BEGINNING TEACHER PERFORMANCE APPRAISAL

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Preamble

The Appraisal process is not intended to be punitive but rather to better align the professional
practice of the beginning teacher to the needs of the students. It aims to enable him or her to
undertake self-evaluation and to 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 in professional practice as follows:

Exemplary: 90-100 % of credits in each domain – 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 of weaknesses - 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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 APPRAISAL INSTRUMENT

DEMOGRAPHIC DATA

(1) NAME OF BEGINNING TEACHER: _________________________________________ (2) SEX: _____

(3) NAME OF SCHOOL: _________________________________________________________________

(4) REGION: _______________ (5) PARISH: _______________________________________

(6) APPRAISAL PERIOD: From: ___________________________ To: ______________________

(7) Quality Education Circle (QEC): __________________________________________

(8) TAX REGISTRATION NUMBER (TRN): ___________________

(9) College/University certificate(s) and year obtained: ____________________________________

_______________________________________________________________________________

________________________________________________________________________________

(9) Teaching Area:

⃝ Secondary: ______________________________________________________________
Subject(s) taught

⃝ Primary: ______________________________________________________________
Grade(s)/subject(s) taught

⃝ Early Childhood: ______________________________________________________________

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 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

Sources 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
relevant assessment records
1.1 Knows subject content 1. Obtained the required induction
certification in a teachers’ college
or a college offering teacher 7
education.
1.2 Is able to relate concepts 2. Demonstrated the inter-
to other subjects relationship between subjects in 4
the curriculum
1.3 Knows and understands 3. Demonstrated the logical
how the subject is sequence of the subject from
7
structured in the basic to complex concepts
curriculum
1.4 Is able to relate subject to 4. Demonstrated relationship 5
national development between the subject(s) and
goals national development goals
SECTION CREDITS: 23
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
1. Demonstrated strategies for
2.1 Develops in learners’ development of critical thinking in 3
critical thinking and students
creative ways to solve
2. Facilitated creativity in student
their problems. 3
engagement
3. Used ICT facilities for meaningful
engagement of students in 3
learning activities
2.2 Ensures interactive,
3 Showed visual representation of
teaching and learning
groupings and other
environments
collaborative/interactive 3
techniques employed in the
teaching and learning process.

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 Teaching Standards Performance/Evidence Max Assessed
Credit credit
4 Interpreted and paced curriculum
to meet students’ learning needs 3

5 Used projects and/or appropriate

activities to facilitate student 3
learning
6 Used a variety of methods and
sources (such as personal
2.3 Engages in reflective reflection, action research,
thinking and action student questionnaires) to assess 3
research instruction in order to advance
students’ learning.

2.4 Uses language

appropriately and Used language effectively in lesson
effectively in classroom 2
preparation and teaching
communication
SECTION CREDITS: 23

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
3.1 Knows age and 1. Demonstrated that lessons were
developmental planned and executed taking into
(intellectual, physical, consideration the developmental 3
social) characteristics of stages of students.
students
3.2 Knows the diverse factors 2. Demonstrated teaching strategies 3
(social, cultural, religious, to meet the diverse learning
gender, environmental, needs of students
special educational needs)
that impact students’
learning
3.3 Knows the principles of 3. Created opportunities for all 3
inclusive education and students to progress academically
their applications. and to experience quality
instruction in a safe and
supportive classroom.
3.4 Knows different learning 4. Developed and used diagnostic 3
styles and approaches of assessment approaches, kept
students student records and undertook
comparative analyses showing

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 Teaching Standards
3.5 Knows and understands
students’ skills, interests
and previous learning and
the effect of these on
learning
3.6 Knows of gender
differences and how these
affect learning
3.7 Manages classroom
behaviour to enable
learning.
3.8 Assures and maintains a
safe physical and
psychological environment
GP #4 Teacher sharpens his or her professional skills
Item 4: Demonstrated continuous professional development
Performance/Evidence Max Assessed
Credit credit
growth and progress of individual
students.
5. Demonstrated how students’ 3
learning was reinforced through
integrating and correlating
teaching across subject areas
6. Worked with students to prepare 3
individualized work plans as
grade- and situation-appropriate
7. Had classroom rules and 2
procedures that were adhered to
by students
8. Developed strategies to motivate 3
all students to learn – managed to
achieve equity in high
performance of girls and boys
(where applicable)
SECTION CREDITS: 23

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
4.1 Rigorously assesses ones’ 1. Engaged in continuous personal
performance in the assessment of professional skills.
teaching and learning Actively participated in and
process, collaborates with contributed to a learning
peers to critically examine community of professionals.
ones’ teaching and 3
learning performance,
creates a personal plan for
improvement and shares
successful practices with
peers.
4.2 Seeks out and pursues 2. Actively involved in core curricular
opportunities for activities that promoted their
improving mastery of professional growth and 2
content and methodology development
and builds competences in
the use of technology in
education. 3. Participated in developmental
3
workshops, professional

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 Teaching Standards Performance/Evidence Max Assessed
Credit credit
development days’ activities and
QEC activities.

4.3 Maintains higher order 4. Applied higher order functions in

functioning through lesson planning and class teaching 3
strengthening abilities to (5Es and 4Cs of NSC)
reason, reflect, make fair
judgment, evaluate, 5. Used and evaluated teaching
analyze and interpret. approaches that raised the
achievement levels of both boys 3
and girls (where applicable)

SECTION CREDITS: 14
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.
5.1 Communicates with 1. Dialogued with parents, guardians 2
parents/caregivers to and caregivers in the interest of
stimulate their interest in students’ academic progress and
their children’s progress welfare
and reinforce learning,
always giving priority
interest to the learner
5.2 Engages community 2. Involved/participated in 2
members to build trust, to community activities/projects, e.g.
foster open national celebrations.
communication and to
work collaboratively with
parents to benefit
students’ achievement
levels
5.3 Engages parents and 3. Actively participated in parents’ 2
community in promoting day and parent teachers meetings
values and attitudes that
are consistent with
national educational goals
5.4 Puts professional 4. Use community creatively as a 3
responsibility at the source of educational experiences
forefront in face of
challenges involving the
community

SECTION CREDITS: 9

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 Teaching Standards Performance/Evidence Max Assessed
Credit credit
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,
Log Book
6.1 Acts with the knowledge 1. Modelled positive behaviour and 2
that teaching is a public responded positively to
activity and teachers are constructive criticisms
constantly being
scrutinized and assessed
by members of the public.

6.2 Commits to the success of 2. Participated effectively in team 2

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
work
3. Exhibited enthusiasm for and took 2
pride in achieving excellence
4. Respected time and was on time 2
for class 95% of the time
SECTION CREDITS: 8
TOTAL NUMBER OF CREDITS: 100

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 Beginning Teacher Performance Appraisal

Summary of Professional Practice

Guiding Principles Max

Exemplary Acceptable practice Unsatisfactory
credits
100 90-100 % in Area of Area for Below 60% of
all domains strength improve credits in 4
(71-89% of ment out of 6
credits) (60-70% domains
of
credits)
No. of No. of No. of No. of credits
credits credits credits
GP. 1 - Teacher knows the 23
subject that he or she
teaches.
GP. 2 - Teacher knows 23
how to teach the
subject(s) for which he or
she is responsible.
GP. 3 - Teacher is 23
committed to the
children in his or her
care- managing the
learning process through
addressing diversity and
promoting character
development.
GP. 4 - Teacher sharpens 14
his or her professional
skills.
GP. 5 - Teacher interacts 9
with parents and
community.
GP. 6 - Teacher conducts 8
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

___________________________________ __________________________________________

___________________________________ __________________________________________

___________________________________ __________________________________________

___________________________________ __________________________________________

___________________________________ __________________________________________