This document outlines four performance standards for evaluating an educator. Performance Standard 1 focuses on creating a positive learning environment. The educator demonstrates strengths in managing learning space, learner involvement, discipline, and diversity. Performance Standard 2 focuses on knowledge of curriculum and learning programs. The educator shows strengths in knowledge of learning areas, skills, goal setting, and involvement in learning programs. Performance Standard 3 focuses on lesson planning, preparation, and presentation. The educator's strengths include well-prepared lesson plans, clear presentation, record keeping, and managing learning programs. Performance Standard 4 focuses on learner assessment and achievement. Overall, the educator meets or exceeds expectations across the four performance standards.

1. PERFORMANCE STANDARD 1: CREATION OF A POSITIVE LEARNING ENVIRONMENT
Expectations: The educator creates a positive learning environment that enables the learners to participate actively and to achieve success in the
learning process.
Questions: Does the educator create a suitable environment and climate for learning and teaching?
Criteria: (a) Learning Space; (b) Learner involvement; (c) Discipline; (d) Diversity
STRENGTHS RECOMMENDATIONS CONTEXTUAL
FOR DEVELOPMENT FACTORS
(a) Learning Space More classrooms should Overcrowding in
He is able to create good space conducive to learning in an overcrowded class. be provided. classrooms.
He tries to arrange space for group work.
He makes sure learners are comfortable in order to concentrate.
(b) Learner involvement
He makes every learner to feel at home and free to express their minds without fear.
Engages the learners in various activities.
Exchanging of ideas is strongly encouraged.
A healthy type of competition is used to get all learners involved.
(c) Discipline
He motivates learners to work hard and to respect one another, thereby enforcing discipline.
Classroom ground-rules are agreed to by all the learners before they can be enforced.
He has managed to stop the use of cell phones in the class.
(d) Diversity
He trained the learners to respect all their school mates, irrespective of ethnic differences.
He treats all learners with respect in order to set a good example.
He creates an environment that is free of discrimination.
Learners are taught to value all human beings.
Unacceptable = 1 Satisfies minimum expectations = 2 Good = 3 Outstanding = 4
Performance Standard 1
Criteria Raw Final
Scores Score
A 3 3
B 4 4
C 3 3
D 4 4
Total 14 14
max.16

2. PERFORMANCE STANDARD 2: KNOWLEDGE OF CURRICULUM AND LEARNING PROGRAMMES
Expectations: The educator possesses appropriate content knowledge which is demonstrate in the creation of meaning learning experience.
Questions: Does the educator demonstrate adequate knowledge of Learning Area or subject and does s/he uses this knowledge effectively to create
meaningful experiences for learning?
Criteria: (a) Knowledge of learning area; (a) Skills; (c) Goal setting; (d) Involvement learning in programmes
STRENGTHS RECOMMENDATIONS FOR CONTEXTUAL
DEVELOPMENT FACTORS
(a) Knowledge of learning area
His introduction and presentation of the lesson shows deep knowledge of the subject.
He arouses interest and desire to know more.
He uses various activities to evaluate the learners.
He is able to impart knowledge and to correct the learners where they are wrong.
(a) Skills
He uses great skills to create an enjoyable lesson.
He skilfully keeps the learners attentive all the time.
He uses various activities to engage the learners.
Critical thinking is promoted and the approach used throughout the lesson is learner-centred.
(c) Goal setting Goals should be learner-
It is clear from his work that goals to achieve curriculum outcomes have been set. centred and where possible
The set goals are realistic and achievable. communicated to learners.
He is creative and innovative in the setting of goals and strives to achieve them.
(d) Involvement learning in programmes
He gives good interpretation to learning programmes.
He makes sure that learners benefit from the programmes.
Learner needs are catered for; each learner is involved to the maximum.
He has good communication with learners.
Unacceptable = 1 Satisfies minimum expectations = 2 Good = 3 Outstanding = 4
Performance Standard 2
Criteria Raw Final Score
Scores
A 4 4
B 4 4
C 3 3
D 4 4
Total 15 15
max.16

3. PERFORMANCE STANDARD 3: LESSON PLANNING PREPARATION AND PRESENTATION
Expectations: The educator demonstrates competence in planning preparation; presentation and management of learning programmes.
Questions: Is lesson planning clear; logical and sequential and is there evidence that individual lesson fit into a broader learning programme?
Criteria: (a) Planning; (b) Presentation; (c) Recording; (d) Management of learning Programmes
STRENGTHS RECOMMENDATIONS FOR CONTEXTUAL
DEVELOPMENT FACTORS
(a) Planning
Well prepared lesson plans of professional standard.
Lessons are prepared to suit the learners.
Lesson plans are detailed and well written.
The lesson plan is clear and logical.
(b) Presentation
He presents his lessons in a simple manner for all learners to understand.
The presentation is so captivating and clear.
There is good connection with previous lessons.
The presentation goes with well planned activities that make the lesson interesting.
(c) Recording
He has well-kept records of his work in a file.
Records of CASS marks are filed properly.
Learner progress is easy to follow from the records.
Work schedule shows a clear record of work done.
(d) Management of learning Programmes Lesson plans should be
He involves learners in his lessons in a way that supports their needs. structured to fit into the broader
Learning programmes are well managed to develop the learners. learning programmes.
The skills and knowledge of learners are unlocked and given good support and nurturing.
Unacceptable = 1 Satisfies minimum expectations = 2 Good = 3 Outstanding = 4
Performance Standard 3
Criteria Raw Final Score
Scores
A 4 4
B 4 4
C 4 4
D 3 3
Total 15 15
max.16
PERFORMANCE STANDARD 4: LEARNER ASSESSMENT/ACHIEVEMENT