An INSET presentation to Heads of Department on How to Conduct Teacher Appraisal by Mark Steed, Principal of Berkhamsted School. The INSET relates to the Berkhamsted Schools Group model for Teacher appraisal.

1. Leading Change
with Parents
TWILIGHT INSET for HoDs
Wednesday 11th February 2015
Mark S. Steed, MA (Cantab.), MA
Principal, Berkhamsted Schools Group

2. WHY DO WE DO APPRAISAL?
Berkhamsted Schools Group Appraisal Structure

3. How to conduct a teacher Appraisal
Why do we do appraisal?
What
How
Why
1. To ensure that individual
performance reflects good
practice;
2. To recognise aspects of
outstanding practice so that
they can be shared;
3. To ensure that Berkhamsted
maintains high standards of
professionalism;
4. To identify training and
development needs.
Simon Sinek: The Importance of Why

4. KEY PRINCIPLES
Berkhamsted Schools Group Appraisal Structure

5. As HoD, you are
setting the standards
for your department.
You set the bar.
How to conduct a teacher Appraisal
It’s your Department
Appraisal:
HoDs as
Guardians of
Standards
• To check the books
• To see the markbook
• To watch a lesson
• To have difficult
conversations
Appraisal:
A time for
Departmental
House keeping
• To hold to account
• To support
• To motivate
• To earn respect
Appraisal:
A time to manage
and
to lead

6. If you want to drive up standards in your department in
• Lesson Planning
• Assessment
• Reporting to parents
How to conduct a teacher Appraisal
It’s your Department
Gather the Evidence
Have the difficult conversation
Set the Targets

7. If you want members of your department to get more
involved by
• Running trips or societies
• Improving their classroom environment
• Teaching across age groups and in both schools
How to conduct a teacher Appraisal
It’s your Department
Gather the Evidence
Have the difficult conversation
Set the Targets

8. Conducting Teacher Appraisal is the best opportunity
that you have each year to raise standards within your
department.
Don’t waste it
How to conduct a teacher Appraisal
It’s your Department

9. THE REVISED APPRAISAL GRIDS
Berkhamsted Schools Group Appraisal Structure

10. Berkhamsted Schools Group
Teacher Appraisal Matrix
Teacher Appraisal Grid - First Cycle 2013-14
Teacher Appraisal Grid - Second Cycle 2014-15

11. Teacher Appraisal Grid - Second Cycle 2014-15

12. Teacher Appraisal Grid - Second Cycle 2014-15

13. Teacher Appraisal Grid - Second Cycle 2014-15

14. STEP 1: SELF APPRAISAL
Berkhamsted Schools Group Appraisal Structure

15. Step One: Self Appraisal - Teacher highlights the grid
Teacher Appraisal Grid - Second Cycle 2014-15

16. STEP 2: GATHERING EVIDENCE
Berkhamsted Schools Group Appraisal Structure

17. How to conduct a teacher Appraisal
Key Teaching Competences
Key Competences
Teaching and Learning within the Classroom Including Differentiation
Subject and Curriculum knowledge
Progress and Assessment
Teaching and Learning beyond the Classroom
Behaviour Management
Reporting and Feedback
CPD
Wider Departmental and School Responsibilities
Meetings
ICT
House Tutoring
Co-Curricular
Professional Attributes

18. How to conduct a teacher Appraisal
Sources of Evidence
• Lesson Observations
• Lesson Plan Documentation
• Pupils’ Work Scrutiny
– Sample of books across the age-groups and campuses
• Teacher Mark-book Scrutiny
• Sample of Parental Short and Long Reports
• Pupil Interviews and Questionnaires
– Sixth form Feedback form
– Formal and Informal conversations with colleagues
• Other Observation
– At meetings
– Wall displays

19. Gathering Evidence: Teaching and Learning
T&L: Planning
Evidence of Planning: Lesson Plans
• Do they follow the scheme of work?
• Do they account for a range of pupils’ needs?
• Do they include examples of differentiation?
• Do they include examples of “stretch & challenge”?
• Do they include examples of extension tasks?
(1) Requiring Improvement (2) Strong Performer (3) Outstanding Performer
Planning and/or delivery shows
sporadic relevance to schemes of
work.
Planning and delivery take no
account of pupils’ needs (e.g. set
tasks do not challenge pupils).
Planning and delivery show
awareness of differentiation.
Lesson planning clearly follows
scheme of work and helps ensure
that pupils are well-motivated.
Uses scheme of work effectively
and flexibly
Extensive evidence of
differentiation/ stretch and
challenge/ extension tasks have
been prepared and delivered.
Consistently motivates and
enthuses pupils.

20. Gathering Evidence: Teaching and Learning
T&L: Pace of Lessons
Evidence of Pace of Lessons: Lesson Observations
• Is the lesson too slow / too fast for the ability of the class?
• Does the teaching style promote passive learning?
• How are the transitions between activities within lessons managed
• Are all pupils engaged?
• What intervention strategies are employed to engage pupils?
(1) Requiring Improvement (2) Strong Performer (3) Outstanding Performer
Pace of lesson is inappropriate
for the class. Generally too slow
or too rapid for pupils to
assimilate.
Teaching style promotes passive
learning.
Poor management of transitions
between activities within lessons.
Good pace set in most lessons,
there is little passive learning or
coasting.
Good management of transitions
between activities within lessons.
Excellent pace and vigour in
lessons.
Excellent management of
transitions between activities
within lessons.
Pupil disengagement is quickly
identified by intervention activities
to ensure high levels of
motivation

21. Gathering Evidence: Teaching and Learning
T&L: Ability to Explain
Evidence of Ability to Explain: Lesson Observations
• How well does the teacher explain complex aspects of the course?
• Does the teacher encourage the pupils to ask questions?
• How well does the teacher handle pupils’ questions?
• Does teacher ask questions to ensure that pupils have understood
complex aspects of the course.
(1) Requiring Improvement (2) Strong Performer (3) Outstanding Performer
Inability to explain complex
aspects of subject.
Can clearly explain most complex
aspects of subject.
Clearly and consistently explains
all complex aspects of subject.

22. Gathering Evidence: Teaching and Learning
T&L: Classroom Environment
Evidence of Classroom Environment: Classroom
• Do the wall displays support pupil learning?
• Are examples of pupil work on display?
• Is the classroom tidy and well organised?
• Is the teacher’s desk tidy? Does the teacher set a good example?
(1) Requiring Improvement (2) Strong Performer (3) Outstanding Performer
Little attention to the classroom
environment. Displays do not
contribute to pupil learning.
Creates a positive classroom
environment with displays that
contribute to pupil learning. Pupil
work is valued.
Creates a positive classroom
environment with imagination and
contributes to the wider displays
around the school (e.g. on
corridors and in public spaces)

23. Gathering Evidence: Progress and Assessment
P&A: Assessment
Evidence of Assessment: Work Scrutiny across age range
• Does the teacher routinely use formative assessment?
• Are teacher comments on pupils’ work constructive?
• Do teacher comments indicate how to improve?
(1) Requiring Improvement (2) Strong Performer (3) Outstanding Performer
Uses assessment but feedback
lacks clarity and pupils have
limited understanding of how to
improve.
Knows and understands how to
assess the subject area making
use of formative and summative
assessments to track pupils’
progress. Uses a mixture of
formative and summative
assessment, following
departmental guidelines.
Provides feedback so that pupils
know how they can improve.
Consistently provides
constructive and supportive
feedback so that pupils of every
age and ability understand how
they can improve.

24. Gathering Evidence: Progress and Assessment
P&A: Assessment
Evidence of Assessment: Pupil Interviews/ Questionnaires
• Do pupils feel that they know how to improve?
(1) Requiring Improvement (2) Strong Performer (3) Outstanding Performer
Uses assessment but feedback
lacks clarity and pupils have
limited understanding of how to
improve.
Knows and understands how to
assess the subject area making
use of formative and summative
assessments to track pupils’
progress. Uses a mixture of
formative and summative
assessment, following
departmental guidelines.
Provides feedback so that pupils
know how they can improve.
Consistently provides
constructive and supportive
feedback so that pupils of every
age and ability understand how
they can improve.

25. Gathering Evidence: Progress and Assessment
P&A: Assessment
Evidence of Assessment: Work Scrutiny across age range
• Are there gaps in marking? Is all work marked? Are notes checked?
• Is the departmental marking policy followed?
• Is there evidence of pupils marking each others’ work?
Evidence of Assessment: Mark books
• Is work only set in the run up to reporting periods?
• Is sufficient work assessed?
Evidence of Assessment: Pupil Interviews/ Questionnaires
• Does the teacher get work back to pupils the following lesson
whenever possible?
(1) Requiring Improvement (2) Strong Performer (3) Outstanding Performer
Often does not mark and return
work to pupils promptly
Consistently marks and returns
pupils’ work promptly
N/A

26. STEP 3: MAKING PROVISIONAL
JUDGEMENTS
Berkhamsted Schools Group Appraisal Structure

27. How to conduct a teacher Appraisal
Preparation: Provisional Judgments
Two ways:
A. The harder route:
a) fill in a blank grid on the basis of the evidence that you have
collated
b) Compare your grid with the teacher’s self appraisal grid by
highlight where the judgements are different.
B. The easier route: moderate the grid
a) Review the teacher’s self appraisal grid
b) Highlight where the judgements are different.
c) TARGETS: Consider which areas you are areas where INSET
and development is required.
Either way, consider your judgements as provisional, until
you have had the appraisal meeting.

28. Step Three: Head of Dept Moderates Grid
Teacher Appraisal Grid - Second Cycle 2014-15

29. How to conduct a teacher Appraisal
Preparation: Provisional Judgments
Professional Development Targets
1. Consider which are priority areas for development
• in light of the Departmental Development Plan
• In light of the School Strategic Priorities
2. Consider INSET requirements or suggestions
Sharing Best Practice
• Consider how the teacher can best support
colleagues.
Again, consider your judgements as provisional,
until you have had the appraisal meeting.

30. STEP 4: THE APPRAISAL
MEETING
Berkhamsted Schools Group Appraisal Structure

31. How to conduct a teacher Appraisal
The Appraisal Meeting
1. Logistics
• Timing
• what are you and the teacher doing next?
• If there are going to be difficult conversations,
the teacher may need time to digest the
feedback (before facing a class/ colleagues)
• Place
• Public/ Private/ Discrete
• Length of Meeting
• fixed end?

32. How to conduct a teacher Appraisal
The Appraisal Meeting
2. Planning
• What are the key issues that you need to discuss?
• Praise: What is going well?
• Issues: What are the concerns?
• Prepare for the difficult conversations
• Learn your lines - It is worth scripting these
and practising them in front of a mirror or with
a senior colleague.
• Complete the Appraisal Grid making provisional
judgements (see above)
• Come up with some provisional suggestions for
Target-setting and CPD

33. How to conduct a teacher Appraisal
The Appraisal Meeting
3. The Meeting
• Is there anything that you want to discuss?
• Give Praise.
• You need to have evidence for negative Feedback
• Try to agree judgements
• “You have put yourself in column 3, what things
are you doing that has led to you to that
judgement.”
• Discuss and Agree the 3 Development Targets
• Discuss and Agree the area for supporting
colleagues
• Discuss and Agree any INSET requirements

34. STEP 5: FINAL JUDGEMENTS
AND FEEDBACK
Berkhamsted Schools Group Appraisal Structure

35. How to conduct a teacher Appraisal
Final Judgements and Feedback
1. Final Judgements
• Review the Grids and your judgements in light of
the Meeting
• Review the Targets, area for supporting colleagues
and any INSET requirements
2. Feedback Documentation
• Give back a copy of the agreed moderated grid
• Give back the 3 + 1 Summary sheet
• These should be signed by both the HoD and the
teacher.

36. Step Three: Head of Dept Moderates Grid
Teacher Appraisal Grid - Second Cycle 2014-15

37. Email: principal@berkhamstedschool.org
Twitter: @independenthead
LinkedIn: uk.linkedin.com/in/independenthead
Blog: http://independenthead.blogspot.com