PA Hand Book

POLICY STATEMENT
The Ministry oI Education Youth & Culture is committed to perIormance management to develop all
members oI the teaching staII in order to improve the teaching learning process and to raise the
standard oI achievement Ior all students. To do this, a perIormance management system will be
implemented to be used at all levels oI the school system. This system will set the Iramework Ior all
teachers to agree and review priorities and set individual goals within the context oI the school`s
improvement plan and their proIessional needs. The annual perIormance evaluation oI the teacher
should Iorm part oI his or her permanent record.

ENERAL APPROACH

The PerIormance Management programme is a Iormal evaluation oI the perIormance oI all teachers.
This evaluation will determine whether the incumbent`s perIormance meets the required standards oI
the post he/she temporarily or permanently occupies.
To identiIy objectively the teacher`s strengths and weaknesses, the Team Leader/Reviewer will record
signiIicant achievements and shortcomings oI his/her staII on the Incident Review and Feedback Form
provided. This Iorm will be used as the reIerence point at the end oI the review period and should
assist in Iormulating an objective assessment oI the teacher`s perIormance.
This programme will assess each teacher`s perIormance in an eIIort to identiIy training needs and to
assist with career development. The emphasis oI the programme is developmental, aimed at assisting
and motivating individuals to attain their maximum potential and ultimately increase eIIicacy oI the
education system. Each team leader/reviewer has a vital role to play in ensuring that the evaluation
process is conducted accurately and objectively and to assist in realization oI the objectives oI this
programme.

THE PERFORMANCE EVALUATION MODEL

All levels oI teachers in a given school will be involved in the programme. The process should be
ongoing and involves a three-stage cycle. Teachers should be involved in the three stages: planning,
monitoring and review throughout a regular school year. AIter the Iirst year, Iuture planning should
Ilow naturally Irom the previous year`s review and so the cycle begins again.
The perIormance review process operates on a continuous one year cycle.

O The planning stage involves the deIinition oI job responsibilities, setting oI perIormance goals and
development oI an action plan. This should take place early in term one oI the school year.
O The monitoring stage involves monitoring progress, providing Ieedback, coaching and
proIessional development support. This should take place throughout the school year. There
should be a minimum oI one classroom observation Ior each teacher in each term throughout the
school year. The Teacher`s records should be checked at least once per term to ensure that they are
appropriately maintained and are up to date.
O The review stage should be a Iormal review and should take place in the latter halI oI the third
term. The results oI national tests and other in school tests should be used when considering
students` progress.

Stage 1

Planning
(Beginning oI the year)
Agreed goals
Individual action plan
Stage 2

Monitoring
(Throughout each term)
Classroom observations
Sampling oI records
Sampling oI students` work
InIormal reviews
Stage 3

Review
(End oI Year)
Meeting to review progress

The perIormance management process should:

O Provide the opportunity Ior all teachers to participate in the implementation oI the School
Improvement Plan and to manage their own perIormance;

O Engage teachers in continuing proIessional development and

O Be consistent with the values and belieIs oI the school culture.

Teachers who are identiIied as needing proIessional training should be reIerred to the ProIessional
Development Unit oI the Ministry oI Education Youth & Culture so that suitable training activities
and intervention strategies can be developed to address these needs. The principal should report
annually to the School Board on perIormance management in the school. A copy oI the teacher`s
evaluation record should be made available to the Ministry oI Education Youth & Culture on request
to the principal or Board Chairman.

PROCEDURAL UIDELINES

4.1 Beginning OI Review period
O Establish/clariIy job requirements
O Establish and link Ministry goals
O Link with school improvement plan
O Agreed perIormance standards
O Individual action plan

4.2 On-going monitoring and evaluation
(Termly reviews)

4.3 BeIore the Review Meeting
O NotiIy teacher
O Review perIormance records, exam results etc
O DraIt provisional assessment
O Consultation with team
4.4 Setting up the interview
O Allow enough time
O Ensure privacy
O Reduce anxiety
4.5 During the meeting
O Stay in control
O Listen
O Focus on perIormance Iactors
O Develop action plan
O Remain positive
4.6 AIter the meeting
O Complete appraisal Iorms
O Form to be signed by teacher
O Submit Iorms

4.1 Beginning oI the Review Period
Some important actions the appraiser must pursue at the outset include the Iollowing:

Ensure there is a job description
The job description should clearly establish the responsibilities, duties and accountabilities as well as
the desired qualiIications Ior perIorming the job.

Match individual attributes to job requirements.
Ensure as much as possible that the knowledge, skills and competencies oI the individual are
commensurate with what is required Ior eIIective perIormance in the job. Avoid square pegs in round
holes.

Explain the process
Communicate clearly and thoroughly the purpose and Iormat oI the appraisal so that the teacher knows
what to expect. The teacher should understand the objectives it addresses, and how both parties can get
the best Irom it.

Link job objectives to the Ministry`s and the school`s objectives
Align Ministry`s and school`s objectives and strategies to those oI the job.

Establish objectives and standards oI perIormance
Jointly establish objectives Ior the job and the supporting standards oI perIormance. Objectives and
standards oI perIormance must be: SpeciIic, Measureable, Attainable, Realistic and have a TimeIrame
(SMART).

4.2 On-going Monitoring and Evaluation

Prepare throughout the year
Provide coaching, counseling, correction and training as necessary. Keep clear records; keeping an
appraisal Iile means you do not have to rely purely on memory. Encourage the appraisee to also keep
running records.

PerIorm termly reviews
Do mini perIormance reviews and Ieedback on a termly basis, leading up to the annual perIormance
appraisal interview/conIerence.

4.3 BeIore the Review Meeting

Prepare written notiIication
ConIirm mutually convenient time Ior the review. Provide Ior the appraisee copies oI any documents
or Iorms you intend to use or reIer to during the meeting.

Review the individual`s Appraisal File Ior the period
Make sure you have all the inIormation you need about what was supposed to happen during the year
and what actually did happen. Make notes oI points needing discussion and see to it that you can
navigate the documents easily as the meeting progresses.

Check perIormance Iactors
Review agreed-on standards and identiIy any that are no longer relevant or that need to be changed.

DraIt a provisional assessment
Complete the appraisal Iorm in pencil preIerably, ahead oI time. BrieI notes can provide a starting
point, prompt the agenda and link to the system. Don`t pre-judge the discussion that will take place at
the Appraisal Interview/Meeting. Sending a copy oI the provisional/preliminary assessment Ior review
by the appraisee ahead oI the Appraisal Interview/Meeting will enhance the process.

Think ahead
Be conversant with opportunities Ior proIessional development in order to negotiate with the
appriasee.

4.4 Setting up the Interview/Meeting

Allow enough time
The typical Appraisal Review meeting usually lasts Ior an hour, but some may last Ior more or less.

Create the right environment
Appraisal Review meetings should be held in a comIortable and private place. Pausing to take even
one telephone call sends the wrong signals.

Help the individual to be at ease
Recognize that even with good communication beIore hand, appraisal review meetings may be viewed
as somewhat intimidating. Anything that can be done to counter this is useIul.

4.5 During the PerIormance Appraisal Review Meeting
Outline the agenda and process
Prepare an outline to guide the proceedings. Ask what priorities the appraisee wants recognized.

Direct the proceedings
Do not, however, intimidate the appraisee. Encourage his/her participation.

Ask questions
Use questions to prompt and Iocus discussion.

Listen
The meeting is primarily an opportunity Ior the appraisee to communicate. In a well conducted
appraisal review, the appraisee should do most oI the talking; the appraiser`s job is to make that
happen.

Use the system
Use the appraisal Iorm to guide the meeting; working through the Iorm systematically will ensure that
most oI what needs to happen, does. Start each discussion oI a perIormance Iactor with positives.

Encourage discussion
Ask the employee Ior his/her own rating oI personal strengths and weaknesses, successes and Iailures,
and their implications Ior the Iuture.

Set out action plans
Describe those actions that can be decided (who will do what, when); note those needing more
discussion in terms oI when and how action will be taken.

Conclude on a positive note
Always thank the appraisee Ior the role he or she has played and Ior the past year`s work. Encourage
the appraisee to comment on the eIIectiveness oI the process and to sign the Iorm.

4.6 AIter the Meeting
Complete and send signed copy oI the appraisal Iorm to the relevant appraisee, Ilagging any
opportunity Ior Iurther discussion.

Send the signed appraisal Iorm to the Board Chairman Ior review. II subsequently there is an appeal,
Iorward a copy to the Regional OIIice.
ROLES

School Board

The School Board has the responsibility to support the programme and to monitor it so that the
perIormance oI all teachers at the school is reviewed each year. Appeals will be received by the
School Board Chairman and reviewed by the Appeals Committee under his leadership.

Principal

The principal has the responsibility to guide the implementation oI the programme and to maintain
proper record oI the process.
The principal should see to the implementation oI all three stages oI the cycle especially that the
review is carried out and relevant documentation is done.
The principal, as the Iinal accountable oIIicer, has the responsibility to coordinate the perIormance
management review Ior teachers in the school. Depending on the size oI the school, the principal can
delegate some oI this responsibility to members oI the senior management team under whose portIolio
the teacher Ialls. Principals should ensure that each Team Leader/Reviewer is responsible Ior not more
than Iour (4) reviews.

Note: Each appraisal will be conducted by a team and not the principal alone. Typically, the team will
be comprised oI the principal, the head oI department and a proIessional within the school chosen by
the teacher. A single individual, the principal or department head as the case may be, will conduct the
Iinal/perIormance review meeting or conIerence with the teacher.

Teacher

The teacher should participate in the development oI the School Improvement Planning process,
prepare his/her own development goals and action plan. oals should be documented, discussed and
agreed on with the team leader.
Regular and objective Ieedback should be sought, and training and development Ior weak areas should
be provided.
The teacher should participate in all three stages oI the cycle and he or she should receive a copy oI
the PerIormance Evaluation Report that will be included on his or her permanent record.

MEASURIN PERFORMANCE

6.1 The PerIormance Evaluation and Review (PER) Instrument

The main body oI the instrument is divided into three (3) parts.
Part One is Observation oI Teaching Skills.
The Team Leader/Reviewer is required to observe the teacher`s classroom perIormance on at least one
(1) occasion during each term and there Irom glean the inIormation Ior completing this section oI the
instrument.
Part One is Iurther broken down into:
PSL Planning Ior Student Learning
TSL Teaching Ior Student Learning
ESL Creating Classroom Environment Ior Student Learning.
Part Two is Teacher ProIessionalism.
The Team Leader/Reviewer is required to observe/monitor the teacher`s perIormance over the review
period and make an assessment oI the teacher`s readiness or preparedness Ior the proIession.
Part Two is Iurther broken down into:
PC ProIessional Characteristics
PD ProIessional Development
IS Interpersonal Skills
Part Three is Leadership and Management.
This section is designed speciIically Ior middle managers. StaIIs who hold such a position oI
responsibility should be actively engaged in a supervisory or coordinating role relative to the work oI
others.

There is a Iinal section to the instrument Ior Supplemental Comments. This is possibly the most
important aspect oI the appraisal since it requires the Team Leader/Reviewer to analyze all the
inIormation and to jointly (with the teacher) make plans Ior the individual`s Iuture development.

The Supervisor/Reviewer is required to make the Iollowing speciIic comments.
1. Describe the teacher`s strongest attributes
2. Describe the areas needing most improvement
3. Establish technical (teaching) and personal (proIessional) improvement goals against which
perIormance will be measured at the next perIormance appraisal.

6.2 Incident Review and Feedback Form

The purpose oI this Iorm is to ensure proper record keeping Ior recall oI inIormation during the
appraisal process.
More importantly it provides the basis Ior ongoing dialogue and support Ior the duration oI the
assessment period.
The Team Leader/Reviewer is required to record incidents that are especially commendable (4-
Exceeds Expectation) or that would represent a signiIicant Iailure (1-UnsatisIactory).
Any item considered important enough to be entered on this Iorm must be discussed with the teacher.
The Iorm provides space Ior the Iollowing inIormation.
- Date oI Observation
- Accomplishment or Failure
- Action Discussed
- Date oI Discussion with Incumbent
- Follow-up Results
- Incumbent`s Signature
Items given a rating oI 1 or 4 on the PerIormance Appraisal Form should ordinarily be substantiated
by inIormation entered on the Incident Review and Feedback Form.

6.3 Measuring PerIormance

Rating Scale
Each perIormance Iactor/attribute on the PerIormance Appraisal Form is to be rated in one oI Iour
categories, namely:
1 - UnsatisIactory
PerIormance clearly not meeting position requirements and is thereIore unacceptable.
2 - Area oI Concern
PerIormance is at minimally acceptable level and must improve.
3 - Meets Expectation
PerIormance consistent in meeting all expectations.
4 - Exceeds Expectation
PerIormance above average; exceeding requirements Ior the job. On par with the best.

Calculating the Score
A Iour-point rating scale is used to measure perIormance.
The Team Leader/Reviewer must careIully assess the teacher`s perIormance against each
perIormance Iactor/attribute and indicate a score oI between 1-4.
The score Ior each section is determined by tallying the rating Ior the individual items.
An average perIormance rating Ior each section can be arrived at by dividing the total score obtained
by the number oI items in the section.
Example:
Total score Ior Part 1A Planning Ior Student Learning: 27
Number oI items in Section A: 8
Average perIormance rating Ior Section A: 27 3.4
8
Similarly, a score can be calculated Ior each section or Ior the overall PerIormance Appraisal Form,
by adding up the rating Ior items across the various sections oI the PerIormance Appraisal Form, and
dividing the total by the number oI items rated.

Example:
Apraisee`s
Total Score
No. oI Items Average
Part 1: Observation oI Teaching Skills
PSL
TSL
ESL
Part 1 (overall)
Part 2: Teacher ProIessionalism
PC
PD
IS
Part 2 (overall)
Part 3: Leadership and Management
Overall Score:
(Parts 1 and 2)
27
57
26
110
16
24
20
60
N/A
340
8
13
8
29
8
8
6
21
N/A
101
3.4
4.4
3.3
3.8
2.0
3.0
3.3
2.9
N/A
3.4
Note that in the example above, Part Three Leadership and Management, was not applicable to the
job and so was omitted Irom the rating.

Whether assessing the teacher`s perIormance Ior individual sections oI the PerIormance Appraisal
Form or Ior the PerIormance Appraisal Form as a whole, ratings will place the perIormance in one oI
the Iollowing categories.

1.0 1.4 UnsatisIactory
1.5 2.4 Area oI Concern
2.5 3.4 Meets Expectation
3.5 4.0 Exceeds Expectation
THE APPEAL PROCESS
7.1. Objectives

Should a teacher disagree with the conduct oI his/her perIormance appraisal, the teacher should note
same in the space provided on the appraisal Iorm and discuss the disagreement with:
- his/her grade coordinator, head oI department, or
- the principal.

Only when all eIIorts to reach a resolution at the level oI the department or principal have been
exhausted should an oIIicial appeal to the School Board chairman be registered.

All appeals must be in writing.

7.2. Appeals Committee

- the Chairman;
- the Education OIIicer, and
- a teaching colleague normally Irom within the same school, and agreeable to both aIIected
parties.

7.3. Procedure

The Appeals Committee is chaired by the School Board Chairman. The Committee will comprise oI:

The Committee shall ascertain the Iacts and rule on the particular Iactors that are beIore it.

The Committee shall receive the appeal in writing within thirty (30) days oI the perIormance
appraisal having been completed and a copy given to the appraisee.

Written appeals must state the precise nature oI the problem and delineate all actions taken thus Iar to
resolve the matter. It must also state that the teacher registering the appeal will in good Iaith pursue the
process.

All appeals shall be acknowledged in writing within IiIteen (15) days oI the appeal having been
received by the Committee Chairman.

The nature oI the appeal will determine the length oI the process but eIIort should be made toward
reaching a resolution within three months oI the appeal having been lodged not counting the
intervening holidays or vacation.

The Committee has the power to:
- review all related documents and
- to summon witnesses including the aIIected appraiser and appraisee.

At the end oI its deliberation, the Committee shall make its ruling in writing.

CODE OF CONDUCT

The Team Leader/Reviewer should operate at the highest standard in all aspects oI the perIormance
management process to ensure that the report is not compromised. The principles oI objectivity,
transparency, honesty and consistency should be upheld. Using the process eIIectively requires an
investment oI time and energy Irom both principal/team leader and teacher. The Iollowing principles
must be maintained:

ConIidentiality in handling and storing all inIormation.

Awareness that perIormance is being assessed; i.e. the way the individual works, and not the
individual himselI or herselI.

Awareness that ratings should reIlect the teacher`s perIormance in relation to the goals and action
plan agreed on during the earlier part oI the school year and not in comparison to other
individuals.

Comments should provide clear evidence and measurements to support the rating given.

Respect and courtesy should be displayed by and to all who are involved in the evaluation process.

Sensitivity should be demonstrated toward the context, circumstances and conditions in which the
teacher works.

While special recognition may be given to teachers who use their initiative in overcoming
deIiciencies in the system, a teacher should not be penalized where the necessary materials,
equipment etc are not provided by the school.

The interest and welIare oI the students are paramount in executing the PerIormance Management
process.

SUMMARY

Whose PerIormance is to be evaluated?
The system is designed to evaluate the perIormance oI teachers at all levels oI the school system

Who will conduct the evaluation?
The Iollowing persons will be trained to conduct the evaluations at the school level or elsewhere in the
system:

4 The Territorial Education OIIicer

4 The Chairman/Vice Chairman oI the School Board

4 The Principal

4 The Vice Principal

4 The Head oI Department/rade Coordinator

4 The Teachers.

Why evaluate the perIormance oI teachers?
The system is designed to:

4 Encourage continual proIessional growth.

4 IdentiIy both strengths and challenges among teachers.

4 Provide remedies Ior deIicient perIormance that Iail to contribute to productive proIessional
and educational environment.

4 IdentiIy among teachers, those areas where good quality needs to be maintained or where
improvement is desirable.

4 Ensure strict system oI accountability.

Individual rowth Plan (IP)

Procedure

Schedule a conIerence during the Iirst six weeks oI school. Participants Ior this
conIerence include the principal, the beginning teacher, and the mentor.

1. Fill in identiIying data on the beginning teacher and the mentor teacher. The
inIormation is completed by the principal.

2. Review the 10 INTASC Standards Ior Beginning Teachers. Assess the
beginning teacher's standing relative to each oI the standards.

3. Based on the review oI the INTASC standards, identiIy the standard(s) on
which the beginning teacher will Iocus Ior the IP year.

4. IdentiIy the Key Indicators on which the beginning teacher will Iocus during
the IP year.

5. IdentiIy the Activities/Strategies the beginning teacher will use to Iocus on the
targeted Key Indicators during the IP year.

6. IdentiIy the resources (people, Iunds, materials, or time) needed to accomplish
each activity/strategy.

7. IdentiIy a target date Ior each activity/strategy.

8. Record the completion date Ior each activity/strategy.

9. IdentiIy evidence oI completion oI each activity/strategy.

10. Assess the beginning teacher's progress in realizing the targeted Key
Indicators during each post conIerence held throughout the year.

11. Record the summaries oI the conIerences on the Assessment ConIerence
sheet. Additional copies oI this sheet should be made as needed. Sign and
date the summaries.

12. Assess the cumulative progress oI the beginning teacher in realizing the
targeted Key Indicators by May 15 oI the school year. The comments by the
principal, the beginning teacher and the mentor are written in the designated
Summative Assessment blocks. Each should sign and date the comments.

Form

INDIVIDUALIZED ROWTH PLAN

School Year:
Name: Position/Subject Area:
Mentor: Position/Subject Area:

Teachers PerIormance Standards Focus : (choose Irom the Iollowing list by crossing the bullets)
1. Teaching Skills
4 PSL Planning Ior Student Learning
4 TSL Teaching Ior Student Learning
4 ESL Creating Classroom Environment Ior Student Learning.

2. Teacher ProIessionalism
4 PC ProIessional Characteristics
4 PD ProIessional Development
4 IS Interpersonal Skills

3. Leadership and Management

Key Indicators Activities
(strategies)
Resources Target
Date
Completion
Date
Evidence oI
Completion

Written By, Checked by,
Teacher HOD/Mentor Principal

clear name, date clear name, date clear name, date

IP Assessment Form

Date Teacher`s Assessment Comment Mentor`s Assessment Comments
October

February

May

Teacher perIormance Appraisal

Teachers Assessment Standard Descriptor

INSTRUCTIONS

This document is developed as an aid to teachers and their team leaders to accurately and objectively
complete the Teacher PerIormance Appraisal Instrument.

The document contains perIormance standards descriptors. A perIormance standard is a benchmark,
standard or measure, which indicates to both parties (team leader and appraisee) when a
particular level oI perIormance has been achieved.

The descriptors are meant to reduce the area oI disagreement, where the team leader and appraisee
would argue about the meaning oI a given rating.

The perIormance appraisal process is based on a Iour-point rating scale thus:

1 - UnsatisIactory
2 - Area oI concern
3 - Meets expectation
4 - Exceeds expectation

The descriptors Ior a given job Iactor e.g. Level oI work output are presented in a manner
consistent with the rating scale.

The team leader should use the perIormance standards descriptors to Iacilitate the appraisal process
by doing the Iollowing.

1. Determine Irom observation oI the teacher`s perIormance, review oI entries on the Incident
Review and Feedback Form etc. the level oI perIormance attained by the teacher
against a given job Iactor on the PerIormance Appraisal Instrument.

2. o to the corresponding job Iactor in the manual containing the perIormance standards
descriptors. Select the descriptor that most accurately matches the teacher`s
perIormance. Note the number beside the descriptor.

3. Return to the PerIormance Appraisal Instrument and mark the appropriate box: 1, 2, 3, or 4.

Please bear in mind that the descriptors are not custom designed Ior a speciIic individual and so may
not match up perIectly with the perIormance. Use the perIormance descriptors as an aid only
and with discretion.

PART ONE: OBSERVATION OF TEACHIN SKILLS
PSL - Planning Ior Student Learning
PSL-1 Demonstrates a planned approach toward delivering the curriculum and achieving desired
learning outcomes.

1. Teacher consistently Iails to adopt a planned approach. Achieving the desired
learning results is a hit and miss proposition.

2. Teacher attempts to adopt a planned approach but is incapable oI moving Irom
objectives to the desired results.

3. Teacher consistently displays mastery oI the basics in planning toward delivery oI
the curriculum and achieving desired learning results.

4. Teacher demonstrates high level oI competence (i.e. exceeds expectations) in
planning toward delivery oI the curriculum and achieving learning results.

PSL-2 Lesson plans have clear objectives developed Irom the curriculum.

1. Teacher Iails consistently to develop proper objectives in preparing lesson plans.
No improvement over the last two appraisal periods.

2. Teacher sometimes develops lesson plan objectives which are oI an inIerior
standard. Must show improvement.

3. Teacher possesses and demonstrates basic (adequate) knowledge oI how to develop
proper objectives in preparing lesson plans.

4. Teacher consistently develops proper objectives in preparing lesson plans. On par
with the best.

PSL-3 Lesson plans characterized by seamless progression oI content over the allocated time period.

1. Teacher displays poor sequencing oI elements in lesson plan over the allotted time.
No improvement over the last two assessment periods.

2. Teacher prepares adequate lesson plan but allocation oI time among the various
components leaves a lot to be desired. Must improve by next appraisal period.

3. Teacher meets the basic requirements in developing lesson plans and allocating
time to the various components.

4. Teacher consistently exceeds the requirements in developing lesson plans and
allocating time to the various components.

PSL-4 Plans and integrates the use oI available resources and technology.

1. Teacher consistently Iails to plan and integrate the use oI available resources and
technology. No improvement over the last two assessment periods.

2. Teacher plans use oI available resources and technology but integration with other
components oI lesson plan is poor. Must improve by next assessment period.

3. Teacher Iully utilizes and integrates available resources and technology in lesson
planning.

4. Teacher Iully utilizes and integrates additional resources and technology in lesson
planning.

PSL-5 Subject content demonstrates regard Ior level oI students.

1. Teacher displays minimal or no knowledge oI developmental needs oI diIIerent
levels oI students.

2. Teacher displays limited knowledge oI developmental needs oI diIIerent levels oI
students; not able to translate the knowledge into instructional methodology.

3. Teacher displays sound knowledge oI developmental needs oI diIIerent levels oI
students.

4. Teacher displays exceptional knowledge oI develop-mental needs oI diIIerent levels
oI students and tailor makes instructional methodology to suit.

PSL-6 Plans/develops evaluation methods aligned to lesson goals.

1. Teacher consistently Iails to make reIerence to lesson goals in developing
evaluation methods. No improvement over the last two assessment periods.

2. Teacher attempts to link evaluation methods to lesson goals but ineIIectively so.
Must improve by next assessment period.

3. Teacher consistently and eIIectively selects evaluation methods based on lesson
goals.

4. Teacher demonstrates superior ability and practice in ensuring the evaluation
method aligns with the lesson goals. On par with the best.

PSL-7 Maintains proper records to track student progress against plans.

1. Teacher maintains little or no records to track student progress. No improvement
over the last two assess-ment periods.

2. Teacher maintains poor records making it diIIicult to track student progress. Must
improve by next assess-ment period.

3. Teacher maintains all required records on the perIormance oI each student.

4. Teacher maintains excellent records on the perIormance oI each student, enhanced
by comments on areas needing improvement and actions to be taken in this
direction.

PSL-8 Uses evaluation results to guide Iuture planning.

1. Teacher displays minimal knowledge oI or interest in using evaluation results to
guide Iuture planning.

2. Teacher displays interest but lacks knowledge in using evaluation results to guide
Iuture planning.

3. Teacher displays sound knowledge and interest in using evaluation results to guide
Iuture planning.

4. Teacher displays exceptional knowledge and interest in using evaluation results to
guide Iuture planning. His/her methodology could serve as a benchmark Ior
this activity.

TSL - Teaching Ior Student Learning
TSL-1 Communicates lesson objectives to students at beginning oI lesson.

1. Teacher consistently Iails to begin lesson with statement oI lesson objectives.

2. Teacher communicates lesson objectives at start oI lesson but the statement lacks
clarity; not careIully thought out.

3. Teacher consistently and eIIectively communicates lesson objectives at the
beginning oI lesson.

4. Teacher not only communicates lesson objectives at the start oI the lesson but
ensures class understands them. On par with the best.

TSL-2 Knows the subject matter well enough to have an in-depth conversation about it.

1. Teacher completely out-oI-depth in terms oI the subject matter; both in
knowledge and preparation.

2. Teacher knows the subject matter well enough to deliver it but remains bound
to the use oI notes and text.

Teachers PerIormance Appraisal Form
FODI Form
FODA Form

Summative Evaluation
Preparing Ior The Summative ConIerence
The summative evaluation Iorm is completed at the end oI the school year. Data
Irom both the TPAI-R Iull and snapshot observations is analyzed and compiled
by the administrator into the Iinal summative Iorm.
II it is one oI the Iour proIessional growth cycle years (two snapshots required),
the summative evaluation takes the Iorm oI the Final VeriIication Summative
Evaluation Form. II it is the year oI the accountability cycle (one Iull observation
and two snapshots) the summative must be completed on the Full TPAI-R
Summative Form.

12.2. Form

Action Plan
uidelines

Action Plans
Actions Plans are designed Ior certiIied staII members who are not
meeting expectations.
An Action Plan addresses directly any problem a teacher may have
that is preventing him or her Irom being instructionally eIIective.
The administrator identiIies the problem area and writes the plan with
the teacher and then consistently monitors the teacher`s progress.
Because problems are oIten interrelated, more than one Action Plan
may be written Ior a teacher.
The purpose oI the plan is to correct the problem through identiIication,
direct strategies and monitoring oI progress.
uidelines Ior Action Plans
1. Only one problem should be listed per page.
2. There can be multiple goals to address each problem.
3. There should be multiple strategies to achieve each goal. Strategies
include, but are not limited to, training, workshops, mentoring,
documentation logs etc.
4. The strategies reIlect what the teacher is to do, how and by when. Dates
should be reasonable allowing enough time Ior the teachers to Iully
implement the strategies.
5. For every strategy there must be an evidence oI completion that
documents the progress or lack there oI on each item. These should also
be dated.
6. A completion date Ior the plan should be listed.
7. An Action Plan should be updated throughout its implementation.
8. The administrator must document the successIul and unsuccessIul
completion oI each strategy and communicate Irequently with the teacher
on his/her progress.
9. An Action Plan must be reIerenced on the Individual rowth Plan (IP).
10. An Action Plan stays in eIIect until the problem has been corrected.

Form

Student rowth Indicator

uideline
Purpose
Assists Teacher who are having diIIiculty improving student achievement
Supports the research base that clearly equates improved student
perIormance with prescriptive teaching
Supports school-wide perIormance improvement called Ior in the ABCs
Assures educational leaders oI compliance with minimal standards and
student accountability at the individual teacher level
Procedures
Principal or designee meets with selected experienced teachers in the
teacher's classroom
Meeting is held during the Iirst month oI school
At the meeting, discuss the components oI the Student rowth Indicator
(SI)
Prior to meeting, teacher should receive a copy oI the scoring rubric Ior
SI and be given an opportunity to ask clariIying questions at the
meeting
ClariIication oI terminology and additional help regarding speciIic parts oI
the rubric must be given iI requested
InIormation to assist the administrator on the SI should be gathered
through a minimum oI 3 conIerences and 4 TPAI snapshots per year

Interview Protocol
Interview Protocol
CONFERENCES
Initial ConIerence
1. Show me your system oI determining student strengths and weaknesses Ior your
classroom/subject.
2. How did you establish a baseline Ior learning this year?
3. How do you determine where your students are prior to teaching them new material?
4. How do you know what your students have learned aIter you have taught a particular
concept or unit oI study?
5. Show me how you determine what students should know by when.
6. Show me how you are checking to be sure you are Iollowing the NC Standard Course
oI
Study and that your students will be exposed to the NC End-oI-rade/End-oI-Course
tests.
7. Show me an example oI one oI the written tests or other types oI assessments that
demonstrates how you are addressing learning styles and higher order thinking skills.
8. Show me or talk to me about a lesson, concept, or unit that you have taught thus Iar in
the school year and answer the Iollowing questions:
8. a. How did the students perIorm?
8. b. Was the perIormance oI your students what you expected? Why or why
not?
8. c. How did what you taught relate to previous learning?
8. d. II you were teaching the lesson again, what would you do diIIerently?
8. e. II you were sharing this lesson with a colleague, what would you stress as
being critical components to student understanding?
Mid-Year ConIerence
1. Show me how your students are perIorming relative to their strengths and weaknesses
Ior what you have taught thus Iar.
2. How has your baseline data Ior student perIormance changed at this point in the year?
3. How have your students perIormed on pre assessments you have administered?
4. How have your students perIormed on post assessments you have administered?
5. Where are your students compared to where they should be at this point in the school
year? Why are they where they are?
6. How are you progressing in your teaching relative to the NC Standard Course oI Study
and the NC End-oI-rade/End-oI-Course tests?
7. Show me an example oI one oI the written tests or other type oI assessment that
not?
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95
Year-End ConIerence
1. Show me how your students are perIorming relative to their strengths and weaknesses
Ior what you have taught thus Iar.
2. How has your baseline data Ior student perIormance changed at this point in the year?
3. How have your students perIormed on pre-assessments you have administered?
4. How have your students perIormed on post-assessments you have administered?
5. Where are your students compared to where they should be at this point in the school
year? Why are they where they are?
6. How are you progressing in your teaching relative to the NC Standard Course oI Study
and the NC End-oI-rade/End-oI-Course tests?
7. Show me an example oI one oI the written tests or other type oI assessment that
not?
SNAP-SHOT VISITS
During Snap-Shot Visits to the classroom, the principal should look Ior these key indicators
regarding student growth:
Student growth perIormance charts on bulletin boards.
Student notebooks or portIolios that chart perIormance over time either by a matrix,
graph, dated material, application oI rubrics to actual work
Handouts that include rubrics Ior student perIormance relative to assignments.
Parent letters that contain reIerences to End-oI-rade, End-oI-Course or
grade/subject level expectations Ior student perIormance.
Talk to students about what they are studying and what they studied prior to today.
Ask students to explain to you what they are doing.
Ask students how they know how they are doing in the class.
Suggested Sample Evidences (the list below contains suggestions and are NOT a
requirement)
Lesson plans
Tests
Teacher-made, grade level, school or district assessments
Testlets
oal summaries Irom EOC tests
Class summaries Irom EO tests
Writing samples
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Video tapes
Projects
Notebooks
Student portIolios (representative oI the entire class's abilities)
rade books
Individual records
Checklists
Running records
EVALUATION
Evaluation oI individual teachers should be based upon where the individual is in relationship
to the knowledge and application level expected oI experienced teachers. The scoring rubric
(see attached) Ior each oI the seven components oI the SI listed below should serve as
adequate documentation.
1. A system is in place to determine student strengths and weaknesses on speciIic skills
and concepts identiIied in the NC Standard Course oI Study.
2. Evaluation oI student learning involves pre and post assessment.
3. A baseline Ior learning has been established.
4. Student progress is recorded and/or graphed on a regular basis to determine
appropriate pacing oI instruction.
5. Desired results Ior student learning are clearly deIined and in agreement with the NC
Standard Course oI Study and appropriate End-oI-rade or End-oI-Course tests.
6. Assessments and in-class questioning techniques address various learning styles and
higher order thinking skills.
7. The teacher analyzes, interprets, and reIlects on student growth.

Scoring Rubric
Student rowth Indicator Scoring Rubric
1. A system is in place to determine student strengths and weaknesses on concepts identiIied in the
NC Standard Course oI Study
Above Standard At Standard Below Standard UnsatisIactory
A system is in place, students are
instructed according to needs, and
individual student progress is being
charted.
A system is in place, students are
instructed according to needs.
A system is available, but not being used
by the teacher.
No system is in place.
Previous scores on state administered
tests, standardized and/or local teachermade
benchmark testing that
encompasses learning levels on at least a
9 week basis are recorded and utilized to
determine modiIications Ior instruction.
Previous scores on state administered
tests or standardized tests are recorded in
a class proIile. Where these instruments
are not available, an assessment Ior
placement is administered to determine
current level oI student perIormance at the
beginning oI the year.
Teaching is directed by the NC Standard
Course oI Study as well as the textbook
with no reIerence to prior student
perIormance.
Teaching is directed by the NC Standard
Course oI Study or prior student
perIormance.
Pre and post assessments are used to
provide group and individual instruction
where needed.
Pre and post assessments are a part oI ongoing
classroom instruction.
Pre-assessments are not used. Postassessments
are administered at the end
oI the instructional period.
Pre and post assessments are not used.
4. Student progress is recorded and/or graphed on a regular basis to determine appropriate pacing
oI instruction.
Pacing oI instruction is in agreement with
state and local goals, allows Ior Ilexible
grouping and individual student mastery oI
benchmarks.
Pacing oI instruction is directed toward the
total group and/or sub-groups and is in
agreement with state and local goals or
benchmarks.
Pacing oI instruction has been identiIied,
but not in sequence with school or district
goals.
Pacing oI instruction is not identiIied.
5. Desired results Ior student learning are clearly deIined and in agreement with NC Standard
Course oI Study and appropriate End-oI-rade or End-oI-Course tests.
roups oI students and/or individual
student progress on speciIic North Carolina
Standard Course oI Study indicators are
Iollowed until mastery is achieved.
Unit oI study Irom the North Carolina
Standard Course oI Study are reIerenced
in plan book and identiIied on
assessments.
Teacher can identiIy sections oI the North
Carolina Standard Course oI Study Ior
which he/she is responsible but cannot
translate into lesson plans or student
assessments.
Teacher cannot Iind or does not use the
North Carolina Standard Course oI Study.
6. Assessments and in-class questioning techniques address various learning styles and higher
order thinking skills.
The teacher consistently questions
students by addressing various learning
styles and higher order thinking skills and
uses students to Iacilitate questioning
The teacher consistently questions
students by addressing various learning
styles and higher order thinking skills.
The teacher seldom questions students by
addressing various learning styles and
higher order thinking skills
The teacher directs all questions toward
the total group or individual students at the
knowledge/recall levels.
7. The teacher analyses, interprets, and reIlects on student growth.
The teacher consistently analyzes,
interprets, or reIlects on student growth and
is reIining instruction according to analysis.
The teacher consistently analyzes,
interprets, or reIlects on student growth.
The teacher seldom analyzes, interprets, or
reIlects on student growth
There is no evidence oI teacher analysis,
interpretation, or reIlection on student
growth.

Form
Teacher: Academic Year:
Initial Review: Above
Standard
At
Standard
Below
Standard
UnsatisIactory
1. A system is in place to determine student strengths and weaknesses on
speciIic skills and concepts identiIied by the NC Standard Course oI Study.
5. Desired results Ior student learning are clearly deIined and in agreement with
the NC Standard Course oI Study and appropriate End-oI-rade or End-oI-
Course tests.

6. Assessments and in-class questioning techniques address various learning
Comments:
Mid-Year Review: Above
Standard
At
Standard
Below
Standard
UnsatisIactory
Course tests.

Comments:
End-oI-Year Review: Above
Standard
At
Standard
Below
Standard
UnsatisIactory
Course tests.

Comments:

Example oI Student rowth indicator
Examples Ior Student rowth Indicator
1. A system is in place to determine the strengths and weaknesses on
concepts identiIied in the NC Standard Course oI Study
At Standard
Mrs. Smith has spoken and written knowledge oI indicators that deIine student
perIormance on objectives identiIied in the NC Standard Course oI Study (SCS). In
conversation with her, she can describe what students should be able to do iI they are
meeting the identiIied objective. Mrs. Smith can identiIy a speciIic method oI assessing
student understanding oI identiIied objectives. She can identiIy the relationship between
teacher made tests and objectives on the SCS. She can also identiIy weaknesses in the
state adopted textbook related to the grade level or subject objectives on the SCS. Mrs.
Smith is Iamiliar with how objectives are assessed on the End-oI-rade or End-oI-
Course tests. In other words, she knows the test taking skills required on these speciIic
tests. II Mrs. Smith is in a grade or subject not tested in the state testing program, she
has developed an assessment that relates directly to the objectives required in the SCS.
Mrs. Smith may be able to IulIill the expectations mentioned in the previous
paragraph. The key to working toward improvement is that the teacher can demonstrate
an ability to perIorm these same instructional tasks in repeated intervals oI one to two
weeks and she can share inIormation with the evaluator. Two-week Iollow-ups should
be scheduled until there is a consistency in the classroom observations and teacher
demonstration oI learned behavior related to perIormance expectations. Observations in
Mrs. Smith's classroom reIlect what she has described to the evaluator:
Above Standard
Once Mrs. Brown has met the "At Standard" designation, the evaluator should
work with her to concentrate on individual or small groups oI students in meeting the
requirements oI the NC Standard Course oI Study. Follow-up should be continued at
least every two weeks. Observations in Mrs. Brown's classroom reIlect what she has
described to the evaluator.
2. A baseline Ior learning has been established
At Standard
Mrs. Smith has access to the previous year's EO or EOC test inIormation and
has reviewed this inIormation and charted the class perIormance based upon recorded
scores. II Mrs. Smith is assigned to a grade level or subject that does not have a
corresponding EO or EOC test, she has developed a test at the beginning oI the year
that is geared to the NC Standard Course oI Study. SpeciIic test items are composed to
determine what students already know as well as what is to be learned. Since the SCS
covered an entire year or course, Mrs. Smith has determined what objectives need to
be taught when and has designed her assessments into units that address appropriate
pacing. Mrs. Smith is able to verbalize where students should be during the course oI
the year.
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Above Standard
Once Mrs. Brown has met the At Standard designation on the previous page, the
evaluator should work with her to concentrate on individual or small groups oI students.
Emphasis should be placed upon determining. what students already know as well as
what is to be learned in order to meet the requirements oI the NC Standard Course oI
Study.
At Standard
Mrs. Smith has designed assessments that are given to students at the
beginning oI a unit or chapter oI study. Student perIormance is documented and
resulting instruction reIlects adherence to classroom needs. When unit, chapter, or skill
tests are administered to students, Mrs. Smith evaluates the classroom level oI
understanding beIore moving on to the next lesson. Observations show evidence oI
assignments that are modiIied based upon classroom perIormance.
Above Standard
Mrs. Brown has designed assessments that are given to students at the
beginning oI a unit or chapter oI study. Student perIormance is documented and
resulting instruction reIlects adherence to individual and group needs. When unit,
chapter, or skill tests are administered to students, Mrs. Brown evaluates the individual
and group level oI understanding beIore moving on to the next lesson. Observations
show evidence oI assignments that are modiIied based upon individual or group
perIormance.
4. Student progress is recorded and/or graphed on a regular basis to
determine appropriate pacing oI instruction
At Standard
Mrs. Smith can explain and demonstrate in her teaching where her class is .in
relationship to where they need to be at a given point in the year. In other words, Mrs.
Smith has examined the NC Standard Course oI Study and has mapped out a plan Ior
the entire instructional year or course. Mrs. Smith does not let the class be held back
due to a Iew students lacking understanding; however, eIIorts are extended to help
struggling students gain understanding oI concepts as the class moves Iorward during
the year. The back oI Mrs. Smith's plan book has a chart that identiIies by month where
her class should be in relationship to the SCS. The chart contains dates when material
was introduced or when assessments were made.
Above Standard
Mrs. Brown can explain and demonstrate in her teaching where individual
students and groups oI students are in relationship to where they need to be at a given
point in the year. In other words, Mrs. Brown has examined the NC Standard Course oI
Study and has mapped out a plan Ior the entire instructional year. Mrs. Smith does not
let the class be held back due to a Iew students lacking understanding; however, eIIorts
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101
are extended to help struggling students gain understanding oI concepts as the class
moves Iorward during the year. Equal eIIorts are extended to provide Ior students who
already know the objectives or concepts being introduced. Mrs. Brown is very Iamiliar
with the previous and succeeding grade level or subject so she knows what is taught at
various levels. The back oI Mrs. Brown's plan book has a chart that identiIies by month
where individual students or groups should be in relationship to the SCS. The chart
contains dates when material was "introduced or when assessments were made. She
also has recorded what students should have known when they came to her and what
they will need to know the Iollowing year. Mrs. Brown has a working relationship with
teachers below and above her grade level or subject She may have also had
experience in various grade levels or subjects.
5. Desired results Ior student learning are clearly deIined and in agreement
with the NC Standard Course oI Study and appropriate End-oI-rade (EO)
or End-oI-Course (EOC) tests
At Standard
Mrs. Smith has a working knowledge oI the EO or EOC tests. She can tell you
what the perIormance expectations are Ior the test itselI as well as what concepts are
tested. She utilizes EO or EOC test simulations in class to help prepare her class Ior
the annual testing program. For example, bubble sheets are used to record student
answers. Timed tests are a part oI classroom assessment. Reading passages are
included in classroom tests that are then analyzed Ior student misunderstanding.
Testlets or retired tests are used to guide test-taking skills throughout the year.
Emphasis is placed on moving the class to a higher level oI perIormance.
Above Standard
Mrs. Brown can show evidence in her graded student work as well as in
classroom observations that she has a working knowledge oI EO and EOC objectives
and how they are tested in the annual testing program. In addition, she has pinpointed
individual students or groups who need particular help with certain concepts or test
taking skills. Classroom or homework assignments are given to individual students
based upon diagnosed needs. Emphasis is placed on moving all students to a higher
level oI perIormance.
6. Assessments and in-class questioning techniques address various
learning styles and higher order thinking skills
At Standard
During classroom visits, Mrs. Smith can be observed asking questions on a
continuum oI questions above the knowledge and recall level. Class assignments reIlect
opportunities Ior students to use their Iive senses and to work alone or in groups. When
seatwork is assigned, Mrs. Smith moves throughout the room asking students clariIying
or synthesizing questions. Student work also reIlects responses to questions that call Ior
interpreting or synthesizing inIormation to draw conclusions or establish justiIication Ior
answers that are given.
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Above Standard
During classroom visits, Mrs. Brown can be observed Irequently and consistently
asking questions on a continuum oI questions above the knowledge and recall level.
Instruction is Iast paced and causes students to stay alert to upcoming questions.
Questions are geared toward individual student's level oI understanding or learning
modes. Individual assignments reIlect opportunities Ior students to use their Iive senses
and to work alone or in groups. When seatwork is assigned Mrs. Smith moves
throughout the room asking students clariIying or synthesizing questions. Student work
also reIlects responses to questions that call Ior interpreting or synthesizing inIormation
to draw conclusions or establish justiIication Ior answers that are given. Emphasis is
placed upon raising individual student's level oI perIormance in class, on homework
assignments and tests that are given. Students may be observed experiencing some
anxiety over not knowing the answer to speciIic questions; however, Mrs. Brown's
reassuring manner and adjustment to levels oI questions leads to student success.
7. The teacher analyzes, interprets, and reIlects on student growth
At Standard
Mrs. Smith has multiple charts or record-keeping systems that compare
classroom perIormance to identiIied instructional objectives. She has developed a
coding system that identiIies which students have mastered required objectives and
which students are still needing additional instruction. Mrs. Smith can explain to the
evaluator where her class is, how she knows and what she is doing about students who
have not met expected growth. She also knows what her class needs to do in order to
make expected growth as deIined by the state iI she is teaching an EO or EOC level.
II she is not aIIected by the state testing program, she still has a working knowledge and
has evidence to show where her class is and what she is doing to correct deIiciencies.
Above Standard
Mrs. Brown has multiple charts or record-keeping systems that compare
individual perIormance to identiIied instructional objectives. She has developed a coding
system that identiIies individual student mastery oI required objectives and which
students still need additional instruction. Mrs. Brown can explain to the evaluator where
individual students are, how she knows, and what she is doing about students who have
not met expected growth. She also knows what accelerated students need to be doing
and why. Mrs. Brown knows what individual students need to do in order to make
expected growth as deIined by the state iI she is teaching an EO or EOC level. II she
is not aIIected by the state-testing program, she still has a working knowledge and has
evidence to show where her individual students are and what she is doing to correct
deIiciencies and challenge achievers. When students demonstrate one level oI
understanding, she knows what it takes to move them to the next level. Parent
complaints concerning appropriateness oI student work are rare except Ior occasional
complaints that Mrs. Brown is expecting too much, especially iI the student has
documented ability but is reluctant to work hard at school.


3. Teacher knows the subject matter well enough to take a conversational
approach in delivering it. Can switch direction at will.

4. Teacher has mastered the subject matter to the point where he/she is integrating
new and diIIerent material towards enriching the learning experience Ior
students.

TSL-3 Recognizes diIIerences in abilities oI student

1. Teacher displays little or no knowledge oI students` abilities and does not indicate
an understanding that such knowledge is valuable.

2. Teacher displays sensitivity to the diIIerent abilities oI students in the class but is
ineIIective in meeting the diIIerent needs.

3. Teacher recognizes diIIerences in abilities oI students and tailors instruction
accordingly.

4. Teacher displays knowledge oI students` diIIering abilities including those with
special needs. Innovates meeting the diIIerent needs.

TSL-4 Recognizes diIIerences in learning styles oI students.

1. Teacher is unIamiliar with the diIIerent approaches to learning being exhibited by
students; no attempt to recognize or meet needs oI students who vary Irom the
norm.

2. Teacher displays sensitivity to the Iact that students are exhibiting diIIerent learning
styles but is unable to adapt to the diIIering needs or gets Irustrated in doing
so.

3. Teacher exhibits sound understanding oI and approach towards meeting the
diIIerent learning styles exhibited by students.

4. Teacher`s knowledge oI students` diIIerent learning styles allows him/her to be
creative in varying the approaches to classroom instruction. An example to
others.

TSL-5 Delivers content in a logical and sequential manner.

1. Teacher delivers content in a disjointed manner conIusing to students.

2. Teacher is able to achieve minimally acceptable level oI coherence in the delivery
oI content.

3. Teacher meets acceptable standard in delivering content in a coherent, cohesive and
integrated manner.

4. Teacher exceeds the basic requirements in the logical and sequential manner in
which he/she delivers content. On par with the best.

TSL-6 Links content with previous lessons and/or students` own experiences.

1. Teacher starts each lesson without reIerence to previous lesson, obvious association
with anything that went beIore or with students` own experience. Must
improve by next assessment period.

2. Teacher meets limited requirements in linking content with previous lesson or with
student`s own experiences.

3. Teacher satisIies requirements consistently; eIIectively links content with previous
lesson or with students` own experience.

4. Teacher displays deep knowledge oI how to link content with previous lesson and
with students` own experiences. On par with the best.

TSL-7 ives clear and speciIic instructions/explanations

1. Teacher is unwilling to give instructions, explanations or to repeat him/herselI. Has
reached the stage where students are reluctant to ask questions. No
improvement in last two assessment periods.

2. Teacher will give instructions and explanations but is seldom clear enough to be
understood by students on the Iirst time.

3. Teacher gives clear and speciIic instructions and explanations; ensures these are
understood by all students.

4. Teacher uses diIIerent communication media and approaches in ensuring that
instructions and explanations are clearly received and understood. Sets a
standard Ior others to Iollow.

TSL-8 Uses activities that are motivating and challenging

1. Teacher Iails to include activities that would motivate or challenge students. Must
improve by next assessment period.

2. Teacher attempts to include motivating and challenging activities in the learning
process but these are poorly selected and/or their use is inconsistent.

3. Teacher consistently uses activities that are motivating, challenging and relevant.

4. Teacher could be described as someone who is an expert at activity based learning.
A lot oI planning goes into this area and activities are expertly executed.

TSL-9 Makes learning the subject matter relevant and interesting

1. Teacher unable to excite the students; lessons seem irrelevant and uninteresting.

2. Teacher adopts a style that is animated and engaging but the subject matter, choice
oI examples and experience sharing are uninteresting and irrelevant to what
he/she is trying to get across.

3. Teacher adopts an approach; imparts content; uses material, cases and experience
that make learning the subject matter relevant and interesting.

4. Teacher is exceptionally good at imparting the subject matter with the use oI
various teaching aids. Students are ecstatic about the subject matter and
anxiously anticipate the next class.

TSL-10 Provides the opportunity Ior students to participate responsibly in the learning process.

1. Teacher approaches the class as iI it were a one-person show and students the
spectators.

2. Teacher manages to get some but not all students to participate in the learning
process; the approaches applied in this regard are inconsistent and ill
conceived.

3. Teacher provides reasonable opportunities Ior students to participate responsibly in
the learning process; asking questions, making suggestions, sharing responses.

4. Teacher adopts an approach that is open and engaging. There is an absence oI Iear
on the part oI students who volunteer answers to questions or to assist with
class projects.

TSL-11 Encourages high standards oI eIIort.

1. Teacher Iails to keep class on task or working productively. The culture is one oI
anything goes. Must improve by next appraisal period.

2. Teacher is sensitive to need Ior high standards oI eIIort but there is no demonstrated
ability to achieve it.

3. Teacher encourages high standards oI eIIort; encourages it and rewards it.

4. Teacher leads by example in encouraging high standards oI eIIort. Excellence is a
deIining Ieature which sets the class a part Irom others.

TSL-12 Uses a range oI strategies to assess understanding throughout the lesson

1. Teacher teaches oblivious to any concern about whether students are understanding
or not.

2. Teacher uses only Iormal assessment/evaluation methods to measure degree to
which students are or are not understanding the lesson.

3. Teacher uses a range oI strategies (Iormal or inIormal) at diIIerent points
throughout any given class period to assess students` level oI understanding
against the lesson objectives.

4. Teacher uses a range oI strategies to assess student understanding against the lesson
objectives but in addition, includes measures oI teacher eIIectiveness.

TSL-13 Engages students Ior the duration oI the session.

1. Teacher loses students within the Iirst Iew minutes oI the class and is unable to
recapture their attention.

2. Teacher loses students halI way through the class and is only partially able to
recapture their attention.

3. Teacher engages students Ior the duration oI the session through use oI eIIective
instructional methodologies and pre-planning.

4. Teacher maintains a heightened level oI interest among students throughout the
session. Ability to introduce spontaneity into teaching; able to change
direction 'mid stream as necessary

ESL- Creating Classroom Environment Ior Student Learning
ESL-1 Creates a climate conducive to/supportive oI the learning process

1. Teacher displays little or no awareness oI Iactors that go into creating a climate
conducive to learning and the atmosphere in the classroom reIlects this lack oI
understanding.

2. Teacher displays sensitivity toward the Iactors that go into creating a climate
conducive to learning but makes little or no eIIort in this direction.

3. Teacher plans and pursues activities to create a climate conducive to learning.

4. Teacher puts a great deal oI eIIort into creating a learning environment; one can
literally sense it the moment one enters the classroom.

ESL-2 Creates climate oI supportiveness

1. Teacher displays little or no knowledge oI the importance oI a supportive approach
or how to create such a climate. Sees teaching only as impartation oI subject
matter.

2. Teacher displays a level oI supportiveness but on a selective and/or inconsistent
basis.

3. Teacher creates a climate oI supportiveness, not one oI destructive competition or
students showing up each others weaknesses.

4. Teacher has a reputation as the person to go to Ior assistance in a time oI need,
whether with problems oI a personal or academic nature.

ESL-3 Creates a climate oI courtesy and respect

1. Teacher desires courtesy and respect to be shown by students but shows none in
return. OIten described as rude and insensitive to students` Ieelings. No
improvement over the last two assessment periods.

2. Teacher is courteous to and respectIul oI students on a selective or inconsistent
basis. Must improve by the next assessment.

3. Teacher creates a climate oI courtesy and respect; showing courtesy and respect and
receiving same in return Irom students.

4. Teacher displays the highest level oI courtesy and respect in and out oI the
classroom. A model Ior all to Iollow.

ESL-4 Takes appropriate action(s) to address undesirable behaviour

1. Teacher consistently allows inIraction oI school rules to go unchallenged, thus
inciting students to behave in an unseemly manner. No improvement in the
last two assessment periods.

2. Teacher takes action to address undesirable student behaviour but action is either
too late, excessive, inadequate or applied selectively.

3. Teacher takes appropriate action(s) to address undesirable student behaviour,
consistent with the rules oI the Ministry and the school.

4. Teacher has the reputation oI being a disciplinarian; Iair and without Iavour but
always with the interest oI the student and school in mind.

ESL-5 Positively re-enIorces eIIort, achievement and desirable behaviours (e.g. through praise and
recognition).

1. Teacher displays little or no appreciation Ior the importance oI positively re-
enIorcing those behaviours that are desired in students. More likely to take
punitive action or no action at all; but never praise or recognition.

2. Teacher displays awareness oI the need to provide positive re-enIorcement to
encourage desirable behaviours in students but sometimes the methods used
are inappropriate; leading to behaviour that may worsen the situation.

3. Teacher positively re-enIorces eIIort, achievement and desirable behaviours
through the judicious use oI rewards, recognition and praise.

4. Teacher goes beyond the call oI duty to Iind means oI positively re-enIorcing
desirable behaviours and perIormance in students.

ESL-6 Takes precaution to protect students, equipment, materials, textbooks and Iacilities.

1. Teacher Irequently (more than three times over the last twelve months) the
accountable oIIicer in a situation occasioning injury, loss or destruction oI
property; arising Irom carelessness or negligence.

2. Teacher occasionally (less than three times over the last twelve months) the
accountable oIIicer in a situation occasioning injury, loss or destruction oI
property; arising Irom carelessness and negligence.

3. Teacher involved in no incident occasioning injury, loss or destruction oI
property; arising Irom carelessness and negligence.

4. Teacher not only has a clean record relating to injury or loss oI property; arising
Irom carelessness and negligence but is proactive in ensuring a saIer more
secure school environment.

PART TWO: TEACHER PROFESSIONALISM
PC Personal Characteristics
PC-1 Attends school regularly

1. Teacher exceeded the statutory number oI days oII in a given term by more than two days.

2. Teacher exceeded the statutory number oI days oII in a given term by one or two days.

3. The teacher is absent Ior the maximum allowance days.

4. The teacher is absent Ior less than the maximum allowable days.

PC-2 Attends class punctually

1. Teacher habitually late (more than 10 times in a given term).

2. Teacher sometimes late (between 5-10 times in a given term).

3. Teacher generally punctual (less than 5 times late).

4. Teacher is never late.

PC-3 Personal decorum and dress are appropriate

1. Teacher consistently dresses and/or carries him/herselI in a manner that gives cause
Ior concern; in conIlict with the norms.

2. Teacher occasionally dresses and/or carries him/herselI in a manner that gives cause
Ior concern; in conIlict with the norms.

3. Teacher conIorms to the expected dress code and exhibits proper deportment at all
times.

4. Teacher sets a high standard in dress and decorum; a model Ior others to emulate.

PC-4 Plans and records are completed and submitted punctually.

1. Teacher is Irequently late (more than 5 times in a given term) in competing and
presenting plans and records.

2. Teacher is occasionally late (Iive times or less in a given term) in completing and
presenting plans and records.

3. Teacher is generally on time in preparing and presenting plans and records.

4. Teacher is never late (except in cases oI emergency) in preparing and presenting
plans and records. A model Ior others to emulate.

PC-5 Supports the extra-curricular activities oI the school

1. Teacher never attends or in any other way support the extra-curricular activities oI
the school.

2. Teacher sometimes (only when pressured) attends or in other ways support the
extra-curricular activities oI the school.

3. Teacher generally attends or in other ways support the extra-curricular activities oI
the school.

4. Teacher not only gives obligatory support but Irequently volunteers assistance to
the extra-curricular activities oI the school.

PC-6 Level oI work output

1. Teacher gives poor work output i.e. well below the contracted obligation. No
improvement over the last two assessment periods.

2. Teacher`s work output is below the required level and must improve.

3. Teacher`s work output meets the required standard and expectation.

4. Teacher gives high work output; consistently exceeds job requirements.

PC-7 Participates in development oI the school improvement plan.

1. Teacher played no meaningIul role i.e. with-held support Ior school improvement
planning despite being given opportunity to do so.

2. Teacher played minimum role i.e. gave token support only in school improvement
planning relative to opportunity given to teacher to play such a role.

3. Teacher made adequate input to the school improvement planning process.

4. Teacher gave strong support to school improvement planning and led some oI the
processes.

PC-8 Observes strict code oI conIidentiality

1. Teacher Irequently (more than three times in last twelve months) violates code oI
conIidentiality.

2. Teacher occasionally (three times or less in last twelve months) violates code oI
conIidentiality.

3. Teacher consistently observes strict code oI conIidentiality.

4. Teacher`s tract record in observing strict code oI conIidentiality is unsurpassed;
equal to the best.

PD ProIessional Development
PD-1 Uses reIlection (selI study) to analyze own strengths and weaknesses.

1. Teacher displays no interest or eIIort in reIlecting on his/her personal and/or
proIessional development.

2. Teacher displays limited interest or eIIort in reIlecting on his/her personal and/or

3. Teacher displays an awareness oI the importance oI reIlecting on his/her personal
and/or proIessional development.

4. Teacher uses reIlection (and seeks perspective oI others) to articulate a clear
understanding oI role and to chart a path Ior Iurther development.

PD-2 Set goals and implements plans Ior own proIessional development.

1. Teacher displays no interest in setting goals and implementing plans toward
development oI teaching career.

2. Teacher displays limited/occasional interest in setting goals and implementing plans
toward development oI teaching career.

3. Teacher consistently sets goals and implementing plans toward developing teaching
career.

4. Teacher gives quality time and seeks assistance to set goals and implement plans
toward developing teaching career.

PD-3 Participates in in-service proIessional development activities

1. Teacher has no history oI participating in in-service proIessional development
activities despite having had opportunity to do so.

2. Teacher seldom participates in in-service proIessional development (relative to the
number oI opportunities that present themselves).

3. Teacher seeks and takes hold oI such opportunities as are available Ior in-service

4. Teacher is aggressive in going aIter opportunities to participate in in-service
proIessional development activities. Credentials reIlect continuous
participation in these learning events.

PD-4 Demonstrates an interest in exploring new teaching concepts and methodologies.

1. Teacher demonstrates no interest in exploring new teaching concepts and
methodologies.

2. Teacher sometimes (inconsistently) demonstrates interest in exploring new teaching
concepts and methodologies.

3. Teacher demonstrates the required level oI interest in exploring new teaching
concepts and methodologies.

4. Teacher is an avid and consistent explorer oI new teaching concepts and
methodologies, and is not reluctant to use the classroom as a laboratory to
perIect newly acquired knowledge and techniques.

PD-5 Demonstrates language Ilexibility in the interest oI student learning.

1. Teacher persists in the use oI inappropriate language Iorm (e.g. Standard English
diction vocabulary, correct grammar and syntax) even when it is obvious
that hearers are not understanding.

2. Teacher`s language is sometimes a problem Ior hearers. Will try to adapt language
Iorm to increase comprehension but only temporarily so.

3. Teacher almost always demonstrate sensitivity to students lingua Iranca while
ensuring the learning oI standard English.

4. Teacher is versed in balancing the use oI the vernacular (Ior ease oI
comprehension) with mastery oI Standard English which is the oIIicial
language.

PD-6 Ability to represent school to external constituents.

5. Teacher unsuitable to represent school to external constituents. No short term solution.

6. Teacher is not ideal to represent school to external constituents but is willing to learn and is
showing improvements.

7. Teacher displays willingness and mastery oI the basic skills to represent school to external
constituents.

8. Teacher is sought aIter to represent school to external constituents.

PD-7 Organizes and presents written inIormation in a clear and eIIective manner.

1. Teacher is unable to express ideas clearly in written Iormat. OIten misunderstand
with no discernible improvement.

2. Teacher able to communicate thoughts and ideas in written Iormat but with minor
errors.

3. Teacher organizes and presents written inIormation in a clear and eIIective manner.

4. Teacher is excellent in written communication.

IS Interpersonal Skills
IS-1 Builds and maintains rapport with principal and colleagues.

1. Teacher Iails to build rapport with principal and colleagues.

2. Teacher builds and maintains rapport with at least one oI the two groups.

3. Teacher builds and maintains rapport with principal and colleagues.

4. Teacher is excellent at building and maintaining rapport with principal and colleagues.

IS-2 Builds and maintains rapport with students.

1. Teacher builds little or no rapport with students outside oI classroom interaction.

2. Teacher builds and maintains limited rapport with students but a wall oI separation
remains.

3. Teacher builds and maintains rapport with student, based on mutual respect and an
understanding oI healthy student/teacher relationship.

4. Teacher builds and maintains rapport with students beyond the ordinary; in the
process becoming a role model, conIidant and Iriend.

IS-3 Builds and maintains rapport with parents.

1. Teacher builds little or no rapport with parents and community; does not see it as
important and hence places no priority on it.

2. Teacher understands and accepts somewhat the importance oI building and
maintaining rapport with parents but Iails to make more than a token eIIort in
this direction.

3. Teacher builds and maintains rapport with parents so an enabling relationship
develops in the interest oI student learning.

4. Teacher is a leader in building and maintaining rapport with parents.

IS-4 Works cooperatively in teams

1. Teacher displays erratic interpersonal relationships and/or inconsistent eIIort
toward group goals; causes some instability in the team.

2. Teacher displays lack oI cooperation which detracts noticeably Irom teamwork. No
improvement observed over the last two assessment periods.

3. Teacher works well within the team; causing little or no problems Ior co-workers
and successIully avoiding those actions that could detract Irom overall team
eIIort.

4. Teacher is an excellent team person whose approach has a measurable eIIect on
liIting the perIormance oI the team as a whole to a level beyond what it would
normally be.

IS-5 Exerts positive inIluence over peers

1. Teacher is easily led by others/peers in unproductive or disruptive behaviour;
willing to compromise personal principles Ior popularity.

2. Teacher voices support Ior principles, rules and regulations but displays weakness
when conIronted with peer pressure to act in conIormance with the wishes oI
the group.

3. Teacher exerts positive inIluence over peers when necessary.

4. Teacher seen as a leader among peers; looked to naturally Ior advice and guidance
during routine or crisis situations.

IS-6 Contributes to harmony among teaching staII.

1. Teacher is the cause oI disharmony among teaching staII; always (it seems)
involved in personal conIlicts which negatively aIIect group more.

2. Teacher seldom visibly involved in personal conIlicts but sows seeds oI discord
among teaching staII through negative behaviours such as news carrying,
violating conIidences and mischieI making.

3. Teacher contributes to harmony among teaching staII; avoids conIlicts and any
behaviour that would disrupt the atmosphere oI proIessionalism and
comradeere.

4. Teacher goes beyond the call oI duty in being a mediator, peace maker and
problem solver. Looked to by other members oI the team to deIuse conIlicts
when these occur.

PART THREE: LEADERSHIP AND MANAEMENT
LM Leadership and Management
LM-1 Demonstrates supervisory skills in carrying out coordinating role.

1. Teacher/supervisor is ill-prepared Ior and displays lack oI interest in
supervisory/coordinating aspects oI job. Results conIirm unsuitability oI the
individual Ior the assigned role. No improvement observed over the last two
assessment periods.

2. Teacher/supervisor understands the basics oI what is required in the
supervisory/coordinating role but is weak in the application oI management
and leadership principles. Must improve.

3. Teacher/supervisor demonstrates sound understand-ing oI supervisory skills in
carrying out coordinating role. Results are as expected.

4. Teacher/supervisor is approaching the level oI the instructional leader by perIectly
balancing teaching responsibilities with management and leadership role.

LM-2 Maintains appropriate records related to delegated Iunctions.

1. Teacher/supervisor Iails to keep records related to delegated Iunctions. Places no
priority on this activity. No improvement observed over the last two
assessment periods.

2. Teacher/supervisor sees the importance oI keeping records but due to poor time
management or extenuating circumstances, perIorms this task below
expectation.

3. Teacher/supervisor consistently maintains appropriate records related to delegated
Iunctions.

4. Teacher/supervisor consistently maintains excellent records related to delegated
Iunctions. Could serve as the standard by which the perIormance oI others in
this area is benchmarked.

LM-3 Actively participates in the implementation oI school policies.

1. Teacher/supervisor avoids participation in implemen-tation oI school polices or is
indiIIerent to the successIul implementation oI such policies.

2. Teacher/supervisor pays lip service to implementation oI and adherence to school
polices but participates only intermittently or partially in actual
implementation.

3. Teacher/supervisor actively participates in the implementation oI school polices;
possesses basic understanding oI policies, actively participates in ensuring
others understand and adhere to them.

4. Teacher/supervisor actively participates in the development as well as
implementation oI school polices. The example others should Iollow.

LM-4 Supports teachers in development oI goals and supporting actions.

1. Teacher/supervisor displays little or no interest and lacks competence in assisting
other teachers with developing goals and supporting actions.

2. Teacher/supervisor makes mediocre, sporadic attempts to assist other teachers with
developing goals and supporting actions.

3. Teacher/supervisor gives consistent and meaningIul support to other teachers in
developing their goals and supporting actions.

4. Teacher/supervisor gives extra time and hands-on assistance to other teachers to
ensure proper development oI goals and supporting actions.

LM-5 Ensures that perIormance management goals and strategies are consistent with MOEY&C
strategic objectives.

1. Teacher/supervisor displays no interest or appreciation Ior the Ministry`s higher
level strategic objectives and how the perIormance management process
relates to these being achieved.

2. Teacher/supervisor participates in perIormance management process but lacks
Iundamental understanding oI how the process is utilized to align individual
and school perIormance with Ministry objectives.

3. Teacher/supervisor understands and pursues actions to ensure that individuals` and
the schools` perIormance management goals and strategies are consistent with
MOEY&C strategic objectives.

4. Teacher/supervisor exceeds what is normally required to ensure that perIormance
goals and strategies are consistent with MOEY&C strategic objectives. The
example others must Iollow.

LM-6 Actively participates in monitoring and evaluation oI teacher perIormance including
constructive Ieedback.

1. Teacher/supervisor will not participate in monitoring and evaluations oI teacher
perIormance unless pushed.

2. Teacher/supervisor participates in monitoring and evaluation oI teacher
perIormance but displays serious deIiciencies in one or more areas such as
timeliness and providing teacher Ieedback.

3. Teacher/supervisor participates willingly, eIIectively and in a timely manner in
monitoring and evaluating teacher perIormance and giving constructive
Ieedback.

4. Teacher/supervisor goes beyond the call oI duty in not only participating in teacher
perIormance evaluation but in ensuring others understand the process and
approach it with the required seriousness. PerIormance appraisals seldom late
or incomplete.

LM-7 Makes appropriate decisions about deployment oI staII taking into consideration individual
teacher strengths.

1. Teacher/supervisor hardly iI ever makes decisions or recommendations
pertaining to deployment oI staII even when there is the
opportunity to do so.

2. Teacher/supervisor will sometimes make decisions or
recommendations on staII deployment based on personal motives
or inIormation devoid oI Iacts about the teacher`s strengths.

3. Teacher/supervisor consistently makes appropriate decisions or
recommendations about deployment oI staII taking into
consideration the teacher`s strength.

4. Teacher/supervisor not only consistently makes appropriate decisions
or recommendations about teacher deployment but actively
develops personnel in his/her charge Ior opportunities that may
arise.

LM-8 Makes appropriate decisions concerning teacher recruitment.

1. Teacher/supervisor hardly iI ever participates in or makes
decisions/recommendations concerning teacher recruitment even when there
is an opportunity to do so.

2. Teacher/supervisor will sometimes participate in teacher recruitment but
decisions/recommendations display lack oI understanding oI Iundamental
principles governing the practice.

3. Teacher/supervisor consistently participates and makes appropriate decisions and
recommendations relative to teacher recruitment.

4. Teacher/supervisor sets a high standard through active participation and decision
making relative to the teacher recruitment process.

LM-9 Helps promote a culture oI accountability

1. Teacher/supervisor is unwilling to accept Iinal accountability Ior his/her action;
always has an excuse to explain mistakes.

2. Teacher/supervisor is inconsistent in applying standards oI accountability in
assessing his/her own work; displays some reluctance to accept Iull
responsibility Ior results.

3. Teacher/supervisor actively promotes a culture oI accountability in relation to selI
(leading by example) and others whose work he/she monitors.

4. Teacher/supervisor not only promotes the culture but sets the standard Ior
accountability in the school. Accepts responsibility beIore others say so. On
par with the best.

LM-10 Manages change eIIectively

1. Teacher/supervisor is resistant to change. Stuck in the old ways oI doing things.

2. Teacher/supervisor is willing
to change and to accept change but lacks knowledge oI the method and approaches.

3. Teacher/supervisor manages change eIIectively; Ior selI, other individuals and the
school.

4. Teacher/supervisor is a change innovator within the school; holding on to the old as
long as it is good and embracing the new as soon as it is better.

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POLICY STATEMENT

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