MINISTRY OF EDUCATION
TEACHER PERFORMANCE APPRAISAL
What is Performance
Management?

The means by which managers ensure
that employees’ activities and outputs are
aligned with the goals of the organization.

Performance management is fundamental
to gaining competitive advantage and
organizational effectiveness
Performance Appraisal IS
NOT!!!

A routine, pointless form-filling exercise
checked off and forgotten

It is not an instrument used to weed-out or
punish staff that is not performing up to
standard
What is Performance Appraisal?

Performance Appraisal is a powerful
management tool; it is a formal
assessment/evaluation of the performance of an
employee/employees

It determines whether the employee's
performance meets the required standard of the
post which he/she occupies.
What is Performance Appraisal?
Cont’d

It is designed to measure objectively and
systematically an individual’s performance
with a view for feedback and action

It identifies the strengths & shortcomings
of employees and assist them in attaining
maximum potential
Why is Performance Appraisal
Important to Teachers?
A properly designed and managed
appraisal process is the most efficient and
cost effective means of identifying and
managing teacher performance and
development needs.
 It is also the best method to focus
teachers on those activities that will deliver
the greatest impact on schools’ learning
culture

Objectives of Teacher Appraisal

To standardize the process of evaluation
across schools at all levels

To provide for fair, effective, and consistent
teacher evaluation in every school

To ensure that students receive the benefit
of an education system staffed by
teachers who are performing their duties
satisfactorily
Objectives of Teacher Appraisal

To provide a system and a mechanism for
effective coaching and monitoring of
teachers to strengthen schools and
improve the performance of students

To promote professional growth
What are the components of
P.M.A.S?
Defining Performance
 Measuring Performance? (Appraisal)
 Providing feedback
 Closing performance gap
 Planning career development
 Rewarding performance

P.M.A.S. Focus
STRATEGIC
- Link employees’ activities to the strategic
goals of the organization
- Assesses & deploy skills in the
organization
- Conduct effective job analysis
P.M.A.S. Focus
ADMINISTRATIVE
- Promotions
- Retentions/Appointments
P.M.A.S. Focus
DEVELOPMENTAL
- Diagnose strengths & short comings
- Improve performance
- Staff / Career development
Fundamental Principles &
Values
Effective Communication
 Objectivity
 Transparency
 Fairness
 Equitable Treatment
 Mutual Respect & Trust

Roles & Responsibilities of Key
Players
MANAGER & SUPERVISORS






Assist staff in understanding their
responsibilities, developing their
Work Plans and setting performance standards.
Monitor staff performance
Keep a log of their activities
Provide ongoing feedback
Provide coaching & mentorship
Roles & Responsibilities of Key
Players
EMPLOYEES
 Know the mission, objectives & policies of the
organization
 Be familiar with the operational plan of your
department/school
 Know your job description
 Maintain & improve knowledge & skills
 Know & agree to performance expectations and
assessment criteria
 Know & understand consequences for poor performance
 Produce & maintain output of high quality
Who can appraise the teacher?
Territorial Education Officer
 The Chairman/Vice Chairman of the
School Board
 The Principal
 The Vice Principal
 The Head of Department/ Grade
Coordinator
 The Teachers

The Appraisal Team

Each appraisal will be conducted by a
team and not the Principal alone. There
should be no less than 3 persons on
the appraisal team
The Principal or his/her designate will conduct
the final performance review meeting with the
teacher.
The Appraisal Team (Cont’d)
The Appraisal cannot be conducted without
The following persons:
 The Principal
 The Head of Department/ Grade
Coordinator
 A professional within the school chosen by
the appraisee
The Guidance Counsellor Appraisal
Team
The Guidance & Counselling Education
Officer
 The Principal
 Teacher Selected by the Appraisee
 Head of Department / Senior Teacher
 PTA Representative
 Student Representative (High Schools, Junior High &

All Age Schools only)
The Guidance Counsellor Appraisal
Team (Cont’d)
Each appraisal will be conducted by a
team and not the Guidance & Counselling
Education Officer alone. There should be
no less than 4 persons on the appraisal
team.
 The Supervisory Officer or his/her
designate will conduct the final
performance review meeting with the
guidance counsellor.

The Appraisal Team (Cont’d)
The appraisal cannot be conducted
without the following persons:
 The Guidance & Counselling Education
Officer
 The Principal
 A professional within the school chosen by
the appraisee
OVERVIEW

All teachers will be appraised annually.

The process is ongoing and involves a
three stage cycle.

Begins when the teacher starts the job to
end of school term or tenure.
OVERVIEW

Identified challenges should be referred
for relevant professional development
training.

A report on performance must be made
annually to the School Board.
OVERVIEW

Evaluation records are made available to
the MOE, the Principal and the School
Board Chairman.

Performance Appraisal Forms are
permanent official records.
THREE STAGE CYCLE
STAGE 3
STAGE 1
REVIEW
PLANNING
STAGE 2
MONITORING
THREE STAGE CYCLE
PLANNING –
STAGE 1
•Teachers Action Plan/Guidance Counsellors
Programme
Beginning of
tenure/school year
• Agreed Goals
MONITORING –
STAGE 2
• Curriculum Implementation
• Action Plan/ Programme Delivery
Throughout each term/
Daily
• Observation by stakeholders/ Informal reviews
• Documentation of successes and concerns.
REVIEW –
STAGE 3
• Review session convened.
• Observations and Documentations reviewed.
• Appraisal Instrument Rated/Scored
End of tenure/year
STAGE 1 - Planning
Ensure there is a job description
 Match individual attributes to job
requirements.
 Explain the process.

Establish and Link job objectives and
standards of performance.
 Develop Action Plan

Developing Your Action Plan
Assess students to find areas that need
improvement (check students records,
do diagnostic tests).
 Action Plan should be aligned with the SIP
 Meet with your supervisor
 Objectives should be SMART

The Action Plan
Developed at the beginning of the
Appraisal Period
 Goals & Objectives must be measurable
and evidence based
 Achievement must be in your power


Will form part of your final assessment
STAGE 2 - Monitoring

Performance – throughout the year -give
feedback regularly!

Termly reviews – mini performance
reviews.

Incident Review and Feedback Form
Incident Review & Feedback

Record significant accomplishments or
failures ONLY.

E.g. Initiative, judgment, dependability,
resourcefulness, co-curricular,
teamwork/collaboration.

Provide coaching and feedback.
STAGE 3 - REVIEW
Notification
 Review of Appraisal File
 Check Performance Factors (Plan)
 Draft Provisional Assessment
 Think Ahead – Ask Questions
 USE MANUAL – Performance Standards

Descriptors.
Teacher Appraisal Instrument

1.
2.
3.
The main body of the instrument is
divided into three parts
Observation of teaching skills
Teacher professionalism
Leadership & Management (for middle
managers e.g. Supervisors)
Guidance Counsellor Appraisal
Instrument
The main body of the instrument is
divided into five parts.
1. Administrative
2. Preventive
3. Interventive
4. Supportive
5. Personal & Professional Development
MEASURING PERFORMANCE
Rating Scale
Each performance factor/attitude on the
Performance Appraisal Form is rated in one
of four categories
1.
Unsatisfactory: Performance not meeting position
requirements & is therefore unacceptable
2.
Area of Concern: Performance is at minimally
acceptable level & must improve
3.
Meets Expectations: Performance consistent in meeting
all expectations
4.
Exceeds Expectations: Performance above average;
exceeds requirements for the job.
The Review Session
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FORMAL
Outline Agenda & Process
Directed by Team Leader
Ask questions
Listen
USE the MANUAL
Discuss
Identify - APPRAISAL ACTION PLAN
End on a positive note
ACTION PLAN

Planning to improve on weaknesses.

Set agreed goals/targets/tasks.

Be SMART – Use form

Action Plan will be rated at next
appraisal and influence the next
appraisal score.
The Appeal Process

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Should a teacher/guidance counsellor disagree
with results of his/her performance appraisal.
He/She should note it in the space provided on
the appraisal form
Discuss disagreements with his/her Supervisor,
Head of Department, or Principal
When all efforts to resolve has been exhausted
an official appeal should be registered to the
Board Chairman
All appeals must be in writing
The Appeals Committee
The Committee will comprise
The Chairman
The Education Officer
A teaching colleague (from the school)
The reward for work well done is the
opportunity to do more work
(Dr. Jonas Salk)
End of Presentation