Appraisal for Teachers
September 2012
The article published by DfE on 26th April 2012 states:
“Teachers’ performance will be assessed against the relevant standards, against their objectives and
against their role in the school. Under the current arrangements, the standards are seen merely as a
“backdrop” for performance management discussion.”
This statement suggests that previously the Core Standards were a backdrop, however the appraisal
process is tied much more closely to the requirements of the new Teachers’ Standards.
All teachers are required to show evidence that they continue to meet the requirements of the Teachers’
Standards throughout their career. This is in addition to any further standards that the secretary of state
for education may bring in for the status of Master Teacher or to address the issues related to Threshold
payments.
The Cycle
Target Setting Meeting : A professional conversation centred upon strengths and areas for development.
This leads to agreed targets, along with identified training and development needs. These will be part of
the school training plan. Agreed times will be made for formal lessons observations, work scrutiny and
planning reviews.
Mid cycle Review : Personal reflection of a teacher’s progress towards meeting the agreed targets, formal
lesson observation and pupil work scrutiny.
Final Review Meeting: Final assessment made on te teacher’s progress in relation to the teaching
standards and agreed targets. Judgements about performance can be made based on:
 Lesson observation
 Learning Walks
 Pupil work scrutiny
 Personal reflections and professional testimonials
Objective Setting Meeting Record
Date of Meeting:
Thoughts on academic year so far
Positive:
Negative:
Target 1
Set high
expectations which
inspire, motivate
and challenge pupils
Success criteria
Resources
Target 2
Success criteria
Manage behaviour
effectively to ensure
a good and safe
learning
environment
Resources
Target 3
Personal target:
Resources
Success criteria
Signature:
Appraiser signature:
Date:
Date:
Mid-Cycle Review Meeting Record
Date of Meeting:
Thoughts on academic year so far
Positive:
Negative:
Target 1
Set high
expectations which
inspire, motivate
and challenge pupils
How is this target progressing?
Target 2
How is this target progressing?
Manage behaviour
effectively to ensure
a good and safe
learning
environment
Target 3
Personal target:
How is this target progressing?
Signature:
Appraiser signature:
Date:
Date:
Final Review Meeting Record
Date of Meeting:
Thoughts on academic year so far
Positive:
Negative:
Target 1
Set high
expectations which
inspire, motivate
and challenge pupils
Success criteria
Target met because:
Lesson observation:
Learning walk:
Work scrutiny:
Personal reflection:
Target 2
Success criteria
Manage behaviour
effectively to ensure
a good and safe
learning
environment
Target met because:
Lesson observation:
Learning walk:
Work scrutiny:
Personal reflection:
Target 3
Personal target:
Success criteria
Target met because:
Lesson observation:
Learning walk:
Work scrutiny:
Personal reflection:
Signature:
Appraiser signature:
Date:
Date:
Teachers make the education of their pupils their first concern, and are accountable for achieving the
highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong
subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge
positive professional relationships; and work with parents in the best interests of their pupils.
1.Promote good progress and outcomes by pupils
• be accountable for pupils’ attainment, progress and outcomes
• be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
• guide pupils to reflect on the progress they have made and their emerging needs
• demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• encourage pupils to take a responsible and conscientious attitude to their own work and study.
Impact could be:
Pupils’ attainment, progress and outcomes in all sub groups are in line with or exceed targets
Pupils are able to learn and develop existing skills as a result or personalised target setting
Pupils access the curriculum as a result of differentiated planning
Pupils take responsibility for their own learning and reflect on the progress made
Pupils are able to reflect on their progress and set personal targets
Pupils know their targets and are capable of taking responsibility for them.
Ways you might show you have met the standard:
Use of prior data informs planning
Ways you might show you have met the standard:
Review of effectiveness of teaching and impact on children
Evidence that feedback is effective in helping pupils make progress
Pupils consolidate and extend learning achieved during a lesson
You provide accurate and informative feedback on attainment, progress and areas for
development to children, colleagues and parents
Regular opportunities for AfL are planned
Children are supported to set realistic yet challenging targets for improvement
Evidence ideas:
Annotated lesson plans
Lesson observation feedback
Comments from a colleague
Differentiated planning/worksheets
Samples of work prior to an after feedback given.
Appraisal Evidence
Evidence
1
2
3
Description
2. Set high expectations which inspire, motivate and challenge pupils
• establish a safe and stimulating environment for pupils, rooted in mutual respect
• set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
Impact could be:
Pupils of all abilities perform well in test situations
Pupils feel safe and secure enough to engage actively in lessons
Pupils work cooperatively, developing mutual respect and understanding
Pupils take responsibility for their own behaviour and learning in lessons
Ways you might show you have met the standard:
Plan for differentiated learning tasks
Motivate and challenge pupils to achieve their best
Planned to deescalate situations and promote positive behaviours
Reward positive behaviours and praise when appropriate
Exhibit positive values and adopt high standards as a professional.
Evidence ideas:
Annotated lesson plans
Lesson observation feedback
Comments from a colleague
Differentiated planning/worksheets
Appraisal Evidence
Evidence
1
2
3
Description
3 Demonstrate good subject and curriculum knowledge
• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’
interest in the subject, and address misunderstandings
• demonstrate a critical understanding of developments in the subject and curriculum areas, and promote
the value of scholarship
• demonstrate an understanding of and take responsibility for promoting high standards of literacy,
articulacy and the correct use of standard English, whatever the teacher’s specialist subject
• if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
Impact could be:
Good progress within lessons as a result of keeping up to date with best teaching
pedagogy(methods and practice of teaching)
Children’s work demonstrates a good understanding of literacy in written and spoken form
Children want to learn and show positive attitudes to learning
Children can explain how feedback from teachers affects their learning and progress
Ways you might show you have met the standard:
Demonstrating secure knowledge and understanding of the subjects taught
Understanding how curriculum areas fit together and support each other
Show reflective practice which impacts on next steps
Keep up to date with knowledge to continually develop professionally within your areas of
responsibility
Exhibit high levels of literacy, verbally and in written form especially in communications with
children
Use literacy in cross curricular ways, thus providing opportunities to develop skills in and out
of the classroom
Evidence ideas:
Annotated lesson plans
Lesson observation feedback
Comments from a colleague
Differentiated planning/worksheets
Samples of work
Appraisal Evidence
Evidence
1
2
3
Description
4 Plan and teach well-structured lessons
• impart knowledge and develop understanding through effective use of lesson time
• promote a love of learning and children’s intellectual curiosity
• set homework and plan other out-of-class activities to consolidate and extend the knowledge and
understanding pupils have acquired
• reflect systematically on the effectiveness of lessons and approaches to teaching
• contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
Impact could be:
Children make progress and learn well as a result of appropriate interventions
Homework shows pupils are consolidating and extending understanding
AfL used to assist the learning process
Pupils ask intelligent questioning to seek clarity as a result of positive teaching and learning
Use of self, peer and adult feedback to extend knowledge and understanding
Enjoyment in lessons
Ways you might show you have met the standard:
Effective planning of sequences of lessons which show progression, within lessons and across
th sequence of lessons
Pupils are allowed to consolidate learning
Time given for pupils to ask pertinent questions
Variety on teaching style to cater for learning needs of all
Bloom’s taxonomy used as part of higher order thinking questions which challenge childrens’
skills
Evidence ideas:
Annotated lesson plans
Lesson observation feedback
Comments from a colleague
Differentiated planning/worksheets
Samples of work prior to an after feedback given.
Appraisal Evidence
Evidence
1
2
3
Description
5 Adapt teaching to respond to the strengths and needs of all pupils
• know when and how to differentiate appropriately, using approaches which enable pupils to be taught
effectively
• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to
overcome these
• demonstrate an awareness of the physical, social and intellectual development of children, and know
how to adapt teaching to support pupils’ education at different stages of development
• have a clear understanding of the needs of all pupils, including those with special educational needs;
those of high ability; those with English as an additional language; those with disabilities; and be able to
use and evaluate distinctive teaching approaches to engage and support them.
Impact could be:
Pupils access the curriculum because they experience personalised planning and approaches
Children of all ages and abilities are engaged and confident to participate in learning
All efforts are explored in order for children to overcome difficulties/pressures to make
continued progress
Progress is made in line with expectations
Ways you might show you have met the standard:
Adapted teaching approaches, expectation and or materials to meet needs of all grpups and
individuals
Pupils development and well-being and achievement have been affected by positive
responses to factors affecting these. Advice has been sort where needed
Effective differentiation
Tried and tested teaching approaches which are used to engage children-effectiveness
evaluated
Evidence ideas:
Annotated lesson plans
Lesson observation feedback
Comments form a colleague
Pupil feedback
Samples of work prior to an after feedback given.
Appraisal Evidence
Evidence
1
2
3
Description
6 Make accurate and productive use of assessment
• know and understand how to assess the relevant subject and curriculum areas, including statutory
assessment requirements
• make use of formative and summative assessment to secure pupils’ progress
• use relevant data to monitor progress, set targets, and plan subsequent lessons
• give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond
to the feedback.
Impact could be:
Pupils know the levels they are working at and their next learning steps to make
improvements
Children are aware of what they have achieved during the lessons and make expected
progress towards predicted levels
Children are able to assess their own and other’s work
Pupils understand the link between formative an
Ways you might show you have met the standard:
Clear understanding of summative and formative assessment and the links to national tests
Appropriate targets are set for all children
Levelling of children’s work is accurate, providing pupils with regular, informative feedback
on attainment, progress and areas for improvement
National and local data used to support planning for future lessons and pupil targets
Clear learning objectives are seta and used to help monitor pupil progress during lessons
AfL opportunities are planned for
Marking of pupil’s work is up to date and effective
Evidence ideas:
Comments from colleagues
Minutes from moderation meetings
Mark book/planning file
Marked work and reports
Lesson observation feedback
Annotated data sheets
Lesson plans
Appraisal Evidence
Evidence
1
2
3
Description
7 Manage behaviour effectively to ensure a good and safe learning environment
• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and
courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour
policy
• have high expectations of behaviour, and establish a framework for discipline with a range of strategies,
using praise, sanctions and
rewards consistently and fairly
• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve
and motivate them
• maintain good relationships with pupils, exercise appropriate authority, and act decisively when
necessary.
Impact could be:
Good behaviour in lessons
Understanding of expectations of pupils, rewards and sanctions
Children exhibit trust and respect for staff and act with self-control and co-operation in
lessons
Engaged and motivated pupils who make progress in line with or exceeding targets
Ways you might show you have met the standard:
Plan for behaviour for learning in line with school policy
Safe, purposeful learning environment
Clear expectations, enforcing the rules and routines of classroom- firm and fair
Decisive action to ensure positive behaviour in class and around the school
Good behaviour management using a variety of strategies
A balanced use of praise, sanctions and rewards
Engaging and motivating lessons, good relationships with pupils, encouraging independent
learning skills
Evidence ideas:
Lesson plans
Lesson Observation feedback
Comments from colleagues
Use of school rewards system- Behaviour steps
Feedback from pupils
Letter/notes/emails home to parents
Appraisal Evidence
Evidence
1
2
3
Description
8 Fulfil wider professional responsibilities
• make a positive contribution to the wider life and ethos of the school
• develop effective professional relationships with colleagues, knowing how and when to draw on advice
and specialist support
• deploy support staff effectively
• take responsibility for improving teaching through appropriate professional development, responding to
advice and feedback from colleagues
• communicate effectively with parents
Impact could be:
Colleagues understanding expectations within lessons and who feel respected and supported
by you
Parents are well informed about pupil progress and are aware of ways in which they can
support learning at home
Team player- seen by others as a real team member
Specific children make identifiable progress due to collaborative working with specialist
colleagues
Ways you might show you have met the standard:
Effective deployment of staff and valued relationships- clear effective and productive
relationships
Evidence of up to date skills and knowledge and understanding
Actively seeking advice form colleagues and action taken based on advice to affect pupils’
progress
Informative feedback to parents about pupil progress and achievement- encouraging their
support in learning
Evidence of your contributions to the aims and ethos of the school.
Evidence ideas:
Lesson plans
Staff meeting/key stage meeting minutes
Notes between colleagues
Comments from colleagues
Telephone calls(logs), letters, emails, pupil home school records
Reports and annotated notes from parents’ meeting
Appraisal Evidence
Evidence
1
2
3
Description
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional conduct.
The following statements define the behaviour and attitudes which set the required standard for conduct
throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour,
within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing
proper boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
o showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy, the rule of law, individual liberty and
mutual respect, and tolerance of those with different faiths and beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead
them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in
which they teach, and maintain high standards in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the statutory frameworks which set out
their professional duties and responsibilities.
Evidence relating to Part 2 is likely to be confidential and held by Head teacher and designated deputy. The
standards above are likely to have been met if there is no evidence to suggest otherwise.
Evidence may be:
 Parental complaint
 Records of official warnings
 Disciplinary or competency procedures
 Evidence of personal behaviour that has brought the school into disrepute
This section should therefore be signed off as met unless issues have been discussed to the contrary asnd
normal codes of conduct are being followed in line with school policies and procedures.
Validation of personal and professional conduct:
Teacher’s name:
Appraisal Period:
The requirements of Part 2 of the Teachers’ Standards have been confirmed by the Head teacher as
having been satisfactorily met.
Signed:
Date: