Beginning Teacher Performance Appraisal

Name of Beginning Teacher…………..……………………………………….…………………

Name of School….…………………………….………………………………..…………………
Parish……………………………………………………………………………..………………..
Appraisal period: From ……..…………………………..to ……………………………………
Appraisal reference number (TRN)………………………………………………..…………….
Date of appointment as a Teacher…………………………………………………..
…………….
Teacher training institution attended …………………………………………………………...

Objective: To identify and assess performance on critical areas of teaching that should result in
optimal learning for all Students.

Preamble: The appraisal is aimed at enabling the Teacher to do self-evaluation and position his
or her performance on a continuous path of excellence, evidenced by optimum school outcomes.
Assessment is organized into 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

A system of professional credits is used to add value to the outcomes of the appraisal, leading to
professional growth and excellence.

Rating Exemplary Proficient Needs Unacceptable

Scale: improvement
above 90 credits 75-90 credits 50 -74 credits below 50
credits

1. Appropriate evidence should be provided for most items of assessment. However,

professional judgement will determine the quality of the evidence.

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 2. A maximum of 100 professional credits can be obtained.
3. Teacher must score at least 75% of credits in each Guiding Principle in order to be
appraised as ‘Proficient’

Item Guiding Teaching Standards Performance/Evidence Max. Assed.

Principles credit credit
(GP)
1. Demonstrated knowledge of
subject contents: 23
GP #1 1.1 Knows subject content Attained the required level of 7
Teacher 1.2 Is able to relate concepts academic
knows the to other subjects qualifications/certification,
subject(s) that 1.3 Knows and understand induction and professional
he/she teaches how the subject is development activities during
structured in the the appraisal period.
curriculum Demonstrated relationship 8
between the subject(s) and
national development goals
and added supplementary
content sources of researched
information
Demonstrated how content is 8
organized to promote learning
– logical sequence and
determined by Students’
needs/performance
Source: Certification,
Samples of subject goals/
course outline and action
plans for class teaching
Mentor’s report, , peer
assessment, Student report
and any other relevant
assessment records.
Section credits 23

Item Guiding Teaching Standards Performance/Evidence Max. Assed.

Principles credit credit
2 Demonstrated through 23
knowledge and application
of pedagogy:
GP #2 2.1 Develops in learners’ Demonstrated strategies for 5
Teacher critical thinking and development of critical
knows how to ways to solve their thinking in Students

2
Item Guiding Teaching Standards Performance/Evidence Max. Assed.
Principles credit credit
(GP)
teach the problems. Used ICT facilities for 4
subject(s) for meaningful engagement of
which he or 2.2 Ensure interactive Students in learning activities
she is teaching and learning Showed visual representation 4
responsible environments of groupings and other
collaborative / interactive
2.3 Engage in reflective techniques employed in the
thinking and action teaching and learning
research process.
Interpreted and paced 6
2.4 Uses language curriculum to meet Students’
appropriately and learning needs
effectively in classroom Showed (Audio/Visual 4
communication representation) projects /
activities undertaken to
improve knowledge of
subject areas
Sources: 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
Section credits 23

Item Guiding Teaching Standards Performance/Evidence Max. Assed.

Principles credit credit
3. 3.1 Knows age and Demonstrated capabilities 23
GP #3 developmental of managing the learning
Teacher knows (intellectual, physical, process with Students of
his or her social) characteristics of diverse learning needs and
Students – Students exceptionalities:.
effectively Demonstrated that lessons
manage 3.2 Knowledge of the were planned and executed 3
diversity to diversity of factors taking into consideration the
promote (social, cultural, developmental stages of
inclusive religious, gender, Students.
classes environmental, special Demonstrated teaching 3

3
Item Guiding Teaching Standards Performance/Evidence Max. Assed.
Principles credit credit
(GP)
educational needs) that strategies to meet the diverse
impact student learning needs of Students-enabled
3.3 Knowledge of the learning for all Students,
principles of inclusive including those with
education and their exceptional needs
applications. Created opportunities for 3
3.4 Knowledge of different Students to develop self-
learning styles and discipline and leadership
approaches of Students qualities- developed positive
3.5 Knows and understands values and attitudes among
Students’ skills, interests children
and previous learning Developed and used 3
and the effect of these diagnostic assessment
on learning approaches, kept student
3.6 Knows of gender records and undertook
differences with an comparative analyses
emphasis on how boys showing growth and progress
learn and develop of individual Students.
3.7 Manages classroom Demonstrated how Students’ 3
behaviour to enable learning was reinforced
learning. through integrating and
3.8 Assures and maintains a correlating teaching across
safe physical and subject areas
psychological Worked with Students to 3
environment prepare individualized work
plans as grade appropriate
Had classroom rules and 2
procedures that were known
to and understood by
Students
8. Developed strategies to 3
motivate all Students to
learn.- managed to achieve
equity in high performance of
girls and boys
Sources: Incentive
Programme / rewards system;
Samples of critical incident
reports (log books, register,
memorandums, meeting
minutes and any
document/record that
indicates an incident), lesson

4
Item Guiding Teaching Standards Performance/Evidence Max. Assed.
Principles credit credit
(GP)
plans, workplans, Students
assessment records,
Section credits 23

Item Guiding Teaching Standards Performance/Evidence Max. Assed.

Principles credit credit

4. Demonstrated continuous 14
professional development
GP #4 4.1 Rigorously assesses 1. Showed personal 3
Teacher ones’ performance in assessment records. Had joint
sharpens his the teaching and teaching and learning projects
or her learning process, with peers – eg. Action
professional collaborates with peers research
skills to critically examine 2. Participated in 3
ones’ teaching and development workshops,
learning performance, professional development
creates a personal plan days’ activities, and QEC
for improvement and activities
shares successful 3. Actively involved in core 2
practices with peers. curricular activities

4.2 Seeks out and pursue 4. Applied higher order 2

opportunities for functions in lesson planning
improving mastery of and class teaching
content and 5. Active membership in a 2
methodology and subject-based professional
builds competences in body, e.g Mathematics
the use of technology Association, History
in education. Association, Science
Association
4.3 Maintains higher order
2
functioning through
6. Used and evaluated
strengthening abilities
teaching approaches that
to reason, reflect, make
raised the achievement levels
fair judgment, evaluate,
of both boys and girls
analyze and interpret.

4.4 Learns from

experiences in the
profession and, in a
professional manner,
questions
5
Item Guiding Teaching Standards Performance/Evidence Max. Assed.
Principles credit credit
(GP)
traditional/official
approaches that may be
ineffective for the
Students.

4.5 Teachers are members

of professional bodies
that enable sharing of
experiences and
opportunities for
advancement in
professional
competences
Sources: 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/
professional bodies in or
outside of school (notes,
presentation made or
responded to, QEC
Section credits 14

Item Guiding Teaching Standards Performance/Evidence Max. Assed.

Principles credit credit

5. Engagement of parents and 9

community members to
advance student outcomes.

GP #5 5.1 Communicate with 1. Contacted parents, 3

Teacher parents/caregiver to guardians and caregivers
interacts with stimulate their interest in in the interest of student
parents and their children’ progress academic progress and
community and reinforce learning welfare
always giving priority 2. Involved/participated in 3

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Item Guiding Teaching Standards Performance/Evidence Max. Assed.
Principles credit credit
(GP)
interest to the learner community
5.2 Engage community activities/projects, e.g
members to build trust, national celebrations.
to foster open 3. Actively participated in 3
communication and to parents’ day and parent
work collaboratively Teachers meetings
with parents to benefit Sources: signed document
Students’ achievement acknowledging and verifying
level receipt of documents sent
5.3 Engage parents and home by Teacher, invitations
community in to meetings, functions.,
promoting values and community project work, etc.
attitudes that are
consistent with national
educational goals
5.4 Put professional
responsibility in the
forefront in face of
challenges involving
the community
Section credits 9

Item Guiding Teaching Standards Performance/Evidence Max. Assed.

Principles credit credit

6. Demonstrated high level of 8

professional conduct
GP #6 6.1 Act with the 1. Respected time and was 2
Teacher knowledge that on time for class 95% of
conducts teaching is a public the time
himself or activity and Teachers 2. Participated effectively 2
herself in a are constantly being in team work
manner that scrutinized and 3. Responded positively to 2
uplifts the assessed by members constructive criticisms
profession of the public. 4. Exhibited enthusiasm for 2
6.2 Commit to the success and took pride in
of learners as achieving excellence
individuals and of the
institution as a whole
6.3 Teachers have a moral
responsibility to
themselves and those
whom they serve

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Item Guiding Teaching Standards Performance/Evidence Max. Assed.
Principles credit credit
(GP)
Sources: 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

Sections credits 8
TOTAL NUMBER OF CREDITS 100

Performance Summary

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Guiding Principles (GP) Optimum Exemplary Proficie Needs Unaccept Total no.
credits nt improve able profession
Above 90 ment al credits
credits At least Below 50
75% in 50 to 70 credits
each credits
section
100 NO. OF NO. OF NO. OF NO. OF
CREDITS CREDI CREDIT CREDIT
TS S S
GP1 - Teachers know the 23
subject that he or she teaches

GP2 - Teacher knows how to 23

teach the subject(s) for which
he or she is responsible
GP3 - Teacher is committed 23
to the children in his or her
care- managing the learning
process through addressing
diversity and promoting
character development.
GP4 - Teacher sharpens his or 14
her professional skills
GP5 - Teacher interacts with 9
parents and community
GP6 - Teacher conducts 8
himself or herself in a manner
that uplifts the profession
Total professional credits obtained

Overall performance rating

Exemplary Proficient Needs improvements Unacceptable

Beginning Teacher’s comments (indicating participating in the appraisal process)

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Beginning Teacher’s name Signature and date

_________________________ ___________________________

General comments of appraisers

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Professional follow-up
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Names Appraisal Team Signature and date

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