IQMS Composite Score Sheet

3
Strengths Human skills

Communication skills
Knowledge of subject
Recommendations for Use of teaching aids to enhance learning

Development
IQMS COMPOSITE SCORE SHEET
SURNAME AND Akhona Dondashe POST 1 2 3 4

NAME(S) LEVEL
PERSAL L P F E T 1 7 0 Contextual Factors Group dynamics
NUMBER
PERFORMANCE STANDARD 1: CLASSROOM PERFORMANCE & APPLICATION
CRITERIA: PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING
a) Learning Atmosphere STANDARD 1 1 2 3 4
b) Learner Involvement c) Discipline Little or no evidence Some evidence of Learners are Learners are
c) Discipline of learner discipline learner evidence encouraged; there is motivated & self-
d) Diversity & time is wasted. discipline & learning positive disciplined
Learners do not is not interrupted reinforcement.
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING accept discipline or unnecessarily Learners accept
STANDARD 1 1 2 3 4 discipline is discipline without
a) Learning Little or no evidence There is evidence of Organisation of Organisation of experienced by feeling threatened
Atmosphere of creating a an attempt at learning atmosphere learning atmosphere learners as
learning atmosphere creating & enables the effective shows creativity & humiliating
that is conducive to organising a suitable use of teaching enables all learners Self Score (1-4) Senior Peer Consensus Moderated
teaching & learning; learning resources & to be productively
organisation of atmosphere, which encourages & engaged in 3
learning atmosphere enables individual supports individual & individual & co-
hampers teaching & and/ or learning group activities operative learning
Strengths Disciplinarian; classroom management techniques; effective communicator
learning
Self Score (1-4) Senior Peer Consensus Moderated
3
Strengths Teaching experience (7 years) Recommendations for Students should be familiarised with the college code of conduct and attendance policies.
Passion Development
Commitment
Recommendations for Classroom organisation Contextual Factors

Development Use of teaching aids
Contextual Factors Knowledge of the subject PERPORMANCE SCORING/ SCORING/ RATING SCORING/ RATING SCORING/ RATING
Extensive use of the relevant methodology, use of practicality STANDARD 1 RATING 1 2 3 4
d) Diversity Educator is Learning Educator Educator uses
insensitive to racial, environment is free acknowledges & inclusive strategies
cultural and/ or of obvious respects individuality & promotes respect
gender diversity; discrimination & diversity for individuality &
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING does not respect diversity
STANDARD 1 1 2 3 4 dignity of individual
b) Learner Involvement Educator does not Learners are Organisation of Learners participate learners or groups
engage learners in engaged in learning atmosphere actively & are of learners
the learning process appropriate activities enables the effective encouraged to Self Score (1-4) Senior Peer Consensus Moderated
for most of the use of teaching exchange ideas with
learning resources & confidence & to be 3
encourages creative
&supports individual
& group activities
LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page

Strengths Ability to understand And apply The provisions Of the constitution of RSA . 3
Strengths Interpersonal skills

Team player
Recommendations for Dealing with cultural differences

Development
Recommendations for Group dynamics
Development
Contextual Factors Multiculturalism
Contextual Factors Teamwork
PERFORMANCE STANDARD 2: KNOWLEDGE OF LEARNING PROGRAMMES & BROAD CURRICULUM
CRITERIA: PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING
a) Knowledge of Specific Learning Fields STANDARD 2 1 2 3 4
b) Skills c) Goal setting Little or no evidence Evidence of some Makes every Curriculum
c) Goal Setting of goal-setting to goal setting to endeavour to set outcomes are
d) Involvement Curriculum Issues achieve curriculum achieve curriculum realistic goals to always achieved by
outcomes outcomes achieve curriculum being creative &
PERPORMANCE SCORING/ SCORING/ RATING 2 SCORING/ RATING SCORING/ RATING outcomes innovative in the
STANDARD 2 RATING 1 3 4 setting of goals
a) Knowledge of Educator conveys Educator’s knowledge Educator is able to Educator uses Self Senior Peer Consensus Moderated
Specific Learning inaccurate & limited is adequate but not use knowledge & knowledge to 3
Fields knowledge of comprehensive information to diagnose learner
specific learning extend the strengths &
field knowledge of weaknesses in order Strengths Visionary
learners to develop teaching Familiarity with the education policy
strategies
3
Recommendations for
Development Identifying relevant outcomes
Strengths Knowledge of the context and contextualization
Relevant teaching experience
Contextual Factors Selecting outcomes and assessment standards

Recommendations for Designing learning programs
Development
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING

STANDARD 2 1 2 3 4
Contextual Factors Learning outcomes and assessments d) Involvement in Makes no attempt to Makes some Displays great Excellent balance
curriculum issues get involved in attempts to get enthusiasm in between clarity of
curriculum issues involved in curriculum issues goals of the
curriculum issues curriculum &
expression of
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING learner needs,
STANDARD 2 1 2 3 4 interests &
background
b) Skills No skill in creating Has some skill in Educator skilfully Educator uses
enjoyable learning engaging learners & involves learners in learner-centred Self Score (1-4) Senior Peer Consensus Moderated
experiences of relating the learning learning area techniques that 3
learners programme to provide for
learners’ needs acquisition of basic
skills & knowledge &
promotes critical
thinking & problem
solving

Strengths Knowledge of the learning subject Self Score (1-4) Senior Peer Consensus Moderated
3
Strengths Relevant teaching experience

Recommendations for Pre training
Development Workshops
Recommendations for Relevant methodology in designing the Lesson plan

Development
Contextual Factors Designing learning programs
Lesson planning
Assessment
Contextual Factors Designing and presentation

Assessment, moderation
PERFORMANCE STANDARD 3: LEARNING ACTIVITY: PLANNING, PREPARATION & PRESENTATION
CRITERIA:
a) Planning PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING
b) Presentation STANDARD 3 1 2 3 4
c) Recording c) Recording No records are kept Evidence of Essential records of Outstanding record
d) Management of Learning Programmes essential records of planning & learning keeping of planning
planning & learner progress are & learner progress
PERPORMANCE SCORING/ SCORING/ RATING SCORING/ RATING SCORING/ RATING 4 progress is available maintained at a high
STANDARD 3 RATING 1 2 3 level of proficiency
a) Planning Little or no evidence Learning activity Learning activity Learning activity Self Score (1-4) Senior Peer Consensus Moderated
of lesson planning planning not fully on planning is generally planning is abundantly
a professional clear, logical & clear, logical, 3
standard sequential sequential &
developmental strengths Administrator
Self Score (1-4) Senior Peer Consensus Moderated good writing skills
3
Strengths Understanding the curriculum needs

Teaching experience recommendations for failing
development
Recommendations for Curriculum design

Development Contextual Factors administrative matters
Contextual Factors Developing learning programs , Work schedule , lesson planning

STANDARD 3 1 2 3 4
d) Management of Learners not Evidence of some Good involvement of Excellent
learning programmes involved in a way learner involvement learners in lessons involvement of
that supports their in lessons in a way in such a way that it learners in lessons in
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING learning needs & the that it supports their supports their needs such a way that it
STANDARD 3 1 2 3 4 development of their needs & the & the development fully supports their
b) Presentation Learning activities Learning activities Learning activities Outstanding planning skills & knowledge development of their of their skills & needs & the
are not presented are structured & are well structured & of learning activities skills & knowledge knowledge development of their
clearly relatively clearly fit into the broader that are exceptionally skills & knowledge
presented learning programme well structured & Self Score (1-4) Senior Peer Consensus Moderated
building on previous clearly fits into the
lessons & broader learning 3
anticipating future programme with
learning activities evidence that it Strengths management skills
builds on previous teaching experience
lessons as well as
fully anticipating
future learning
activities

Recommendations for education support Strengths ability to set and follow bloom taxonomy
Development
Contextual Factors portfolio arrangement recommendations application of quality management systems

for development
Contextual Factors assessment tools , rubric

PERFORMANCE STANDARD 4: LEARNER ASSESSMENT/ ACHIEVEMENT IN TERMS OF OUTCOMES
CRITERIA:
a) Knowledge of assessment techniques
b) Application of techniques
c) Feedback to learners PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING
d) Record keeping STANDARD 4 1 2 3 4
c) Feedback to learners No evidence of Some evidence of Feedback is regular, Feedback is
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ SCORING/ RATING meaningful feedback feedback consistent & insightful, regular,
STANDARD 4 1 2 RATING 3 4 to learners, timeously provided consistent, timeous,
a) Knowledge of Does not Has a basic A variety of Different feedback irregular & and built in to lesson
assessment demonstrate an understanding of assessment assessment inconsistent design
techniques understanding of different types of techniques are techniques used to Self Score (1-4) Senior Peer Consensus Moderated
different types of assessment used, allowing cater for learners 3
assessment, e.g. learners their from diverse
only uses tests talents backgrounds, with
multiple intelligences strengths relevant experience and providing feedback to students
& learning styles team player
3
Recommendations for time management

Strengths relevant teaching experience Development
Contextual Factors intervention strategies

Recommendations for assessor
Development moderator

Contextual Factors assessing according to assessment policy STANDARD 4 1 2 3 4
d) Record keeping No evidence of Maintains essential Records are Records are easily
records, or records records systematically, accessed & provide
are incomplete & efficiently & regularly insights into
irregular maintained individual learners’
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING progress
STANDARD 4 1 2 3 4 Self Score (1-4) Senior Peer Consensus Moderated
b) Application of Assessment results Some evidence of Lessons are Assessment informs 3
techniques do not influence corrective measures appropriately tailored multiple intervention
teaching strategies & remedial activity to address learners’ strategies to
based on strengths & areas of address specific Strengths administrative responsibilities
assessment results weaknesses needs of all
learners, and
motivates them
3 Recommendations for administrative duties
Development

Contextual Factors administrator Contextual Factors communication

PERFORMANCE STANDARD 5: PROFESSIONAL DEVELOPMENT IN FIELD OF WORK/ CAREER & PARTICIPATING IN STANDARD 5 1 2 3 4
PROFESSIONAL ACTIVITIES c) Knowledge of Displays no, or Shows some Demonstrates clear Is informed &
education issues superficial knowledge of awareness of current critically engages
CRITERIA: knowledge on educational issues educational issues with current
a) Participating in professional development educational issues education issues
b) Participating in professional bodies Self Score (1-4) Senior Peer Consensus Moderated
c) Knowledge of education issues
d) Attitude to professional development stakeholders 3
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING Strengths passion for education matters
STANDARD 5 1 2 3 4 relevant experience
a) Participating in Little or no evidence There is evidence of Participates eagerly Takes a leading role
professional of professional some attempt to in professional in initiating &
development development develop oneself development delivering
professionally programmes to professional
improve job development Recommendations for
performance opportunities Development
3
Contextual Factors
Strengths passion for professional development
inquisitive
problem solver

Recommendations for training in Labor Relations STANDARD 5 1 2 3 4
Development
d) Attitude to Exhibits negative Seeks further Stays informed in Participates in
professional attitude towards professional his/ her field by activities which
development development, development reading or foster professional
stakeholder seminars, etc participating in growth & tries new
Contextual Factors establishing human relations involvement conferences & teaching methods/
interpretation of labour laws training opportunities approaches &
maintaining sound human relations evaluates their
success
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING 3

STANDARD 5 1 2 3 4
b) Participation in Little or no evidence Evidence of some Participates eagerly Takes a leading role
professional bodies of professional attempt to develop in professional in initiating &
Strengths interpersonal skills
development oneself development delivering
communication skills
professionally programmes to professional
negotiator
improve job development
performance opportunities
Recommendations for community involvement
3
Development
Strengths activism
interpersonal skills
excellent communication skills
Contextual Factors social responsibility
Recommendations for workshops

Development seminars

Contextual Factors so she has skills
PERFORMANCE STANDARD 6: COMMUNICATION & HUMAN RELATIONS

PERPORMANCE SCORING/ RATING 1 SCORING/ SCORING/ RATING SCORING/ RATING
CRITERIA: STANDARD 6 RATING 2 3 4
a) Expression of ideas c) Co-operation Capable of unpleasant Is supportive of Supports colleagues Is very supportive of
b) Receptive behaviour & can be colleagues & & learners in many colleagues &
c) Co-operation rude & learners different ways so learners & has the
d) Human relations skills uncommunicative that they strive to confidence of all
offer the best they stakeholders.
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING can produce
STANDARD 6 1 2 3 4
a) Expression of ideas Ideas are usually Sometimes Continually Expresses ideas to Self Score (1-4) Senior Peer Consensus Moderated
expressed in a far- expresses ideas in a expresses ideas in individuals & groups 3
fetched manner noteworthy manner an appealing manner both in formal &
informal settings in a
very interesting & Strengths people oriented
motivating way Social skills
Self Score (1-4) Senior Peer Consensus Moderated Interpersonal skills
3
Recommendations for tolerance

Strengths openness
Development
interpersonal skills
cooperative, inquisitive
Contextual Factors submission to differences of opinion

Recommendations for tolerance
Development
PERPORMANCE SCORING/ RATING 1 SCORING/ SCORING/ RATING SCORING/ RATING

tolerance Labor Relations
STANDARD 6 RATING 2 3 4
d) Human relations No evidence of Has the ability to Displays tact Has excellent
skill human relations skills inspire learners & consideration & personal &
in communicating with colleagues to give sensitivity in dealing professional
learners, staff & of their best with people relationships with all
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING stakeholders staff members &
STANDARD 6 1 2 3 4 learners
b) Receptive Generally reluctant Has a capacity for Is open to new ideas Consistently Self Score (1-4) Senior Peer Consensus Moderated
to accept professional growth & generally accepts welcomes new ideas 3
constructive & occasionally criticism which & is open to
criticism. accepts constructive enables professional constructive criticism
criticisms growth. as an aspect of Strengths people oriented
professional growth Interpersonal skills
Self Score (1-4) Senior Peer Consensus Moderated Communication skills
3
Recommendations for Labor Relations

Strengths people oriented
Development
team player
Social skills
Contextual Factors team building and maintaining team spirit

Recommendations for accommodative
Development

Recommendations for training and development on assessor and moderator
Development
Contextual Factors assessor

Moderator
PERFORMANCE STANDARD 7: ADMINISTRATION
CRITERIA:
a) Utilisation of resources
b) Policy
STANDARD 7 1 2 3 4
c) Record keeping
d) Maintenance of infrastructure c) Record keeping Financial & other Record (financial & Full & complete Record keeping is
records are not kept otherwise) are kept records are kept not comprehensive & up
or are not kept or in accordance with only in terms of to date; meets
are incomplete & do accepted practises departmental requirements in terms
STANDARD 7 1 2 3 4
not comply with and/or departmental requirements but of accepted practises
a) Utilisation of Does not utilise Uses resources Uses resources Uses resources
departmental requirements also of important and/or departmental
resources resources (human, appropriately effectively & optimally &
requirements events & other requirements
physical or financial) efficiently creatively –
aspects that are of
optimally or abuses specifically aligned
interest to college
these resources to the vision, mission
& goals of the
college 3
3 strengths Administrator
Manager
Writing skills
Strengths teaching experience
Knowledge of the use of teaching aids
Creativity
Recommendations for filing system
Development
Recommendations for integrating teaching resources to practical activities
Development
Contextual Factors report writing

Financial reporting
Budgeting
Contextual Factors policy interpretation

STANDARD 7 1 2 3 4
d) Maintenance of Improper utilisation Ensures that Premises, buildings, Premises, buildings,
infrastructure of infrastructure & premises, buildings, equipment are used equipments &
STANDARD 7 1 2 3 4
equipment equipment & & well maintained learning & teaching
b) Policy Non conformance to Gives clear Gives clear Clear instructions &
learning & teaching support materials
policy instructions & instructions & sound guidelines
materials are are used optimally.
provides guidelines provides sound enable staff to do
properly used &
with regard to guidelines in respect what is expected of
maintained
administrative duties of administrative them
to be performed duties
Self Score (1-4) Senior Peer Consensus Moderated 3
3
Strengths
Strengths academic knowledge of policy
Ability to interpret policy
Prior learning
Recommendations for
Development

Contextual Factors Recommendations for
Development
Contextual Factors

STANDARD 8 1 2 3 4
c) Team building Lacks the initiative Some evidence of Takes the lead in Builds & supports a
to build teams team building encouraging high performance
PERFORMANCE STANDARD 8: OPERATIONAL & VISIONARY LEADERSHIP ABILITITIES exercises teamwork & team
empowers
CRITERIA: colleagues
a) Sets goals & expectations Self Score (1-4) Senior Peer Consensus Moderated
b) Delegation
c) Team building
d) Manages change
Strengths
STANDARD 8 1 2 3 4
a) Sets goals & Unable to set Sometimes sets Usually sets goals Usually sets high but
expectations realistic expectations realistic goals & that are achievable realistic expectations
expectations & manages staff &
learners well Recommendations for
Self Score (1-4) Senior Peer Consensus Moderated Development
Strengths Contextual Factors
Recommendations for PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING
Development STANDARD 8 1 2 3 4
d) Manages change Resents change & Accepts & adapts to Manages & Initiates & manages
has difficulty in change promotes change change in pursuit of
adapting to new effectively strategic objectives
situations
Contextual Factors
Strengths
STANDARD 8 1 2 3 4
b) Delegation Very little delegation Sometimes Usually delegates Consistently
to staff members & it delegates tasks tasks to others delegates tasks for
is also done appropriately to staff the purposes of
inappropriately members building capacity Recommendations for
Self Score (1-4) Senior Peer Consensus Moderated Development
Strengths Contextual Factors
PERFORMANCE STANDARD 9: STRATEGIC PLANNING & FINANCIAL MANAGEMENT

CRITERIA: STANDARD 9 1 2 3 4
a) Strategic planning c) Financial planning Little or no evidence Financial records on Usually maintains Financial planning &
b) Communication & information of financial planning a basic level & accurate & detailed budget are in line
c) Financial planning & budgeting some evidence of financial planning & with the goals of the
d) Monitoring of financial risk budgeting is accountability college. Monitors
provided income &
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING expenditure
STANDARD 9 1 2 3 4 effectively & ensures
a) Strategic planning No evidence of Has some evidence Usually prepares Goals & strategic resources are used
strategic planning of strategic planning strategic plans with plans are developed optimally
the intention of & updated with the Self Score (1-4) Senior Peer Consensus Moderated
achieving the participation of
mission & goals of stakeholders
the college
Self Score (1-4) Senior Peer Consensus Moderated Strengths
Strengths
Recommendations for
Development
Recommendations for
Contextual Factors
Development
Contextual Factors
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING 3 SCORING/ RATING
STANDARD 9 1 2 4
d) Monitoring of Little or no evidence Some evidence of Usually maintains Ensures regular
financial risk of financial risk financial risk proper financial auditing of financial
management management records to prevent records as a
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING mismanagement of mechanism to
STANDARD 9 1 2 3 4 funds prevent irregularities
b) Communication & Little or no evidence Some evidence of Usually provides Initiates
information of information being information being information to communication & Self Score (1-4) Senior Peer Consensus Moderated
provided to provided to stakeholders. Usually facilitates co-
stakeholders stakeholders communicates operation among staff
college & division regarding initiatives
goals, objectives & Strengths
expectations to
stakeholders
Recommendations for
Development
Strengths
Contextual Factors
Recommendations for
Development
PERFORMANCE STANDARD 10: HUMAN RESOURCE MANAGEMENT & EMPOWERMENT

Contextual Factors
CRITERIA:
a) Recognition of individuals & teams with regard to the achievement of college objectives
b) Supports & respects individuality with regard to the achievement of college objectives
c) Delegates & empowers individuals & teams with regard to the achievement of college objectives
d) Management of conflict

& teams with regard to empowerment of empowerment of increase optimises their
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING the achievement of staff members staff members contribution & level outputs & effectively
STANDARD 10 1 2 3 4 college objectives of responsibility manages
a) Recognition of Little or no evidence Some evidence of Usually helps staff Consistently relationships in order
individuals & teams of the recognition of the recognition of develop shared recognises to achieve college
with regard to the individuals & teams individuals & teams values & individuals & teams & goals
achievement of college with regard to the with regard to the expectations that provides Self Score (1-4) Senior Peer Consensus Moderated
objectives achievement of achievement of create a climate of developmental
college objectives college objectives openness, mutual feedback in
respect, support & accordance with
inquiry performance Strengths
management
principles
Recommendations for
Strengths Development
Contextual Factors
Recommendations for
Development

Contextual Factors STANDARD 10 1 2 3 4
d) Management of Little or no evidence Some evidence of Usually resolves Applies labour &
conflict of resolving conflicts resolving conflicts conflict in a positive, employment
constructive manner legislation &
regulations
consistently
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING Self Score (1-4) Senior Peer Consensus Moderated
STANDARD 10 1 2 3 4
b) Supports & respects Little or no evidence Some attempt is Usually seeks Supports & respects
individuality with of any respect or made to support & opportunities to the individuality of
regard to the support for staff respect staff increase personal others & shows Strengths
achievement of college members members contribution & level appreciation for
objectives of responsibility in diversity of ideas &
terms of supporting approaches of each
individuals individual
Recommendations for
Development
Strengths
Contextual Factors
Recommendations for
Development
PERFORMANCE STANDARD 11: CONTRIBUTION TO THE COLLEGE
Contextual Factors CRITERIA:

a) Contribution to college development
b) Contribution to college organisation
c) Development of others
d) Team leadership
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING
STANDARD 10 1 2 3 4 STANDARD 11 1 2 3 4
c) Delegates & Little or no evidence Some evidence of Usually delegates & Manages & a) Contribution to Makes little or no Makes some effort Usually contributes to Thoroughly familiar
empowers individuals of delegation to & delegation to & empowers others to encourages people, college development effort to contribute to to contribute to the the development of with current policies,
LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page 10

the development of development of the the college by collective Strengths
the college college demonstrating an agreements & the
understanding of new process of college
policies & resolutions change &
development
Recommendations for
Development
Strengths
Contextual Factors
Recommendations for
Development
STANDARD 11 1 2 3 4
d) Team participating Little or no evidence Some evidence of Usually makes a Accepts
of participating in a participating in a positive contribution responsibilities for
Contextual Factors
team team to teamwork team initiatives
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING Strengths
STANDARD 11 1 2 3 4
b) Contribution to Little or no evidence Some evidence of Usually makes a Assists management
college organisation of contribution to the contributing towards positive contribution whenever possible
overall organisation the overall to the overall with the overall
of the college organisation of the organisation of the organisation of the
college college in a number college Recommendations for
of ways Development
Contextual Factors
Strengths
Recommendations for PERFORMANCE STANDARD 12: INTERACTION WITH INTERNAL & EXTERNAL STAKEHOLDERS
Development
CRITERIA:
a) Batho Pele (People First)
b) Ethical & professional standards
c) Relationship
Contextual Factors
d) Personal approach & style

STANDARD 12 1 2 3 4
a) Batho Pele (People Little or no evidence Some evidence of Usually illustrates Consistently applies
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING First) of the application of the application of the effective & promotes the
STANDARD 11 1 2 3 4 Batho Pele Batho Pele application of the application of Batho
c) Development of Little or no evidence Some evidence of Works co-operatively Creates an principles principles Batho Pele principles Pele principles
others with regard to the developing others to develop & environment which amongst both
development of implement a promotes internal & external
others professional growth development of stakeholders
plan colleagues Self Score (1-4) Senior Peer Consensus Moderated

Strengths Recommendations for
Development
Recommendations for Contextual Factors

Development
Contextual Factors PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING
STANDARD 12 1 2 3 4
d) Personal approach & Mostly rigid in Displays some Usually displays a Consistently shows
style personal views & flexibility of attitude mature sense of tact, consideration &
demanding of towards others personal values but understanding in
conformity from is flexible in dealing with the
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING others responding to the personal attitudes &
STANDARD 12 1 2 3 4 views of others beliefs of others
b) Ethical & Little or no evidence Some evidence of Usually Consistently Self Score (1-4) Senior Peer Consensus Moderated
professional standards demonstrated of adherence to ethical demonstrates demonstrates
adherence to ethical & professional adherence to ethical exemplary ethical &
& professional standards & professional professional
standards standards standards
Strengths
Strengths
Recommendations for
Development
Recommendations for
Development Contextual Factors
Contextual Factors
PERFORMANCE STANDARD 13: SERVICE DELIVERY & INNOVATION
CRITERIA:
a) Consultation
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING b) Creation of mechanisms
STANDARD 12 1 2 3 4 c) Creativity & innovation
c) Relationship Little or no evidence Some evidence of Usually establishes Consistently has d) Identification of opportunities
of establishing establishing good personal & excellent personal &
constructive satisfactory personal professional professional PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING
relationships & professional relationships which relationships with all STANDARD 13 1 2 3 4
relationships are productive & stakeholders a) Consultation Little or no evidence Some evidence of Usually consults Consistently consults
reassuring of consultation consultation stakeholders on clients &
Self Score (1-4) Senior Peer Consensus Moderated although not on a ways to improve the stakeholders on
regular basis delivery of services ways to improve the
delivery of services
Strengths
Strengths

Development
STANDARD 13 1 2 3 4
d) Identification of Little or no evidence Some evidence of Usually initiates Consistently
opportunities of attempting to identifying activities & projects identifies & analyses
identify opportunities opportunities that in the college that opportunities &
that would lead to contribute to leads to improved actions where
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING 3 SCORING/ RATING improved service improved service service delivery innovative ideas can
STANDARD 13 1 2 4 delivery delivery lead to the delivery
b) Creation of Little or no evidence Some evidence of Usually establishes Consistently creates of quality services
mechanisms of creating creating mechanisms to mechanism to Self Score (1-4) Senior Peer Consensus Moderated
mechanisms to mechanisms promote encourage
improve service promote resourcefulness with innovation &
delivery improvement with regard to service creativity with
regard to service delivery regard to service
Strengths
delivery delivery
Strengths Recommendations for

Development

Development
Contextual Factors
PERFORMANCE STANDARD 14: COMMITMENT TO THE WELL-BEING & DEVELOPMENT OF LEARNERS
CRITERIA:
a) Commitment
b) Positive attitude
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING c) Accessibility
STANDARD 13 1 2 3 4 d) Recognition of cultural diversity
c) Creativity & Little or no evidence Some evidence of Usually utilises Consistently
innovation of any creativity & creativity & creative & innovative endeavours to be PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING
innovation on the innovation on the strategies to improve creative & innovative STANDARD 14 1 2 3 4
part of the educator part of the educator service delivery with regard to a) Commitment Little or no evidence Some evidence of Usually Consistently
formulating of commitment to commitment to the demonstrates demonstrates
strategies to improve the well-being & well-being & commitment to the commitment to the
service delivery development of development of well-being & well-being &
Self Score (1-4) Senior Peer Consensus Moderated learners others development of all development of all
learners learners
Strengths
Strengths
Recommendations for
Development

Development
STANDARD 14 1 2 3 4
d) Recognition of Little or no evidence Some evidence of Usually sensitive & Consistently
cultural diversity of sensitivity to sensitivity to cultural responsive to the sensitive to the
cultural diversity diversity diversity of learners social & cultural
background of
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ SCORING/ RATING learners
STANDARD 14 1 2 RATING 3 4 Self Score (1-4) Senior Peer Consensus Moderated
b) Attitude Insensitive to Sometimes sensitive Usually offers Exhibits an
learners needs & to the physical, advice & understanding &
displays a cold & social & emotional constructive respect for learners
indifferent attitude needs of learners. At criticism without as individuals
Strengths
that is unsympathetic times demonstrates causing conflict
& uncaring co-operation &
respect
Recommendations for
Development
Strengths
Contextual Factors
Recommendations for
Development
PERFORMANCE STANDARD 15: PROGRAMME & PROJECT MANAGEMENT

Contextual Factors
CRITERIA:
a) Planning
b) Stakeholder participation
c) Management of risks
d) Management of projects
STANDARD 14 1 2 3 4 PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING
c) Rapport Little or no evidence Some evidence of Usually generates Consistently STANDARD 15 1 2 3 4
of establishing establishing rapport positive rapport with establishes & a) Planning Little or no evidence Some evidence of Usually planning is Thorough &
rapport for learners with learners learners maintains effective of planning acceptable planning thoughtful & soundly innovative planning
positive rapport with organised in relation
learners to the needs of the
Self Score (1-4) Senior Peer Consensus Moderated college
Strengths Strengths
Recommendations for Recommendations for

Development Development

Contextual Factors efficiently

STANDARD 15 1 2 3 4 Strengths
b) Stakeholder Little or no evidence Some evidence of Usually involves & Consistently involves
participation of stakeholder stakeholder encourages all relevant
participation participation stakeholder stakeholders &
participation devises a tactic
which leads to
Recommendations for
constructive
Development
involvement
Contextual Factors
Strengths
Recommendations for PERFORMANCE STANDARD 16: DECISION MAKING & ACCOUNTABILITY

Development
CRITERIA:
a) Stakeholder involvement
b) Fairness & objectivity
c) Accountability
Contextual Factors d) Decision making

STANDARD 16 1 2 3 4
a) Stakeholder Little or no attempt to Sometimes Usually ensures that Whenever possible
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ SCORING/ RATING 4 involvement involve stakeholders establishes relevant ensures that
STANDARD 15 1 2 RATING 3 in decision-making structures & stakeholders are appropriate
process procedures that actively involved in decisions are
c) Identification & Little or no evidence Some evidence of Usually identifies & Consistently identifies
enable the decision-making & arrived at by
management of risks of identification & identification & manages risks to the areas of risk &
involvement of that the necessary consensus
management risks management risks the project uncertainty regarding
relevant procedures are
the implementation of
stakeholders followed
the project
Strengths
Strengths
Recommendations for
Development Recommendations for
Development
Contextual Factors
Contextual Factors

STANDARD 15 1 2 3 4 PERPORMANCE SCORING/ SCORING/ RATING SCORING/ RATING SCORING/ RATING
d) Management of Little or no evidence Some evidence of Usually manages Consistently STANDARD 16 RATING 1 2 3 4
projects of management of management of projects effectively manages projects b) Fairness & Decisions are rarely Decisions taken Decisions take Whenever possible
projects projects effectively & objectivity taken & when reflect the fairness & contextual factors ensures that

taken, it is evident objectivity were into account in order appropriate
that objectivity & considerations to arrive at the decisions are
fairness were not agreements that are arrived at by
considered principled consensus
important Strengths
Recommendations for
Strengths Development
Contextual Factors
Recommendations for
Development
Contextual Factors PERFORMANCE STANDARD 17: PROBLEM SOLVING & ANALYSIS
CRITERIA:
a) Objectivity
b) Insightfulness
c) Determination of causes
PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING d) Logical approach
STANDARD 16 1 2 3 4
c) Accountability Little or no evidence Some evidence of Usually prepared to Consistently
of accepting accepting be held accountable prepared to be held PERPORMANCE SCORING/ SCORING/ RATING SCORING/ RATING SCORING/ RATING
accountability for accountability for for the decisions accountable for the STANDARD 17 RATING 1 2 3 4
decisions taken decisions taken made decisions made a) Objectivity Little or no evidence Some evidence of Usually objective Consistently
Self Score (1-4) Senior Peer Consensus Moderated of any objectivity objectivity when when solving demonstrates
when solving solving problems problems objectivity &
problems thoroughness when
seeking solutions to
problems
Strengths Self Score (1-4) Senior Peer Consensus Moderated
Recommendations for Strengths

Development
Contextual Factors Recommendations for

Development
Contextual Factors
PERPORMANCE SCORING/ SCORING/ RATING SCORING/ RATING SCORING/ RATING
STANDARD 16 RATING 1 2 3 4
d) Decision-making Little or no evidence Some evidence of Usually demonstrates Decisions based on
of decision-making decision-making effective decision- wide consultation
skills skills making skills with all relevant PERPORMANCE SCORING/ SCORING/ RATING SCORING/ RATING SCORING/ RATING
stakeholders & STANDARD 17 RATING 1 2 3 4
sound logic are b) Insightfulness Little or no evidence Some evidence of Usually shows good Consistently shows
made in good time of insight when demonstrating insight insight when solving excellent insight
Self Score (1-4) Senior Peer Consensus Moderated addressing to problem solving problems when solving
problems problems

Strengths
Strengths
Recommendations for
Development
Recommendations for
Development
Contextual Factors
Contextual Factors

c) Determination of Little or no evidence Some evidence of Usually demonstrates Consistently
causes of trying to discover attempting to the ability to establish determines root
the root causes of establish the root the causes of causes of problems EDUCATOR:……………… DATE …………………….
problems causes of problems problems & evaluates whether
solutions address
root causes of PEER: ……………………… DATE …………………….
problems
SIGNATURES SENIOR: …………………… DATE …………………….
MODERATOR: ……………………………….. DATE …………………….

Strengths
Moderated Score:
Recommendations for
Development
Contextual Factors

d) Logical approach Approach to Occasionally exhibits Able to develop Systematically
problem solving is logical problem sound, clear & identifies, analyses &
flawed solving approach rational approach to resolves problems in
problem solving order to reach
optimum solutions in
a timely manner

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3

Strengths Human skills

Recommendations for Use of teaching aids to enhance learning

SURNAME AND Akhona Dondashe POST 1 2 3 4

PERFORMANCE STANDARD 1: CLASSROOM PERFORMANCE & APPLICATION

Recommendations for Classroom organisation Contextual Factors

LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page

Strengths Interpersonal skills

Recommendations for Dealing with cultural differences

Contextual Factors Multiculturalism

Contextual Factors Teamwork

PERFORMANCE STANDARD 2: KNOWLEDGE OF LEARNING PROGRAMMES & BROAD CURRICULUM

Contextual Factors Selecting outcomes and assessment standards

PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING

LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page

Strengths Relevant teaching experience

Recommendations for Relevant methodology in designing the Lesson plan

Contextual Factors Designing and presentation

Strengths Understanding the curriculum needs

Recommendations for Curriculum design

Contextual Factors Developing learning programs , Work schedule , lesson planning

LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page

Contextual Factors portfolio arrangement recommendations application of quality management systems

Contextual Factors assessment tools , rubric

Recommendations for time management

Contextual Factors intervention strategies

PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING

LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page

PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING

PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING

PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING 3

Recommendations for workshops

LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page

PERFORMANCE STANDARD 6: COMMUNICATION & HUMAN RELATIONS

Recommendations for tolerance

Contextual Factors submission to differences of opinion

PERPORMANCE SCORING/ RATING 1 SCORING/ SCORING/ RATING SCORING/ RATING

Recommendations for Labor Relations

Contextual Factors team building and maintaining team spirit

LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page

Contextual Factors assessor

Contextual Factors report writing

PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING

LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page

PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING

Strengths Contextual Factors

Strengths Contextual Factors

PERFORMANCE STANDARD 9: STRATEGIC PLANNING & FINANCIAL MANAGEMENT

LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page

PERFORMANCE STANDARD 10: HUMAN RESOURCE MANAGEMENT & EMPOWERMENT

LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page

PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING

PERFORMANCE STANDARD 11: CONTRIBUTION TO THE COLLEGE

Contextual Factors CRITERIA:

LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page 10

PERPORMANCE SCORING/ RATING SCORING/ RATING SCORING/ RATING SCORING/ RATING

LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page 11

Recommendations for Contextual Factors

PERFORMANCE STANDARD 13: SERVICE DELIVERY & INNOVATION

LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page 12

Strengths Recommendations for

Recommendations for Contextual Factors

LTVET-IQMS COMPOSITE SCORE SHEET-2009-r01 2009/04/29 Page 13