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Appraisal for TeachersSeptember 2012

The article published by DfE on 26th April 2012 states:

“Teachers’ performance will be assessed against the relevant standards, against their objectives and against their role in the school. Under the current arrangements, the standards are seen merely as a “backdrop” for performance management discussion.”

This statement suggests that previously the Core Standards were a backdrop, however the appraisal process is tied much more closely to the requirements of the new Teachers’ Standards.

All teachers are required to show evidence that they continue to meet the requirements of the Teachers’ Standards throughout their career. This is in addition to any further standards that the secretary of state for education may bring in for the status of Master Teacher or to address the issues related to Threshold payments.

The Cycle

Target Setting Meeting : A professional conversation centred upon strengths and areas for development. This leads to agreed targets, along with identified training and development needs. These will be part of the school training plan. Agreed times will be made for formal lessons observations, work scrutiny and planning reviews.

Mid cycle Review : Personal reflection of a teacher’s progress towards meeting the agreed targets, formal lesson observation and pupil work scrutiny.

Final Review Meeting: Final assessment made on te teacher’s progress in relation to the teaching standards and agreed targets. Judgements about performance can be made based on:

Lesson observation Learning Walks Pupil work scrutiny Personal reflections and professional testimonials

Objective Setting Meeting Record

Date of Meeting:

Thoughts on academic year so far

Positive:

Negative:

Target 1Set high expectations which inspire, motivate and challenge pupils

Success criteria Resources

Target 2Manage behaviour effectively to ensure a good and safe learning environment


Target 3Personal target:


Signature: Appraiser signature:Date: Date:

Mid-Cycle Review Meeting Record

Date of Meeting:


Positive:

Negative:


How is this target progressing?






Final Review Meeting Record

Date of Meeting:


Positive:

Negative:


Success criteria Target met because:Lesson observation:

Learning walk:

Work scrutiny:

Personal reflection:



Learning walk:

Work scrutiny:




Learning walk:

Work scrutiny:



Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

1.Promote good progress and outcomes by pupils • be accountable for pupils’ attainment, progress and outcomes • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these • guide pupils to reflect on the progress they have made and their emerging needs • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching • encourage pupils to take a responsible and conscientious attitude to their own work and study.

Impact could be:Pupils’ attainment, progress and outcomes in all sub groups are in line with or exceed targetsPupils are able to learn and develop existing skills as a result or personalised target settingPupils access the curriculum as a result of differentiated planningPupils take responsibility for their own learning and reflect on the progress madePupils are able to reflect on their progress and set personal targetsPupils know their targets and are capable of taking responsibility for them.Ways you might show you have met the standard:Use of prior data informs planningWays you might show you have met the standard:Review of effectiveness of teaching and impact on childrenEvidence that feedback is effective in helping pupils make progressPupils consolidate and extend learning achieved during a lessonYou provide accurate and informative feedback on attainment, progress and areas for development to children, colleagues and parentsRegular opportunities for AfL are plannedChildren are supported to set realistic yet challenging targets for improvementEvidence ideas:Annotated lesson plansLesson observation feedbackComments from a colleagueDifferentiated planning/worksheetsSamples of work prior to an after feedback given.

Appraisal EvidenceEvidence Description

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2. Set high expectations which inspire, motivate and challenge pupils

• establish a safe and stimulating environment for pupils, rooted in mutual respect • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Impact could be:Pupils of all abilities perform well in test situationsPupils feel safe and secure enough to engage actively in lessonsPupils work cooperatively, developing mutual respect and understandingPupils take responsibility for their own behaviour and learning in lessonsWays you might show you have met the standard:Plan for differentiated learning tasksMotivate and challenge pupils to achieve their bestPlanned to deescalate situations and promote positive behavioursReward positive behaviours and praise when appropriateExhibit positive values and adopt high standards as a professional.Evidence ideas:Annotated lesson plansLesson observation feedbackComments from a colleagueDifferentiated planning/worksheets


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3 Demonstrate good subject and curriculum knowledge • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship • 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 • if teaching early reading, demonstrate a clear understanding of systematic synthetic phonicsif teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

Impact could be:Good progress within lessons as a result of keeping up to date with best teaching pedagogy(methods and practice of teaching)Children’s work demonstrates a good understanding of literacy in written and spoken formChildren want to learn and show positive attitudes to learningChildren can explain how feedback from teachers affects their learning and progressWays you might show you have met the standard:Demonstrating secure knowledge and understanding of the subjects taughtUnderstanding how curriculum areas fit together and support each otherShow reflective practice which impacts on next stepsKeep up to date with knowledge to continually develop professionally within your areas of responsibilityExhibit high levels of literacy, verbally and in written form especially in communications with childrenUse literacy in cross curricular ways, thus providing opportunities to develop skills in and out of the classroomEvidence ideas:Annotated lesson plansLesson observation feedbackComments from a colleagueDifferentiated planning/worksheetsSamples of work


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4 Plan and teach well-structured lessons • impart knowledge and develop understanding through effective use of lesson time • promote a love of learning and children’s intellectual curiosity • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired • reflect systematically on the effectiveness of lessons and approaches to teaching • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Impact could be:Children make progress and learn well as a result of appropriate interventionsHomework shows pupils are consolidating and extending understandingAfL used to assist the learning processPupils ask intelligent questioning to seek clarity as a result of positive teaching and learningUse of self, peer and adult feedback to extend knowledge and understandingEnjoyment in lessons

Ways you might show you have met the standard:Effective planning of sequences of lessons which show progression, within lessons and across th sequence of lessonsPupils are allowed to consolidate learningTime given for pupils to ask pertinent questionsVariety on teaching style to cater for learning needs of allBloom’s taxonomy used as part of higher order thinking questions which challenge childrens’ skillsEvidence ideas:Annotated lesson plansLesson observation feedbackComments from a colleagueDifferentiated planning/worksheetsSamples of work prior to an after feedback given.


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5 Adapt teaching to respond to the strengths and needs of all pupils • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development • have a clear understanding of the needs of all pupils, including those with special educational needs; those of 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.

Impact could be:Pupils access the curriculum because they experience personalised planning and approachesChildren of all ages and abilities are engaged and confident to participate in learningAll efforts are explored in order for children to overcome difficulties/pressures to make continued progressProgress is made in line with expectationsWays you might show you have met the standard:Adapted teaching approaches, expectation and or materials to meet needs of all grpups and individualsPupils development and well-being and achievement have been affected by positive responses to factors affecting these. Advice has been sort where neededEffective differentiationTried and tested teaching approaches which are used to engage children-effectiveness evaluatedEvidence ideas:Annotated lesson plansLesson observation feedbackComments form a colleaguePupil feedbackSamples of work prior to an after feedback given.


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6 Make accurate and productive use of assessment • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements • make use of formative and summative assessment to secure pupils’ progress • use relevant data to monitor progress, set targets, and plan subsequent lessons • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

Impact could be:Pupils know the levels they are working at and their next learning steps to make improvementsChildren are aware of what they have achieved during the lessons and make expected progress towards predicted levelsChildren are able to assess their own and other’s workPupils understand the link between formative anWays you might show you have met the standard:Clear understanding of summative and formative assessment and the links to national testsAppropriate targets are set for all childrenLevelling of children’s work is accurate, providing pupils with regular, informative feedback on attainment, progress and areas for improvementNational and local data used to support planning for future lessons and pupil targetsClear learning objectives are seta and used to help monitor pupil progress during lessonsAfL opportunities are planned forMarking of pupil’s work is up to date and effectiveEvidence ideas:Comments from colleaguesMinutes from moderation meetingsMark book/planning fileMarked work and reportsLesson observation feedbackAnnotated data sheetsLesson plans


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7 Manage behaviour effectively to ensure a good and safe learning environment • 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 • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Impact could be:Good behaviour in lessonsUnderstanding of expectations of pupils, rewards and sanctionsChildren exhibit trust and respect for staff and act with self-control and co-operation in lessonsEngaged and motivated pupils who make progress in line with or exceeding targetsWays you might show you have met the standard:Plan for behaviour for learning in line with school policySafe, purposeful learning environmentClear expectations, enforcing the rules and routines of classroom- firm and fairDecisive action to ensure positive behaviour in class and around the schoolGood behaviour management using a variety of strategiesA balanced use of praise, sanctions and rewardsEngaging and motivating lessons, good relationships with pupils, encouraging independent learning skillsEvidence ideas:Lesson plansLesson Observation feedbackComments from colleaguesUse of school rewards system- Behaviour stepsFeedback from pupilsLetter/notes/emails home to parents


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8 Fulfil wider professional responsibilities

• make a positive contribution to the wider life and ethos of the school • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support • deploy support staff effectively • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues • communicate effectively with parents

Impact could be:Colleagues understanding expectations within lessons and who feel respected and supported by youParents are well informed about pupil progress and are aware of ways in which they can support learning at homeTeam player- seen by others as a real team memberSpecific children make identifiable progress due to collaborative working with specialist colleaguesWays you might show you have met the standard:Effective deployment of staff and valued relationships- clear effective and productive relationshipsEvidence of up to date skills and knowledge and understandingActively seeking advice form colleagues and action taken based on advice to affect pupils’ progressInformative feedback to parents about pupil progress and achievement- encouraging their support in learningEvidence of your contributions to the aims and ethos of the school.

Evidence ideas:Lesson plansStaff meeting/key stage meeting minutesNotes between colleaguesComments from colleaguesTelephone calls(logs), letters, emails, pupil home school recordsReports and annotated notes from parents’ meeting


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PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions o showing tolerance of and respect for the rights of others o not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Evidence relating to Part 2 is likely to be confidential and held by Head teacher and designated deputy. The standards above are likely to have been met if there is no evidence to suggest otherwise. Evidence may be:

Parental complaint Records of official warnings Disciplinary or competency procedures Evidence of personal behaviour that has brought the school into disrepute

Validation of personal and professional conduct:

Appraisal Period:

Teacher’s name:

The requirements of Part 2 of the Teachers’ Standards have been confirmed by the Head teacher as having been satisfactorily met.

Signed:

Date:This section should therefore be signed off as met unless issues have been discussed to the contrary asnd normal codes of conduct are being followed in line with school policies and procedures.

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