Appraisal

The Model Teachers' Performance Appraisal Policy that has been negotiated with the Local Authority can be found in the policies section of the website



Key points of the policy:


Purpose of Appraisal

Appraisal in this school will be a supportive and developmental process designed to ensure that all teachers have the skills and support they need to carry out their role effectively. It is intended to foster professional dialogue between colleagues and will help to ensure that teachers are able to continue to improve their professional practice and to develop as teachers.

Summary of the Appraisal Policy

Objectives

  • 1.      Teachers will have a maximum of 3 objectives which will contain a description of what success may look like.
  • 2.      Objectives will be Specific, Measurable, Achievable, Realistic and Time-bound and will be appropriate to the teacher’s role and level of experience. In setting objectives there will be regard to what can be reasonably be expected in the context of roles, responsibilities and experience, and taking into consideration work/life balance for all staff.

The NUT opposes the use of numerical targets. Test results are not simply linked to standards of teaching-many other factors are involved. It is also impossible to identify what progress has been made as a result of one particular teacher’s input. External factors are not the only things that make numerical targets inappropriate. Statisticians have also been pulling apart the legitimacy and reliability of the DfE’s data and methodology (particularly on the idea of sublevels of progress.) 

Some targets are becoming so ambitious that they are beginning to resemble those of Stalinist Russia rather than be based in sound educational knowledge.

Also Ofsted says “It does not grade individual lessons. It does not expect schools to use the Ofsted evaluation schedule to grade teaching or individual lessons” Targets referring to outstanding lessons for example should not be accepted.

  • 3.      If teachers do not agree with their targets they should record their comments in writing as an appendix to the appraisal statement.
  • 4.      Assessment against the Teachers’ Standards should start from the premise that all teachers are meeting the standards and they will be assessed as meeting the standards unless evidence to the contrary is provided. (i.e. Teachers should not be completing them as a checklist)


Reviewing Performance

  • 5.      All observation will be carried out in a supportive fashion and in line with appendix C (Download policy below to see Appendix)
  • 6.      There should be a limit of three observations within a total time of up to 3 hours per year
  • 7.      No evaluation of individual teachers will be made during Learning walks or drop ins and any such classroom visit will not form part of the appraisal process. The frequency and conduct of such visits should be contained in a separate school protocol.
  • 8.      Teachers will receive constructive feedback on their performance throughout the year and as soon as practicable after an observation has taken place or other evidence has come to light.
  • Remember Ofsted says “It does not grade individual lessons. It does not expect schools to use the Ofsted evaluation schedule to grade teaching or individual lessons”
  • 9.      A mid year assessment may take place to discuss areas of development or concern and support offered as required.
  • 10.  For teachers experiencing difficulties, from which they are in danger of failing their performance management, or which could lead to capability, a detailed support process should be put in place.
  • 11.  An appeals process, similar to that for pay progression, exists
  • 12.  Access to the appraisal report will normally be limited to the appraise, the appraiser, the head teacher and/or nominated member of SLT

  • Pay Recommendations
  • 1.      Decisions regarding pay progression will be made by the pay committee, following recommendations from the head teacher. Judgments will be properly rooted in evidence provided as part of the Performance Appraisal process.
  • 2.      The written appraisal report at the end of the cycle is the only source of evidence teachers require to support pay progression. Teachers are able to submit additional evidence if they choose but will not be penalised if they choose not to do so.
  • 3.      Decisions not to progress up the pay spine will only be made in circumstances where concerns about standards of performance have been raised in writing.
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