
the forefront in face of challenges
involving the community
Max Descriptors
Performance/Evidence
Credit 7 6 5 4 3 2 1 0
The teachers successfully participate in at
least 2 community activities during special
celebrations e.g. Heroes day, Labour Day
projects, community health fairs,
2. Involved/participated in community independence
activities/projects, e.g. national celebrations. The teacher infrequently participates in
community activities during special
celebrations e.g. Heroes day, Labour Day
projects, community health fairs,
2 independence
The teacher attends all staff and PTA
meetings and collaborates with colleagues
and parents in promoting positive attitudes
around issues related to school ethos:
attendance, punctuality, bullying
3. Actively participated in parents’ day and
The teachers attends few staff and PTA
parent teachers meetings
meetings and there is little collaborates
with colleagues and parents in promoting
positive attitudes around issues related to
school ethos: attendance, punctuality,
2 bullying
The teachers successfully garners extra
resources from community entities to
enrich curriculum delivery.
The teachers garners some resources from
4. Use community creatively as a source of
community entities to support curriculum
educational experiences
delivery.
The teacher makes little or no use of extra
community resources to help in
3 implementing the curriculum.
 Max Descriptors
Teaching Standards Performance/Evidence
Credit 7 6 5 4 3 2 1 0
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,
6.1 Acts with the knowledge that
teaching is a public activity and
teachers are constantly being
scrutinized and assessed by members of
the public.
6.2 Commits to the success of learners
as individuals and of the institution as a
whole
6.3 Teacher has a moral responsibility
to him/herself and those whom he/she
serve
Log Book
1. Modelled positive behaviour responded
positively to and constructive criticisms
2. Participated effectively in team work
3. Exhibited enthusiasm for and took pride in
achieving excellence.
4. Respected time and was on time for class
95% of the time
The teacher demonstrates a professional
demeanour at all times and maintains
appropriate boundaries in school and the
larger community
The teacher sometimes demonstrates a
professional demeanour and occasionally
maintains appropriate boundaries in school
2 and the larger community
The teacher is an important member of
teams and committees and volunteers for
2 extracurricular activities
The teacher participates on some
committee when asked.
The teacher contributes valuable ideas,
suggestions and time to improve the
overall mission of the school.
The teacher sometimes contributes ideas
2 and suggestions.
The teacher has a good attendance
pattern: Absent 0-5% of the time.
The teacher has a moderate attendance
2 pattern. Absent 6-11% of the time.