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PERFORMANCE APPRAISAL RUBRIC

1. The use of English as the language of instruction and communication is a characteristic of the school. English use by teachers is encouraged at all times in order
to improve proficiency and confidence and is a requirement in all lessons other than those specifically designated .
2. If a teacher is unable to meet ALL the criteria for Basic Teacher in any standard, they will be considered Unsatisfactory for that particular standard. Any
areas considered unsatisfactory will be identified in the not achieved column.
3. Definitions of key terms: Always: with few exceptions; Consistently: most occasions; Generally: more than 50% of the time; Sometimes: less than 50%

NOT
ACHIEVED
A BASIC TEACHER A COMPETENT TEACHER AN ACCOMPLISHED TEACHER A LEADING TEACHER
Element 1. Curriculum: The teacher understands the relevant curriculum and demonstrates the ability to plan and deliver the teaching
program (20%)
1.1

Professional Knowledge
Applies the key concepts, content, skills, subject specific language and current curriculum research and issues
Knows the content, processes,
skills, subject specific language and
some key issues in the curriculum
areas taught.
Understands the content, skills,
pedagogy, subject specific
language and key research and
issues in the curriculum areas
taught.
Applies key concepts, content,
skills, subject specific language
and current curriculum research
and issues.
Shares information about
curriculum knowledge with
others.
Applies and demonstrates in
planning a detailed understanding
of the key concepts, content, skills,
subject specific language and
current curriculum research.
Provides evidence that colleagues
have been guided to improve their
curriculum knowledge.
1.2 Planning and preparation
Plans daily/ weekly coherent, comprehensive learning programs using student learning goals and curriculum requirements.
Sometimes plans lesson by lesson
and has little familiarity with IB
Program
Sometimes uses students learning
goals and follows curriculum
requirements.
Generally plans with IB Program in
mind and uses curriculum scope
and sequence documents
Generally includes innovative and
differentiated activities, students
learning goals and follows
curriculum requirements.

Consistently plans using IB
Program and links with the
curriculum scope and sequence
documents
Consistently includes innovative
and differentiated activities to
ensure that students demonstrate
learning in a variety of ways.
Always plans using IB Program and
links with the curriculum scope and
sequence documents in detail.
Plans with students for innovative
and differentiated activities that
are intellectually challenging,
enabling students to demonstrate
learning in a variety of ways.
Mentors colleagues to improve
programming and planning
practices.
1.3 Resources & Strategies
Selects, develops and uses quality resources and strategies.
Knows what resources and
strategies are available to support
teaching and learning.
Knows how ICT can be used to
enable and enhance student
learning.
Selects and uses quality resources
and strategies to support teaching
and learning.
Uses ICT to construct, demonstrate
and expand knowledge.
Selects, develops and uses quality
resources and strategies.
Uses ICT to construct,
demonstrate, expand and evaluate
knowledge that supports teaching
and learning.
Shares these skills and resources
with their colleagues.
Selects, develops and uses quality
resources and strategies.
Supports colleagues to select
and/or develop innovative
resources and strategies to
enhance teaching and learning.
Supports colleagues to include ICT
in their pedagogy to develop
student knowledge and skills.
1.4 Communication of the Curriculum
Understands and demonstrates a range of different communication strategies such as questioning, negotiation with students, explanation and discussion to promote
understanding of the content. Uses the appropriate language of instruction.
Spoken and written language of
instructions contains grammar and
usage errors.
Sometimes directions and
procedures are confusing to
students
Questioning and discussion
techniques are low in quality
and/or variety.
Generally, spoken and written
language of instruction is clear.
Directions and procedures are
generally clear. Any confusion is
clarified.
Generally uses a variety of
questioning and discussions
techniques.
Spoken and written language is
clear and correct and uses the
conventions of language of
instructions.
Directions and procedures are
consistently clear and contain
appropriate level of details.
Consistently uses a variety of high
cognitive level questioning and
discussion techniques, with
adequate time for responses.
Spoken and written language is
clear, correct, expressive and
appropriate to the language of
instructions.
Directions and procedures are
always clear and contain an
appropriate level of detail.
Always uses a variety of high
cognitive level questioning and
discussion techniques, with
adequate time for responses,
Promotes critical thinking and
creative problem-solving.

1.5 Delivery of Curriculum
Ensures the learning program is student centred and meaningful, the teacher acts as facilitator and students are active in the learning process.
Has a program where worksheets
and teacher driven activities are
the major part of the program.
Uses a limited number of strategies
to engage students in the inquiry
process.

Has a program which is sometimes
student centred but often still
dependent on teacher driven
activities.
Generally uses a variety of
strategies to engage students in
the inquiry process.


Ensures that the learning program
is interactive and not dependent on
teacher driven activities.
Consistently uses a wide variety of
strategies to engage students in
the inquiry process.


Ensures that the learning program
is student centred and meaningful,
the teacher acts as facilitator and
students are active in the inquiry
learning process.
Always uses a wide variety of
strategies to engage students in the
inquiry process and shares these
with colleagues.

Element 2. Classroom Management: The teacher creates and maintains a safe and challenging learning environments (20%)
2.1 Learning Environment
Uses knowledge about students to develop and manage engaging, authentic virtual and/or physical environments to maximize learning.
Sometimes the classroom
environment conveys high
expectations for student
achievement.
Sometimes maintains a classroom
environment that is organized,
productive and orderly.
Sometimes students are off task.

The instructional goals, activities,
interactions and classroom
environment generally convey high
expectations for the students.
Generally maintains a classroom
environment that is organized,
productive and orderly.
Tasks for group/ individual work
are organized and students are
generally engaged in the lesson.

The instructional goals, activities,
interactions and classroom
environment consistently convey
high expectations for the students.
Consistently maintains a classroom
environment that is organized,
productive and orderly
Tasks for group/ individual work
are organized and students are
consistently engaged in the lesson.
The instructional goals, activities,
interactions and classroom
environment always convey high
expectations for the students.
Always maintains a classroom
environment that is organized,
productive and orderly and
supports colleagues to do the
same.
Tasks for group/ individual work
are well organized and students are
always engaged in the lesson.

2.2 Students learning needs
Understands and demonstrates a range of strategies for determining the interests and learning needs of students, including: Special Education Needs (SEN), gifted and
talented (GATS), English as a Second Language (ESL) and students with disabilities or disadvantages.

Attempts to construct programs
that take into account the varying
needs of individual students and
groups.
Minimal range of strategies
evident in programs

Generally constructs programs that
take into account some of the
varying needs of individual
students and groups.
Generally uses different strategies
to implement programs that
engage students
Consistently shows knowledge of
differentiation and uses this
knowledge to construct programs
that take into account the varying
needs of individual students and
groups.
A wide range of different strategies
are consistently used to implement
programs that engage students

Always uses knowledge to
construct programs that take into
account the varying needs of
individual students and groups.
A wide range of strategies are
always used to implement the
programs that engage students.
Promotes the importance of this
knowledge to colleagues within the
school.
2.3 ICT usage
Uses class computers and ICT tools to support the program
Sometimes uses class computers and
ICT tools to support the program.
Generally uses class computers and ICT
tools to support the program.
Consistently and effectively uses class
computers and ICT tools to support the
program.
Always effectively and independently
uses class computers and ICT tools to
support the program, sharing this
information with others.
2.4 Support for IB Philosophy
Implements and follows the IB learner profiles and attitudes.
Sometimes demonstrates
following the IB learner profiles
and attitudes.
Needs support to assist students
to monitor their own behaviour
related to the learner profile and
attitudes.
Sometimes works with colleagues
to develop and implement
strategies.
Generally demonstrates following
the IB learner profiles and
attitudes.
Assists students to monitor their
own behaviour related to the
learner profile and attitudes.
Generally works with colleagues
to develop and implement
strategies.
Consistently implements and
demonstrates following the IB
learner profiles and attitudes.
Assists students to monitor and
review their own behaviour
related to the learner profile and
attitudes.
Consistently works with
colleagues to develop and
implement strategies.
Always implements and
demonstrates following the IB
learner profiles and attitudes.
Effectively assists students to
monitor and review their own
behaviour related to the learner
profile and attitudes.
Always works with and guides
colleagues to develop and
implement strategies.

Element 3. Student Welfare: The teacher knows the students and how they behave (13%)
3.1 Student management
Effectively manages students behaviour and maintains a classroom where students take responsibility for their own behaviour.
Generally maintains a classroom
where students take responsibility
for their own behaviour.
Anticipates possible disruptions and
implements limited strategies to
maintain a safe learning
environment.
Attempts to respond to student
misbehaviour but with uneven
results.

. Generally maintains a classroom
where students take responsibility
for their own behaviour.
Generally controls possible
disruptions and implements
strategies to maintain a safe
learning environment.
Consequences are in place for
student misbehaviour and
management procedures are
generally implemented.

.
Consistently maintains a classroom
where students take responsibility
for their own behaviour.
Consistently controls possible
disruptions and implements
strategies to maintain a safe
learning environment.
Consequences are in place for
student misbehaviour and
management procedures are
consistently implemented.

Always maintains a classroom
where students take responsibility
for their own behaviour.
Always controls possible
disruptions and implements a
variety of effective strategies to
maintain a safe learning
environment.
Shares strategies for managing
challenging student behaviour to
colleagues.
Consequences are in place for
student misbehaviour and
management procedures are
always implemented
3.2 Student growth
Uses a wide range of strategies to promote a positive self-image for all students
Generally, encourages students to
have a positive self image.
Attempts to establish an
atmosphere of mutual respect in
the classrooms.
Provides evidence of promoting
positive student self image.
Students are consistently
respectful of each other, the lesson
and the teacher.
Provides evidence of promoting
positive student self image.
Students are consistently respectful
of each other, the lesson and the
teacher.
Has established, written rules for
promoting mutual respect among
students in the class.
Provides evidence of promoting
positive student self image and
leads/mentors colleagues to do the
same.
Students are consistently respectful
of each other, the lesson and the
teacher.
Has established, written rules for
promoting mutual respect among
students in the class.

Element 4. Assessment and Reporting: The teacher assesses, keeps records and reports for effective learning (13%)
4.1

Assessment Strategies
Selects, develops and uses valid, reliable and innovative assessment tools
With assistance, uses valid
assessment tools and approaches
and/or moderation processes to
assess students learning.
Selects, develops and uses valid
and reliable assessment tools.
Uses a variety of informal, formal,
formative and summative
approaches and/or moderation
processes to assess students
learning.
Selects, develops and uses valid
and reliable assessment tools.
Uses a variety of informal, formal,
formative and summative
approaches and/or moderation
processes to assess students
learning.
Works with colleagues to develop
and review assessment strategies.
Selects, develops and uses valid,
reliable and innovative assessment
tools.
Uses a variety of informal, formal,
formative and summative
approaches and/or assessment
moderation processes to assess
students learning to inform future
planning.
Leads colleagues to develop,
review, and use a range of
assessment strategies.

4.2 Measuring Student Learning Goals
Develops and uses assessment criteria based on the students learning goals and communicates these to students
Sometimes develops assessment
criteria based on student learning
goals and communicates these to
students and, where appropriate,
parents/caregivers.
Generally develops and/or uses
assessment criteria based on
student learning goals and
communicates these to students
and, where appropriate,
parents/caregivers.
Consistently develops and/or uses
assessment criteria based on
student learning goals and
communicates these to students
and, where appropriate,
parents/caregivers.
Works with colleagues to develop
and review assessment criteria.
Always develops and uses
assessment criteria based on
student learning goals and
communicates these with students
and parents/caregivers.
Leads colleagues to develop and
review assessment criteria.
4.3 Data Management
Collaborates with colleagues to collect, organize and store data of students achievement
Maintains accurate and effective
records of student achievement that
might be accessed by others.
Collects, organizes and stores data
about student achievement in ways that
can be accessed by others, including the
use of ICT.
Collaborates with colleagues, to collect,
organize and store data about students
achievement in ways that can be
accessed by others, including the use of
ICT.
Leads, assists and collaborates with
colleagues to review and/or develop
systems to collect, organize and store
data about students achievement in
ways that can be accessed by others,
including ICT.
4.4 Feedback
Provides timely and effective verbal and written feedback
Sometimes provides timely and
effective verbal and written
feedback to students about their
achievement of learning goals and
to promote future learning.

Generally provides timely and
effective verbal and written
feedback to each student about
achievement relative to their
learning goals and suggests
improvements to promote future
learning.
Consistently provides timely and
effective verbal and written
feedback to each student about
achievement relative to their
learning goals and suggests
improvements to promote future
learning.
Provides opportunities for students
to use feedback to reflect on their
achievements and /or demonstrate
improvement.
Always provides timely and
effective verbal and written
feedback to each student about
their achievement relative to their
learning goals and suggestions for
improvement to promote future
learning.
Integrates opportunities for
students to use feedback to reflect
on their achievements and /or
demonstrate improvement.
Models to colleagues a range of
strategies for feedback and student
reflection.
4.5 Reporting
Constructs effective verbal and written reports that reflects students achievement
Demonstrates an understanding of
the principles and practices of
effective reporting to parents in an
intelligible and respectful way.
Completes effective verbal and
written reports that reflect their
students achievement and
consistently communicates this
information to students, parents
and colleagues in an accessible and
respectful way.
Completes effective verbal and
written reports that reflect students
achievement and consistently
communicates this information to
students, parents and colleagues in
an accessible and respectful way.
Assists colleagues to construct and
use reports.
Constructs effective verbal and
written reports that reflect
students achievement and
consistently communicates this
information to students, parents
and colleagues in an accessible and
respectful way.
Assists colleagues to construct and
use reports and contributes to the
development of whole school
approaches.
Element 5. Professionalism: The teacher continually improves his /her professional knowledge, practices and conduct (12%)
5.1

Professional Growth
Update knowledge and practice, targeted to personal professional learning needs and school priorities.
Participates in a limited range of
professional learning activities

Identifies and implements
strategies to achieve personal
professional learning targets and
school priorities.
Understands and applies current
educational trends.
Leads and implements research
based professional strategies to
achieve personal professional
learning targets and school
priorities.
Understands, applies, articulates
and shares relevant, recent
research and current educational
trends.
Initiates leads and implements
researchbased professional
strategies to achieve personal
professional learning targets and
school priorities.
Understands, applies, articulates
and consistently shares relevant,
recent research and current
educational trends and leads
others to change.
5.2

Professional Practices
Teacher Professional Development Plan & Portfolio
Has a current Teacher Portfolio
and Professional Development
Plan.

Has a current Teacher Portfolio and
Professional Development Plan.
Reflects on personal progress to
make changes towards meeting
goals.
Has a current Teacher Portfolio and
Professional Development Plan.
Reflects on personal progress to
make detailed and thorough
(appropriate) changes towards
meeting goals.
Has a current Teacher Portfolio and
Professional Development Plan.
Reflects on personal progress to
make dynamic and meaningful
(appropriate) changes towards
meeting goals.
5.3 Professionalism in the Workplace
Understands, complies with and models the code of conduct, regulations, policies and user agreements established by the school
Sometimes implements the code
of conduct, regulations, policies
and user agreements with
students, colleagues and parents.

Generally implements the code of
conduct, regulations, policies and
user agreements with students,
colleagues and parents.
Consistently implements the code
of conduct, regulations, policies
and user agreements with
students, colleagues and parents.
Always models and implements the
code of conduct, regulations,
policies and user agreements with
students, colleagues and parents
and leads and/or assists colleagues
to do the same.
Element 6. Communication: The teacher has effective communication with students, staff, parents and community (12%)
6.1 Professional communication with students
Communicates fluently and accurately in the appropriate language of instruction
Demonstrates communication,
orally and in writing, with students
using the appropriate language of
instruction with students.
Demonstrates fluent and clear
communication, orally and in
writing, using the appropriate
language of instruction with
students.
Demonstrates fluent, accurate and
confident communication, orally
and in writing using the
appropriate language of instruction
with students.
Initiates, leads and demonstrates
fluent, accurate and confident
communication, orally and in
writing, using the appropriate
language of instruction with
students.
6.2 English usage and Improvement:
Uses English in professional settings and for professional purposes.
Always uses English in the
appropriate school environment
and purposes.

Always uses English in the
appropriate school environment
and purposes and participates in
English improvement opportunities.
Always uses English in the
appropriate school environment
and purposes, models to others
and participates in English
improvement opportunities.

Always uses English in the
appropriate school environment
and purposes, models and
encourages others and participates
in English improvement
opportunities.

6.3 Professional communication with parents and community
Initiates, leads and demonstrates clear, fluent, accurate and confident communication in the appropriate language
Sometimes discusses student
performance, lessons, concepts,
and units taught.
Sometimes responds and liaises
with parents about individual
welfare issues
Maintains minimal records of
contact with parents.

Generally discusses student
performance, lessons, concepts,
and units taught.
Generally initiates and liaises
clearly with parents about
individual student welfare issues.
Maintains minimal records showing
contact with parents and
sometimes shares with colleagues
to keep all parties informed.

Consistently Discusses student
performance, lessons, concepts,
and units taught.
Consistently initiates and liaises
clearly with parents about
individual student welfare issues.
Maintains detailed records
showing contact and discussions
with parents, shares with
colleagues to keep all parties
informed.
Always discusses student
performance, lessons, concepts,
and units taught.
Always initiates and liaises clearly
and consistently with parents
about individual student welfare
issues.
Always maintains detailed records
showing contact and discussions
with parents, shares and
coordinates meetings with
colleagues to keep all parties
informed.
6.4 Professional communication with colleagues and staff
Initiates, leads and demonstrates clear, fluent, accurate and confident communication in English
Demonstrates adequate
communication, orally and in
writing, in English, with colleagues
/staff.
Demonstrates fluent and clear
communication, orally and in
writing, in English, with colleagues
and staff.

Demonstrates clear, fluent,
accurate and confident
communication, orally and in
writing, in English, with colleagues
and staff.
Initiates, leads and demonstrates
clear, fluent, accurate and
confident communication, orally
and in writing, in English with
colleagues and staff.
Element 7. Contribution: The teacher contributes to his/her team, school and community (10%)
7.1 Collaborative practices
Works collaboratively with colleagues, school support staff, and other professionals
Sometimes contributes to team
discussions.

Generally contributes actively to
team discussions.

Consistently leads and shapes team
discussions.

Always initiates, leads and shapes
team and school wide discussions.
Initiates activities to develop
collaborative working practices to
enhance student learning and
wellbeing.

7.2 Involvement in staff development
Is involved in sharing their knowledge and skills to enhance the school
Attends and is actively involved in
professional development courses.

Supports staff who are
implementing programs that
develop staff in their professional
practice.

Implements programs that develop
staff in their professional practice

Develops, implements and
supports programs that develop
staff in their professional practice.

7.3 Resource management
Effectively manages and maintains resources
Properly uses and takes care of
materials, equipment, resources
and systems.

Properly uses and takes
responsibility for the care of
materials, equipment, resources
and systems.

Properly uses, takes responsibility
for, and instructs others in the care
of materials, equipment, resources
and/or systems.

Properly uses, takes responsibility
for, and instructs others in the care
of materials, equipment, resources
and/or systems
Promotes innovation in the use
and/or care for materials,
equipment, resources and systems.

7.4 Contributions to the school
Is involved in activities which occur regularly and with successful outcomes outside the normal teaching role
Fulfils extracurricular
responsibilities assigned.
Contributes to the involvement of
students in school, local, national
or international events. OR
Fulfils extracurricular
responsibilities given and assists
events led by others

Shows significant contribution to
involve students in local, national
or international events or
extracurricular activities and
prepares them to achieve at the
highest levels OR
Offers and leads extracurricular
activities OR
Participates in Cross school
committees/ activities/programs or
helps plan social events (staff
relationship building).

Seeks and/or initiates opportunities
and shows significant contribution
to involve students in local,
national or international events
and prepares them to achieve at
the highest levels. OR
Leads Cross school committees/
activities/programs or leads/plans
participation in social events (staff
relationship building).

7.5 Works collaboratively with families
Attempts to establish respectful
and collaborative relationships
with parents/caregivers and
provide opportunities for them to
be involved in student learning.
Sometimes uses the school
communication methods to keep
parents informed.


Establishes and maintains
respectful and collaborative
relationships with
parents/caregivers and provides
opportunities for them to be
involved in student learning.
Generally uses the school
communication methods to keep
parents informed.

Establishes and maintains
respectful and collaborative
relationships with
parents/caregivers and provides
opportunities for them to be
involved in student learning.
Consistently uses the school
communication methods to keep
parents informed.
Models to colleagues ways of
involving parents/caregivers in the
learning environment.

Initiates school approaches that
provide opportunities for
respectful and collaborative
relationships with
parents/caregivers and involves
them in student learning.
Always uses the school
communication methods to keep
parents informed.
Guides colleagues to gain a better
understanding of the local
community with a view to
improving teacher effectiveness
and student learning.


COMMENT (may include areas needing development / evidence of achievement / section(s) of the rubric: