ministry of education and human resources ... - world...

1 TEACHER APPRAISAL

Ministry of Education and Human Resources Development TEACHER APPRAISAL

Tick √ all appropriate boxes Self Appraisal (SA) External Appraisal (EA) Name of Teacher: Name of Principal: Gender: TPF Number: Teacher Appraisal Status/category: Probation: Trial Promotion: Overseas: Other: Specify ………………………………….. (for fixed‐term appointments; non‐trained teachers, with other qualification Substantive Level: Current Performing Level (on trial) : Area/s of Responsibility: Name of School: Education Authority:

Category of School/Institution ECE Primary CHS PSS NSS TVET Relevant Data Number of classes/stream taught Average class size

Number of Days present against available teaching days up to point of Appraisal

Days Present: Days Available: Number of subjects taught

Year Level/s taught Total Teaching Periods/week The following documents must attached with the EXTERNAL APPRAISAL (EA) for submission to the Teaching Service Commission (TSC)

□ Teacher Data Summary Sheet □ Certified Copy (ies) of Certificates

□ Confirmation of Appointment Letter □ Lesson Plan (s)

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Instructions for Completion of the Appraisal Ratings and Form (these instructions should also be read in conjunction with the Teacher Appraisal Process Guidelines and Training Notes ):

1. Allstandardsaretoberatedaccordingtothecategoryoftheteacherbeingappraisedi.e.whetherforprobation,promotion,overseasetc

2. ForSelfAppraisal(SA)orExternalAppraisal(EA),theteacherorPrincipal/HeadTeacher,asappropriatewillcompleteallsections,exceptNumber6,whichwillbecompletedbytheSchoolBoard/CommitteeChairperson.

3. Forsection5,SpecialistStandardsforNominatedTeacherAppraisalCategories,youwillcompleteonlythesub‐section/swhicharerelevanttotheteacherbeingappraised.(i.e.TVET,ECE,Promotion,OverseasTeacher)

4. AftereachsectionforanyStandardswhichareratedas4or5theseshouldthenbeindicatedinthespacebelowthesection,calledStandardsRequiringAttentioninImprovementActivitiesActionPlan,withcommentslinkedtotheImprovementActivitiesActionPlan(section7).

5. BelowistheRatingScale,withDescriptors,whichisusedinthisTeacherAppraisal.Ratings used for all Standards being Appraised Level Label Descriptor 1 Outstanding

(barava gud tumas) Extraordinary levels in all aspects of this Standard being achieved providing for excellent learning and teaching, professional development and relationships and student care; high levels of innovation displayed ; performance well above qualification level

2 Very Good (Hem gud tumas)

High levels in a number of aspects of this Standard being achieved, while others are being achieved at adequate levels

3 Adequate (hem oraet nomoa)

All aspects of this Standard being adequately achieved.

4 Needs Improvement (hem oraet bat iu nedim samfala moa wok)

Some aspects of the Standard are being achieved; but others are not, lowering the quality aspects of learning, communication, relationships, professional standards and student care.

5 Urgently Needs Attention (iumas quik fo stretem)

All or most aspects of the Standards not being met; seriously lowering the quality aspects of learning, communication, relationships, professional standards and student care.

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1. PROFESSIONALSKILLSStandard Performance Description Rating

1 2 3 4 5 1 Preparations for, and management

of, teaching includes all relevant plans , related to relevant syllabus materials

Prepare with relevant syllabus materials and associated support materials and prepare, as appropriate: term programs/year plans/weekly plans/day plans. Gather and prepare teaching aids and resources. Records of assessment ; student character/behavior development

2 Presentation of lesson uses appropriate language, activities, strategies, methods and resources; and addresses the individual needs of all students in the class

Objectives introduced ; a variety of strategies; cover relevant syllabus content and concepts and relate to learning objectives; building on prior knowledge and introducing new knowledge; provide remedial and enrichment activities for slow and fast learners and show evidence of; conclusion of lesson with summary ; activities as appropriate in and outside of the lesson (e.g. homework); appropriate use of questioning. Stimulating learning environment (use of posters, displays etc) Students learning reflected in good notes in workbook/logbook. Use of English as appropriate

3 Prepare and administer formative and summative assessment according to plans and syllabus and provides timely feedback to students

Use of effective range of assessment methods; guiding students to identify their strengths and weaknesses; effective setting, checking, marking and record of assessment (e.g. tests, assignments , projects etc).; folios for relevant categories of students

4 Provides other activities dealing with the health, welfare, safety and conducive environment for students

Effective methods of encouraging students, firm and fair control of behavior; problem‐solving with students; monitoring health of students and maintaining records of these.

5 Monitor Student Academic progress

Effective monitoring of student progress (e.g. behavior, assessment, sports, extra‐curricula), and provide constructive feedback and support

Standards Requiring Attention in Improvement Activities Action Plan Standard Comments (Self or Appraiser) Average Rating for the Section (i.e. add up all rating numbers and divide by number of standards‐to 1 decimal point

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2.PROFESSIONAL KNOWLEDGE Standard Performance Description Rating

1 2 3 4 5 6 Knowledge about Teaching and

Learning, Understanding and using a wide range of strategies and methods/techniques in order to maximize all children learning potential (including remedial and enrichment);actively seeking and developing new knowledge.

7 Mastery of subject content and skills

Wide understanding of subject knowledge and its links with the curriculum and teaching and learning strategies. For Promotion Appraisals only: Knowledge of specific subject management, resourcing and facilities requirements.

8 Currency of Knowledge (up‐to‐date)

Effective updating of subject and methodology knowledge through reading, meeting, trainings, seeking etc; accepting feedback from appraisals ; displaying initiative to explore etc

9 Knowledge about Literacy, Numeracy and Information and Communication Technology (if appropriate to the school‐optional), including importance and strategies for their use

Understanding the foundations and importance of these and how they can be used. Skills in seeking resources and teaching materials in these areas. Effective application (in teaching and other areas) of these.

10 Knowledge about achievement for all, involving understanding learning developments and progress and inclusive education

Understanding how students develop and progress and factors contributing to their developments; knowledge of conditions under which learning is strengthened

11 Knowledge about health and well‐ being of individual students and potential risks

Knowledge of appropriate caring strategies for student welfare (e.g. conducting counseling, discipline interviews and support, maintaining health records etc). Understanding the importance of the wider (holistic) well‐being of students (e.g. cognitive, physical, emotional, spiritual, social etc)

Standard Comments (Self or Appraiser) Average Rating for the Section (i.e. add up all rating numbers and divide by the number of standards‐to1 decimal point)

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3. PROFESSIONALATTRIBUTESStandard Performance Description Rating

1 2 3 4 5 12 Relationships with students, staff

and the community Demonstrate positive and professional relationships with students, staff , communities and stakeholders, ensuring that all school programmes are running effectively. Understanding (empathizing with ) students, and relating fairly to all (equity).

13 Respects rights, beliefs and customs.

Applying respect for students, staff, communities , including government laws, policies, constitution etc, as demonstrated through work.

14 Effective communication and relationships

Effective interaction with students, staff, school management, parents and communities; Being a collaborative, participatory team‐player

15 Involvement with a range of extra‐curricular activities

Commitment to complete assigned activities in a fair, safe, and well‐organised manner, using appropriate skills and expertise (e.g. sports, work master, library, maintenance, clubs etc)

16 Applying Code of Professional Conduct in School and wider Community

Using this in personal and professional conduct, dress, appearance, language and other Code of Professional Conduct guidelines

17 Adherence to Education Authority Mission and Values, as appropriate

Comply with, and respect, Education Authority rules, policies, beliefs and other requirements

18 Positive Work Ethic Displaying qualities of work pride, initiative, patience, time‐management, self‐evaluation of work, and including care for school properties and facilities

Standards Requiring Attention in Improvement Activities Action Plan Standard Comments (Self or Appraiser) Average Rating for the Section (i.e. add up all rating numbers and divide by the number of standards‐to one decimal point)

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4. CLASSROOMOBSERVATIONNumber of students in class: Class time:

Standard Performance Description Rating 1 2 3 4 5

19 Lesson Planning Documentation evidence of planned lesson i.e. objectives, content, activities, closure, evaluations (if appropriate) (e.g. Year Plan, Scheme of Work, Day Plan, Lesson Plan, as appropriate) Plan based on, and linked to, progress from previous lesson evaluations

Lesson Presentation 20 Language Use of English; at appropriate level

of student understanding and lesson context (i.e. from simple to more difficult)

21 Speech Clear and well pronounced and easily heard by all students; varying tones and speeds

22 Clarity of Explanations Explanations are clear and relevant and repeated/rephrased, as appropriate ; feedback sought from students, through questions etc

23 Subject Knowledge Fully understands subject content being delivered; and reflected in lesson plan and presentation

24 Use of Resources/Teaching Aids Appropriate and varied resources directly linked to learning outcomes, content and planned student activities. Creative and adaptive use of alternative resources.

25 Chalkboard management and use Tidy, clean, well organised, structured, appropriate writing style and format

26 Variety of Appropriate methods Evidence that teacher is using a variety of methods to suit the learning outcomes, activities and resources available.

Classroom Management 27 Interaction between teacher and

learners (learner‐centered) Interaction is positive and enjoyable and learning linked; involves all students and is well spread. High level of student participation and activity.

28 Use of praise, encouragement and positive reinforcement

Teachers’ encouraging and promoting student participation with use of appropriate praise, support and guidance.

7 TEACHER APPRAISAL

29 Dealing with distractive students Calm, patient, fair, firm and controlling responses ; minimizes distraction for classroom activities and learning.

30 Being aware of students with special needs and providing for these

Effective and caring arrangements made for students with individual special needs (e.g. sight, hearing, mobility etc)

31 Classroom Atmosphere/ Environment

Teacher manages classroom space in a way that students are comfortable and are encouraged to participate. ( i.e. using light, ventilation, space, temperature conditions as they are)

32 Organization and Management of learning and teaching resources

Appropriate resources are used in such a way that maximizes all student learning; number and variety of resources used; distributed and used by all students as appropriate; resources are properly stored and managed

Student Engagement 33 Student Involvement and

Participation All students involved, participating and contributing in learning activities, providing feedback

34 Evaluation of achievement of lesson outcomes

Learning outcomes; lesson objectives are evaluated through questioning, short test, summary activities etc.


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5. SPECIALISTSTANDARDSFORTEACHERAPPRAISALCATEGORIES

5.1 TVET TVET Standard Performance Description Rating

1 2 3 4 5 1 Application of Competency Based

Approach in teaching. Knowledge and understanding of CB assessment and application in classroom/workshop/farm instruction situation. Evidence of CB assessment being conducted to check student learning

2 Clear, logical practical demonstrations and instructions.

Practical instructions and demonstrations have clear and logical steps, each of which is supervised and checked for student understanding and progress

3 Practical Assessment Effective practical assessments are designed and delivered with appropriate frequency to test practical competence

4 Instructing using prescribed teacher‐student ratio for practical (workshop‐farm) setting

1:15 student ratio being applied where practical; other arrangements made if not practical

5 Appropriate trade qualifications Qualifications and experience are directly related to the trade area being instructed on.

6 Provision of suitable career guidance to students

Working toward employment and job‐seeking skills

7 Workshop Management skills Health and safety, care of tools and management of school assets are being provided for

8 Providing, if relevant, appropriate preparation for the National Trade Test or any other testing requirement

Evidence that learners are being familiarized in, and are practicing for, the NTT requirements.


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5.2 ECE ECE


1 Appropriate Knowledge about all aspects of development of a child (physical, social, cognitive, moral, language and creativity)

Specific attention to each child’s needs; an understanding of development levels reached by child and appropriate responses made.

2 Demonstrates patience and understanding for each child’s needs indoor/outdoor

Patience, caring, understanding, to address needs.

3 Demonstrates care for child’s personal hygiene, health & safety of the child indoor & outdoor.

Monitors child hygiene condition; promotes personal hygiene conditions for each child through appropriate support and guidance

4 A Playing Environment indoor & outdoor should be conducive.

Promotes an active and supportive playing environment using appropriate resources

5 Encouraging and providing positive reinforcement

Displays positive support for children through encouragement and supportive attitudes and actions. (e.g. hugging, holding, smiling, laughing with them etc)


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5.3 PROMOTION PROMOTION


1 Development and management of policies and their implementation appropriate to level of Appraisal (i.e. School, Department etc)

Student assessment, staff and subordinate assessment, in‐service training, progress and other reporting being displayed and policies being evident

2 Work Ethics Attendance; relationship with subordinates, behavior with subordinates, students, parents, school, and wider community is respectful and encouraging; industriousness; honest and loyal; trusting, transparent etc

3 Vision, planning and reporting Thinking about future school and professional developments; Planning skills at level appropriate to Appraisal; Work programs, year planner, assessment plans, results and analysis ; effective meetings planned and implemented, displayed as appropriate to level of Appraisal.

4 Administrative skills, as appropriate

Filing systems, inventories, student and staff profiles, meeting minutes, assessment results and analysis, effectively maintained and managed.

5 People Management skills Promotes and uses: teamwork (collaboration) , trust, effective communication, understanding, harmony; Delegating and encouraging all staff to perform; a professional role model; creates and promotes happy and productive environment

6 Effective Leadership Creative and Innovative, using and encouraging initiative; promoting sustainable development

7 Monitoring of staff work; and student progress

Establishing formal and informal monitoring and supervision of staff performance and student progress through, for example: observation, meetings, questions, reading reports and responding etc


5.4 School Leaders SCHOOL LEADERS

Standards Standard Statement Performance Description Rating1 2 3 4 5

1. Leade

rship

1. Ethical Leadership School Leader creates an ethical, conducive and empowering environment and legislation compliance.

2. Visionary

Visioning, planning, implementation, evaluation and review.

3. Change agent

Innovative researching, creatively and engagement.

1.1 Demonstrates integrity, fairness, professionalism, ethical behaviour.

1.2 Promote and appreciate positive values and principles.

1.3 Enforce and work within school policies, work ethics, education legislation/acts and conventions.

2.1 Translate and promote vision and mission statements in appropriate areas e.g. PTA meetings, school programs, conferences and community meetings.

2.2 Engage stakeholders in development of the shared vision with NEAP and SDP.

2.3 Monitor and evaluate the implementation of annual work and strategic plan.

3.1 Lead and facilitate the necessary research for innovations and changes demands to improve efficiency and effectiveness in achievement of the school goals.

3.2 Facilitate and support the use of modern effective teaching and learning strategies that recognises and encourages active learning.

3.3 Take leading role in the implementation of new and emerging technologies to enhance teaching and learning in school.


2. M

anagem

ent

4 Effective Management School Leader ensuring efficient and effective resource and operational management.

4.1 Resource Management: The School leader manages and supervise the limited resources of the school sustainably and in strategic ways( which includes land, finance, school facilities and human resources):

4.1.1 Ensure a safe, efficient and effective learning environment.

4.1.2 Achieve successful learning outcomes for all students.

4.1.3 Monitor, evaluate and appraise staff

4.2 Operational Management: 4.2.1 Ensures effective management of

the operation of the school to meet its goals and objectives, by organising the school and establishing mechanisms needed to implement school programs and activities.

4.2.2 Promotes positive values and addresses changes efficiently (such as delegation of responsibilities) for continuous school improvement.

3. T

eaching and Learning

5 Conducive Learning Environment. Ensures there is a conducive learning environment that is innovative with flexible approaches.

6 Curriculum and instruction Lead and manages the approved national curriculum effectively.

5.1 Ensure and provide for appropriate and adequate resource is available in the school to enhance quality teaching and learning.

5.2 Promote and see that the learning environment is free to enable students to expose and enhance their individual skills and talent.

5.3 Create a friendly learning environment which would able to nurture student to the expectation of vision/mission of the school.

5.4 Accommodate and develop facilities to assist students with special needs.

6.1 Facilitate in house trainings to review,

evaluate teaching and learning outcomes.

6.2 Maintain standards to assess, monitor and evaluate students learning achievements.

6.3 Develop and implement school policies and procedures that support teachers to carry out duties to improve students’ learning.

6.4 Ensure teachers are creative and innovative in creating resources to enhance teaching and learning outcomes.


4. Professional D

evelop

men

t and

Welfare 7 Leading Capacity

Building Supports and responsible for building capacity for staff and students.

8 Leading and

promoting standards Promote quality teaching and learning standards as in the Solomon Islands Teaching Service Handbook (SITSHBK) and relevant MEHRD policies

9 Welfare Address

staff and students welfare at professional level.

7.1 Develop a whole school strategy to improve professional development, quality teaching and learning specifically targeting weaknesses e.g. in‐house training program

7.2 Facilitate and support professional development opportunities to enhance and maintain quality standards

8.1 Supports and takes responsibility for building capacity of teachers as well as themselves.

8.2 Takes responsibility in advocating, nurturing and sustaining staff development through professional development activities and programs

8.3 Promote the quality of teaching and learning for students’ achievements and the quality of leadership in the school.

8.4 Implement Teaching Service Handbook, MEHRD plans and policies

9.1 Actively address the welfare of both staff

and students to ensure timely action.


5. C

ommun

ity Partnership

10 Inclusive Collaboration Liaise and provides venue for dialogue, facilitation, establishment of dissemination of information to and from stakeholders.

11 Community Involvement promotes and facilitates active participation of the service community.

10.1 Actively facilitate consultation and dialogue among school authorities, governing bodies and MEHRD on impacts of policies (grants and resources).

10.2 Liaise between school and authorities and stakeholders on the level of support to achieve goals.

10.3 Encourage collaboration between the schools; NGOs interest groups etc., to support the work of the school.

10.4 Develop and maintain relationship between the school and local community (including parents, villages and church leaders) on how they can support the school.

10.5 Encouraging, collaboration and networking with other school leaders, through Principals Association, other profession bodies for quality leadership through sharing of best practices.

11.1 Create and sustain a variety of

opportunities for the involvement of parent, guardians and the community in school activities to support student learning.

11.2 Create and maintain effective partnership between school and parents and stakeholders on how to support the school’s effort to improve the learning of students.

11.3 Foster collaboration with parents and the community to support students learning by promoting community awareness and encourage community participation in fulfillment of school vision in school activities.

11.4 Have innovative strategies to encourage parents and guardian support in their students learning in providing information in curriculum development, assessment school programs and extra curriculum activities.



5.5 OVERS EAS TEACHER OVERSEAS


1 Understanding local culture and customs

Respecting local culture and understanding how this should reflect his/her way of living and working in the community and relating to people. Challenging and questioning in a constructive and respectful way.

2 Appropriate knowledge of SI education system

Including regulations, policies, procedures, protocols etc

3 Sensitivity to existing school culture

Understanding history, values, and norms of the school and working within those, respectfully.


6. SCHOOLBOARD/COMMITTEECOMMUNITYCOMMENTS


1 Relationship of the Teacher with the Community

Respectful of all especially leaders;supportive of community issues and ideas; fair; careful with community property and facilities;

2 Professional behavior of the Teacher

Respects community morals; a role model, personally and professionally

3 Contribution by the Teacher to the Community

Active in community work; uses skills to be supportive, assists and contributes to community needs (through groups‐PTA, churches, individual, organizations, clubs etc); helps to link community with government, Involved in educational awareness,

4 Participating in School Development Work

Actively involved in planning and implementing in whole school development plans e.g. classroom


construction, school maintenance etc


……………………………………… Board/Committee Chairperson: …………………………………………. Signature: ………………………………………… Date:


7. IMPROVEMENTACTIVITIESACTIONPLANStandard and Problem

Improvement Objective/s Actions to be taken and Support required

Monthly Monitoring Comments

Monitor Signature and Date


Standard and Problem

Improvement Objective/s Actions to be taken and Support required

Monthly Monitoring Comments

Monitor Signature and Date

8. COMMENTSBYSUPERVISOR(IFAPPROPRIATE)

SUPERVISOR NAME: POSITION (HOD, Senior Teacher)

Date

SIGNATURE:

9. COMMENTSBYPRINCIPAL

Overall Standards Rating Average:All section averages added and divided by number of sections)

Name: Date

HT SignaturePrincipal Appraisee Signature Date

10. OFFICIALCOMPLETIONPAGE(forofficialuseonly)

21

ThispageapplicableforExternalAppraisal(EA)only.AppraisalRecommendation:(TickappropriateColumn)Confirmation Promotion

to level _____

Demotion Deferred further 6 months

Further Study Opportunity

Principal’Name:______________________________________Date:________________________Signature:______________________________________Education Authority Sighting and Comment Comment: Name and Signature: Designation:

_____/_____/_____

Verification Committee deliberated on .....

_____/_____/_____

Received and Endorsed at the Inspectorate Division (MEHRD) Received on this_____________day of the month of __________________ of the year 20_______ Received by _________________________ (Inspector’s Signature) Directorate of Inspections Endorsement of Recommendation to the TSC I endorse (Teacher’s Name)_____________________________________________ Appraised for _____________________ be confirmed to level __________________ (Appraisal category) as______________________________ at ______________________________ School _________________________ Education Authority ______________________ Province Director of Inspectorate (or nominee) Signature:

NOMINEE POSITION (IF APPLICABLE) Date:

Official Stamp

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