PROFESSIONAL

EXPERIENCE 4
APPRAISING
TOUCHPOINT 4 - 2020
Appraisal

• Appraisal is about making an honest and holistic

assessment of the impact of your teaching
• Avoid trying to make excuses. A teacher is accountable for
moving students forward in their learning irrespective of
the context in which they are teaching.
PRACTICE 5: APPRAISING IMPACT OF
TEACHING
• Through two scenarios:
– Connect theory, enacted practice and the curated body of evidence to:
• Evaluate the effectiveness of teaching, and
• Demonstrate its impact on student learning
– Examine and discuss teaching decisions, including in the moment decisions
taken in the classroom, addressing how they were effective or not effective
in progressing student learning and why.
WHAT DO YOU NEED TO DO
• Scenario 1 should focus on your whole class teaching and learning
• Scenario 2 should focus on meeting the learning needs of students
either working individually or in small group settings
• In each scenario you need to connect theory and practice i.e. you need
to justify your practice and show evidence
• Use evidence from the whole class, small groups and focus students as
required.
• Impact – using artefacts show where growth occurred or where change
was not evident
ACT 1: IMPACT ON THE CLASS

• In groups of four (4) discuss one (1) example from your teaching on this final
professional experience of your impact on the whole class.( Scenario 1)
– Name a strategy that the whole class responded well to
– Describe the evidence that it was effective
– Compare the whole class performance before your teaching to their
performance as a results of your teaching
TIP

• Appraising your impact requires you to summarise using a specific example.

Ensure you present some evidence to support your assertion that you impacted
on student learning (work sample from the beginning and end of the unit of
work for example).
 ACT 2: IMPACT ON AN INDIVIDUAL
STUDENT
• In groups of four (4) discuss one (1) example from your teaching on this final
professional experience of your impact on one of your focus students ( Scenario 2).
– Name a strategy that this focus student responded well to
– Describe the evidence that it was effective
– Compare the focus student’s performance before your teaching to his/her
performance as a results of your teaching
EVIDENCE TO USE

• Pre- and post-teaching examples of student work (e.g.

focus students or others)
• Relevant resources to support your appraisal of learning
and teaching.
REFLECTION IN THE GTPA