Appraisal Policy
The Aims of Appraisal are to;
* enhance the quality of the teaching and learning processes and thereby improve
pupils' performance and understanding
* assist teachers in their professional development and career planning
* assist those responsible for taking decisions about the management of teachers
* recognise the achievements of teachers and help then to identify ways of improving their skills and performance
* help school teachers having difficulty with their performance, through appropriate guidance, counselling and training
* inform those responsible for providing references for teachers in relation to appointments
* improve the management of schools
Appraisal and Equal Opportunities
Appraisal will be used positively to promote equal opportunities by encouraging all teachers to fulfil their potential.
Who will be Appraised?
All qualified teachers employed on contracts of at least one year's duration who work full-time, or at least 40% of full-time. In the case of Newly Qualified Teachers, the appraisal interview will not take place until the 3rd term of their employment The evidence collected for the appraisal will take into account information gained from monitoring visits during the induction process. The appraiser should not normally be the teacher identified to provide help and guidance to the NQT during the induction process It may be appropriate to involve the mentor of the NQT in target setting at the end of the appraisal.
Who appraises?
The headteacher will appoint an appraiser (who may be the headteacher) and may appoint a new appraiser in place of an existing appraiser at any time. The governing body may determine that two appraisers shall be appointed for a deputy headteacher and may offer a second appraiser. The appraisal team will be headteacher, deputy headteacher, and two 'B' Allowance holders
The Appraisal Cycle
Year 1 (The appraisal cycle will take two years and will be perpetual.)
Initial meeting. It has been agreed by staff that prior to the meeting, the teacher will complete a self-appraisal (see Appendix A). Both appraiser and teacher will have the opportunity to give thought to the self-appraisal before the initial meeting. The meeting will be between the appraiser and teacher to plan and prepare for the appraisal. This meeting will last approximately 20-30 minutes and will take place in directed time.
Classroom Observation
There will be two periods of classroom observation, conducted by the appraiser, and each will be at an agreed time with agreed criteria (see Appendix A). Each observation will be of at least 30 minutes duration. Discussion of classroom observation will take place within two working days of each observation. This discussion will take approximately 20-30 minutes and will take place in directed time.
Information Collection
The appraiser and teacher will agree what information, on specific aspects of teachers' jobs, will be gathered, and who will be consulted. The appraiser must obtain permission to consult any other persons for information, whether written or oral, relevant to the teacher's performance. Classroom observation information and the self-appraisal will both be used as data. The collection of information for appraisals, including classroom observation, will normally be completed within half a term.
Preparation for the Appraisal Interview
By the teacher
This will commence with self-appraisal and will include:
Reflection on : the job description : self-appraisal
: previous classroom observation : agreed agenda for discussion
and completion of an interview preparation form.
By the appraiser
Review of the teacher's professional profile, previous summary statement and job description. The appraiser will also consult with other colleagues, if necessary, and as agreed at the initial meeting. These may include senior members of staff, peers or LEA Advisers (who have knowledge of some aspect of the teacher's performance). The purpose of any consultation will be to ensure the appraiser is knowledgeable of areas of the teacher's work.
The appraiser will also reflect on the classroom observation report, the teacher's interview preparation form, his/her self-appraisal, the teacher's performance over the past period (using the current job description), prompt lists of other criteria (professional and managerial expectations) and information from the normal 'quality control' process in the school. This may include:
- relationships with pupils - visits in the classroom - quality of pupils set work
- quality of classroom material - agreed agenda for discussion in interview.
The Appraisal Interviews
Before the end of the first year of the appraisal cycle, the appraiser will hold an Appraisal Interview with the teacher. The interview will be a joint discussion. A mutually convenient time will be chosen with at least one hour set aside for the meeting, in comfortable surroundings with no interruptions. The interview will involve:
* further consideration, if necessary, of the Job description;
* a review of the teacher's work, including successes, constraints and areas for development identified since the last interview
* discussion of professional development needs
* discussion of career development as applicable
* discussion of teacher' role in, and contribution to, the policies and management of the school, and any constraints which the circumstances of the school place on him/her
* identification of targets for future action and development
* clarification of the points to be included in the appraisal statement.
Preparation for an Appraisal Statement
After each appraisal interview, the appraiser, in consultation with the teacher, will prepare a written appraisal statement, recording the main points made by the appraiser and the teacher at the interview, and the conclusion reached, including any targets for action. These targets will be recorded separately but form part of the appraisal statement.
Year 2 The appraiser has a continual role to assist the teacher to achieve targets, and informal contact will be continued throughout the cycle prior to the review meeting.
Review meeting
Before the end of the second year of the appraisal cycle, the appraiser and teacher will meet to:
* review the progress of the teacher and/or the school in meeting the targets set at
the appraisal interview
* consider whether those targets are still appropriate and record any modifications including
reasons
* consider, where appropriate, the usefulness to date and potential future use of any training
undertaken since the appraisal
* provide an opportunity for the teacher to raise particular issues relating to his/her work
* consider the career development needs of the teacher.
After the meeting, the appraiser, in consultation with the teacher, will prepare a written note of the main points made by the appraiser and teacher and the conclusions reached. This will form part of the appraisal statement on all copies.
Criteria in Appraisal
The appraisal will be set clearly within the context of the professional duties of a teacher as set out in general terms in the current school teacher' pay and conditions document and particularised in the teacher's job description.
Document used in Appraisal
The following documentation will be used:
LEA documentation, job-description, classroom observation report, interview preparation form (which will include self-appraisal format), professional profile document, summary statement.
The Appraisal Statement
After each appraisal interview, the appraiser shall, in consultation with the teacher, prepare a written appraisal statement recording the main points made by the appraiser and the teacher at the interview, and the conclusions reached, including any targets for action which shall be recorded in a separate annex to (but forming part of) the appraisal statement.
Teachers are entitled to record their own comments on the appraisal. Any such comments should form part of the appraisal statement and should be recorded within 20 working days. Both the appraiser and teacher should indicate that they agree with the statement.
Access to the Statement
* The appraiser and the teacher should each have their own copies of the appraisal statement. Regulations provide for the headteacher to have a copy of the whole statement. The headteacher should, on request, supply the chairman of governors (not all governors), with a copy of the targets for action of teachers, and the C.E.O. or his representative, with a copy of the whole statement.
* All those with access to appraisal statement should treat them as confidential.
* In addition to the teacher's copy of the statement, only ONE copy will be kept in school in a secure place. This will be in a locked cabinet in the headteacher's room.
* It has been agreed that the appraisal co-ordinator, if not the appraiser, may read summary statements, if given permission to do by individual teachers.
* In order to preserve confidentiality, the appraiser will produce the appraisal statement personally. A word processor will not be used, unless permission has been given by the teacher concerned.
* The C.E.O. will NOT request a copy of the statement be sent to him, though he retains the right of access.
* The chairman of governors' normal source of information about appraisal will be a summary of targets set within the context of the school development plan.
* If the chairman requests the targets of an individual teacher, the headteacher will inform that teacher.
* Appraisal summary statements and copies will be returned to the teacher, if required, upon leaving school.
* Where a new appraiser is appointed other than at the beginning of an appraisal cycle, the appraising body shall ensure that he is provided with a copy of any current appraisal statement.
The Life of a Statement
Documents produced during an appraisal, other than the appraisal statement, will be destroyed once the statement has been finalised.
An appraisal statement shall be kept by the headteacher until at least 3 months after the next appraisal statement has been finalised.
Appraisal : Reference Writing, Pay and Promotion
Relevant information from appraisal records may be taken into account by headteachers, C.E.O.'s or any officers specifically designated by a C.E.O., in advising those responsible for taking decisions on the promotion dismissal or discipline of teachers, or on the use of any discretion in relation to pay.
It is the policy of the school, following LEA recommendations, to acknowledge that whilst it is possible to use appraisal information for such purposes, this is in conflict with the professional development focus for appraisal. There will therefore be no direct or automatic link between appraisal and promotion or additions to salary.
Appraisal information will not be used to inform decisions relating to reference writing without consultation with the teacher concerned.
Appraisal and Discipline or Dismissal Procedures
Appraisal procedures shall not form part of any disciplinary or dismissal procedures but appraisal statements may be used for the purpose specified in Reg.14.
Where a teacher is performing inadequately, normal day to day management will often reveal this. Appraisal may be one, although not the only, opportunity where inadequacies in performance can be discussed with a colleague, and remedies suggested.
Appraisal will be clearly separate from disciplinary procedures.
In disciplinary procedures, persons entitled to access to appraisal records may, in exceptional circumstances, draw on relevant information from them, in line with Reg.14. This should only happen after thorough consultation with the teacher concerned.
Teachers may, if they wish, use the information drawn from appraisal, in dismissal or disciplinary proceedings.
Appeals/Complaints Procedure
All teachers should be given a copy of the LEA's agreed procedures for appraisal appeals or complaints.
A teacher shall be entitled to complain about an appraisal statement within 20 working days of first having access to it.
Although the appraiser and teacher should make every effort to resolve any differences, in the event of a complaint by a teacher, the headteacher, or where the appraiser is the headteacher, the appraising body (i.e. the governing body), shall appoint a person having relevant knowledge of or experience in education, who has not participated in the appraisal complained of, as review officer to conduct a review of that appraisal.
The review officer shall take account of any representations made by the teacher.
The review officer may:
order the statement to stand with or without observations of his/her own or
with the agreement of the appraiser amend the statement or
order that the statement be erased and order a new appeal.
Where a new appraisal is ordered, a new appraiser shall be appointed by the headteacher and the procedures followed as stated.
Beyond the minimum requirements for complaints set out in the regulations, the procedures to be followed are a matter for the appraising body.
If, after the review, the teacher is still not satisfied, the C.E.0. will be notified, and he/she will nominate an LEA officer (not the review officer), to convene a meeting, at which the teacher may choose to be accompanied or represented by a friend.
If the LEA officer is unable to resolve the matter, the teacher has the right to complain to a joint teacher/LEA panel convened by the LEA.
Failure to reach agreement at this stage would give the teacher the right to invoke the relevant grievance procedures. If the teacher complains that there is no one within the school judged impartial, who could act as review officer, the appraising body may have a role in finding a suitable review officer from outside the school.
Complaints procedures for appraisal will be clearly separated from disciplinary and grievance procedures.
Monitoring and Evaluation Appraisal
At school and LEA level arrangements will be made for monitoring and periodic evaluation of appraisal arrangements. The process and outcomes of appraisal will be evaluated as part of the school's regular programme of evaluation, with the appraisal co-ordinator playing a central role.
Governors and Appraisal
It is the duty of the governing body to ensure that the school is complying with arrangements made by the LEA under the appraisal regulations. The school will : -
* inform the governing body of its appraisal scheme
* report to the governing body that:
a) appraisal is operating in accordance with school and LEA policies and
b) appraisal is properly integrated into the management of the school.
* present to the governing body a summary of targets for action for teachers, on a non-
attributable basis, and within the context of the school development plan.
* report to the governing body progress in achieving past targets.
* report in full to the governing body any proposals arising out of appraisal which require a decision by the governing body.
Appendix A
Self-appraisal and classroom observation - Prompt list of criteria
It has been agreed by the whole staff that the following criteria represent good classroom practice, and as such will form the basis for any self-appraisal and classroom observation during appraisal
Classroom Organisation
- my class activities are well organised and effectively paced
- my opening activities are well planned and smooth
- my closing instructions are clear and understandable
Planning and lesson preparation
- I am clear about my teaching objectives
- my class activities clearly relate to my teaching objectives
- my techniques and procedures are varied
- I prepare activities and apparatus before commencement of the lesson
Curriculum planning
- I follow the school's agreed aims and objectives
- I always ensure that there is no unnecessary overlap of work from previous years
Curriculum provision for full ability range
- I organise group sizes appropriate to the learning activity, catering for the most able and the
least able
- I try to ensure that the instructions are understood by all of the children
- I try to ensure that all children work to their full potential
Expectation of performance
- I give feedback to the pupils
- I encourage pupils in a variety of ways to give them good experience of success and to
maintain enthusiasm
- I give equal attention to boys and girls
- I give equal attention to pupils of different cultural backgrounds
- I always expect the best from the children
Classroom Discipline
- I apply class rules consistently
- I apply school rules consistently
- I have effective class control
- I am not easily distracted from my main objectives in the classroom
Sympathetic understanding of individual children
- I provide appropriate individual assistance when necessary
- I treat each child as an individual
- I cater for special educational needs
- I make myself aware of previous successful strategies used by other colleagues
- I am flexible in my treatment of children
- I am approachable
- I have a warm, open, working relationship with individual children
Effective checking of children's work
In assessing children's work when marking
- I identify difficulties
- I suggest positive ways to overcome difficulties
- I change and adapt lessons according to children's needs shown through assessment
Use of appropriate resources and their care
- I ensure the care of classroom resources myself
- I encourage the care of classroom resources by the children
- I try to ensure that the appropriate resources are available for class use
- my resources are clearly identifiable
- my resources are clearly labelled for the children's use
- my resources are clearly labelled for my own use
Presentation of material
- my classroom environment displays are functional as well as decorative
- I change my displays on a regular basis
Test results of pupils
- I review previous progress of the children
- I adapt my teaching according to the diagnostic tests
- I try to ensure that the children in my class are making satisfactory progress
Recording/Reporting children's progress
- I keep effective records of pupils' progress
- my records will be clear to others in my absence
Personal Development
Knowledge of current developments
- I show enthusiasm and commitment for the subjects I teach
- I keep abreast of current educational thinking
Involvement with other teachers in discussion
- I positively involve myself in
- discussions about the curriculum
- discussions with colleagues about pupils
- discussions about school policies
School Involvement
I maintain high personal standards of attendance and punctuality
Understanding and commitment to school policies and procedures
- I make myself aware of school policies and procedures
- I am committed to school policy and procedures
Support of school events
- I support school events
Involvement in parent and community activities
- I make informal contact with parents
- I make formal contact with parents
Cooperation with other colleagues
- I cooperate with other colleagues
- I give positive encouragement to colleagues
- I am willing to share my ideas and resources with my colleagues