Trust Schools

PERFORMANCE EVALUATION FORMS

For Teachers
Academic Year 2019
(Private & Confidential)

PERSONAL INFORMATION
NAME NUR MAIZATUL KAUTSAR BINTI AZMI NUR

School SMK LEMBAH SUBANG, ARA DAMANSARA

Position GURU AKADEMIK BIASA (PENDIDIKAN ISLAM )

Years in Years of Service in

DUA TAHUN DUA TAHUN
Service current school

GURU PENDIDIKAN ISLAM

Reviewer PUAN ASONG NGAU Position
CPD/PLC contact points will change each school year. Schools will inform teachers of the CPD/PLC programme content and evidence
requirements at the commencement of each school year.
RUBRIC FOR UNIFIED INSTRUMENT/APPLICATION OF LEARNING
Performance Starting
Element 1 2
 Teacher gives a basic or
generalised response to
what he/she learned,
such as “I learned about
co-operative learning
structures.”
 Teacher makes
generalised points about
what they will do in their
lessons, such as: “I will
try some co-operative
learning structures.”
 Teacher makes vague or
general statements about
how the CPD has
Teacher changed their practice,
such as: “I plan my
Self activities better.”
Reflection
 Teacher makes
generalised comments
about the impact on
students such as: “The
students are more
interested in the lesson”
or “The students enjoy
my lessons.”
 Evidence is limited to 1 or
2 items per CPD
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Developing
 Teacher is able to explain
in a specific way with
learning points about what
he/she learned in at least
50% of the CPD modules
 Teacher is able to make
specific explanations about
what they will do in their
lessons, in 50% of the
action plans
 Teacher is able to clearly
explain with some detail
how he/she has changed as
a result of the CPD in 50%
of the action plans
 Teacher makes specific
comments about the
impact on students in 50%
of the lessons such as: “The
students are more
motivated in the lesson
because they see how they
can succeed with the
Success Criteria”
 Evidence is 3 or more items
in 50% of the CPD ARTs. 60-
79% of items contain Peer
Observation
Establishing
3 4
 Teacher is able to explain
what he/she learned in ALL
modules by being specific
about some of the learning
points for each CPD.
 Teacher is able to make
specific explanations about
what they will do in their
lessons, in all but one of the
action plans
 Teacher is able to clearly
explain with some detail
how he/she has changed as
a result of the CPD in all but
one of the action plans
 Teacher makes specific
comments about the
impact on students in all
but one of the lessons such
as: “The students are more
motivated in the lesson
because they see how they
can succeed with the
Success Criteria”
 Evidence is 3 or more items
in all but one of the CPD
ARTS. 80% of items or more
contain Peer Observation
Extending
 Teacher is able to explain what
he/she learned in ALL modules
by being specific about some of
the learning points for each
CPD.
 Teacher is able to make specific
explanations about what they
will do in their lessons, in ALL of
the action plans
 Teacher is able to clearly explain
with some detail how he/she
has changed as a result of the
CPD in ALL of the action plans
 Teacher makes specific
comments about the impact on
students in ALL of the lessons
such as: “The students are more
motivated because they see
how they can succeed with the
Success Criteria”
 Evidence is 3 or more items in
ALL of the CPD ARTS. 80% of
items or more contain Peer
Observation
Enhancing
5
 Teacher is able to explain what
he/she learned in ALL modules
by being specific about some of
the learning points for each CPD.
 Teacher is able to make specific
explanations about what they
will do in their lessons, in ALL of
the action plans, and refer to
individual students or groups
 Teacher is able to clearly explain
with specific detail how he/she
has changed as a result of the
CPD in ALL of the action plans
 Teacher makes specific
comments about impact on
students in ALL action plans
such as: “The students are more
motivated because they see
how they can succeed with the
Success Criteria.” PLUS teacher
makes links to specific students
in 50% or more of the action
plans.
 Evidence is 3 or more items in
ALL of the CPD ARTS. 100% of
items contain Peer Observation
 Teacher refers to research in at
least 50% of the ARTs.
2
 - To achieve Level 4 or 5, Extending or Enhancing, the portfolios need to be moderated for quality.
Awarding marks:
- Once a level has been established based on the rubric and the above stipulations for completion, the evaluator can award half marks in order to get odd
numbers out of 10; for example, a 3.5 will result in a total mark of 7/10. Half marks are reached when at least half of the statements in each criteria level
are achieved. For example, for Starting, Developing, Establishing and Extending, 3 of the 5 statements need to be achieved or met.
- To get a 2, 4, 6, 8 or 10 out of 10 requires all statements within the column to be met.

2. Unified Instrument/Application of
PMS Scale 1 2 3 4 5 6 7 8 9 10
Learning Portfolio
Unified 20% PMS
Total: AoL portfolio =
Instrument/ 1 2 3 4 5 6 7 8 9 10 Scale x
Portfolio 0.2 =

1-2 3-4 5-6 7-8 9-10

TOTAL
Starting Developing Establishing Extending Enhancing

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 DEVELOPING YOUR TARGET – YEAR 2 ONWARDS
Teachers are required to:
 Identify their Target Area – what the teacher plans to do;
 Document their related actions taken to achieve the target;
 Collect evidence of impact.
RUBRIC FOR TEACHER TARGET SETTING
Teacher
Target (choose 1 area) Intended Action Success Criteria Evidence of Impact
Determine a target that relates to the Trust School Standards PRE TEST: Saya akan Berjaya sekiranya saya dapat  Bahan/ujian Pra
and Practices, and the school TSIP goals as follows: (FEB-MAC): MENGENAL PASTI TAHAP menganalisa tahap keupayaan melalui  Keputusan Ujian Pra
1. School improvement;
PENCAPAIAN PELAJAR DALAM ujian Pra  Jadual Analisis ITEM
2. Parental engagement;
3. Supporting student academic achievement; KEMAHIRAN MENGUASAI TOPIK  Borang Stosap
4. Student’s personal, social, emotional or academic TAMADUN PENDIDIKAN ISLAM Menyediakan analisis item berdasarkan  Senarai Nama Pelajar TOV
learning development outside the classroom; MENJALANKAN ANALISIS ITEM UNTUK markah ujian Pra dan SAsaran
5. An action research target negotiated and PRA UJIAN  Modul /bahan Aktivti
approved by their PMS mentor/reviewer/SLT. MENENTUKAN DAN BERKONGSI Menentukan sasaran mengikut tahap  Gambar dan Hasil
Target to be negotiated and approved by their PMS mentor/ SASARAN DENGAN SETIAP MURID keupayaan pelajar
reviewer/SLT. Perkembangan
MELAKSANAKAN PROGRAM YANG
 Jadual Perancangan /Carta
TELAH DIRANCANG Mengadakan perbincangan dan
KELAS: 5 GEOGRAFI Ganti Aktiviti
MENGANALISIS/MENILAI PASCA UJIAN berkongsi sasaran dengan murid dan
BILANGAN MURID: 25 ORANG  Borang soal selidik
SUBJEK:PENDIDIKAN ISLAM (TAMADUN ISLAM ) langkah untuk mencapai sasaran/target
SKILL/KEMAHIRAN/TOPIK)
 Responden
AKTIVITI : NOTA RINGKAS /SARAF Melaksanakan aktiviti program yang telah  Ujian Pos, keputusan , graf
Trget/SASARAN ADALAH MENGIKUT KETETAPAN dalam PENGULANGAN BACAAN dirancang rumusan dan Laporan
jadual dibawah
-Pelajar akan diajar bagaimana cara  Jadual Kehadiran
TAHAP BACAAN TOV ETR
membina nota secara ringkas berdasarkan Memantau perkembangan murid  Takwim Aktiviti
TINGGI 10 20
peringkat bacaan berdasarkan aktiviti yang dijalankan  Perancangan Latihan
SEDERHANA 7 3
LEMAH 8 2
Intervensi
Menilai keberkesanan aktiviti/ program  Sijil Penghargaan
(20 ORANG PELAJAR DAPAT MENGUASAI BACAAN DAN (APRIL –JUN) : KEMAHIRAN yang dijalankan  Gambar
TAJWID DENGAN LANCAR MENGUASAI KAEDAH JAWAPAN KBAT  Khat
AKTIVITI: LATIH TUBI SOALAN KBAT Menjalankan ujian pos untuk mengukur
SETIAP TOPIK pemahaman murid

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 - Pelajar akan disediakan dengan
soalan soalan KBAT dari contoh
soalan setiap negeri
- . Pelajar diberi ruang dan masa
untuk memahami topic dengan
bantuan guru
- betul
(JULAI –SEP) UJIAN PENGUKUHAN
/PEMBELAJARAN SECARA SPEED
AKTIVITI: Pertandingan Road To LULUS
Pendidikan Islam.
-Setelah pelajar menguasai beberapa
kemahiran dan cara menjawab soalan,
pelajar diberi penilaian akhir
POST TEST:
Perancangan program seterusnya
berdasarkan pencapaian dan
perkembangan
1. 15 orang pelajar dapat mengenal
topic topik tamadun dengan baik dan
2. Pelajar dapat menyebut cara
menjawab KBAT
3.Pelajar dapat membezakan huraian
dan huraian lengkap
4.Peajar dapat mengetahui sumbangan
setiap tamadun dan pentadbiran

5.Pelajar dapat menjawab soalan latih

tubi dan modul yang diberikan guru.

PMS Mentor/Reviewer’s Signature: Teacher’s Signature: Date:

Target Agreed

MID-YEAR REVIEW END OF YEAR REVIEW

Signatures: PMS Mentor/Reviewer Teacher: Signatures: PMS Mentor/Reviewer: Teacher:
Date: Date:

Performance Element Starting Developing Establishing Extending Enhancing

1 2 3 4 5

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5
  States a desire to
contribute to school
initiatives/activities, but
shows little commitment
Participates in the wider to the agreed target.
school community
 Shows commitment to the
agreed target and there is
some evidence of working
towards achieving their
target.
 Has made significant
steps towards achieving
their agreed target.
 Has achieved their agreed
target in full. There is
evidence of support and
development of others
through their agreed target.
 Is willing to undertake
tasks and responsibilities
over and beyond their
agreed target.
 Volunteers and completes
additional responsibilities
to a high standard.
 Regularly supports the
development of others.

LEVEL
Reviewer
Feedback & Comment
Teacher’s Signature: PMS Mentor/Reviewer’s Signature: Date:

Date:

4. Teacher Target PMS Scale 1 2 3 4 5 6 7 8 9 10

PMS
Contribution to
Teacher Target 1 2 3 4 5 6 7 8 9 10 20% Scale x
TSSP/TSIP
0.2 =

1-2 3-4 5-6 7-8 9-10 TOTAL

PERFORMANCE MANAGEMENT SUMMARY – YEAR 1

Personal Information

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 Name School
1. Lesson Observation PMS Scale 1 2 3 4 5 6 7 8 9 10

Lesson Observation =
(max 70) Lesson
14-16 17-20 21-27 28-34 35-41 42-48 49-55 56-62 63-66 67-70
PMS
Observation 40% Scale x
0.4 =
% 20-23 24-29 30-39 40-49 50-59 60-69 70-79 80-89 90-95 96-100

2. Unified Instrument/Application of
PMS Scale 1 2 3 4 5 6 7 8 9 10
Learning Portfolio
Total: AoL portfolio = Unified PMS
40%
Instrument/ 1 2 3 4 5 6 7 8 9 10 Scale x
Portfolio 0.4 =
3. CPD/PLC Attendance PMS Scale 1 2 3 4 5 6 7 8 9 10
PMS
Contact Points = Contact
10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 20% Scale x
(max 10) Points
0.2 =

1-2 3-4 5-6 7-8 9-10

TOTAL
Starting Developing Establishing Extending Enhancing

Teacher Signature: Reviewer’s Signature: Date:

PERFORMANCE MANAGEMENT SUMMARY – YEAR 2 ONWARDS

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 Personal Information
Name School
1. Lesson Observation PMS Scale 1 2 3 4 5 6 7 8 9 10
First Lesson Observation
(max 70)________________ = TOTAL_ Lesson PMS
Second Lesson Observation 2 14-16 17-20 21-27 28-34 35-41 42-48 49-55 56-62 63-66 67-70
Observation 50% Scale x
(max 70)
0.5 =
% 20-23 24-29 30-39 40-49 50-59 60-69 70-79 80-89 90-95 96-100

2. Unified Instrument/Application of
PMS Scale 1 2 3 4 5 6 7 8 9 10
Learning Portfolio
Unified PMS
Total: AoL portfolio = 20%
Instrument/ 1 2 3 4 5 6 7 8 9 10 Scale x
Portfolio 0.2 =
3. CPD/PLC Attendance PMS Scale 1 2 3 4 5 6 7 8 9 10
PMS
Contact Points = Contact
(max 10) Points
10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 10% Scale x
0.1 =
3. Teacher Target PMS Scale 1 2 3 4 5 6 7 8 9 10 PMS
Contribution to TSSP/TSIP Teacher 20% Scale x
Target
1 2 3 4 5 6 7 8 9 10
0.2 =
1-2 3-4 5-6 7-8 9-10
Starting Developing Establishing Extending Enhancing TOTAL

Teacher Signature: Reviewer’s Signature: Date:

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EDD/PMS for Teachers/NKO/1st December 2015