APPRAISAL OF TEACHING PERFRMANCE

MINISTRY OF EDUCATION YOUTH & CULTURE

A. TEACHING INFORMATION
Name ______________________ Qualification ________________________
Position ____________________ Region _____________________________
Department _________________ School _____________________________
Date of Date Assigned Previous Appraisal Current Appraisal
Employment Present Position Period
to

B. APPRAISER INFORMATION
Name ______________________ Position ____________________________
Name ______________________ Position ____________________________
Name ______________________ Position ____________________________
Length Of Time Supervising This Employee ________ Yrs ___________________ Mthe
C. PURPOSE OF APPRAISAL
Annual Performance Review Appointment
Job Change/Deployment Training
Other (Specify) __________________________________________________________

D. PERFORMANCE RATING
Calculation of Rating: Overall Rating:
Part Total Avg. Check Box
Score Score that applies
1 Unsatisfactory 1.0 – 1.4
2 Area of Concern 1.5 – 2.4
3 Meets Expectation 2.5 – 3.4
Overall Exceeds Expectation 3.5 – 4.0
rating:

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Instruction – Tick the appropriate box to show the rating
4 Exceeds Expectation 3 Meets Expectation 2 Area of Concern 1 Unsatisfactory
PART ONE: Observation of Teaching Skills
Areas of Performance Levels of Competence
PSL Planning for Students Learning 4 3 2 1
PSL-1 Demonstrates a planned approach toward delivering
the curriculum and achieving learning outcomes.
PSL-2 Lesson plans have clear objectives developed from the
curriculum.
PSL-3 Lesson plans characterized by seamless progression of
content over the allocated class/time period.
PSL-4 Plans and integrates the use of available resources and
technology.
PSL-5 Subject content demonstrates regard for level of
students.
PSL-6 Plans/develops evaluation methods aligned to lesson
goals.
PSL-7 Maintains proper records to track student progress
against plans
PSL-8 Uses evaluation results to guide future planning.

Rating for PSL: No Items Total Score: Avg. Score:

TSL Teaching for Student Learning 4 3 2 1

TSL-1 Communicates lesson objectives to students at
beginning of lesson.
TSL-2 Knows the subject matter well enough to have an in-
depth conversation about it.
TSL-3 Recognizes differences in abilities of students.
TSL-4 Recognizes differences in learning styles of students.
TSL-5 Delivers content in a logical and sequential manner.
TSL-6 Links content with previous lesson and/or students’
own experience.
TSL-7 Gives clear and specific instructions/explanations.
TSL-8 Uses activities that are motivating and challenging.
TSL-9 Makes learning the subject matter relevant and
interesting.
TSL-10 Provides the opportunity for students to participate
responsibly in the learning process.
TSL-11 Encourages high standards of effort.
TSL-12 Uses a range of strategies to assess understanding
throughout the lesson.
TSL-13 Engages students for the duration of the session.

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 Rating for TSL: No Items Total Score: Avg. Score:
ESL Creating Classroom Environment for Student 4 3 2 1
Learning
ESL-1 Creates a climate conductive to /supportive of the
learning process.
ESL-2 Creates a climate of supportiveness.
ESL-3 Creates a climate of courtesy and respect.
ESL-4 Takes appropriate action(s) to address undesirable
behavior.
ESL-5 Positively re-enforces effort, achievement and
desirable behaviors (e.g, through praise and
recognition).
ESL-6 Takes precaution to protect students, equipment,
materials, textbooks and facilities.

Rating for ESL: No Items Total Score: Avg. Score:

PART TWO: Teacher Professionalism
Areas of Performance Levels of Competence
Personal Characteristics 4 3 2 1
PC-1 Attends school regularly.
PC-2 Attends classes punctually.
PC-3 Personal decorum and dress are appropriate. (How the
teacher carrier him/herself)
PC-4 Plans and records are completed and submitted
punctually.
PC-5 Supports the extra-curricular activities of the school.
PC-6 Level of work output (quantity of work).
PC-7 Participates in development of the School
Improvement Plan.
PC-8 Observes strict code of confidentiality.

Rating for PC: No Items Total Score: Avg. Score:

Professional Development 4 3 2 1
PD-1 Uses reflection (self-study) to analyze own strengths
and weakness.
PD-2 Sets goals and implements plans for own professional.
PD-3 Participates in in-service professional development
activities.
PD-4 Demonstrates an interest in exploring new teaching
concepts and methodologies.
PD-5 Demonstrates language flexibility in the interest of
student learning.
PD-6 Ability to represent school to external constituents
(e.g, through speech making)

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PD-7 Organizes and presents written information in a clear
and effective manner.

Rating for PD: No Items Total Score: Avg. Score:

Interpersonal Skills 4 3 2 1
IS-1 Builds and maintains rapport with, principal and
colleagues.
IS-2 Builds and maintains rapport with students.
IS-3 Builds and maintains rapport with parents.
IS-4 Works cooperatively in teams.
IS-5 Experts positive influence over peers.
IS-6 Contributes to harmony among teaching staff.

Rating for IS: No Items Total Score: Avg. Score:

Below this line to be completed ONLY by persons with Management or Supervisory
responsibility
PART THREE: Leadership and Management
Areas of Performance Levels of Competence
4 3 2 1
LM-1 Demonstrates supervisory skills in carrying out
coordinating role.
LM-2 Maintains appropriate records related to delegated
responsibilities.
LM-3 Actively participates in the implementation of school
policies.
LM-4 Supports teachers in development of goals and
supporting actions.
LM-5 Ensures that performance management goals and
strategies are consistent with MOEY&C strategic
objectives.
LM-6 Actively participates in monitoring and evaluation of
teacher performance including constructive feedback.
LM-7 Makes appropriate decisions about deployment of
staff taking into consideration individual teacher
strengths.
LM-8 Makes appropriate decisions concerning teacher
recruitment.
LM-9 Helps promote a culture of accountability.
LM-10 Manages changes effectively.

Rating for LM: No Items Total Score: Avg. Score:

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 SUPPLEMENTAL COMMENTS
1. Describe the individual’s strongest attributes ___________________________________
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2. Describe the areas needing the most improvement _______________________________

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3. Through conversation with the appraisee, establish technical (teaching) and personal
(professional) improvement goals against which performance will be measured at the next
performance appraisal.
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Team Leader/ Reviewer __________________ Date ___________________

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4. Teacher comments on the rating received; the appraisal process; future prospects for
development and advancement etc.
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Supervisee/Appraisee _______________________ Date____________________

Note: Supervisee signs not in agreement or disagreement with the results of the appraisal but

to verify that appraisal was conducted.

Comments of Section Head __________________ Comments of Principal ___________

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____________________ ________________ ___________________ _______________

Signature Date Signature Date

Review by Regional Office/Education Officer

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_________________________ _______________________ ________________________

Signature Title Date

Last revised: October 30, 2004

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