Appraisal Policy

Date of policy

4th October 2016

Review date

4th October 2019

Headteacher’s signature

Signed copy on file in HT office

Chair of Governors’ signature

Signed copy on file in HT office

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Appraisal Policy

Application of the Policy The policy applies to the head teacher and to all teachers and support staff employed by the school except teachers on contracts of less than one term, those undergoing induction (ie NQTs) and those who are the subject of capability procedures.

Purpose This policy sets out the framework for a clear and consistent assessment of the overall performance of teachers, the head teacher and support staff; for supporting their development needs within the context of the school’s development plan and their own professional needs. Where teachers or support staff are eligible for pay progression, the assessment of performance throughout the cycle against the performance criteria specified in the statement will be the basis on which the recommendation is made by the reviewer. This policy should be read in conjunction with the school’s Capability Policy and Pay Policy which provides details of the arrangements relating to teacher’s and support staff pay progression.

Links to School Improvement, School Self Evaluation and School Development Planning To comply with the requirement to show how the arrangements for appraisal link with those for school improvement, school self-evaluation and school development planning and to minimise workload and bureaucracy the appraisal process will be the main source of information as appropriate for school self-evaluation and the wider school improvement process. Similarly, the school development plan and the school’s self evaluation form are key documents for the appraisal process. All reviewers are expected to explore the alignment of reviewees’ objectives with the school’s priorities and plans. The objectives should also reflect reviewees’ professional aspirations.

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Consistency of Treatment and Fairness The Governing Body is committed to ensuring consistency of treatment and fairness in the operation of appraisal. To ensure this the following provisions are made in relation to moderation, quality assurance and objective setting: The Headteacher has determined that he/she will share the reviewer role with the Assistant Headteachers for teaching staff appraisal and HLTA for AT appraisal. In these circumstances the Headteacher will moderate all the planning statements to check that the plans recorded in the statements of teachers and support staff at the school are consistent between those who have similar experience and similar levels of responsibility and comply with the school’s appraisal policy, the regulations and the requirements of equality legislation The Governing Body will nominate a governor who will not be involved in the Headteacher’s appraisal or any appeal regarding the Headteacher’s appraisal to ensure that the Headteacher’s planning statement is consistent with the school’s improvement priorities and complies with the school’s appraisal Policy and the Regulations. The Governing Body will review the quality assurance processes when the performance policy is reviewed.

Objective Setting The objectives set will be rigorous, challenging, achievable, time-bound, fair and equitable in relation to teachers and support staff with similar roles/responsibilities and experience, and will have regard to what can reasonably be expected of any teacher or member of the support staff, in that position, given the desirability of the reviewee being able to achieve a satisfactory balance between the time required to discharge his/her professional duties and the time required to pursue his/her personal interests outside work, consistent with the school’s strategy for bringing downward pressure on working hours. They shall also take account of the teacher’s or support staff’s professional aspirations and any relevant pay progression criteria. They should be such that, if they are achieved, they will contribute to improving the progress of pupils at the school. The reviewer and reviewee will seek to agree the objectives but where a joint determination cannot be made the reviewer will make the determination. In this school:

All teachers and support staff, including the head teacher, will have no more than four objectives, but, will not necessarily all have the same number of objectives.

All teachers on the Unqualified Range and Main Pay Range will have no more than three objectives.

All teachers on the Upper Pay Range will have no more than four objectives. This extra objective will take into account the expectation of UPR staff having a substantial and sustained impact on whole school improvement.

All teachers will have an objective related to pupil progress and an objective related to teaching and learning.

Though appraisal is an assessment of overall performance of teachers, objectives cannot cover the full range of a teacher’s roles/responsibilities. Objectives will, therefore, focus on the priorities for

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an individual for the cycle. At the review stage it will be assumed that those aspects of a teacher’s roles/responsibilities not covered by the objectives or any amendment to the statement which may have been necessary in accordance with the provisions of the regulations have been carried out satisfactorily.

Reviewing Progress At the end of the cycle assessment of performance against an objective will be on the basis of the performance criteria set at the beginning of the cycle. Good progress towards the achievement of a challenging objective, even if the performance criteria have not been met in full, will be assessed favourably. The appraisal cycle is annual, but on occasions it may be appropriate to set objectives that will cover a period over more than one cycle. In such cases, the basis on which the progress being made towards meeting the performance criteria for the objective will be assessed at the end of the first cycle and will be recorded in the planning and review statement at the beginning of the cycle.

Appeals At specified points in the appraisal process teachers and Headteachers have a right of appeal against any of the entries in their planning and review statements. Where a reviewee wishes to appeal on the basis of more than one entry this would constitute one appeal hearing. Details of the appeals process are covered in the school’s pay policy.

Confidentiality The whole appraisal process and the statements generated under it, in particular, will be treated with strict confidentiality at all times. Only the reviewee's line manager or, where s/he has more than one, each of her/his line managers will be provided with access to the reviewee's plan recorded in her/his statement, upon request, where this is necessary to enable the line manager to discharge her/his line management responsibilities. Reviewees will be told who has requested and has been granted access.

Training and Support The school’s CPD programme will be informed by the training and development needs identified in the planning and review statements. The Governing Body will ensure in the budget planning that, as far as possible, appropriate resources are made available in the school budget for any training and support agreed for reviewees.

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An account of the training and development needs of teachers in general, including the instances where it did not prove possible to provide any agreed CPD, will form a part of the head teacher’s annual report to the Governing Body about the operation of the appraisal in the school. With regard to the provision of CPD in the case of competing demands on the school budget, a decision on relative priority will be taken with regard to the extent to which: (a) The CPD identified is essential for a reviewee to meet their objectives (b) The extent to which the training and support will help the school to achieve its priorities. The school’s priorities will have precedence. Teachers should not be held accountable for failing to make good progress towards meeting their performance criteria where the support recorded in the planning statement has not been provided.

Appointment of Reviewers for the Headteacher The Governing Body is the reviewer for the Headteacher and to discharge this responsibility on its behalf may appoint 2 or 3 governors. Where a Headteacher is of the opinion that any of the governors appointed by the governing body under this regulation is unsuitable for professional reasons, he/she may submit a written request to the governing body for that governor to be replaced, stating those reasons. An external consultant should be selected by Governors to provide advice and support in relation to the management and review of the performance of the Headteacher.

Appointment of Reviewers for Teachers In the case where the Headteacher is not the teacher’s line manager, the Headteacher may delegate the duties imposed upon the reviewer, in their entirety, to the teacher’s line manager. In this school the Headteacher has decided that:

The head teacher will be the reviewer for those teachers he/she directly line manages and will delegate the role of reviewer, in its entirety, to the relevant line managers for some other teachers.

The maximum number of reviews that any line manager will be expected to undertake per cycle is four (other than in exceptional circumstances).

Where a teacher is of the opinion that the person to whom the Headteacher has delegated the reviewer’s duties is unsuitable for professional reasons, he/she may submit a written request to the Headteacher for that reviewer to be replaced, stating those reasons.

Where it becomes apparent that the reviewer will be absent for the majority of the cycle or is unsuitable for professional reasons the Headteacher may perform the duties himself/herself or delegate them in their entirety to another teacher. Where this teacher is not the reviewee’s line manager the teacher will have an equivalent or higher status in the staffing structure as the teacher’s line manager.

An appraisal cycle will not begin again in the event of the reviewer being changed. All line managers to whom the head teacher has delegated the role of reviewer will receive

appropriate preparation for that role.

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The Appraisal Cycle The performance of teachers must be reviewed on an annual basis. Performance planning and reviews must be completed for all teachers by 31 October and for Leadership Group teachers by 31 December. The appraisal cycle in this school, therefore, will run from September to July for teachers, April to April support staff and November to November for the Headteacher. Teachers who are employed on a fixed term contract of less than one year, will have their performance managed in accordance with the principles underpinning the provisions of this policy. The length of the cycle will be determined by the duration of their contract. Where a teacher starts their employment at the school part-way through a cycle, the head teacher or, in the case where the teacher is the head teacher, the Governing Body shall determine the length of the first cycle for that teacher, with a view to bringing his/her cycle into line with the cycle for other teachers at the school as soon as possible. Where a teacher transfers to a new post within the school part-way through a cycle, the head teacher or, in the case where the teacher is the head teacher, the governing body shall determine whether the cycle shall begin again and whether to change the reviewer.

Retention of Statements Appraisal planning and review statements will be retained for a minimum period of 6 years.

Monitoring and Evaluation The Governing Body will monitor the operation and outcomes of appraisal arrangements. The head teacher will provide the Governing Body with a written report on the operation of the school’s Appraisal Policy annually. The report will not contain any information which would enable any individual to be identified. The report will include:

The operation of the Appraisal Policy; The effectiveness of the school’s appraisal procedures; Teachers' training and development needs.

The Governing Body is committed to ensuring that the appraisal process is fair and non-discriminatory and the following monitoring data should be included in the head teacher’s report because they represent the possible grounds for unlawful discrimination:

Race Sex Sexual orientation Disability Religion and belief

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Age Part-time contracts Trade union membership

The Headteacher will also report on whether there have been any appeals or representations on an individual or collective basis on the grounds of alleged discrimination under any of the categories above.

Review of the Policy The Governing Body will review the Appraisal Policy every school year at the Autumn term meeting. The Governing Body will take account of the head teacher’s report in its review of the Appraisal Policy. The policy will be revised as required to introduce any changes in regulation and statutory guidance to ensure that it is always up to date. The Governing Body will seek to agree any revisions to the policy with the recognised trade unions having regard to the results of the consultation with all teachers. To ensure teachers are fully conversant with the appraisal arrangements, all new teachers who join the school will be briefed on them as part of their introduction to the school.

Access to Documentation Copies of the School Improvement Plan and SEF can be obtained from the school office.

Classroom Observation Protocol All classroom observation will be undertaken in accordance with the appraisal regulations, the associated guidance published by the Rewards and Incentives Group and the classroom observation protocol that is appended to this policy in Appendix A.

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Appendix A

Classroom Observation Protocol The Governing Body is committed to ensuring that classroom observation is developmental and supportive and that those involved in the process will:

Carry out the role with professionalism, integrity and courtesy; Evaluate objectively; Report accurately and fairly; and Respect the confidentiality of the information gained.

For the purposes of appraisal, the total period for classroom observation arranged for any teacher will not normally exceed three hours per cycle having regard to the individual circumstances of the teacher. The amount of observation for each teacher should reflect and be proportionate to the needs of the individual. The arrangements for classroom observation will be included in the plan in the planning and review statement and will include the amount of observation, specify its primary purpose, any particular aspects of the teacher’s performance which will be assessed, the duration of the observation, when during the appraisal cycle the observation will take place and who will conduct the observation. Where evidence emerges about the reviewee’s teaching performance which gives rise to concern during the cycle classroom observations may be arranged in addition to those recorded at the beginning of the cycle subject to a revision meeting being held in accordance with the Regulations. Information gathered during the observation will be used, as appropriate, for a variety of purposes including to inform school self-evaluation and school improvement strategies in accordance with the school’s commitment to streamlining data collection and minimising bureaucracy and workload burdens on staff. In keeping with the commitment to supportive and developmental classroom observation those being observed will be notified in advance. Classroom observations will only be undertaken by persons with QTS. In addition, in this school classroom observation will only undertaken by those who have had adequate preparation and the appropriate professional skills to undertake observation and to provide constructive oral and written feedback and support, in the context of professional dialogue between colleagues. Oral feedback will be given as soon as possible after the observation and no later than the end of the following working day. It will be given during directed time in a suitable, private environment. Written feedback will be provided within five working days of the observation taking place. If issues emerged from an observation that were not part of the focus of the observation as recorded in the planning and review statement these should also be covered in the written feedback and the appropriate action taken in accordance with the regulations and guidance.

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The written record of feedback also includes the date on which the observation took place, the lesson observed and the length of the observation. The teacher has the right to append written comments on the feedback document. No written notes in addition to the written feedback will be kept. A Headteacher has a duty to evaluate the standards of teaching and learning and to ensure that proper standards of professional performance are established and maintained. Heads have a right to drop in to inform their monitoring of the quality of learning. Clearly the appraisal arrangements are integral to fulfilling this duty and Headteachers may consider the classroom observations they have agreed for appraisal are sufficient and that drop in will not be needed. In this school, drop-ins will only be undertaken by the Headteacher and members of the Senior Leadership Team. Drop-ins will only inform the appraisal process where evidence arises which merits the revision of the appraisal planning statement, in accordance with the provisions of the regulations.

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Appendix B

Appraisal Form for Teachers

Name of employee

Name of appraiser

Date of meeting when objectives were set

Date of appraisal review meeting

Complete this form as soon as possible after each appraisal meeting and sign below:

Initial meeting (setting objectives)

Review meeting

Employee signature

Date

Appraiser signature

Date

Headteacher signature

Date

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Part 1 - Review of performance over previous 12 months

1a: Summary of monitoring

Details of lesson observations Dates, subjects, outcomes/grades

Details of book/planning monitoring Dates, subjects, outcomes/grades

1b: Assessment against objectives Objectives should be copied over from last year’s appraisal form

Objectives set at the start of the appraisal cycle Assessment of performance against objectives (including evidence)

1.

2.

3.

4.

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1c: Assessment against Teachers’ Standards Core values and behaviours; 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

Teachers’ Standards Assessment of performance against Teachers’ Standards (including evidence)

Demonstrates core values and behaviours (see preamble to the Teachers’ Standards above)

Sets high expectations which inspire, motivate and challenge pupils

Promotes good progress and outcomes by pupils

Demonstrates good subject and curriculum knowledge

Plan and teaches well-structured lessons

Adapts teaching to respond to the strengths and needs of all pupils

Makes accurate and productive use of assessment

Manages behaviour effectively to ensure a good and safe learning environment

Fulfils wider professional responsibilities

Demonstrates high standards of personal and professional conduct (see Part 2 of the Teachers’ Standards)

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1d: Overall assessment of performance: After discussion, use this section to sum up the employee’s performance over the past 12 months, including anything that was not included in the original objectives or at the interim review, or aspects which fall outside the formal objective setting process.

Appraiser’s assessment

Employee’s assessment

1e: Recommendation on pay progression (where applicable) See school pay policy for details

Recommendation (tick box) Details (include reasons for recommendation

and insert number of increments where appropriate)

I recommend that the employee should receive an increase in pay in accordance with the school’s pay policy

I recommend that the employee should not receive an increase in pay in accordance with the school’s pay policy

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Part 2 - Setting objectives for the next 12 months Objectives should contribute to the school’s plans for improving the school’s educational provision and performance and improving the education of pupils in the school. Specify how evidence of achievement will be gathered.

Objective 1

Success Criteria Sources of evidence Timescale

Objective 2

Success Criteria Sources of evidence Timescale

Objective 3

Success Criteria Sources of evidence Timescale

Objective 4 (UPR teachers only)

Success Criteria Sources of evidence Timescale

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Employee’s comments on objectives (if required)

Part 3 – Training and development needs

3a: Assessment of training/development needs & how these will be met

Area for development Planned training/development activity

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Appendix C

Support Staff Appraisal

Assessment of performance for the appraisal cycle just ended:

Performance Development Review for the period from …………………… to ……..……………..….

Reviewee:

Job Title:

Reviewer:

Job Title:

Date of initial meeting:

Interim review date:

End of review period meeting:

A completed copy of this documentation will be kept by the reviewee and an additional copy will be placed in the reviewee’s file kept in the Headteacher’s office. There will be an initial meeting at the beginning of the review cycle. The reviewer and reviewee will together decide on a maximum of 3 objectives (at least 1 of which will be linked to the School Improvement and Development Plan). These will be recorded and will also identify the training and development needs necessary for the objectives to be achieved. Prior to the review meeting at the end of the cycle the reviewee will record the activities they have undertaken to achieve the objective. They will also have the option to complete the review of competencies sheet.

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Support Staff Appraisal Action and Development Plan

Objective 1

Actions

When? Start? Finish?

How will I know I’ve

succeeded?

Objective 2

Actions

When? Start? Finish?

How will I know I’ve

succeeded?

Any specific developments, including training, which will need to be undertaken to achieve the objectives:

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Support Staff Appraisal End of review period summary

Review of Competencies Reviewee’s view Reviewer’s view

Does the quality of work meet the required standard?

Does the rate and quantity of work meet the required standard?

Are the necessary skills and knowledge consistently displayed and applied?

Has the reviewee consistently applied initiative and ability whilst working on their own?

Has the reviewee demonstrated an ability to work effectively with other people – managers, peers?

Has the reviewee demonstrated loyalty to the school?

Has the reviewee consistently demonstrated punctuality and good timekeeping?

Has the reviewee planned and co-ordinated tasks effectively and efficiently?

Has the reviewee used effective communication skills in dealing with other staff, pupils and parents?

Does the reviewee have a positive attitude and commitment towards their work?

Is the reviewee able to set and meet priorities?

Has the reviewee met the needs of the pupils with whom s/he works?

Overall assessment of performance, including achievement of individual objectives

Reviewee’s remarks:

Statement agreed Reviewee Reviewer Date

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Appendix D

Meeting the Teacher Standards

Teacher Standard Points to consider 1: 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.

How well…

Does teaching meet the needs of all pupils?

Does teaching provide challenge for pupils of all abilities?

Are learning targets and objectives based on assessment of prior learning?

Do learning targets and objectives aim to secure attainment that is at least in line with age related expectations?

Does planning and teaching show high expectations for

- acquisition and application of knowledge and skills

- productivity - attitudes towards learning

Does the learning environment support independent learning and value pupils’ achievements?

Are learning and behaviour policies followed and how well does this impact on pupils’ learning and behaviour?

2: Promote good progress and outcomes by pupils Be accountable for pupils’

attainment, progress and outcomes Plan teaching to build on pupils'

capabilities and prior knowledge 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.

How well…

Do all pupils achieve, including SEN pupils, pupils for whom pupil premium provides support, more able pupils and other vulnerable groups?

Does attainment and progress of pupils compare with similar pupils nationally?

Does assessment data show an improving picture of attainment and progress?

Have action points from pupil progress meetings been addressed?

Do pupils’ responses demonstrate gains in their knowledge, skills and understanding?

Does planning take account of prior learning and assessment?

Does planning ensure time is used well and results in all pupils being engaged in productive learning throughout the lesson?

Is pupils’ understanding checked during lessons,

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through listening, careful observation and skilful questioning?

Are lessons adapted to reshape tasks and explanations in response to on-going assessment?

Are interventions made during teaching to move learning on?

Do pupils understand how to improve their work and make efforts to improve their work?

Does planning provide opportunities for pupils to improve their work?

Do questions encourage the pupils to think deeply and apply their learning?

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.

How well…

Does planning and teaching demonstrate high levels of expertise and subject knowledge?

Can pupils make links between the learning in different subjects?

Has professional development led to improved subject knowledge or more effective strategies for teaching the subject?

Can pupils apply their reading, writing, communication and maths skills across the curriculum?

Are pupils making progress in English and maths?

Does planning and teaching secure high levels of interest, engagement and commitment to learning?

Developed is the teacher’s personal knowledge understanding of the subject being taught?

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-

How well…

Are teaching strategies matched to the learning context, taking account of the subject and the learners?

Have routines been established so that little time is wasted, e.g. moving between sessions, finding resources?

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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).

Is lesson time planned and used to ensure an effective pace, with pupils spending more time actively than passively listening?

Are expectations for learning made clear in the planning and shared with pupils?

Is planning differentiated to take account of pupils’ different needs?

Do lessons link together so that learning develops and consolidates over a series of sessions?

Are lessons reviewed?

Does homework appropriately match the needs of different groups of pupils and support learning?

Does the curriculum provide broad and balanced experiences for the pupils, reflecting their needs, aptitudes and interests and the context of the school?

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.

How well…

Do differentiated tasks match the next step learning needs of all pupils?

Are differentiated tasks purposeful and engaging?

Are any barriers to learning identified?

Do interventions successfully overcome barriers to learning?

Do pupils of all abilities successfully complete the differentiated tasks and secure learning?

Are vulnerable pupils included in whole class and group activities?

Does planning and teaching demonstrate an awareness of current best practice and legal requirements for inclusive provision?

Is a range of teaching strategies used to provide for different learning styles?

Do additional adults support pupils?

Is the inclusion policy followed?

Has training had an impact on provision?

6: Make accurate and productive use of assessment Know and understand how to

assess the relevant subject and curriculum areas, including

How well…

Are summative assessments completed for all pupils?

Is the school policy on assessment followed?

Are assessment outcomes shared with pupils so they

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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.

know what they are doing well and how to improve?

Are assessment outcomes shared with parents?

Is planning and teaching pitched to reflect assessment levels for all pupils?

Is assessment used within each lesson?

Is assessment from one lesson used to inform planning for the next lesson in that subject?

Do marking comments provide clear information about what has been done well and the next step for improvement?

Does planning and teaching show that time is provided for pupils to respond to marking comments?

Are pupils involved in dialogue about their work and how to improve it?

Is assessment from intervention groups linked to whole class work?

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.

How well…

Is behaviour improving?

Do pupils demonstrate positive attitudes towards learning?

Are the school behaviour and safety policies followed, taking account of the pupils’ ages and needs?

Do pupils understand and respond to the school and classroom rules?

Are pupils’ views on behaviour, rewards, sanctions and bullying taken into account?

Do pupils maintain a high standard of behaviour in different teaching groups, with different adults, when working independently, at playtime and when moving around the school?

Do additional adults use the behaviour code?

Is behaviour managed so that time for learning is not lost on either low level or significant disruption?

Are positive relationships between adults and pupils maintained?

Is discriminatory or derogatory language dealt with?

Is punctuality maintained, with a prompt start to the day and to each session?

Are parents informed about positive or negative pupil behaviour?

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8: Fulfil wider professional responsibilities Make a positive contribution to the

wider life and ethos of the school Develop effective professional

relationships with colleagues, knowing how and when to draw on advice and specialist support

Deploy support staff effectively Take responsibility for improving

teaching through appropriate professional development, responding to advice and feedback from colleagues

Communicate effectively with parents with regard to pupils’ achievements and well-being.

How well…

Are actions agreed at staff meetings carried out?

Have agreed actions for professional development been carried out, including response to feedback from monitoring?

Has classroom practice or any additional responsibility been improved or developed, e.g. through training or support?

Have additional responsibilities been planned and implemented?

Have additional responsibilities had a positive impact on pupil outcomes?

Are positive relationships with other colleagues maintained?

Are support staff kept informed about lesson planning and assessment?

Are support staff deployed to improve outcomes for pupils?

Are parents informed about pupil progress, behaviour and well-being?

Have the school values and vision been supported?

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Appendix E

Exemplar Appraisal Objectives (Teacher)

Objective 1 Pupil Progress

85% to pupils to make at least expected progress over the school year in Reading, Writing and Maths, with XXX% to make more than expected progress.

Objective 2 Teaching & Learning

90% of monitoring activities to be graded as good or above, with no inadequate grading. This to include lesson observations, book monitoring and planning monitoring.

Objective 3 Subject leadership role

A target to develop standards in the subject that the teacher leads.

Objective 4 Wider contribution to school improvement (UPR teachers)

A target to develop the teachers contribution to increasing standards across the school.