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ANNUAL APPRAISAL
REPORT ON
TEACHERS
MANUAL FOR COMPLETION OF REPORT
FORM
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1.
2.
3.
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4.
There are two Appraisal Forms, Form A for the Administrative Staff and Form B for
the Non-Administrative Staff.
Each form consist of eight sections, Sections A and B deal with the
reportees personal particulars record of employment, leave and
academic background and must be completed by the reportee. The
headings are self-explanatory.
5.
6.
7.
Sometimes the reporting teacher and the reportee may not agree
on the list of duties or their relative importance. It is important that
any disagreement be recorded because a persons own opinion
about what the job entails needs to be on record.
8.
Section E
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The greatest care should be exercised when completing this section,
as the intention is to give a clear and accurate picture of the
reportees qualities and job performance during the period under
review.
It is essential therefore, that personal bias and snap judgment be
replaced by serious and careful analysis.
9.
10.
11.
The following terms appear on the Appraisal Form, they are here,
further explained to ensure consistency in interpretation.
KNOWLEDGE
I. Content Assessment must be based on:
Extent of teachers knowledge compared with his/her job
II.
requirements.
Communication Here we consider:
- Quality and command of language.
- How
well
teacher
expresses
-
his/her
ideas,
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-
others.
How grammatically correct he/she is.
METHODOLOGY
I. Use of teaching strategies:
- Does he/she employ appropriate teaching strategies to
II.
interest?
Does his/her teaching strategies show originality?
Is the success of his/her teaching reflected in the attitude
III.
the classroom?
Does he/she secure self-discipline from pupils/students
avoid boredom?
How effective is his/her class supervision?
What opportunities does he/she provide for training in
leadership?
IV.
Evaluation
Evaluation may be done by paper and pencil tests, oral
questioning, observation of student behavior, assignments etc.
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the important consideration here is the regularity with which
satisfactory evaluation is done.
13.
HUMAN RELATIONS
I. Teacher - Pupil relationship
Here we consider the teachers attitude to children, as well as
their attitude to him/her.
- Is he/she held in high esteem?
- Does he/she show love for them and concern for their
II.
welfare?
- Do they rally around him/her?
- Do they seek his/her help and advice if necessary?
- Or do they prefer to keep their distance from him/her?
- Is he/she kind and sympathetic towards them?
- Do they feel comfortable in his/her presence?
Teacher-Teacher Relationship
- How well does he/she get on with other staff members?
- Does he/she integrate with other staff members or does
-
III.
14.
OUTPUT
I. Preparedness
- Does the teacher always have his/her records ready and
II.
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quality is so poor that the task has to be redone, then it should
III.
Qualitative
description
Numerical
score
Very good
55% - 69%
Good
40% - 59%
Average
25% - 39%
Unsatisfactory
Below 25%
Very
unsatisfactory
IV.
Co-Curricular Activities
3 This will also include Administrative Staff i.e. Senior Masters/Mistresses, Heads of
Departments and Deputy Head teacher
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The activities refer to those aspects of school life which do not
appear on the time table and/or which take place outside of the
normal school hours e.g. clubs, P.T.A. meetings, societies,
Regional and National events etc.
15.
PROFESSIONALISM
I. Deportment
The important factors to consider are:
a. Teachers conduct in the school and in the community.
b. His/Her dress as defined in the Code of Conduct for
Teachers.
II.
Attendance at Work
This should be considered not merely from the stand point of not
taking successive leave, but rather from the standpoint of
avoiding unnecessary leave taking.
A teacher should be considered present if he/she arrives during
the session.
Rating Scale
99 100% - Excellent
93 98%
- Very Good
82 92%
- Good
Below 86% - Unsatisfactory
III.
Punctuality
Please note that a teacher is late if he/she arrives at school after
the stipulated times for the arrival of teachers at school for the
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morning and afternoon sessions (i.e. fifteen minutes before the
commencement of the session).
The percentage is computed as follows:
Number of times punctual
X
100
Number of sessions present
IV.
Resourcefulness
Here, assessment is made of the teachers initiative, i.e. his/her
ability to take appropriate action as the situation warrants;
readiness to experiment with new ideas, readiness to offer
suggestions and try out new and better ways of doing things,
his/her imaginativeness.
V.
Supervisory Requirements
Here we consider the amount of supervision the teacher requires
if he/she is to perform satisfactorily.
- Does he/she work well on his/her own, or must he/she
-
JOB KNOWLEDGE
Assessment must be based on the teachers knowledge as
demonstrated in his/her performance. Performance must be related
to his/her job requirements. Reference must be made to list of
duties specified for H.O.Ds. S.Ms, D.H.Ms, and H.Ms.
17.
SUPERVISION
I. Communication - See 11 (III) of this manual.
II.
Motivation
- Ability to get people to take the initiative to get things
done.
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III.
IV.
18.
ORGANIZATION
This important factor is the ability of the administrator to organize
the human and other resources available to facilitate the best
results. Reference should be made to tasks in and out of school.
19.
ADMINISTRATION/LEADERSHIP
I. Decision Making
Here we consider the teachers ability to make sound decisions
II.
III.
sets
high
but
realistic
standards
in
by
work,
the
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The ability to:
IV.
20.
21.
PROFESSIONALISM
I. Deportment
See 15 (I) of this manual.
II.
Attendance
See 15 (II) of this manual.
III. Punctuality
See 15 (III) of this manual.
IV.
Resourcefulness
See 15 (IV) of this manual.
STAFF DEVELOPMENT
The consideration here is the importance the administrator attaches
to staff development which would be manifested in the regularity
with which he/she organizes and/or participates in these sessions.
Consider the effectiveness of the programmes planned to cater for
the professional development of the teacher.
22.
CURRICULUM IMPLEMENTATION
- Evidence that there is constant review of the curriculum.
- Evidence of the relevance of curriculum to the popular
-
23.
EVALUATION
- Assessment to determine the degree to which objectives
-
24.
HUMAN RELATIONSHIPS
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I.
25.
Supervisor Staff
See 13 (II) of this manual.
SUPPORT SERVICES
Consideration is here given to the ability of the administrator to tap
the
resources
in
the
community
to
assist
the
school
e.g.
4 Original document suggests that this be done by either the District Education
Officer or the District Education Supervisor, the latter post is obsolete.
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or SMs are being appraised, the HM and DHM should be part of
the panel.
The overall assessment relates to the way in which the duties as
a whole have been carried out. This should be found by totaling
all ratings in section E. The results should then be qualitatively
described by using the following table.
Numerical Score
Qualitative Description
85-100
Outstanding
70-84
Very Good
55-69
Good
40-54
Acceptable
Below 40
Unacceptable
TRAINING NEEDS
This section refers to another section of the reportees performance.
It can help to identify training needs or to indicate that the teacher
is in a job for which he/she is not well suited or which does not make
use of all of his/her good qualities. Training should therefore not be
offered indiscriminately; the reporting teachers should consider
what the reportee needs in order to be more effective immediately
or in the foreseeable future and these needs should be expressed as
precisely as possible.
28.
APPRAISAL INTERVIEW
This occasion, besides being used for discussing the rating with the
reportee should provide an opportunity to discuss with the officer:
A. The work done over the period under review,
B. The problems that have arisen, and
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C. Ways in which performance on the job might be improved in
the future.
It should also provide the reportee with a chance to express his own
comments about the job and the way he/she sees it and to talk about
the development of his/her job experience in the future.
The interview should not be treated as a formality. It is an opportunity
for human contact and can do much to encourage and sustain
performance. Even for those teachers who have reached their highest
position or are close to retirement, the interview can be helpful in
reassuring them that their work is still necessary and important.
The Head teacher/District Education Officer should prepare an agenda
with perhaps six headings:
1.
2.
3.
4.
5.
HANDLING OF REPORTS
Performance appraisal reports should be completed in duplicate
under confidential cover through the Regional Education Officer, the
original sent to the Secretary, Teaching Service Commission and the
copy to the Chief Education Officer.
30.
ADVERSE RATINGS
A. In the case of adverse rating/s, the following procedures
should be followed:
i. The HM/DEO gives to the reportee concerned a copy of
the report for his/her retention together with copies of
all written warnings of adverse comments previously
issued to him/her during the period under review.
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ii.
iii.
make.
The HM/DEO forwards the signed copy, together with all
written warnings
v.
vi.
Education Officer.
B. Procedures to be followed by the reportee who disagree with
rating/s given him/her
i. Address letter setting out full reasons for disagreement
to the Regional Education Officer through the Head
ii.
iii.
to adverse rating/s.
This is to be done no later than one month after the
report was shown to him/her, at the same time the
teacher should send a copy of the letter to the
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Secretary,
iv.
Teaching
Service
Commission
and
the
v.
Teaching
Service
Commission
and
the
with
then
the
Regional
Education
Officers
Teaching
Commission is final.
Issued by: MINISTRY OF EDUCATION AND SOCIAL DEVELOPMENT
21 Brickdam
Georgetown
Date5:
1987-11-23
Report
Service