The document provides a comprehensive guide on performance appraisal for teachers, detailing methods, tips, forms, and phrases associated with the process. It outlines the steps involved in teacher performance appraisals, including pre-observation meetings, classroom observations, post-observation discussions, and summative reports, emphasizing the importance of a supportive and collaborative evaluation atmosphere. Additionally, it describes various performance appraisal methods and their advantages and limitations, aimed at facilitating professional growth for educators.

1. Performance appraisal for teachers
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I. Contents of getting performance appraisal for teachers
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You are hired and you celebrate. Then you enter the classroom to confront the challenges and
excitement of teaching. After you feel you have established a routine, it is time to prepare for
your teacher performance appraisal (TPA). Along with the other elements of the New Teacher
Induction Program (NTIP), new teachers must achieve two satisfactory performance appraisals
within the first 24 months of teaching, to successfully complete the program.
The foundation of the TPA is professional dialogue based on mutual respect, trust, collaboration,
and a positive relationship. It is meant to be a supportive process that encourages professional
learning and growth. Here are the steps in the process.
1. Pre-observation meeting
At this meeting you will want to be prepared to discuss
 competencies to be addressed and examples of how you will demonstrate each
 your successes and strengths, as well as anything you would specifically like feedback on
 characteristics of your students/class
 lesson to be observed (including modifications required)
 curriculum expectations
 assessment
 resources used.

2. Consider bringing samples of student work, portfolios, and artifacts to demonstrate evidence of
your practice and strengths.
2. Classroom observation(s)
These should occur on the date and time agreed upon in advance. Check your pre-observation
notes to review the competencies being focused on. Prepare your class so they are aware that
there will be an observer in the class. This is not the time to try a new instructional strategy, or
ignore a behaviour issue that arises. Jot down some notes following the observation. Ask for
feedback as soon as possible afterward.
3. Post-observation meeting
At this meeting the evaluator will
 discuss the classroom observation including the competencies previously identified
 provide feedback and make recommendations.
Be prepared to ask questions so you fully understand the feedback, and to provide input on
recommendations made – after all, it is your professional growth. This is your opportunity to
identify any concerns you have about the process.
4. Summative report
There should be no surprises in the content of the report or the rating or recommendations. Your
signature acknowledges receipt of the report. Members can contact ETFO at any time throughout
the process. If you receive an unsatisfactory rating, it is very important to contact the federation
as soon as possible for support and advice.
Reflections from a new teacher on the TPA process
“When I first found out about NTIP and the TPA, I immediately became anxious and dreaded the
whole evaluation. Lessons hardly ever go exactly as you’ve written them on paper, and I could
think of a million things that could go wrong while my principal was observing me.”
“My mentor helped me by discussing which lessons I should choose. For my first observation
my principal was going to observe my grade 2 lesson on probability, which included a lot of
manipulative and hands-on tasks – so a lot of opportunity for chaos. I continued to feel anxious
until after I had my first meeting with my principal.”
“During that meeting my principal made sure I understood that this was an observation, rather
than an evaluation, and it was not meant to point out my every flaw and mistake. The goal was to

3. show off my strengths as a teacher and perhaps discover some beneficial areas for professional
development. After speaking with her I instantly felt more relaxed.”
“At the start of my first observation lesson, I felt a little nervous about having my principal in the
back of my room, sitting in a Primary student’s chair, with a clipboard. As she patiently sat
through my entire lesson with a smile on her face, I could feel her support and I knew that she
was only hoping for the best. Within minutes, I became so absorbed in my lesson and the
excitement of my students that I completely forgot she was there. My lesson went really well and
I got excellent feedback from my principal.”
“Looking back I can say that I found my TPA to be extremely helpful and an integral part of my
learning process as a beginning teacher. Do not fear your TPA; instead, think of it as a chance to
have someone reaffirm that you are making a difference in the lives of your students.”
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III. Performance appraisal methods
1.Ranking Method
The ranking system requires the rater to rank his
subordinates on overall performance. This consists in
simply putting a man in a rank order. Under this method,
the ranking of an employee in a work group is done
against that of another employee. The relative position of
each employee is tested in terms of his numerical rank. It
may also be done by ranking a person on his job
performance against another member of the competitive
group.
Advantages of Ranking Method
i. Employees are ranked according to their performance
levels.
ii. It is easier to rank the best and the worst employee.
Limitations of Ranking Method
i. The “whole man” is compared with another “whole man”
in this method. In practice, it is very difficult to compare
individuals possessing various individual traits.
ii. This method speaks only of the position where an
employee stands in his group. It does not test anything
about how much better or how much worse an employee
is when compared to another employee.
iii. When a large number of employees are working, ranking
of individuals become a difficult issue.

4. iv. There is no systematic procedure for ranking individuals
in the organization. The ranking system does not eliminate
the possibility of snap judgements.
2. Rating Scale
Rating scales consists of several numerical scales
representing job related performance criterions such as
dependability, initiative, output, attendance, attitude etc.
Each scales ranges from excellent to poor. The total
numerical scores are computed and final conclusions are
derived. Advantages – Adaptability, easy to use, low cost,
every type of job can be evaluated, large number of
employees covered, no formal training required.
Disadvantages – Rater’s biases
3. Checklist method
Under this method, checklist of statements of traits of
employee in the form of Yes or No based questions is
prepared. Here the rater only does the reporting or
checking and HR department does the actual evaluation.
Advantages – economy, ease of administration, limited
training required, standardization. Disadvantages – Raters
biases, use of improper weighs by HR, does not allow
rater to give relative ratings
4. Critical Incidents Method

5. The approach is focused on certain critical behaviors of
employee that makes all the difference in the
performance. Supervisors as and when they occur record
such incidents. Advantages – Evaluations are based on
actual job behaviors, ratings are supported by
descriptions, feedback is easy, reduces recency biases,
chances of subordinate improvement are high.
Disadvantages – Negative incidents can be prioritized,
forgetting incidents, overly close supervision; feedback
may be too much and may appear to be punishment.
5. Essay Method
In this method the rater writes down the employee
description in detail within a number of broad categories
like, overall impression of performance, promoteability
of employee, existing capabilities and qualifications of
performing jobs, strengths and weaknesses and training
needs of the employee. Advantage – It is extremely
useful in filing information gaps about the employees
that often occur in a better-structured checklist.
Disadvantages – It its highly dependent upon the writing
skills of rater and most of them are not good writers.
They may get confused success depends on the memory
power of raters.
6. Behaviorally Anchored Rating Scales
statements of effective and ineffective behaviors
determine the points. They are said to be
behaviorally anchored. The rater is supposed to
say, which behavior describes the employee
performance. Advantages – helps overcome rating
errors. Disadvantages – Suffers from distortions
inherent in most rating techniques.

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