Introduction
From early discussions the staff at Mereway
Middle School supported the creating of our own Appraisal System.
We have worked within the national guidance and the advice provided
by our local authority to provide an effective appraisal system
which responds to the needs of it's staff and can be the corner
stone of professional development in school. Appraisal can also
help inform and carry through the School Development Plan.
The awareness raising and training has mainly
been at a whole staff level supplemented by efforts the of an
Appraisers Working Group.
This document has been created to try and fulfil
a variety of purposes - Section A, B, C, E and F should provide
background information to help understanding of the Mereway Middle
School Appraisal process - while Section D gives detailed information
about the different stages and is designed to be read as appraisee
and appraiser reach each different stage of the two year process.
This booklet is the result of the inservice
training and consultation process that occurred at our school.
It has grown from our staff and their positive attitude to making
appraisal work for us.
I would particularly like to thank the efforts
of the Appraisers Group and our clerical staff in the putting
together of this document.
CONTENTS
Section A :-
Aims, purposes and attitudes. Who and what
is to be appraised.
Section B :-
Appraisal and professional development.
Job descriptions.
The Appraisal Cycle
Section C :-
Mereway Middle Selected appraisers
The role and responsibilities of appraisers
and appraisee's.
Section D :-
Stage one - The initial meeting
Possible focuses for appraisal.
Stage two - Building a picture
Information gathering
Classroom observations
Self Evaluation
Stage three - Appraisal dialogue and target
setting.
The Appraisal Statement
Follow up and Review
Complaints Procedure
Section E :-
The Role of the Governors
Section F :-
Evaluating the Appraisal Powers
Section G :-
Appendix
Section A Aims and Context
Purposes of Appraisal
Who is appraised
What should be appraised
Staff Views
AIMS AND CONTEXT
In the six national pilot authorities where
extensive teacher appraisal schemes have been operating at least
since 1987, benefits for teachers and schools and ultimately improvements
in the delivery of education to pupils have included :
* greater confidence and improved morale for
individual teachers
* better professional relations and communications
within school
* better planning and delivery of the curriculum
* wider participation in and better targeting
of in-service training.
* better career planning
* better informed references
The LEA is the regulating authority for all
aspects of appraisal in County. Voluntary Controlled, Voluntary
Aided, Special Agreement and Maintained Special Schools. However,
Governing Bodies are also empowered to monitor appraisal arrangements
in their schools, and it would be appropriate for the Governing
Body to approve the school's arrangements.
The aims of teacher appraisal should focus
on
* The professional development of individual teachers
* Supporting the management and priorities of the school
* Seeking to improve the quality of teaching
and learning
Issues considered in the appraisal process
should link with both school and staff development plans and the
individual teacher's personal development plan. In developing
areas of focus, accounts should be taken of the particular circumstances
of the school, as well as the individual teacher's stage of development.
The focus and goals agreed for individual teachers will vary according
to their interests, responsibilities and experience. Account should
also be taken of the teacher's contribution outside the classroom,
relating to wider management responsibilities.
The process should be seen as
* formative
* consultative
* developmental
* supportive
EQUAL OPPORTUNITIES
The following statements are taken directly
from page 4 of the DES Circular No 12/91. Northamptonshire LEA
fully supports them and would strongly recommend that school's
appraisal schemes will consider all implications for Equal Opportunities.
Para 17 Appraisal must operate and be seen
to operate, fairly and equitably for all school teachers. Appraisers
should bear in mind this responsibility under law not to discriminate
on grounds of sex, race or marital status in the way in which
they conduct appraisal; and the dangers of stereotyped expectations
which result in a biased approach.
Para 18 Training for appraisal, appraisal itself
and professional development generally should be used positively
to provide Equal Opportunities by encouraging all schoolteachers
to fulfil their potential. Appraisers should, FBI example, actively
encourage all schoolteachers, including women teachers and teachers
from the ethnic minorities, who have management potential to consider
applying for management posts.
In addition, discrimination on grounds of disability
or trade union affiliation must be avoided.
(Ref : Teachers and Headteachers Appraisal
The Northamptonshire Scheme . Jan 1992)
Who is appraised
All qualified teachers employed for more than
40% of full time are required to be appraised except for those
on contract of less than one years duration.
The Mereway Middle School appraisal scheme
applies to all those mentioned above with the following refinements
:-
Teachers employed for less than 40% of full
time, or those on contract of less than one year can, should they
wish, negotiate to be included with in the scheme.
Newly qualified teachers will be guided and
appraised as part of the School Induction Scheme. They will be
supported and monitored in their first year by the School Professional
Tutor. This work will represent their involvement in the school
appraisal scheme.
Although the appraisal scheme outlined, refers
exclusively to the work of teachers in school, it is the intention
that the principals of the scheme should be extended to include
school clerical and ancillary staff.
What should be Appraised
Appraisal should be related to the processes
of whole school development planning and to the teacher's job
description. It should reflect the balance between teaching commitments
and other responsibilities outside the classroom.
Although the appraiser is entitled to take
into account the full range of professional duties undertaken
in order to make the appraisal more purposeful and effective it
is suggested that it primarily focuses on specific areas of the
teachers work. These areas of focus should be negotiated between
the appraiser and appraisee at the Initial Meeting. Appraisers
may not appraise any voluntary or non contractional duties, unless
the teacher so wishes.
The appraisal of all teachers will involve
classroom observation and where a significant managerial role
is taken on may also include task observation. There will also
be an element of information gathering in order to gain a wider
perspective on the teachers work.
Classroom observations are likely to centre
on issues connected with such things as :- teacher pupil relationships,
classroom management and organisation, curriculum content, opportunities
for learning.
Task observations are likely to centre on issues
connected with such things as managing and motivating colleagues,
planning and organising, addressing issues, time managing, completing
and evaluating.
Appraisal is completely separate to the addressing
of any disciplinary matters. Disciplinary procedures should be
clearly distinguished from appraisal procedures and information
obtained for the purposes of appraisal will not be used as part
of evidence gathering for any other matters. If any disciplinary
process begins the on going appraisal cycle will be suspended.
Section B Appraisal in the Context of Professional
Development
The role of the professional tutor.
Job Description
The Appraisal Cycle
Appraisal in the context of professional development
ACAS made the following statement :
appraisal should be " a continuous and
systematic process intended to help individual teachers with their
professional development and career planning and ensure that the
in-service training and deployment of teachers matches the complementary
needs of the individual teachers and their schools."
Mereway Middle school, as a new school, has
been extensively involved in examining education theory and practise,
Constructive criticism and the bringing about of developments
has been part of our day to day work. Consequently in an atmosphere
of self reflection and planning for the future, appraisal has
a natural place. The appraisal process is an opportunity to further
reflect on our individual practice and through confidential discussion
find ways forward to greater success.
The teachers involved in contributing to this
document believe that professionally carried out appraisal is
a teachers right. Appraisal should be a positive and meaningful
experience which can make a large contribution to both personal
and professional development.
Professional development has a high priority
at Mereway Middle School, it is supported by the Governing body,
and where possible the SCITE budget is significantly supplemented
in order to extend the opportunities available to staff. Where
agreed by both parties development needs identified during appraisal
can be passed on to the Professional Tutor or other members of
the senior management team. This information can be used to help
provide relevant opportunities and where appropriate these can
be incorporated into the School Development Plan. Professional
development opportunities should be responsive to the needs of
the school and the individuals within it.
Professional development activities include
:
Whole school and Management conferences, courses
from the county central programme, out of county courses, membership
of managerial groups, working parties, support groups, working
on an authority task group, Curriculum cluster group membership,
chairing of cluster groups, representing the school in the wider
community, organising events, specific projects, working alongside
colleagues, observing, job/ task/ role swops, deputising, acquiring
new responsibilities, tutoring by peers, tutoring of peers, coaching
by senior colleagues, guided reading, giving formal / informal
presentations, visiting other institutions.
The professional development of colleagues
is the responsibility of the Schools Professional Tutor.
The role of the Professional Tutor
At Mereway Middle School the role of Professional
Tutor (and / or those assisting) includes :-
Managing teacher professional development
Inducting teachers new to the school.
Proving a support programme for teachers new to the profession
Organising and Managing school based inset
Managing S.C.I.T.E.
Co-ordinating the school development plan
Co-ordinating the Appraisal Process
Giving professional interviews
Assistance with career aspirations
Confidential listening.
Job Descriptions
In the initial stages of the appraisal process
the appraisee should ensure an up to date job description is in
place
Mereway Middle School job descriptions include.
1) A generic class teacher job description.
2) A generic Team Co-ordinator job description (included where appropriate)
3) An outlining of other responsibilities / positions held - this section is individual to each teacher and their particular contribution to school (composed by the teacher concerned)
4) Relevant elements of the pay and conditions
document.
If as a result of the appraisal process it
is felt that changes need to be made to the existing job description
these should be communicated by the appraisee and negotiated with
the SMT.
The Appraisal Cycle
Appraisal takes place in a two year cycle.
Each successive two year period is defined as an Appraisal programme.
The regulations require that each cycle has these elements :-
Classroom or task observations, (at least two)
Appraisal dialogue leading to target setting,
Agreed appraisal statement, formal review.
Other elements mentioned in this document relate
only to the Mereway Middle School Appraisal System.
Each appraiser, appraisee partnership should
produce a time line showing the time period involved and dating
the key elements. These should be checked with the Professional
Tutor in terms of the whole school plan, and to organise the teachers
release.
If a colleague takes on a new post or significantly
different responsibilities the appraiser can choose to continue
with their present cycle or start a new one, possible with a new
appraiser.
A fresh appraisal cycle begins if someone has
moved to a new school.
Section C Selection of Appraisers
Mereway Middle School Appraisers
Role of the appraiser
Responsibilities of the appraiser
Role of the Appraisee
Responsibilities of the Appraisee
Joint role and responsibilities.
Selection of Appraisers
Those members of staff who are interested in
becoming appraisers shall register their interest in writing .
School appraisers will be selected and approved by the headteacher
from those who express an interest. No one appraiser will normally
be involved in the appraisal of more than four colleagues over
the two year cycle.
At the beginning of the appraisal process each
teacher is able to confidentally register a negative preference
in the selection of his or her appraiser. Negative preferences
expressed will be taken into account when the professional tutor
and Headteacher allocate an appraiser to each colleague. When
selections are made, account may be taken of such things as :-
personalities, credibility working together, line management,
faniliarity with role, time management.
Mereway Middle School Appraisers
1991-93
Cathy Fountain
Cherry Brown
Richard Dron
Ros Burman
Allen Andres
Hilary Dyke
Claire Trott
1992-94
Chris Robinson
Helen Thomas
Cathy Fountain
Cherry Brown
Richard Dron
Ros Burman
Allen Andres
Claire Trott
Role of Appraiser
- Ensure the process is understood
- Manage and facilitate the elements of the cycle
- Provide agendas
- Arrange (if necessary rearrange) suitable places and periods of uninterrupted time for meetings
- Collect Information as agreed
- Take notes at Appraisal dialogue and produce draft
appraisal statement.
- Make refinements as needed and produce agreed statement
and copy of agreed targets. (separate sheet)
- Be familiar with appeals procedure
- Produce copy of Agreed Appraisal statement
and targets for Appraisee and Headteacher/file.
Responsibilities of Appraiser
- Familiarise self with work of Appraisee
- Provide open channels of communication
- Show flexibility in making arrangements
- Establish good working relationship with appraisee
- Positive not threatening attitude
- Act as magnifying glass, focussing appraisee
- Draw reflections from appraisee about own performance
- Provide an objective insight
- Provide feedback on practical not just theoretical level
- Sensitivity / sincerity in dealing with issues
- Advisory where appropriate
- Help appraisee have access to information or advice needed
- Maintain confidentiality
- Have authority to ensure outcomes of individual
appraisal can be followed up.
Role of appraisee
- Express any negative preference at beginning of process
- Ensure Appraiser has a copy of their job description
- Negotiate any necessary refinements or changes of job description with SMT
- Participate in the elements of the cycle
- Suggest opportunities for classroom (and task) observations
- Clearly explain to appraiser context of lesson or task
- Be familiar with appeals procedure.
- Confirm agreed Appraisal statements and targets. When an agreement has been reached.
- Give appraiser feedback on their effectiveness.
Responsibilities of Appraisee
- Familiarity with Job description
- Consider self appraisal process
- Show flexibility in making arrangements
- Offer self analysis / opinions as starting point for discussions
- Invite feedback
- Be open to suggestions
- Respond positively to genuine feedback.
- Be sensitive to the role of the appraiser.
Joint roles and responsibilities
- Provide timetable of process and dates of key elements to professional tutor ( update where necessary)
- Agree focuses for Appraisal and observations
- Agree what and how information is to be gathered
- Negotiate appraisers role within classroom.
- Negotiate targets during the Appraisal Dialogue
- Consider implications for professional development work and in service training and communicate these where agreed.
- Facilitate reviews and follow up work.
Section D
Stage one : The initial meeting
The Purposes
The Agenda
Possible Focuses for Appraisal
Purpose of Initial Meeting
The initial meeting begins the Appraisal Cycle.
The principle purposes of the meeting are :-
(1) Clarification of the process.
(2) The setting of the timetable :-
Pre-observation meetings, observations, post
observation discussions, period of information gathering, appraisal
dialogue, confirmation of agreed statement and targets, review
meetings.
(3) Deciding on the area of focus in this appraisal.
(To decide on possible areas of focus for the appraisal, the list
provided in this section may prove useful - some aspects may need
to be grouped together.
(4) Agreement in information gathering process.
Suggested Initial Meeting Agenda
Clarify - Purpose of Appraisal
What the system is - process
Their hopes for process
Job descriptions - any updating needed - for
SMT approval
Identify areas of focus for appraisal
Agreement on information / evidence gathering
- sources and means by which information is obtained.
Discussion on notion of self evaluation.
Any concerns?
Time Scale - Agreed calendar / timeline (month, day of week)
for observations .
Agree date, time and place of Appraisal Dialogue.
Possible Focuses for Appraisal
IN THE TEACHING SITUATION :
Quality organisation and usage of suitable
resources
Employment of different teaching styles and
strategies / modes of learning
Appropriate level of communication with children
: spoken / written
Quality of classroom learning environment
Management of children
Discipline and control/consistency of setting
parameters
Time management
Marking work/feedback to children
Activity preparation
Relationships with pupils
Achievement of teaching objectives
Coverage of breadth of curriculum
Development of professional expertise
ISSUES RELATED TO THE TEACHING SITUATION :
Settings aims and objectives
Planning and preparation
Awareness of school resources
Differention
Progression
Record keeping
Assessment : opportunities and strategies
Report writing
GENERAL CLASSROOM PRACTICE:
Maintenance and development of classroom/year
area environment :
Display
Tidiness
Classroom layout
Organisation and maintenance of school resources
IN TEAM SITUATIONS :
Clearly Contributing in meetings
Listening skills
Abiding by agreed team decisions
Awareness of relevant forum for raising/discussion
of different subjects
Sharing ideas/resources
Sharing responsibilities
Meeting deadlines
Team teaching
Support/training of team members
Regular attendance at in school meetings
WHOLE SCHOOL ISSUES :
Relationships with:
other staff
parents
governors
guests/visitors
Liaison with support services/outside agencies
Contribution to task groups
Time keeping
CO-ORDINATORS / MANAGERS
Developing, ordering and overseeing maintenance
of resources
Monitoring and promoting the use of the specialist
areas
Monitoring and supporting planning
Practical assistance with delivery
Curriculum documentation
Provision of record keeping / planning tools
Managing transfer issues
Guidance to staff re professional development
Organisation / delivery of professional development
for staff
Builing confidence in staff to further their
own expertise
Communication and dissemination of information
Creating the appropriate profile within school
for area of responsibility
Leading task groups
Exemplifying good practise
Awareness of relevant educational changes/development
Time management: prioritising goals re whole
school/area of responsibility
Awareness of whole school developments in all
areas
Building confidence in staff to further their
own expertise
Ability to constructively criticise and act
upon criticism
Ability to professionally and tactfully deal
with sensitive issues.
PERSONAL QUALITIES (Not to be directly appraised
but may have a contributory role)
Positive attitude
Approachability
Enthusiasm
Sensitivity
Promotion of ethos in school
Professional respect for colleagues' strengths
and areas in need of development
Respect of children and adults in the school
Encouragement
Creativity
Innovation
Caring
Communication skills
Critical skills (constructive)
Stage two : Building a picture
Information gathering
Approaches to data gathering
Classroom observation principles
Task observations
Pre - observation meeting
Do's and don'ts of observation
Post observation meeting
Self evaluation - purposes guidance
Self evaluation - questionnaire
Self Appraisal - proforma
Information Gathering
The purpose of information gathering is to collect together
evidence which relates to the appraisee's professional work
and contributions to the school in order to help identify
successes and aspects for future professional development.
People approached to provide information should be those who
are able, by the nature of their position, to throw a
particular light on the work of the appraisee, which goes
beyond the personal knowledge and experience of the
appraiser themselves. Information can be collected on such
things as :- team management or membership, leadership of
school activities (eg study visits, assemblies), co-
ordination of curriculum areas, support of colleagues,
chairing of meetings etc.
Specifically focused questions should be agreed
between appraiser and appraisee before any one is approached
for feed back.
Personal opinions on the teachers general performance should
not be sought.
The appraisee should be in the best position to suggest who
might be approached in order to gather particular
information. People should not be approached without the
prior agreement of the appraisee. If the appraisee does not
want someone to be approached during this process they
should be able to provide a suitable replacement. The
appraiser should accommodate this where possible. If there
is any unresolvable disagreement about the personnel or
questions used at this stage of the appraisal process, the
Head or Deputy can be asked to arbitrate.
Where possible the information gathering should take place
within half a term and the Appraisal Dialogue should follow
as soon as possible thereafter. Information gathering should
be carried out in a strict professional confidential manner.
The principles outlined below are from the Northamptonshire
Scheme and relate to the General Principals found in the
HMSO 1989 document.
General Principles
* Neither appraiser or appraisee should act in a way that
is likely to threaten the trust and confidence on both
sides, upon which successful appraisal depends.
* Information collection for the purpose of the appraisal
of a teacher or Headteacher should be designed to assist
discussion in an appraisal interview.
* Where it has been agreed that the appraisal should
concentrate on specific aspects of the appraisee's job,
information collection should likewise concetrate on those
aspects.
* Appraisers should act with sensitivity to all concerned
and should not exhibit any bias in collecting
information.
* Those giving information should not be put under any
pressure save that of relevance and accuracy.
* General comments should be supported by specific
examples.
* Interviews for the purpose of imformation collection
should be held on a one to one basis.
* Any information received anonymously should not be
used.
* Information which does not relate to the professional
performance of a teacher should not be sought
or accepted.
* Appraisees should not adopt an obstructive attitude to
reasonable proposals for the collection of appropriate
information.
* The appraiser should agree with the appraisee at the
initial meeting what information it would be appropraite to
collect for the purpose of the appraisal, from what sources
and by what methods.
* When interviewing people providing information as part
of an appraisal should explain the purpose of the interview
and the way in which information will be treated.
* Any written submissions should remain confidential to
the author, the appraiser and the appraisee.
* Those offering significantly critical comments should
be asked to discuss them directly with the appraisee before
they are used as appraisal information. (The substance of
grievance or disciplinary proceedings should never be used
in the appraisal process)
* Care should be taken to ensure that evidence to support
professional judgement is sought and presented in an
objective way.
Approaches to data gathering - pros and cons
Task Observations
Pros
1. Useful way of focusing on and giving feedback on
specific aspects of teachers work.
2. Can be used to give very specific, targeted
support.
3. Relatively cost effective as observation tends to be of
finite, fairly short activities.
Cons
1. Takes observer away from his/her job.
2. Needs to be planned carefully to work
3. Could lead to an artificial situation
4. May be unfamiliar.
Job Shadowing
Pros
1. Useful to get the feel of someone's work
2. Takes in everything over half or a whole day and so is
unlikely to lead to an unrepresentative picture.
3. Gives a holistic view
Cons
1. Time consuming
2. Can be too unfocused and general to give specific
feedback on areas for development.
Collecting Views by Interviews
Pros
1. Can get at data not otherwise available
2. Can lead to valuable feedback
3. Can be a useful way of testing an appraisee's
perceptions.
Cons
1. Can be threatening
2. Can result in interviewees suffering from a conflict in
loyalty
3. Interviewees need careful briefing
4. Time consuming
5. Need for a fairly elaborate code of practise
Questionnaires
Pros
1. Useful quick way of getting a broad overview
2. Relatively easy to administer
Cons
1. Difficult to control how seriously they are taken or
carefully they are filled in.
2. Not possible to follow up initial responses as in an
interview
3. Things do not always come across as intended.
Classroom observation principles
Classroom observation is a key part of all Appraisals. In
the first year of the Appraisal two opportunities of at
least an hour each should be created, or one plus a task
observation. These should be quite close together and should
be followed by the Appraisal Dialogue.
It is suggested that a third observation during the Review
Stage might be valuable if it would help illustrate
particular achievement and development in relation to an
agreed target.
The first observation may be more general in nature and the
second more specific, although in both cases particular
focuses should be agreed and confirmed at an observation
meeting.
It is suggested that not more than three aspects are
selected to focus on. These might include one particular
strength and one area where the appraisee feels less
confident. Reflections on the first observation may provide
assistance in highlighting aspects for focus in the second
observation. Any aspects chosen should relate broadly to the
agreed overall focuses for the Appraisal as
a whole.
The role of the observer may vary depending on the situation
and the agreed focuses. In all cases it should be agreed in
advance and planned where necessary. As should be the
response to pupils, if enquiries are made at any time. It
may be necessary for the observer to take notes, if this is
the case they should be done discreetly and should remain
confidential to the partnership involved (Notes taken should
be descriptive and not judgemental they should be shared
within 24 hours and should remain informal and not become
part of any record).
Involvement in the session can be beneficial and can help
the children, however the purpose of the observation should
not be forgotten. The observer should not be involved in a
way that distracts them from making the observations
necessary for the post Observation Discussion and the
subsequent Appraisal Dialogue.
Task Observations
For those teachers with significant management
responsibilities, Task Observation should feature in their
appraisal alongside classroom observation (one of each). The
principles outlined in the classroom observation section are
in most cases appropriate to task observation. Information
gathered from this focused observation of a task should be
fed back and should provide a discussion points in the
Appraisal Dialogue.
Pre - observation Meeting
With reference to the County Document on Teacher
Appraisal (January 1992) and staff consultation on the place of
the pre-observation meeting in the overall appraisal procedure,
it is felt that the following points ought to be borne in mind:
* Establish a positive relationship where constructive
feedback will be welcomed as a means of personal and professional
development.
* Review agreed appraisal focuses from the
initial meeting.
* Clarify the objectives for the observations
in the classroom.
* Agree areas of observational focus.
* Decide on agreed criteria for feedback at
the post observation meeting.
* Confirm the interactive roles of the appraiser
and the appraisee- negotiate role of appraiser in classroom.
* Decide on any explanation of appraisers presence.
* Describe precisely the composition of groups
/ classroom organisation for the observation.
* Describe the context of the observed lesson
in the overall planning of the theme.
* Confirm the time for classroom observation
and post observation meeting.
* Summarise key elements decided upon during
the meeting.
The Do's and Dont's of observation
Do's
Have a pre observation discussion.
Agree on a maximum of three specific focus'es for
observation (as well as general impressions)
Make sure observation points are reasonably
easy to observe
Become involved to some degree in the session for some of
the time. (if appropriate)
Discreet note taking.
Be low profile
Don't ignore situations if they arise (eg bad behaviour)
draw the teachers attention to them or discreetly deal with
them if the teacher is not in a position to.
Sat thank you and give some sort of brief positive response
to the session before you leave the room.
The post observation meeting should take place within two
days of the observation and any relevant notes should be
available to the teacher.
Feed back should be confidential and constructive
An appropriate time should be agreed in advance.
The observer should be able to provide the teacher with a
mirror with which they can reflect on their
own practise.
Take the lead from them.
The observer should facilitate the discussion of things
observed in line with the agreed focuses in the feedback
session.
An appropriate time for feedback should be agreed in
advance.
Feedback should be confidential and constructive.
The observer should be able to provide the teacher with a
mirror with which they can reflect on their
own practise.
Take the lead from them.
The observer should facilitate the discussion of things
observed in line with the agreed focuses in the feedback
session.
The observer should encourage analysis and discussion on the
ways forward, things for a person to try to
develop.
Dont's
Come in uninvited.
Sit at the back with a clipboard.
Let the children know the specific purpose of the
observation.
Become absorbed in the children.
Look for things to criticise.
Produce a critical analysis of the session
for the feedback.
Tell them what (you felt) was wrong and how
you'd put it right.
Post Observation Meeting.
It is felt that the following points should be borne in mind
;-
* An informal meeting.
* Appraisee to open discussion with their impression of
the session - self evaluation.
* Appraisers resume - an opportunity to retell what was
observed during the session. Descriptive not
judgemental.
* Appraiser and appraisee come to agreed understanding of
the session as a whole - general overview.
* Positive constructive feedback - confidence
booster.
* Share information related to this observations agreed
focuses.
* Appraiser acts as a mirror or a magnifying glass to
help appraisee look closely at chosen elements.
* Opportunity for honest reflection.
* Take care it is the teacher been appraised not the
children.
* Highlighting of strategies for development.
* Appraisee can ask for opinions / advice : Appraiser can
offer opinions / advice but they should be put forward as
alternative rather than 'what should be done
is ...'
* Both professionals have a shared responsibility to make
it work.
* Summarise key elements discussed.
* Confidential written notes relating to the conversation
can be taken if it is helpful but should be destroyed when
they are no longer useful.
* Confirm next meeting / next stage of process.
Self Evaluation - Purposes and Guidance
Carrying out a Self Evaluation is not a compulsory
element of Appraisal, however the Mereway Middle School Staff
who contributed to this document, felt that an appraisee reflecting
on their own work, was a key element of any Tell appraisal and
indeed was a desirable process in itself (An understanding of
self being crucial to professional growth) and help to prepare
for different phases of the cycle by focusing the mind. It is
often a good starting point for in depth discussion about an aspect
of a teachers work, and encouraging analysis.
However there are some problems associated
with Self Evaluation which should be guarded against. Self Evaluation
can become rather negative process, for in many teachers they
find their weaknesses are only too obvious to them while we often
find it more difficult to identify strengths and successes. This
can result in an unbalanced view of our own work. Any self appraisal
should be as objective as possible and included successes as well
as growth points.
There are a variety of methods that a colleague
may want to use in order to help complete a Self Evaluation.
Below are outlined some popular methods and
the rest of the section includes some materials you may find helpful.
The Self Evaluation Questionnaire is a home grown document compiled
by teachers in response to suggestions that some sort of prompt
list may help in the process. Please use this document in anyway
which is useful or alternatively you may prefer one of the other
less methods or proformas also included in this section.
Self Evaluation Methods
1. Quiet reflection - a fixed period of time
set aside
2. Free writing - a blank piece of paper to
record thoughts
3. Notes made under broad headings - using
a proformer.
4. Using your job description - noting strengths
and weaknesses in fulfilling your roles.
5. Compiling your own key task list to evaluate
against
6. Using the Self Evaluation questionnaire
7. Informal discussion with a 'critical friend'
other than your appraiser.
Appraisal
A SELF EVALUATION QUESTIONNAIRE
GUIDE-LINES FOR COMPLETING THE SELF EVALUATION
QUESTIONNAIRE
This document provides you with the opportunity
to briefly assess your performance in a wide variety of situations.
It can then be used as a focus for discussions concerning development.
It is important that you record your initial
impressions so we recommend the following procedure for completing
these forms :
1. Spend a couple of minutes to briefly read
the document.
2. Spend approximately ten minutes to complete the form. Against each area assess yourself on a scale from 0 to 5.
A score of 5 indicates that you feel your performance in that area is excellent while a score of 0 can be used to identify areas that may need working on.
On completion of the questionnaire you may
wish to highlight 3 or 4 areas whihc may be useful future targets.
IN THE TEACHING SITUATION
...Organisation and usage of suitable resources
...Employment of different teaching styles
and strategies/ modes of learning
...Appropriate level of communication with
children: spoken /written
...Quality of presentation of worksheets
...Quality of classroom learning environment
...Management of children
...Discipline and control/consistency of setting
parameters
...Time management during sessions
...Setting homework
...Marking word/feedback to children
...Activity preparation (practical aspects)
...Use of specialist facilities
...Relationships with pupils
...Response to constructive criticism
...Practical application of knowledge gained from inset/support
...Achievement of teaching objectives
...Coverage of breadth of curriculum
...Development of professional expertise.
RELATED ISSUES TO THE TEACHING SITUATION
...Setting aims and objectives
...Activity planning
...Awareness of school resources
...Differentiation
...Progression
...Presentation of planning
...Evaluation of self/work covered
...Record keeping : progress/Special Needs
information
...Assessment : opportunities and strategies.
...Report writing
...Liaison with people who need to be informed/can offer assistance
...Organising visits/visiting speakers
...Collecting resources
...Prioritising goals on a personal level.
...Personal goal achievement
GENERAL CLASSROOM PRACTISE
...Maintentance and development of classroom
/ year area environment
...Display
...Tidiness
...Classroom layout
...Plants
...Organisation and maintenance of school resources.
IN TEAM SITUATIONS
...Contribution to/setting agendas
...Contribution in meetings
...Ability to clearly communicate ideas
...Listening skills
...Ability to focus concentration upon issue
at hand
...Abiding by agreed team decisions
...Awareness of relevant forum for raising/discussion
of different subjects
...Taking minutes
...Contribution to team planning/brainstorming
...Sharing ideas/resources
...Sharing responsibilities
...Meeting deadlines
...Team-teaching
...Support/training of team members
...Regular attendance at in school meetings
s
WHOLE SCHOOL ISSUES
...Relationships with :
other staff
parents
governors
guests/visitors
...Liaison with support services/outside agencies
...Contribution to school events: productions,
Friends, meetings etc
...Contribution to task groups
...Time keeping
...Extra-curricular activities
PERSONAL QUALITIES
...Positive attitude
...Approachability
...Enthusiasm
...Sensitivity
...Promotion of ethos in school
...Professional respect for colleagues' strengths and area
in need of development
...Respect of children and adults in the school
...Encouragement
...Creativity
...Innovation
...Caring
...Communication skills
...Critical skills (constructive)
CO-ORDINATOR / MANAGERS
...Developing, ordering and overseeing maintenance
of resources
...Monitoring usage of specialist areas
...Monitoring planning
...Support with planning
...Practical assistance with delivery
...Curriculum documentation
...Providing teacher support information
...Provision of record keeping/planning tools
...Transfer documentation
...Guidance to staff re professional development
...Organisation/delivery of professional development
for staff
...Communication and dissemination of information
...Creating the appropriate profile within
school for area of responsibility
...Leading task groups
...Overseeing maintenance of specialist area
...Exemplifying good practice
...Up-to-date awareness of NC developments
...Attendance at relevant LEA inset
...Awareness of relevant educational changes/developments
...Time management: prioritising goals re whole/school
area of responsibility
...Setting targets and achievement of goals
re whole school/area of responsibility
...Awareness of whole school developments in
all areas
... Building confidence in staff to further
their expertise
...Ability to constructively criticise and
act upon criticism
...Ability to professionally and tactfully
deal with sensitive issues
ADDITIONAL ACHIEVEMENTS
FOCUS POINTS
1
2
3
4
SELF APPRAISAL - Proformer
1) Do you feel you job description is relevant ?
Are there any changes needed ?
2) Which aspect of your work do you feel especially
pleased with/or skilled in?
3) Which aspect of your work do you feel are
satisfactory ?
4) Which aspects of your job have not gone
as well as you would have hoped?
5) Are there any constraints or difficulties
you are working under?
6) Are there any areas which you would like
to develop or change? (increase contribution or responsibility
for/ increase expertise try something new) INSET needs.
Notes of Guidance
Liaison (Resources, Advice, Training) - Documentation,
Lists (ie Frames, Drapes, Inventory Checks), Minutes, Agendas,
Surveys. - Others include Dictaphone and Training Plan.
Care of Environment - Concrete Evidence in
display both utilising primary and secondary sources (namely display
boards and Study Books).
Support Co-operative Training - Open Forecasts.
Open channels for advice. Notes to enable development of initiatives.
Also Feedforward charts / Information.
Direct Tuition - General Forecasts. Concrete
evidence. Teachers personal records - also Feedback cgarts / Evaluation.
Complaints Procedure (The Northamptonshire
Scheme Jan 1992)
Preamble
Any complaints procedure should be seen clearly
to underpin the fundamental aim and philosophy of appraisal, ie
a process to aid the professional development of the teacher or
Headteacher against the background of whole school review, which
is constructive, supportive and positive.
It is therefore, important that the appraisee
should understand the procedure available to them at the outset
of the appraisal process but, equally important, it should be
understood that invoking the complaints procedure should normally
be seen as a 'process failure' rather than personal failure on
the part of the appraiser or the appraisee.
Every effort should be made at the various
stages of the appraisal to resolve 'complaints' in order that
an expensive and important procedure does not end in an appeal,
particularly if problems can be resolved at an early stage without
threatening the mutual trust and confidence of all the process
partners.
A complaints procedure should, however, not
be allowed to detract, if it is to be effective for all concerned,
from a process that must be penetrating and rigourous. If possible,
it should be given a low profile. Equally such a procedure should
not be permitted to delay, avoid or unnecessarily protract the
appraisal process.
Complaints related to Teacher Appraisal.
1. The appraisee is entitled to complain about
any part of the appraisal process within 20 working days of having
access to the appraisal statement.
2. Where the appraiser is the Headteacher,
the complainant should address his / her complaint to the relevant
Senior Assistant Education Officer, who will act as Review Officer.
3. Where the appraiser is not the Headteacher,
the Headteacher will appoint an appropriate person who has not
been involved in any way in the particular appraisal within the
school to act as Review Officer.
4. If there is any concern, either on the part
of the complainant or the Headteacher, that a suitably impartial
person cannot be found within the school, the complaint should
be referred to the relevant Senior Assistant Education Officer,
who will act as Review Officer.
5. The Review Officer should take into account
any representations made by the complainant, who will be entitled
to a hearing, at which he / she may, if he /she so chooses, be
accompanied or represented by a friend.
6. The Review Officer may
(a) order the appraisal statement to stand
with or without observations of his/her own.
(b) with the agreement of the appraiser amend
the appraisal statement.
(c) order that the appraisal statement be destroyed
and that a new appraisal be initiated with a new appraiser.
7. Advice and guidance about the conduct of
such procedures will be available from the relevant Senior Assistant
Education Officer.
Section E
The Role of Governors
General
Teacher Appraisal
The Role of Governors
At Mereway Middle School governors have shown
interest and sensitivity in matters relating to Appraisal. The
most suitable forum for discussion of appraisal related issues
is the staffing sub committee.
The following sections are reproduced from
the January 1992 Northamptonshire Scheme for information and guidance.
During the national and local consultations, concerns have been
expressed by both teachers and Governors relating to Governors'
direct or indirect Involvement in teacher and Headteacher appraisal.
Teacher's concerns have been centred upon the involvement of Governors
in a professional activity which aims to provide opportunities
for individual personal and professional development. Governor's
concerns have centred upon perceptions of their role in the management
of schools, and their appropriate responsibilities and accountabilities.
Clearly, this is a sensitive and delicate issue,
and every effort needs to be made to resolve it in ways which
do not endanger the mutual trust and confidence of all involved
parties, which is essential if appraisal is to be effective.
This section summarises the general and specific
roles of Governors relating to appraisal, as outlined in the regulations
and DES Circular No 12/91
GENERAL
* It is appropriate for Governors to be informed
of and approve the school's arrangements.
* Governors should ensure that they are regularly
informed of the position relating to the school's arrangements
by means of Headteacher reports and that the appraisal within
the school is operating properly in accordance with LEA policy.
Headteacher's reports will be such that they do not contain information
which can be arbitrated to individual teachers.
* Governors should monitor the school's arrangements
to ensure the appraisal is properly integrated in the management
of the school.
* Governors should provide appropriate assistance
when reasonably requested by the LEA.
* In some cases the implementation of proposals
deriving from appraisal or the allocation of resources for this
purpose, may require a decision by the Governing Body. Proposals,
and the reasons for them, should be reported in full to the Governing
Body to enable that body to take a properly considered decision,
taking into account competing claims on resources.
* Appraisal must be clearly distinguished from
disciplinary procedures. It is therefore important that the Chairmen
of Governors sitting on any sub committee which considers an appeal
from a member of staff against a dismissal or disciplinary decision
shall take care not to prejudice their impartiality as a result
of having seen, and taken action, on any appraisal statement which
mat be drawn on in the proceedings.
* Information drawn from the appraisal process,
along with other information, may be used by Headteacher or LEA
officers in advising Governors on decisions on promotions and
pay. However the LEA, in line with national Steering Group proposals,
strongly advises that this should not occur. It is important that
outcomes of appraisal should not be directly linked to pay and
promotion in any way.
TEACHER APPRAISAL
* If the Chairman of Governors so requests,
the Headteacher will provide a copy of any annexe to the appraisal
statement. It is recommended that this copy be retained within
school. This copy will not be accessible to any other governor.
* The Chairman of Governors or any other governor
will not play a direct role in particular appraisals, unless an
agreement is reached between the appraisee and the appraiser to
seek information from named governors.
SECTION F
Evaluating the Appraisal Process
School Development Plan Appraisal Initiative.
Evaluating the Appraisal Process
It is important that those involved in the
Mereway Middle School Appraisal Process should evaluate it's effectiveness
at different stages both in terms of the individual Appraisal
and the process as a whole.
The following are some key questions which
should be regularly returned to in our appraisal pairs, in the
Appraisal Working Group, with the whole staff and with school
Governors.
* What have we achieved with appraisal ?
* What problems have there been ?
* How can we maintain what has been achieved and resolve the problems?
* Where do we go with appraisal in the future
?
(Rob Billington) (July 1992)
This document has been produced in order to support teachers
involved in the process which exists as present, if however,
those involved in the process have recommendations for
amendments or development then these should
be put forward to be discussed.
The development and introduction of the Mereway
Middle School appraisal process appears as a principle initiative
in the School Development Plan and will therefore be evaluated
in terms of the intended outcomes and success c1riteria is put
forward.
Section G
APPENDIX
APPRAISERS
Chosen from within the school (exception of
Headteacher and possibly Deputy Head Teacher).
Ideally no appraiser involved in more than
4 appraisals.
Appraisee can express negative preferences.
Observation minimum 1 hour (2 hours provided
in allocated money)
*********************************************************
"Specific training needs to be identified
and opportunities offered locally and centrally early in Autumn
1991"
Part of Site Budget ear marked for appraisal.
All fully qualified full time staff.
During this half term staff will be allocated
an appraiser and will have an opportunity to arrange an initial
meeting with that person. At this stage the Appraiser Team are
:
Cathy, Ros, Cherry, Richard, Hilary, Claire
and Allen.
In order to help me form the partnerships,
would you please return the attached from to Allen or myself by
the end of Monday 4th November 1991.
If anyone would like to discuss any issues
to do with the appraiser, appraisee partnership, please let me
know as soon as possible.
Claire
Formulating Job Description
Reviewing Job Description
Self Evaluation
Examining School Development Plan
Identifying Aspirations
Training of Appraisers
Identifying Appraisers
Negative Preferences Expressed
Advanced Warning
Appraisers Evaluation
Appropriate Place
Appropriate Time
Appropriate Order for Interviews
Practise Interviews
Interview Preparation Form
Analysing Responsibilities
Establishing Ground Rules
Information Gathering By Appraiser
Information Gathering BY Appraisee
Professional Interview
Preparation Stage
Follow Through Stage
Establishing Purpose of Appraisal
Classroom Observation
Task Observation
Agreeing Observation Pro-formers
Talking to Children
Talking to Named Parents / Governors
Talking to Named Staff
INSET
Documentary Evidence
Monitoring of Targets
Problem Solving
Progress Reports
Agreed Interview Report / Appraisal Statement
Redefining Targets if Necessary
Appeal Process
Information Gathering
Guiding Active Listening
Paraphrasing Reflecting
Summarising Giving Information
Challenging Setting Targets
Evaluating Facilitating
Advising Supporting
Questioning Agreeing Action Plan
Congratulating Institutional Targets
Individual Targets Comfortable Atmosphere
Identifying Successes Identifying Development
Points
Constructive Criticism Short Term Targets
Long Term Targets Criteria for Success
REGULATIONS REQUIRED :
* all teachers employed on a regular basis
to have had first appraisal by July 1995
* 50% by July 1993.
* 2 year cycle needs to begin in September
1991/92 for the first half.
* L.E.A. has responsibility to ensure appraisal
as the appraisal body.
VARIATIONS IN REGULATIONS FROM N.S.G. RECOMMENDATIONS -
" A NATIONAL FRAMEWORK 1989"
* Teacher targets available to chair of governors.
* Headteachers appraisal shall be available
to the chair of governors.
* Information from appraisal may be taken into
account in decisions relating to increments and enhancements.
A THREE STAGE PROCESS
STAGE 1 : EXPLORING
Establishing a relationship - Attention Giving
Helping Explore Issues - Listening
Sharing Understanding - Active Listening :
Paraphrasing
Reflecting
Summarising
STAGE 2 : UNDERSTANDING
Helping to understand self or issue -Communicating,
- Empathy
Identifying strengths / resources - Challenging
- Giving Information
- Setting Goals
STAGE 3 : ACTION
Looking at possible sources of action - Problem Solving
- Decision Making
-Usinglearning
theory to plan
- Evaluating