model policy for appraising teacher...

This procedure links with the Pay Policy. This procedure includes the arrangements for structured support and it may be necessary to refer to the Managing Performance Procedure. Revised July2013/HE

Model policy for Appraising Teacher

Performance


Model policy for appraising teacher performance

Contents

1. Purpose 2. The Appraisal Period 3. Appointing Appraisers 4. Setting Objectives 5. Observation 6. Professional Development and Support 7. Reviewing Performance 8. Regular Professional Dialogue, Feedback, and Interim Meetings 9. Informal Support arising from Concerns – Structured Support

Annex 1 Classroom Observation Protocol

Annex 2 Structured Support Procedure

Annex 3 Model Career Stage Expectations


1. Purpose

a) This model policy is in line with The Education (School Teachers’ Appraisal) (England) Regulations 2012.

b) This policy sets out the framework for a clear and consistent

assessment of the overall performance of teachers, including the head teacher, and for supporting their development within the context of the school’s plan for improving educational provision and performance, and the standards expected of teachers.

c) Appraisal in this school will be a supportive and developmental process

designed to ensure that all teachers have the skills and support they need to carry out their role effectively. It will help to ensure that teachers are able to continue to improve their professional practice and to develop as teachers.

d) This procedure must be read in conjunction with the Schools Pay Policy. The Governing Body recognises the statutory requirement that all pay progression decisions for all teaching staff must be linked to outcomes of appraisal of performance

e) The appraisal procedure will be used also to address any concerns that

are raised about a teacher’s performance. This may lead to a period of structured support through the procedure. If concerns are such that they cannot be resolved through the appraisal process, there will be consideration of whether to commence the formal Managing Performance procedure.

f) This procedure applies to the head teacher and to all teachers

employed by the school/academy, except those on contracts of less than one term, those undergoing induction (ie NQTs) and those who are subject to Managing Performance (Formal Capability).

g) The governing body acknowledge their responsibility to comply with relevant equalities legislation:

Employment Relations Act 1999

Equality Act 2010

Employment Rights Act 1996

The Part-time Workers (Prevention of Less Favourable Treatment) Regulations 2000

The Fixed-term Employees (Prevention of Less Favourable Treatment) Regulations 2002

The Agency Workers Regulations 2010


The governing body will promote equality in all aspects of school life, particularly as regards all decisions on advertising of posts, appointing, promoting and paying staff, appraisal, training and staff development.

2. The appraisal period

a) The appraisal period will run from September to August in accordance with the academic year.

b) This will normally run for twelve months but there is flexibility to have a

longer or shorter appraisal period when teachers begin or end employment with the school e.g. if a teacher joins the school in April then the appraisal period can be from April to August to ensure that it then continues in line with other teachers for the next academic year. Teachers who are employed on a contract of less than one year will have their performance managed in accordance with the principles underpinning this policy, the length of the period will be determined by the duration of their contract.

3. Appointing appraisers

a) The head teacher will be appraised by the Governing Body,

supported by a suitably skilled and/or experienced external adviser who has been appointed by the Governing Body for that purpose.

b) In this school the task of appraising the head teacher, including the

setting of objectives, will be delegated to a sub-group consisting of two members of the Governing Body.

c) The head teacher will decide who will appraise other teachers. Bath and North East Somerset advises that a reasonable maximum number of appraisals should be set for head and any other line manager who will be appraising i.e. consideration given to other responsibilities and duties within the school and with regard to work life balance. Schools appointing more than one appraiser are advised to consider consistency in judgements through an agreed quality assurance process, This will ensure a fair and equitable process.


4. Setting objectives

a) The head teacher’s objectives will be set by the Governing Body with advice from the external adviser and following professional dialogue with the Head.

b) Objectives for each teacher will be set (following professional

dialogue between appraiser and appraisee) before, or as soon as practicable after, the start of each appraisal period. The objectives set for each teacher, will be Specific, Measurable, Achievable, Realistic and Time-bound and will be appropriate to the teacher’s role and level of experience and teacher standards.

. c) The appraiser and teacher will seek to agree the objectives through

open and meaningful dialogue but, if that is not possible, the appraiser will determine the objectives. Appraisers and appraises should be clear what success will look like ,how progress will be measured, and the range of evidence that will be used to evaluate success in meeting objectives Objectives may be revised after professional dialogue if circumstances change.

d) The objectives set for each teacher will, if achieved, contribute to

the school’s plans for improving educational provision and performance and improving the education of pupils. This will be ensured by the Head teacher quality assuring all objectives against the school improvement plan.

e) Before, or as soon as practicable after, the start of each appraisal

period, each teacher will be informed of the standards against which that teacher’s performance in that appraisal period will be assessed. All teachers should be assessed against the set of standards contained in the document called “Teachers’ Standards” published in 2012. The head teacher or governing body (as appropriate) will need to consider whether teachers should also be assessed against other appropriate standards published by the Secretary of State that are relevant to them.

f) In this school (choose as applicable):

all teachers, including the head teacher, will have no more than three objectives

teachers, including the head teacher, will not necessarily all have the same number of objectives

all teachers, including the head teacher, will have a whole school objective

all teachers, including the head teacher, will have a team objective, as appropriate,


Collating Evidence

This school believes that evaluation of classroom practice and other responsibilities is important both as a way of assessing teachers’ performance in order to identify any particular strengths and areas for development they may have and of gaining useful information which can inform school improvement more generally. All observations and evaluations will be carried out in a supportive fashion. Please refer to Annex 1 Classroom Observation Protocol attached. In addition evidence may be a scrutiny of pupils work, teachers planning and records, pupil tracking and assessment data. The evidence to be considered will be agreed at the time of setting objectives

a) Teachers’ performance will be regularly evaluated but the amount and type of classroom observation will depend on the individual circumstances of the teacher and the overall needs of the school. Classroom observation and evaluations of outcomes will be carried out by those with QTS. Senior managers have responsibility for standards throughout the school and although most observations related to exercising this duty will be through agreed processes the head or other leaders may visit and observe (ie drop in) any aspect of the school at any time as part of this general responsibility. The length and frequency of “drop in” observations will vary depending on specific circumstances.

b) Teachers (including the Head) who have responsibilities outside the

classroom should also expect to have their performance of those responsibilities observed and assessed.

5. Professional Development and Support

a) The school’s CPD programme will be informed by the training and

development needs identified in the appraisals which will also link to the school’s improvement priorities.

b) The governing body will ensure in the budget planning that, as far as

possible, appropriate resources are made available for any training and support agreed in the appraisal process.

c) Appraisal is a supportive process which will be used to inform

continuing professional development. The school wishes to encourage a culture in which all teachers take responsibility for improving their teaching through appropriate professional development. However where there are budget constraints, professional development linked to school improvement priorities will take precedence when considering the professional development requirements of individual teachers.


6. Regular Professional Dialogue, Feedback, and Interim Meetings

a) Appraisal should involve on-going professional dialogue throughout the

year, allowing for constructive feedback and to ensure that there are no surprises at the end of the appraisal period. Feedback will highlight particular areas of strength as well as any areas for development.

b) Performance and development priorities will be reviewed and addressed on a regular basis throughout the year in interim meetings which will take place three times a year (pupil progress) and in Term 3 (mid-term review of objectives).

7. Annual assessment/review

a) Each teacher's performance will be formally assessed at the end

of each appraisal period. In assessing the performance of the head teacher, the Governing Body must consult the external adviser.

b) In this school all teachers can expect to receive regular, constructive

feedback on their performance and are subject to annual appraisal that recognises their strengths, informs plans for their future development and helps to enhance their professional practice

c) The teacher will receive a written appraisal report as soon as

practicable following the end of each appraisal period – and have the opportunity to comment in writing. In this school, teachers will receive their written appraisal reports by 31 October (31 December for the head teacher). The appraisal report will include:

details of the teacher’s objectives for the appraisal period in question;

an assessment of the teacher’s performance against their objectives and the relevant standards and career progression criteria as appropriate;

an assessment of overall performance and quality of teaching

an assessment of the teacher’s training and development needs and identification of any action that should be taken to address them;

a recommendation on pay where relevant (NB – pay recommendations need to be made by 31 December for head teachers and by 31 October for other teachers);

Details of objectives, for the planning process for the new appraisal period.


d) Appraisal objectives and application of the standards will be more

challenging: as the teacher progresses within the main pay range; for those teachers who move to the upper pay range; and for teachers as they move within the upper pay range.

e) Decisions regarding pay progression will be made with reference to the teachers’ appraisal outcomes and the pay recommendations arising. To be fair and transparent, assessments of performance will be properly rooted in evidence

f) If there is sound evidence to show a teacher falls short of the expectations required at their level of career then the recommendation should be that there is no pay progression. In such instances, in the course of the appraisal cycle and allowing the teacher sufficient opportunity to improve, the teacher should have been notified that there is a risk that pay progression will not be recommended.

g) Any teacher has a right to make representations to the Pay

Committee/panel regarding the outcome of their appraisal and salary determination. In the event that any concern is not resolved there shall be a right of appeal to a panel of governors not previously involved in the decision. (see Appendix 2 of the School’s Pay Policy)

8. Informal Support arising from Concerns – Structured Support

a) Annex 2 to this procedure applies to all teachers, including the

headteacher, and will be followed when an employee consistently fails to achieve or maintain an acceptable level of professional performance.

b) If there are particular concerns arising, the employee will be made

aware of them and relevant advice will be provided by the headteacher or appropriate senior post holder prior to this part of the Appraisal Procedure being invoked. In many cases it will be possible to overcome difficulties through early informal intervention and discussion.

Adopted by the Governing Body of St Mary’s C. of E. Primary School, Timsbury Date: 24th September 2013 Signed ……………………… (Chair of Governors)


ANNEX 1 - CLASSROOM OBSERVATION AND EVALUATION OF

TEACHING AND LEARNING PROTOCOL

The Governing Body is committed to ensuring that classroom observation and

evaluation of teaching and learning is developmental and supportive and that

those involved in the process will:

carry out the role with professionalism, integrity and courtesy;

evaluate objectively;

report accurately and fairly; and

respect the confidentiality of the information gained.

The amount of observation for each teacher should reflect and be

proportionate to the development needs of the individual. Although there is

now no statutory limit on the amount of classroom observation, it will be kept

to a reasonable minimum needed to determine that objectives are met. It

should be noted that teaching and learning is evaluated by observation ,

scrutiny of pipils work , teachers planning and record keeping , tracking odf

progress and assessment outcomes

The arrangements for classroom observation will be included, as far as is

practicable and reasonable, in the planning and review statement e.g. amount

of observation, specifying its primary purpose, any particular aspects of the

teacher’s performance which will be assessed, the duration of the

observation, when during the performance management cycle the observation

will take place and who will conduct the observation. Observation for appraisal

should be planned, with sufficient notice given and a clear focus linked to

agreed objectives so the teacher is aware of what is being observed.

Where concerns are raised the teacher will receive appropriate support as

part of the appraisal process. The support to be offered will be agreed in

advance and may include additional classroom observation alongside those


recorded at the beginning of the cycle.

As far as is practicable, it is recommended that information gathered during

the observation and evaluations of teaching and learning will be used, as

appropriate, for a variety of purposes including informing school improvement

strategies in accordance with the school’s commitment to streamlining data

collection and minimising bureaucracy and workload burdens on staff.

In keeping with the commitment to supportive and developmental classroom

observation, those being observed will be notified in advance.

Classroom observations and evaluations will only be undertaken by

persons with QTS. In addition, in this school classroom observation will only

be undertaken by those who have had adequate preparation and the

appropriate professional skills to undertake observation and to provide

constructive oral and written feedback and support, in the context of

professional dialogue between colleagues.

Oral feedback will be given as soon as possible after the observation and no

later than the end of the following working day. It will be given during directed

time in a suitable, private environment.

Written feedback will be provided within five working days of the observation

taking place. If issues emerged from an observation that were not part of the

focus of the observation as recorded in the planning and review statement

these should also be covered in the written feedback and the appropriate

action taken.

The written record of feedback also includes the date on which the

observation took place, the lesson observed and the length of the

observation. It is good practice to allow the teacher to append written

comments on the feedback document.


ANNEX 2 – STRUCTURED SUPPORT PROCEDURE Contents

1. Introduction 2. General points 3. Structured Support Meeting 4. Review Period 5. Interim Review Meeting 6. Review Meeting (Where there has been significant sustained

improvement) 7. Review Meeting (Where there hasn’t been significant /sustained

progress)

1. Introduction

a) The principal aim of this part of the Appraisal Procedure is to enable the employee to meet satisfactory standards through support, guidance and training. It is in the employee’s own interests to seek assistance at the earliest possible time over any problem which might affect professional capability. The importance of open and meaningful discussion between the line manager/headteacher and member of staff at all stages, with a willingness to establish agreement on the perceived problems and their solution, cannot be over-emphasised.

b) If this intervention is required in respect of performance issues relating

to a headteacher then the line manager role would be taken by a relevant governor, this may or may not be the chair.

c) Good management, clear expectations and appropriate support will go a long way towards addressing weaknesses in performance. Any concerns a manager has about the performance of any employee should be raised with the individual as early as possible. Normally this will be part of the main appraisal procedure. Early identification of the problems through that procedure or structured support will help to avoid the need for formal capability procedures.

d) Where it becomes apparent that the employee’s professional

performance may be affected by a medical problem, appropriate advice may be sought from the Occupational Health Service through the Schools HR Team and the employee may be requested to undertake a medical examination. Ill health procedures (including the possibility of ill health retirement) will be applied where appropriate. Advice should be sought from Schools HR Team on the correct procedure to be followed. Under the Equality Act if an employee is disabled, or becomes disabled whilst in employment, the employer is required to make ‘reasonable adjustments’ including, possibly, adjustments to the requirements of the


job to enable the disabled person to maintain their employment (see also Section 9.3 Preventing discrimination and Valuing Diversity).

e) The LA, both Schools HR and School Adviser , should be informed that

there is a potential performance issue at the earliest opportunity so that appropriate advice and support can be provided.

f) Where it is considered that there is a wilful refusal to carry out duties or to perform them to an acceptable standard, the matter may be treated as misconduct and the Disciplinary Procedure will then apply.

2 General points In dealing with an employee’s performance under the procedure set out below the following points must be observed:-

a) The employee will be provided with a copy of this document at the outset and advised to contact their professional association/trade union representative prior to any meeting to consider action under this procedure.

b) The employee will be given at least 5 working days written notice of

any meeting to initiate or review any stage of the procedure. The correspondence will include clarification of the nature and purpose of the meeting, who will attend and any relevant documentation.

c) This is not formal capability and although there is no right of

representation it is strongly recommended that the employee is invited to bring a workplace colleague or professional association/trade union representative.

d) For newly qualified teachers undertaking their induction year, (and

support staff within their probationary period) separate procedures apply.

e) Members of the governing body must not be involved in any discussion

regarding the employee’s alleged deficiencies or the action being taken in relation to this procedure, as this may prejudice their involvement in any subsequent hearing or appeal if it is necessary to move to the formal Managing Performance Procedure. However, it may be appropriate for the headteacher or other line manager to inform the chair of governors and/or the chair of the relevant sub committee that a problem exists and to explain the procedure that is being followed.

f) The LA, both Schools’ HR Team and School Adviser (where

appropriate), should be informed that there is a potential performance issue at the earliest opportunity so that appropriate advice and support can be provided.


g) A reasonable period of time for improvement and monitoring must be allowed under each stage of the procedure and will be specified at the beginning of that period. The actual time will depend on the nature of the problems that exist and the remedial action proposed. Normally the total period of monitoring in accordance with the structured support meeting will not exceed two terms.

h) References to terms throughout this procedure are taken to mean the

normal school term lengths for schools that operate a six term academic year. If the Authority is operating a three term academic year then an appropriate pro-rata adjustment to references to terms should be made.

i) The procedure does not prejudice the outcome of any particular review

meeting but indicates how to proceed if further action is considered necessary.

j) A review meeting may be adjourned if it becomes clear that additional

information is required and subsequently reconvened when this information is obtained but in any case should not be deferred for longer than two weeks.

3. Structured Support Meeting

a) Where an employee’s performance is not considered to be of a satisfactory standard and previous informal discussion, guidance and support has not resolved concerns, the headteacher or other designated senior manager will arrange a meeting with the employee to discuss the nature of the concerns and the improvements sought. Schools HR will also be in attendance. Please see 2c in relation to union representation. Arrangements will be confirmed in writing to the employee at least 5 working days in advance.

b) At the meeting the Line Manager/Headteacher will:

Explain that the purpose of the period of structured support is to assist the employee to achieve the required performance standards;

Clarify the standards of work performance expected and explain where the perceived deficiencies exist, with reference to the job description and any other relevant documentation. It is important that all concerns identified are made clear, although only those that are more significant will be subject to monitoring and targets as appropriate. Lesson observations are only part of the evaluation process.


Seek the employee’s observations in respect of the concerns identified;

Explore the reasons for the employee’s alleged deficiencies. This may include consideration of health or personal problems, lack of understanding, knowledge or experience, inadequate support or resources, inappropriate timetable or workload commitments;

c) If it is established that there is a case for structured intervention after a

discussion of the concerns then this will be conveyed to the employee and:

Establish, in consultation with the employee, a programme of action, support and training designed to effect an improvement in performance and specifying the nature and extent of support to be provided. It may be necessary to revise the appraisal objectives. Normally there would be a maximum of 3 at this stage. A timescale for their achievement should be set which reflects the seriousness of the concerns and allows for appropriate support and time for improvement. This stage would not normally exceed two school terms (one old term)

Explain that if a satisfactory level of performance is not achieved the formal Managing Performance Procedure is likely to be invoked at the end of the full review period;

Agree an interim review date, not normally exceeding six working weeks. A final review date will also be agreed and will not normally exceed 10 working weeks.

d) The employee will be provided with a written record of the outcome of the meeting within five working days of the meeting.

4. Review Period

a) During the review period, the employee will be given any appropriate support, guidance, and training to assist in meeting the required objectives. This may include counselling, examination of timetable commitments or areas of responsibility, provision of resource materials and the opportunity to observe good practice in other classrooms or schools.

b) Support to the employee from a colleague (in a mentoring type

capacity) may be agreed as part of the overall arrangements. Where this is the case the colleague will not be involved in the monitoring process.


c) Any counselling and informal coaching should aim to encourage and

help the employee to improve and should be conducted discreetly. A brief note of any counselling/coaching should be kept for reference if appropriate.

d) The employee’s performance will be monitored by the headteacher

and/or another designated member of staff. A written record of each classroom observation (in the case of class based employees) or meeting held to discuss progress during the review period will be provided to the employee.

5. INTERIM MEETING

a) Reflection on the first half of the structured support review period,

identification of areas of progress, clarification of areas that require further development and review of appropriate current support.

6. REVIEW MEETING (Where there has been significant sustained

improvement)

a) At the end of the review period the line manager/headteacher will consider if the employee has achieved the objectives set. The potential outcome(s) of the review will be notified to the employee with other relevant documentation at least one week before the date of review meeting together with details of the meeting and the employee’s right to be accompanied by a trade union representative or workplace colleague.

b) Where the line manager/headteacher believes that the outcome of the

review meeting will be to confirm that a satisfactory level of performance has been achieved the review meeting will take place between the employee, their representative where appropriate and the line manager/headteacher. Schools HR may also be in attendance. The line manager/headteacher will:

Review the employee’s progress against the objectives set, the position in respect of any identified factors effecting performance and the support given during the period;

Provide the employee with the opportunity to comment on any/all of these issues;

Identify any further specified period of structured support intended to assist in maintaining and securing the performance level;

Confirm the outcome (which will also be confirmed in writing to the employee within 5 working days).


When progress is reviewed, if the appraiser is satisfied that the teacher has made, or is making, sufficient improvement, the appraisal process will continue as normal, with any remaining issues continuing to be addressed though that process.

7. REVIEW MEETING (Where there hasn’t been significant /sustained

progress)

a) In any circumstances where the outcome of this meeting may confirm that that satisfactory performance has not been achieved the meeting will be convened in accordance with the formal Managing Performance Procedure.


Appendix 3 Career Stage Expectations

CAREER STAGE EXPECTATIONS FOR TEACHERS

In this School we have established the following career stage expectations around our agreed pay ranges:

MPR 1-3 MPR4-6 UPR1 UPR3

Professional

practice

Over time all teaching good

Over time all teaching good

with a proportion outstanding

Over time the majority of

teaching is outstanding

Over time all teaching is

outstanding.

Professional

outcomes

Pupils

achieve in line with

national expectations

Pupils achieve in line with

national expectations; and

some exceed them

Pupils achieve in line with

national expectations; a number

exceed them

Pupils achieve in line with school

expectations;

which are above national ones

Professional

relationships

Professional

relationships with

pupils, parents & colleagues

are securely focussed

on improving

outcomes for pupils

Professional relationships

with pupils, parents and

colleagues lead to good class

provision and outcomes

Professional relationships with

pupils, parents and colleagues

lead to outstanding class provision

and high outcomes (to be

determined by school). Plays a

proactive role in building teams to

improve provision & outcomes

Professional relationships with

pupils, parents and colleagues

lead to excellent class provision.

Plays a proactive role in building

school wide teams to improve

provision & outcomes

Professional

development

Able, with support, to

identify key professional

development needs &

respond to advice &

feedback

Fully competent

practitioner able to keep up-

to-date with changes & adapt

practice accordingly

Plays a key proactive role

in the professional

development of colleagues

Plays a key proactive role

in the professional

development of colleagues across

the school and evaluating impact

to support whole school

development planning


Preamble - It is expected that teachers reach this standard regardless of their career stage

MPR1-3

Teachers make the education of their pupils their first concern, & are accountable for achieving the highest possible standards in work & conduct.

Teachers act with honesty & integrity; have strong subject knowledge; keep their knowledge & skills as teachers up-to-date & are self-critical;

forge positive professional relationships; & work with parents in the best interests of their pupils.

MPR4-6

UPR

PART 1 TEACHING

Standard 1.1 Set high expectations which inspire, motivate and challenge pupils

1.1 (1) Establish a safe and stimulating environment for pupils, rooted in mutual respect

MPR 1-3 Independently, ensures that the learning environment is stimulating and promotes independent learning.

MPR3-4 Independently, ensures that the learning environment is stimulating, promotes independent learning and challenges / supports

individuals

UPR 1 Independently, ensures that the learning environment is stimulating, promotes independent learning and challenges / supports individuals.

Offer support to less experienced colleagues.

UPR3 Demonstrates the ability to evaluate the impact of the learning environment (their own and others’) ensuring that suggestions to

less experienced colleagues enable them to create a more stimulating classroom which promotes independent learning and

challenges / supports individuals


1.1 (2) Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

MPR 1-3 Sets goals that stretch & challenge all pupils in their class. Talks to a more experienced colleague about pupils who they feel are not on track to

meet the targets set

MPR 4-6 Sets goals that stretch & challenge all pupils in their class. With support readjusts targets for pupils who have the potential to exceed them &

provides targeted support for those who may not be on track to meet them.

UPR 1 Sets goals that stretch & challenge all pupils in their class, (including the most and least able). Readjusts targets for pupils who have the potential

to exceed them & provides targeted support for those who may not be on track to meet them. Evaluates the impact of the targeted support

provided.

UPR3

Individual pupils are set challenging personal goals. Targets are readjusted regularly in response to careful tracking of pupil progress. Targeted

support is provided for pupils who may not be on track to attain the targets set. Regularly evaluates the impact of any targeted support provided

& adapts future provision as a result. Supports less experienced colleagues in setting pupil targets & their progress towards them.

1.1 (3) Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

MPR 1-3 Supportive of our school’s values & consistently demonstrates to pupils the positive attitudes & high standards of behaviour we expect of them.

MPR 4-6 Through their own actions actively promotes our school’s values, reinforces (to both pupils & parents) the positive attitudes & high standards of

behaviour expected.

UPR1 Through their own actions actively promotes our school’s values, reinforces (to both pupils & parents) the positive attitudes & high standards of

behaviour expected. Supports colleagues who have recently joined our school in upholding our values & expectations.

UPR3 Is proactive in promoting our school’s values within school & the wider community. Reinforces (to both pupils & parents) the positive attitudes

& high standards of behaviour expected in school. Supports colleagues who have recently joined our school in upholding our values &

expectations.


Standard 1.2. Promote good progress and outcomes by pupils

1.2 (1) Be accountable for pupils’ attainment, progress and outcomes

MPR 1-3 Assesses pupils’ attainment & progress within a lesson & over time. Demonstrates a growing awareness of statutory

& school assessment procedures and exam board requirements.. Works with more experienced year group colleagues in order to moderate

judgements about

pupil progress & attainment

MPR 4-6 Assesses pupils’ attainment & progress within a lesson & /or a series of lessons. Demonstrates a secure understanding of statutory & school

assessment procedures. Confidently makes judgements about pupils’ progress & attainment. Moderates these judgements through dialogue with

colleagues & the use of standards files where relevant.

UPR1 Assesses pupils’ attainment & progress within a lesson & over periods of time. Demonstrates a secure understanding of statutory & school


colleagues & the use of standards files where relevant.

UPR3 Assesses pupils’ attainment & progress within a lesson & over periods of time. Demonstrates a secure understanding of statutory & school


colleagues, (within & maybe outside of school) & the use of standards files where relevant. Supports less experienced colleagues in their

assessments of pupil’s attainment & progress.


1.2 (2) - Plan teaching to build on pupils’ capabilities and prior knowledge

MPR 1-3 Accurate teacher assessment ensures that activities effectively meet the needs of all abilities. The needs of SEN pupils are met.

Additional adults are effectively deployed. Misconceptions are noted & addressed as the lesson progresses.

Is aware of the capabilities & prior knowledge of key groups within their class & bases future teaching on this knowledge.

Recognises the progress these groups of pupils have made within lessons.

MPR 4-6 Assessment for learning strategies are used to ensure planned activities provide sufficient challenge for all pupils, including the most and

least able. Additional adults are well deployed & have a clear teaching role. Most pupils make good progress. Misconceptions are

addressed as the lesson progresses.

Is aware of the capabilities & prior knowledge of key groups, (including vulnerable and more able groups) within their class & bases

future teaching on this knowledge. Recognises and builds upon the progress these groups of pupils have made within lessons.

UPR1 Planning takes account of individual learner’s needs & preferred learning styles. Additional adults are well deployed & have a clear

teaching role. Planning has been adapted as a direct result of the teacher’s evaluation of previous learning. Effective use of Assessment

for Learning strategies enable the teacher to reshape tasks & explanations in order to maximise learning opportunities as the lesson is

delivered. Almost all pupils make good progress.

Has a secure understanding of the capabilities & prior knowledge of key groups, (including vulnerable and more able groups) &

individual pupils within their class & bases future teaching on this knowledge. Recognises and builds upon the progress these groups of

pupils & individuals have made within lessons.

UPR3 Skilled & flexible use of a variety of teaching styles and approaches are effectively used to meet individual learner’s needs. Additional

adults have a clear teaching role throughout the lesson. Systematic checking of pupils understanding throughout the lesson enables

sharply focused, appropriate & effective interventions to be accurately matched to individual needs with notable impact. Constant use of

Assessment for Learning strategies enables children to move between groups during the lesson, enabling the teacher to ensure all

children are sufficiently challenged throughout the lesson. All children make at least good progress.

Has a good understanding of the capabilities & prior knowledge of key groups, (including vulnerable groups) & individual pupils within

their class & bases future teaching on this knowledge. Recognises the progress these groups of pupils & individuals have made within

lessons, adapting planning accordingly as the lesson progresses.


1.2 (3) Guide pupils to reflect on the progress they have made and their emerging needs

MPR 1-3 Learning intentions are clear and shared orally and/or in writing with the children. Success criteria discussed with the children.

MPR 4-6 Learning intentions are clear and shared orally and/or in writing with the children. Success criteria discussed with the children.

Children are able to use success criteria to explain whether or not they have met the learning intention.

UPR1 Learning intentions are clear and shared orally and/or in writing with the children. Success criteria discussed with the children.

Children confidently use success criteria to explain whether or not they have met the learning intentions.

UPR3 Differentiated learning intentions are clear & shared orally &/or in writing with the children. Lesson intentions are regularly referred back to

during the course of the lesson. Children help to set success criteria & evaluate their individual performance

& that of their peers against them.

1.2 (4) Demonstrate knowledge and understanding of how pupils learn and how this impacts on

teaching

MPR 1-3 Has a growing understanding of how the pupils in their class learn & begins to adapt their teaching in response to this.

MPR 4-6 Has a good understanding of how the pupils in their class learn & adapts their teaching in response to this.

UPR1 Has a good understanding of how individual pupils in their class learn & adapts their teaching in response to their preferred learning styles.

Supports less experienced colleagues within their key stage in developing their teaching styles.

UPR3 Has an excellent understanding of how individual pupils in their class learn & adapts their teaching throughout lessons in response to their

preferred learning styles. Supports less experienced colleagues throughout school in developing their teaching styles.

1.2 (5) Encourage pupils to take a responsible and conscientious attitude to their own work and

study

MPR 1-3 All children are on task and working productively for most of the lesson. Some children require reminders. Some opportunities are provided for

pupils to work independently.

MPR 4-6 All children are on task & working productively throughout the lesson. A small minority of pupils require reminders. Regular opportunities are

provided for pupils to work independently.

UPR1 All children are on task & working productively throughout the lesson. A small minority of pupils require reminders. Teacher promotes pupils’

resilience, confidence & independence.

UPR3 All children are on task & working productively throughout the lesson. A small minority of pupils require reminders. Teaching promotes high

levels of pupil resilience, confidence & independence.


Standard 1.3. Demonstrate good subject and curriculum knowledge

1.3 (1) Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject and address

misunderstandings

MPR 1-3 Familiar with the statutory guidance for the group in which they work

MPR 4-6 Demonstrates through their planning & teaching, a secure understanding of the statutory guidance for the group in which they work.

UPR1 Demonstrates through their planning & teaching, a secure understanding of the statutory guidance for the group in which they work. Is aware of

the statutory guidance for the year groups above and below the one in which they work.

UPR3 Demonstrates through their planning & teaching, a secure understanding of the statutory guidance for the group in which they work. Is aware of

the statutory guidance for the key stages above and below the one in which they work

1.3 (2) Demonstrate a critical understanding of developments in the subject and curriculum areas,

and promote the value of scholarship

MPR 1-3 Actively participates in staff meetings and school-led INSET days

MPR 4-6 With support from a more experienced colleague, helps to deliver staff meetings & school-led INSET days

UPR1 Delivers whole school staff meetings. Delivers training to colleagues in order to improve pupil attainment and progress within the key stage in

which they work.

UPR3 Identifies areas for whole school development & delivers training to colleagues across the school in the form of staff meetings

or school-led INSET days

1.3 (3) Demonstrate an understanding of and take responsibility for promoting high standards of

literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

MPR 1-3 Demonstrates an understanding of & takes responsibility for promoting high standards of literacy, articulacy & the correct use of standard

English, within their teaching & wider professional duties.

MPR 4-6 Demonstrates an understanding of & takes responsibility for promoting high standards of literacy, articulacy & the correct use of standard

English, within their teaching & wider professional duties.

UPR1 Demonstrates an understanding of & takes responsibility for promoting high standards of literacy, articulacy & the correct use of standard

English, within their teaching & wider professional duties. Actively promotes this amongst other adults working in their class.

UPR3 Demonstrates an understanding of & takes responsibility for promoting high standards of literacy, articulacy & correct use of standard English,

within their teaching & wider professional duties. Actively promotes this amongst colleagues.


1.3 (4 & 5)

MPR 1-3 Is developing a growing understanding of how to effectively teach mathematics, literacy, synthetic phonics to support early reading

MPR 4-6 Confidently teaches mathematics, literacy & synthetic phonics in the year group in which they are employed and has a growing understanding of

the teaching of these subjects in the year groups before & after their own.

UPR1 Supports less experienced colleagues within their key stage in developing their teaching of mathematics, literacy & synthetic phonics. During

phase meetings shares with colleagues any recent training they have received in these curriculum areas.

UPR3 Leads whole school development in the teaching of mathematics, literacy & synthetic phonics. Models teaching of these subjects to colleagues

within our school and/or staff from other local schools. Carries out own research into the teaching of these subjects which they employ

effectively in their own practice & share with colleagues.

Standard 1.4. Plan and teach well-structured lessons

1.4 (1) Impart knowledge and develop understanding through effective use of lesson time

MPR1-3 Lessons taught are well structured, have reasonable pace and are usually of appropriate length. Transitions are well planned & ensure that no

valuable learning time is wasted. Use of appropriate strategies ensures that the preferred learning styles of many pupils are met.

MPR4-6 Lessons taught are well structured, have good pace and are of appropriate length. Swift, well organised transitions contribute effectively to the

pace & timings of lessons. Effective use of appropriate strategies ensures that the preferred learning styles of most pupils are met.

UPR1 Lessons taught are well structured, have good pace and are of appropriate length. Swift, well organised transitions contribute effectively to the

pace & timings of lessons. Effective use of appropriate strategies ensures that the preferred learning styles of most pupils are met. Supports less

experienced colleagues in their effective use of lesson time.

UPR3 Lessons taught are well structured, have good pace and are of appropriate length. Swift, well organised transitions contribute effectively to the

pace & timings of lessons. Effective use of appropriate strategies ensures that the preferred learning styles of most pupils are met. Supports less

experienced colleagues in their effective use of lesson time. (This might include colleagues from other schools).


1.4 (2) Promote a love of learning and children’s intellectual curiosity

MPR1-3 Is enthusiastic when teaching

MPR 4-

6

Enthusiasm impacts positively on children’s attitudes towards learning

UPS1 Enthusiasm impacts positively on children’s attitudes towards learning. Encourages children to lead their own learning

UPS3

Enthusiasm impacts positively on children’s attitudes towards learning. Encourages children to lead their own learning.

Enthusiasm for teaching impacts positively on colleagues.

1.4 (3) Set homework and plan out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

MPR1-3 Independently sets homework within school policy & plans out-of-class activities with minimal support from more experienced colleagues

(including educational visits, visitors to school and after school activities).

MPR 4-

6

Independently sets homework & plans out-of-class activities for children within their class (e.g. educational visits, visitors to school and after

school activities).

UPR1 Independently sets homework & plans out-of-class activities for children within their year group, (e.g. educational visits, visitors to school and

after school activities). Completes & submits relevant educational visits documentation including risk assessments.

UPR3 Supports less experienced colleagues in planning homework and out-of-class activities for children within their year group. Completes & submits

relevant educational visits documentation including risk assessments.

Standard 1.4 (4) Reflect systematically on the effectiveness of lessons and approaches to teaching

MPR1-3 Evaluates effectiveness of lessons & teaching styles used. Begins to develop practice in response to their personal evaluation.

Seeks advice & support from more experienced colleague.

MPR 4-6 Evaluates effectiveness of lessons & teaching styles used. Begins to develop practice in response to their personal evaluation.

Adapts lessons & teaching styles in response to this evaluation.

UPR1 Evaluates effectiveness of lessons & teaching styles used. Develops practice in response to their personal evaluation. Adapts lessons & teaching

styles in response to this evaluation. Supports less experienced year group colleagues in developing their own practice.

UPR3 Evaluates effectiveness of lessons & teaching styles used. Develops practice in response to their personal evaluation. Adapts lessons & teaching

styles in response to this evaluation. Supports less experienced colleagues within (& outside of)school in developing their own practice.


1.4 (5) Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

MPR 1-3 Attends training recommended by the head teacher or other senior school leader relevant to school development priorities or personal

development targets as identified through the performance management process. Attends any training required in

light of curriculum developments and implementation of statutory assessments.

MPR 4-6 Identifies own personal training needs in light of local & national changes. Accesses appropriate INSET & demonstrates the impact such INSET

has had on their own practice.

UPR1

Is aware of local & national changes, accesses appropriate INSET & demonstrates the impact such INSET has had on their own practice. This is

shared with colleagues during staff and/or phase meetings & with governors if relevant. Identifies training needs of staff within their key stage &

assists the SLT in providing staff with access to relevant ‘in-house’ or LA provided training. They help the SLT to evaluate the impact of such

training on pupil outcomes.

UPR3 Uses own professional knowledge & experience to support the development of less experienced colleagues e.g. lesson study,peer observations,

team teaching, moderation work. Delivers relevant training to a variety of staff and to the governing body when required. Actively seeks

professional development opportunities via the network of local schools, through the local authority or via external providers in order to bring

about whole school improvement.

Standard 1.5. Adapt teaching to respond to the strengths and needs of all pupils

1.5 (1) Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

MPR 1-3 Able to plan (as part of a year group team) sequences of lessons which engage pupils and are appropriate to their age, abilities & interests. Begins

to adapt these plans to meet the specific needs of the individual pupils within their own class.

MPR 4-6 Able to plan independently, sequences of lessons which engage pupils and are appropriate to their age, abilities & interests.

Effectively adapts these plans to meet the specific needs of the individual pupils within their own class.

UPR1 Able to plan independently, sequences of lessons which engage pupils and are appropriate to their age, abilities & interests.

Effectively adapts these plans to meet the specific needs of the individual pupils within their own class. Supports less experienced colleagues

within their year group with their planning of sequences of lessons.

UPR3 Able to plan independently, sequences of lessons which engage pupils and are appropriate to their age, abilities & interests.

Effectively adapts these plans to meet the specific needs of the individual pupils within their own class. Supports less experienced colleagues

within school, (including student teachers) with their planning of sequences of lessons & in their adaptation of lessons to meet specific pupils’

needs.


1.5 (2) Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn and how best to overcome these

MPR 1-3 With minimal support writes, delivers & monitors the effectiveness of IEPs and participate in IEP review meetings. Deploy SEN support staff

effectively. Begin to demonstrate an understanding of the roles of different outside support agencies.

MPR 4-6 Independently writes, delivers & monitors the effectiveness of IEPs and play a key role in IEP review meetings. Deploy SEN support staff

effectively. Support the SENCo in developing appropriate provision maps within your class. With support identify the need for support from

outside agencies.

UPR1 Independently writes, delivers & monitors the effectiveness of IEPs and play a key role in IEP review meetings. Deploy SEN support staff

effectively. Support the SENCo in developing appropriate provision maps within your year group. Identify pupils

who require support from outside agencies

UPR3 Independently writes, delivers & monitors the effectiveness of IEPs and play a key role in IEP review meetings. Deploy SEN support staff

effectively. Support the SENCo in developing appropriate provision maps & monitoring their impact on pupil attainment within your key stage.

Work effectively with colleagues from outside support agencies.

1.5 (3 & 4)

to adapt teaching to support pupils’

education at different stages of development

including those with special educational needs; those with high ability; those with English as

an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

MPR 1-3 Has a growing understanding of how children develop physically, socially & intellectually. With minimal support is able to plan lessons which

support pupils’ educational needs.

MPR 4-6 Has a secure understanding of how children develop physically, socially & intellectually. Plans lessons which support pupils’ educational needs.

UPR1 Has a good understanding of how children develop physically, socially & intellectually. Adapts their teaching to support pupils’ educational

needs.

UPR3 Has a good understanding of how children develop physically, socially & intellectually. Adapts their teaching to support pupil’s educational

needs. Supports less experienced colleagues in planning lessons which support pupils’ educational needs.


Standard 1.6 Make accurate and productive use of assessment

1.6 (1) Know and understand how to assess the relevant subject and curriculum areas, including

statutory assessment requirements

MPR 1-3 With support where necessary, carries out statutory assessments required for the year in which they teach.

MPR 4-6 Confidently carries out statutory assessments required for the year in which they teach. Have an awareness of statutory assessments required for

years other than the one in which they teach.

UPR1 Supports less experienced colleagues within their year group/phase in carrying out statutory assessments.

UPR3 Supports less experienced colleagues within our school and/or within other local schools in carrying out statutory assessments.

1.6 (2 & 3)

assessment to secure pupils’ progress

MPR 1-3 Demonstrates increasing confidence in using Assessment for Learning strategies and APP when assessing pupils’ progress and attainment.

Teacher assessments inform future short & medium term planning for groups of pupils.

MPR 4-6 Confidently uses Assessment for Learning strategies and APP when assessing pupils’ progress and attainment. Teacher assessments inform future

short & medium term planning for groups of & individual pupils.

UPR1 Confidently uses a variety of Assessment for Learning strategies when assessing pupils’ progress. Use of Assessment for Learning strategies

results in the teacher often being able to reshape tasks within lessons in order to ensure most pupils make good progress. Teacher assessments

inform future short & medium term planning for groups of & individual pupils. Supports less experienced colleagues in their use of Assessment

for Learning & APP.

UPR3 Opportunities to use a variety of Assessment for Learning strategies are carefully planned. Effective use of Assessment for Learning strategies

enable the teacher to confidently reshape tasks within lessons in order to ensure all pupils make good progress. Accurate evaluation of

assessments made inform future short & medium term planning for groups of & individual pupils. Supports less experienced colleagues in

their use of Assessment for Learning & APP.


1.6 (4) Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

MPR1-3 Children receive verbal and written feedback in a way that they can understand. Follows the school marking policy.

MPR4-6 Children receive timely and accurate verbal &written feedback in a way that they can understand. The feedback given clearly relates to the

lesson’s learning objective. Follows the school marking policy.

UPR1 Verbal & written feedback clearly relates to the lessons’ learning intention and/or the pupil’s individual targets. Misconceptions are addressed

through the use of focused marking & clear modelling by the teacher.

UPR3 Verbal & written feedback clearly relates to the lessons’ learning intention and/or the pupil’s individual targets. Misconceptions are addressed

through the use of focused marking & clear modelling by the teacher. Children are encouraged to consolidate their learning by responding to

questions or completing additional calculations posed by the teacher.

Standard 1.7 Manage behaviour effectively to ensure a good and safe learning environment

1.7 (1) Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in

classrooms and around the school, in accordance with the school’s behaviour policy

MPR1-3 Establishes & reinforces class rules which are reflective of the school ethos & school code of conduct.

MPR4-6 Supports children in establishing class rules which are reflective of the school ethos & school code of conduct. Ensures children understand &

adhere to these rules.

UPR1 Supports children in establishing class rules which are reflective of the school ethos & school code of conduct. Ensures children understand &

adhere to these rules. Supports less experienced colleagues in their establishing of appropriate class rules which are reflective of the school ethos

& school code of conduct.

UPR3 Supports children in establishing class rules which are reflective of the school ethos & school code of conduct. Ensures children understand &

adhere to these rules. Supports less experienced colleagues in their establishing of appropriate class rules which are reflective of the school ethos

& school code of conduct. Ensures colleagues & parents are supportive of the school ethos & code of conduct.


1.7 (2 & 3)

using praise, sanctions and rewards

consistently and fairly

and motivate them

MPR1-3 Uses a range of strategies to ensure good levels of discipline within their class. Follows our school’s behaviour policy.

MPR4-6 Establishes high levels of discipline within their class through the consistent use of praise, sanctions & rewards appropriate to the age of the

pupils they teach. Follows our schools’ behaviour policy.

UPR1 Establishes high levels of discipline within their class through the consistent use of praise, sanctions & rewards appropriate to the age & needs of

the pupils they teach. Follows our school’s behaviour policy.

UPR3 Establishes high levels of discipline within their class through the consistent use of praise, sanctions & rewards appropriate to the age & needs of

the pupils they teach. Follows our school’s behaviour policy. Supports less experienced colleagues in developing effective behaviour

management strategies.

1.7 (4) Maintain good relationships with pupils, exercise appropriate authority and act decisively

where necessary

MPR1-3 Follows our school’s procedures for safeguarding children. Ensures that other adults working within their class are aware of our school’s

safeguarding procedures.

MPR4-6 Follows our school’s procedures for safeguarding children. Ensures that other adults working within their class are aware of our school’s

safeguarding procedures. Demonstrates an awareness of the Common Assessment Framework process.

UPR1 Follows our school’s procedures for safeguarding children. Ensures that other adults working within school are aware of our school’s

safeguarding procedures. Attends relevant safeguarding training including Common Assessment Framework training where required.

UPR3 Follows our school’s procedures for safeguarding children. Regularly updates their knowledge of safeguarding children. Actively involved in the

Common Assessment Framework process. Effectively works as part of a multi-agency Team Around the Child. Contributes to the monitoring &

evaluation of the effectiveness of our school’s safeguarding procedures.


1.8 Fulfil wider professional responsibilities

1.8 (1) Make a positive contribution to the wider life and ethos of the school

MPR1-3 Actively participates in the wider life of the school

MPR4-6 Actively participates in the wider life of the school. Organises or helps lead an extra-curricular activity.

UPR1 Actively participates in the wider life of the school. Provides opportunities for the children to represent the school within the local community.

Organises events and/or helps lead an extracurricular activity. Encourages less experienced colleagues to participate in the wider life of the

school.

UPR3

Actively participates in the wider life of the school. Provides opportunities for the children to represent the school within the local community.

Organises or helps lead an extra-curricular activity. Supports less experienced colleagues in planning or leading events or extra- curricular

activities.

1.8 (3) Deploy support staff effectively

MPR1-3 Planning indicates the role of support staff within a lesson. Time is spent briefly explaining the planning to support staff prior to the start of the

lesson.

MPR4-6 Support staff are consulted when planning future lessons. As a result of this they have a clear understanding of their role during various parts of

the lesson. Feedback is given to support staff.

UPR1

Actively involves support staff in the planning & delivery of future lessons. This results in support staff being effectively deployed in a way

which impacts positively on pupil outcomes. Appropriate feedback is given to support staff which contributes towards their continuing

professional development.

UPR3 Actively involves support staff in the planning, delivery & evaluation of lessons. Support staff are encouraged to support the class teacher when

assessing pupils’ progress, in evaluating the effectiveness of targeted interventions used & are encouraged to contribute towards IEP reviews. The

teacher helps support staff to identify their own professional development needs & helps facilitate opportunities for them to be met.


1.8 (4) Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from

colleagues

MPR1-3 Is able to demonstrate ability to evaluate own practice & with support can identify areas for further development. Clear evidence is seen to

demonstrate that they have addressed any previously agreed areas for development.

MPR4-6 Accurately identifies areas of professional strength & areas for further development. With support from a member of the SLT, identifies

strategies for addressing such areas. Clear evidence is seen to demonstrate that they have addressed any previously agreed areas for development.

UPR1 Accurately identifies areas of professional strength & suggests ways in which areas for further development can be addressed.

Monitors & evaluates the impact such strategies have upon their teaching. Supports key stage colleagues in addressing their

areas for further development e.g. peer coaching

UPR3 Recognises areas of professional strength of colleagues across the school. Plans & organises opportunities for colleagues to address areas for

professional development within school. Provides feedback to colleagues. Evaluates their impact & reports

back to SLT and governing body.

1.8 (5) Communicate effectively with parents with regard to pupils’ achievements and well-being

MPR1-3 Is pro-active in arranging informal meetings with parents to discuss any concerns they may have. Confidently talks to parents about their child’s

attainment. With guidance from a more experienced colleague is able to suggest next steps in pupil’s learning.

MPR4-6 Is pro-active in arranging informal meetings with parents to discuss any concerns they may have. Confidently talks to parents about their child’s

attainment & well-being. Is able to suggest next steps in pupil’s learning. Participates, (with support) in multiagency meetings.

UPR1

Is pro-active in arranging informal meetings with parents to discuss any concerns they may have. Confidently talks to parents about their child’s

attainment & is able to suggest how parents may access additional support. Participates actively in multiagency meetings.

UPR3 Is pro-active in arranging formal & informal meetings with parents,(including those involving outside agencies) . Co-ordinates and/or leads

multi-agency meetings. Provides advice & support to less experienced colleagues.


PART 2 – PERSONAL AND PROFESSIONAL CONDUCT

Personal and Professional Conduct– It is expected that teachers reach this standard regardless of their career stage

MPR1-3 2.1(1)Treating pupils, parents & colleagues with respect & dignity

2.1(1)Observing proper boundaries, appropriate to a teacher’s professional position;

2.1(2)Following our school’s safeguarding procedures;

2.1(3)Being tolerant of & respectful towards the rights & viewpoints of others;

2.1(4)Not undermining fundamental British values such as democracy, the rule of law, individual liberty & mutual respect, &

tolerance of those with different faiths & beliefs;

2.1(5)Making sure that personal beliefs are not expressed in ways which exploit pupils’ vulnerability;

2.2 Following school policies & procedures;

2.2 Promoting& demonstrating high standards of behaviour both in the classroom & around school;

2.2 Upholding Christian values

2.2 Being punctual

2.2 Having high levels of attendance

2.3 Understanding & always acting within, the statutory frameworks which set out your professional duties & responsibilities.

MPR4-6

UPR

model policy for appraising teacher...

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