APPRAISAL INSTRUMENT

PERIOD OF APPRAISAL FROM ……………………………………….. TO ……………………………………………………..

TEACHER PERFORMANCE APPRAISAL

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 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.

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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: ______________________________________________________________

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 APPRAISAL INSTRUMENT

PERIOD OF APPRAISAL FROM ……………………………………….. TO ……………………………………………………..

APPRAISAL INSTRUMENT

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

subject being taught, how professional development to 6
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
relationship to the
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 6
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 7
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 7
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

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Teaching Standards
1.1 Knows and is able to apply
theories of learning, in
particular, differentiated
instructions and
incorporate such
understanding in the
practice of teaching
1.2 Develops in the learners,
critical thinking and ways to
identify and solve their own
problems
1.3 Engages in reflective
teaching and classroom
investigative action (action
research) to evaluate the
impact of his or her
instructional choices,
actions and interactions on
the achievements of the
learners
2.4 Use effective verbal and
non-verbal communication
techniques as well as a
variety of instructional
media and technology to
ensure that learners receive
the intended message
2.5 Foster competence, self-
confidence and a desire for
knowledge through a
collaborative, supportive
and an interactive teaching
and learning environment
2.6 Integrate national goals into
class organization and
management to inculcate
values and attitudes for
social, cultural and
economic development
APPRAISAL INSTRUMENT
Performance/Evidence Max Assessed
Credit credit
1. Interpreted, adapted and paced the 10
curriculum to meet students’
learning needs
2. Used a variety of strategies to 4
promote the development of critical
thinking in students – appropriate
questioning, techniques, case study,
problem solving, conflict resolution
and projects
2. Undertook investigative qualitative 4
and quantitative approaches to
assess teaching methods and
students’ learning (e.g. action
research, reflection, evaluation) to
advance students’ achievement.
3. Used a variety of instructional 4
technologies and class organization
to improve student participation
and learning outcomes.
4. Built students’ confidence and 4
desire to learn through interactive
approaches in an inclusive
classroom setting that promoted
students’ discussion
5. Implemented assessment plans, 4
incorporating national goals to
enable students to establish and
meet performance targets
SECTION CREDITS: 30
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Teaching Standards Performance/Evidence Max Assessed

Credit credit
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

3.1 Identifies learning 1. Prepared and administered 4

differences and the barriers
that impede learning and
demonstrates competency
in adapting instructions to
meet the diverse learning
needs of students with
exceptionalities
3.2 Holds high expectations for
all students and performs
his/her role as facilitator of
learning
3.3 Stays on track with
individual student’s
progress, assessing the
various learning outcomes
of the subject areas, and
utilizing such outcomes to
diagnose and address
learning needs in a holistic
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
lifelong learning in building
student capabilities for
problem-solving, self-
assessment, research and
self-learning
Individual Instructional Plan (IIP)
and corresponding lesson plans for
students with exceptionalities
2. Encouraged independent learning 3
and implemented a performance
incentive and rewards programme
3. Demonstrated competency in 4
adapting instructions to meet the
diverse learning needs of students
with exceptionalities
4. Provided differentiated tasks in 3
Assessment Plan to enable
meaningful assessment for all
students
5. Used a variety of assessment 2
strategies to promote growth and
progress of individual students
6. Used project /STEM approach and 4
research to build students’ capacity
to investigate, self-assess and to
successfully manage independent
learning

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Teaching Standards Performance/Evidence Max Assessed

Credit credit
3.6 Participates in exploratory 7. Enabled students’ exploration and 4
and in co-curricular ideas for development of available
activities to assist various resources and to actively participate
dimensions of the in co-curricular activities.
development of learners
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
teaching and learning
process and creates an
individual development
plan for improvement.
4.2 Seeks out and pursues
opportunities for attaining
mastery of skills to improve
student learning and
management - use of
information technology
and other creative
approaches to advance
the basis of outcomes pursued
professional development and
undertook research relevant to
identified needs
2. Created opportunity for assessment 2
by students and used feedback
3. Improved learning outcomes using 3
information technology – showed
mastery of content and practice
acquired through various means –
peer collaboration, online
programmes and participation in in-
service development programmes.

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PERIOD OF APPRAISAL FROM ……………………………………….. TO ……………………………………………………..

Teaching Standards Performance/Evidence Max Assessed

Credit credit
student learning and
management
4.3 Maintains higher order 4. Active membership in a community 2
functioning through of learners or professional body,
strengthening abilities to e.g. participate in QEC
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
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/ 3
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’
stimulate their interest in performance.
their children’s progress
and reinforce learning,
always giving priority
interest to the learner
5.2 Engages community 2. Involved community in activities 3
members to build trust, to that promoted student
foster open communication development e.g. community
and to work collaboratively member assisted student learning
with parents to benefit /care/support
students’ achievement
levels
5.3 Engages parents and 3. Participated in/organized parent 2
community in promoting teachers association meetings,
values and attitudes that

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Teaching Standards Performance/Evidence Max Assessed

Credit credit
are consistent with national celebratory community events
educational goals linked to national development
5.4 Puts professional 4. Demonstrated initiative in 3
responsibility at the addressing issues related to the
forefront in face of well-being of students or the
challenges involving the progress of the school –
community commitment to overall student
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
that teaching is a public
activity and teachers are
constantly being scrutinized
and assessed by members
of the public
1. Respected time - being on time for 4
classes, for school, school events
and meeting deadlines
2. Complied with agreed dress code 2
and code of conduct

6.2 Commits to the success of 3. Worked effectively in teams/ or 4

learners as individuals and
of the institution as a whole
with colleagues – contributed to
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

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PERIOD OF APPRAISAL FROM ……………………………………….. TO ……………………………………………………..

Performance Summary

Guiding Principles
Exemplary Area of Area for Unsatisfactory
Max (90 -100% Strength improvement (Below 60% of
credits of credits (71-89% (70-60% credits in 4 out
in each credits) credits) of 6 domains)
domain)
130 No. of No. of credits No. of credits No. of credits
credits
GP. 1 - Teacher knows the 30
subject that he or she
teaches.
GP. 2 - Teacher knows 30
how to teach the
subject(s) for which he or
she is responsible.
GP. 3 - Teacher is 30
committed to the
children in his or her
care- managing the
learning process through
addressing diversity and
promoting character
development.
GP. 4 - Teacher sharpens 18
his or her professional
skills.
GP. 5 - Teacher interacts 10
with parents and
community.
GP. 6 - Teacher conducts 12
himself or herself in a
manner that uplifts the
profession.

Teacher’s Comments (indicating participation in the appraisal process): ______________________

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__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Teacher’s name: Signature and Date:

______________________________ ____________________________________

General Comments of Appraisers: _____________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Name of Appraisal Team Signature & Date

___________________________________ __________________________________________

___________________________________ __________________________________________

___________________________________ __________________________________________

___________________________________ __________________________________________

___________________________________ __________________________________________

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