EACH TEACHER WILL HAVE 100 POINTS IN THEIR BAG TO
START off WITH .
To qualify for the annual increment slab, a teacher must have
90 points in the bag at the end of academic session.
Teachers will be assessed in six domains throughout the year.
(Appendix A) Quality based
Monthly Teacher Report (Appendix B) Punctuality &
If a teacher fails to meet the minimum standard in any
domain , points will be deducted accordingly.
If a teacher fails to submit results on time ,2
points will be deducted from the total‟
If a teacher submits the planner after
specified time,2 points will be deducted as
If the same teacher fails to submit results and
planner on time then 98-2=96
Teachers who reach the finish line
(academic year) with max points will be
eligible for increment
Planning and Preparation for Learning
Delivery of Instruction
Monitoring, Assessment, and Follow-Up
Family and Community Outreach
Highly Effective (HE)
-1 Improvement Necessary (IN)
-2 Does Not Meet Standards (NS)
The rubrics are designed to give teachers not only an
end-of-the-year but also ongoing assessment of
where they stand in all performance areas and
detailed guidance on how to improve.
They are not checklists for classroom visits
Unannounced mini-observations every 2-3 weeks
followed by face-to-face conversations are the best
way for Branch Heads to have an accurate sense of
teachers‟ performance, give ongoing praise and
suggestions, and listen to concerns.
The Effective level describes solid, expected
professional performance; teachers should
feel good about scoring at this level.
The Highly Effective level is reserved for truly
outstanding teaching that meets very
demanding criteria; there will be relatively
few ratings at this level. (Extra mile )
Improvement Necessary indicates that
performance has real deficiencies; no teacher
should be content to remain at this level.
Performance at the Does Not Meet Standards
level is clearly unacceptable should lead to
dismissal if it is not improved immediately.
Follows prescribed curriculum
• Uses available materials and resources & chooses activities
appropriate for students
Chooses activities relevant to the prescribed curriculum and student
Considers time available in planning, keeping in mind ample time for
students‟ involvement and practice. ( Hands on learning)
Demonstrates flexibility in planning
Plans student grouping according to instructional needs .
Develops long-range plans and daily lessons
What is it?
To understand just go through this quotation
"Tell me, I'll forget. Show me, I'll remember. Involve
me, I'll understand"
Hands-on learning is an educational method that
directly involves the learner, by actively encouraging
them to do something in order to learn about it.
In short, it is 'learning by doing„
CAN YOU THINK OF EXAMPLES?
First and foremost, it is clear that there are certain
situations in which hands-on learning is the only way
to teach something.
For example, there is no use trying to teach a child to
ride a bicycle in a traditional classroom - they need to
get outside to try out a bike.
It gives ample time and opportunities to learn.
Furthermore, hands-on learning allows students to
directly observe and understand what is happening.
This is a particularly successful way to teach
kinesthetic learners, who learn best by example.
It also encourages young pupils to do things for
themselves, which will help them with learning
independently later on in life.
Focuses student attention
Informs students of objectives of the lesson
Relates the lesson to previous and future lessons
Presents new material clearly and logically
Models, demonstrates and provides examples
Monitors student learning continuously
Highly engaging homework?
What is your take on that?
Arguments against giving home work
„there is no point of setting homework for the sake of it‟,
„children need to have a childhood, why rob them of their
„research shows that homework doesn‟t make much difference‟.
„I couldn‟t possibly cope with all the marking if I set homework
every week‟ (teacher view)
„half the class won‟t do it anyway, so what‟s the point‟
Bridging between teacher-led and student-
Extending learning time.
Creating Opportunities for Creativity and
Developing the skills required for
there is always a „sake‟ because homework
can and should always be an integral part of
the learning process
the research doesn‟t really deal fully with the
nature of homework being set; we are not
just talking about any old task – we are
talking about great homework that feeds into
lessons and provides exciting opportunities
for student-led learning and creativity
• Provides feedback on assignments as quickly
as possible .(Timely)
• Gives written and oral comments, as well as
points with corrections.
• Makes opportunities for one-to-one
conferences to discuss student progress
• Interprets test results to students and parents
What is meant by one to one
The student has the undivided attention of the teacher.
More opportunity to engage in real communication, more
feedback and better understanding of the learner‟s needs.
The student has more opportunities to use the teacher as a
resource – to ask questions, to see models of language, and to
The learner can develop a real and productive relationship with
The learner‟s needs can be addressed more fully because there is
more flexibility in timing and structure.
The teacher has a greater opportunity to engage in real
interaction and to learn.
Classes can be physically and mentally exhausting for learner and teacher.
The class may become boring if the teacher does not find new approaches
or the learner does not respond to the class.
There are no opportunities to interact with other learners, develop a group
dynamic and to receive support.
The learner and teacher may not get on
The teacher may feel pressurised to achieve results because of a greater
degree of responsibility.
The teacher may find it difficult to find suitable materials and
activities, and to structure an effective syllabus
The teacher may feel that they do not have the experience, training or
resources necessary for this kind of class and that they are only effective
working with large groups
With younger students, we can use a form A
such as the "Stars and Stairs" shown in Figure
1 where the star is the success feedback and
the stair is the intervention feedback.
This helps establish a forward-looking stance
to corrective feedback: "What's my next step?
What do I need to do to accomplish this
STARS AND STAIRS
With older students, we can use a similar frame
with a section labelled.
Asking students to think about their work before
receiving feedback scratches up the "soil" in the
brain so the feedback seeds have a place to settle
in and grow.
In addition, this offers guided practice for
students in becoming competent self-assessors.
Written feedback can be a powerful tool for
helping students to move forward in their
Do you remember ever getting an English paper
with more red marks than your original writing?
Did you feel that it was hopeless to try to write?
Written feedback has the advantage that the
student can refer to it over and over again.
With oral feedback, the student may forget
what was said.
- WRITE your comments in eligible writing so that students can read
- Write your feedback in student understandable talk and don‟t
forget to give corrections.
- Instead of telling , asking questions
- Be positive or neutral, never negative!
- Be very concrete about what the student needs to do to improve
AND FOLLOW UP
Avoid “Write better”, “Enlarge ideas,” and “Be specific.”
-Review your written feedback notes for students to see if you need
to do whole class, small group, pair or individual focused instruction.
- Allow an opportunity for the student to re-do the work. Student
learning is the REAL purpose.
• Participates in professional workshops
• Attends professional meetings and gives useful suggestions.
• Keeps current in subject area
• Engages in continuing education
KEY to successful & Effective teaching
Adheres to authorized policies .
. Selects appropriate AND proper channels for resolving
Participates in the development and review of school policies
• Strives to stay informed regarding policies and regulations
applicable to his/her position
• Exercises responsibility for student management
throughout the entire building .
• Uses discretion in handling confidential information
I will trust you until you give me reason to do
I will respect you and work with you to solve
I will promptly correct and offer feedback on
I will work with you to meet learning goals.
I will offer extra help and alternative
assessments should you require them.
THANK YOU FOR YOU
PATIENCE AND INVOLVEMENT
BEST OF LUCK