Evaluating the performance of teachers is one of the most important tool which can make a substantial difference & contribute to the overall quality & performance of the School.
This presentation is helpful for students of Graduate and Master Educational programs, Prepared for Course of Elementary School Management AIOU Islamabad Pakistan,.
This presentation is helpful for students of Graduate and Master Educational programs, Prepared for Course of Elementary School Management AIOU Islamabad Pakistan,.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
Recent Trends and Practices in Assessment and EvaluationSuresh Babu
Recent trends and practices in assessment and evaluation -Scholastic, co-scholastic, non-scholastic evaluation, assignments, projects, seminars, group discussion, portfolios, rubrics, student profile, Poster assessment, open book exam, participatory assessment, peer assessment
master in education related topic ...different type of supervision .nature of supervision in context of education.description of each type of supervision.with references and small conclusion..
It is a study of National University of Educational Planing and Administration. This paper consist of NUEPA's mission, vision, objective, function, and the work it has done. It is a collaborative work of G. Ghaus, A. Panchal, M. Mumtaz A., S. Maan, Luqman Ali, Satyam Chandan and Tauheed Ahmad. All are students of M.Ed. (2015-17) Department of Educational Studies, Jmaia Millia Islamia, New Delhi.
This paper will help those who want to study about NUEPA.
Gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures. The concept of gender also includes the expectations held about the characteristics, aptitudes and likely behaviours of both women and men (femininity and masculinity). Gender roles and expectations are learned. They can change over time and they vary within and between cultures. Systems of social differentiation such as political status, class, ethnicity, physical and mental disability, age and more, modify gender roles. The concept of gender is vital because, applied to social analysis, it reveals how women’s subordination (or men’s domination) is socially constructed. As such, the subordination can be changed or ended. It is not biologically predetermined nor is it fixed forever.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
Recent Trends and Practices in Assessment and EvaluationSuresh Babu
Recent trends and practices in assessment and evaluation -Scholastic, co-scholastic, non-scholastic evaluation, assignments, projects, seminars, group discussion, portfolios, rubrics, student profile, Poster assessment, open book exam, participatory assessment, peer assessment
master in education related topic ...different type of supervision .nature of supervision in context of education.description of each type of supervision.with references and small conclusion..
It is a study of National University of Educational Planing and Administration. This paper consist of NUEPA's mission, vision, objective, function, and the work it has done. It is a collaborative work of G. Ghaus, A. Panchal, M. Mumtaz A., S. Maan, Luqman Ali, Satyam Chandan and Tauheed Ahmad. All are students of M.Ed. (2015-17) Department of Educational Studies, Jmaia Millia Islamia, New Delhi.
This paper will help those who want to study about NUEPA.
Gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures. The concept of gender also includes the expectations held about the characteristics, aptitudes and likely behaviours of both women and men (femininity and masculinity). Gender roles and expectations are learned. They can change over time and they vary within and between cultures. Systems of social differentiation such as political status, class, ethnicity, physical and mental disability, age and more, modify gender roles. The concept of gender is vital because, applied to social analysis, it reveals how women’s subordination (or men’s domination) is socially constructed. As such, the subordination can be changed or ended. It is not biologically predetermined nor is it fixed forever.
The purpose of this study is to analyse and interpret the influence of principal leadership style on the performance of certified teachers, the influence of teacher work motivation on the performance of certified teachers and the influence of principal leadership style and teacher work motivation simultaneously on the performance of certified teachers in SMA Negeri Kotamobagu. This study employs a quantitative study approach with survey methods and multiple regression analysis techniques. The independent variables are principal leadership style (X1) and teacher motivation (X2) and the dependent variable is certified teachers performance (Y). Result of the research shows that the principal leadership style has an effect on the performance of certified teachers, teacher work motivation has an effect on the performance of certified teachers, principal leadership style and teacher work motivation simultaneously affects the performance of certified teachers in SMA Negeri Kotamobagu. The values of the regression coefficients show the influence of each principal leadership style and teacher work motivation on the performance of certified teachers and have a high contribution to the performance of certified teachers. The principal must have the readiness and ability to mobilize the teachers to achieve the goals and be responsible for the organization of educational activities at school. Teachers should be tenacious and skilful at conducting quality learning activities. Schools should have appropriate functions to educational goals and implement effective and efficient organizational management, high social responsiveness, and are sensitive to: teachers, students and the surrounding community.
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
"Indicator Approach and Role Approach in School Effectiveness" is a topic from the educational psychology 3rd year syllabus. This talks about these two approaches in school effectiveness
In this file, you can ref useful information about performance appraisal of teachers such as performance appraisal of teachers methods, performance appraisal of teachers tips, performance appraisal of teachers forms, performance appraisal of teachers phrases … If you need more assistant for performance appraisal of teachers, please leave your comment at the end of file.
Frances Raines In the past, I have worked with a prJeanmarieColbert3
Frances Raines
In the past, I have worked with a professional team, and our dynamic was dysfunctional. This was due to a lack of support from leadership and an actual hierarchy organization. We, as team members, felt less than because of how we were treated and talked to. Our voices that spoke and asked for change, support, and new ideas and suggestions to help better us individually and collectively as a team was not listened to or implemented. When going through our annual reviews with the manager, it was not a conversation. It was a meeting where we were expected to listen. I used my MPP to list my concerns within the organization, leadership, and team, which was not well received. This caused a stressful work environment because I was then concerned that my honesty would cause me to be terminated. Eventually, three months later, I did quit.
In research from Hughes et al. (2018), the Rocket Model is an effective method that leaders use because it is "straightforward and a practical approach to team building." We lacked buy-in, morale, mission/purpose, and goals. We could not buy into what the leadership wanted us to do because there was no instruction, trust, or appreciation for our input to accomplish the tasks. We were all unmotivated and only came to work because we had to pay our bills. We lacked a team structure, each person was self-serving, and we could never align or relate. There was always judgment and complaints. I never found a way to express my concerns without fear after that. Had we effectively been able to, it would have helped our team be successful.
Plan Learner Assessments
Akita Roberson
ID-5000 v4: Fundamentals of Instructional Design
Northcentral University
May 9, 2021
Informative techniques, diagnostic and evaluative measures are more prevalent. They provide
feedback on teacher performance, encouraging educators to develop and alter their training techniques.
They monitor students' success and provide continuing support those educators and teachers can use to
enhance their teaching and students can use to improve their learning. The overarching goal of
formative evaluation is to gather comprehensive data that can be employed to enhance education and
training as it happens. The application of the assessments, such as the essence of a metric, technique, or
self-evaluation, is what distinguishes it as "formative." Summative measures are provided towards the
conclusion of a specific educational period (Arabi, 2020). Besides, they are generally evaluative rather
than diagnostic. They are ideally adapted for evaluating student performance and achievement,
measuring the quality of training strategies, and monitoring progress against development goals.
Assessment is a cyclical method, and it is a never-ending evaluating process. It is constantly
revising and renewing the standard of education it provides. It is a form of evaluation that allows for
continuous improvement in the learni ...
The concept of ‘appraisal for learning’ emphasizes that appraisal is an opportunity for teachers to learn about their effectiveness.
Teaching and learning helps teachers understand their own practice and as a result ,improve the quality of student learning.
Education of Gifted Children remains one of the most neglected area of our Education System. The rapid progress of Science, Technology & Research has clearly highlighted it's need & importance. This Presentation intends to create general awareness about Giftedness among Parents, Teachers & Administrators of Schools.
This Presentation is prepared as a supplementary tool for Quantitative Evaluation of Headmaster & Teachers of schools. There is no separate proforma for evaluating the Performance of a Headmaster which is such an important development tool for an Educational Organization.
People often get confused with some of the concepts used in Education. This Presentation is an attempt for the stakeholders to understand clearly & apply correctly the various educational terminologies.
With Disasters (natural or man-made) happening across the world, it will be advisable for the Schools to be prepared with their emergency response systems. This Presentation aims at helping the schools set up their Disaster Management framework.
Meetings are an integral function of any organization / School. The effective conduct of meetings result in higher productivity, increases accountability, promotes inclusion, facilitates creative thinking & innovations & a shared sense of purpose.
Questions whether used in classroom teaching or for oral / written Examination, are the most important tool for effective teaching & learning. Teachers are expected to have mastery over framing questions.
A Presentation giving details of the Govt. Merit Scholarship Examination for students of std.5th & 8th studying in the recognized schools of Maharashtra State - India
This PPT explains the different aspects of School Leadership with respect to their types, qualities, skills, expectations, challenges & possible solutions with self assessment of the Leadership style.
This PPT is prepared to clarify the roles of different Committees in Management of Schools in Maharashtra. The various regulatory provisions for each committee is also mentioned with their composition & Functions.
The theory of multiple intelligences enjoys considerable popularity with educators. Many teachers utilize multiple intelligences in their teaching philosophies and work to integrate Gardner’s theory into the classroom.
Maharashtra State Council for Educational Research &Technology-MSCERT,Pune has devised a new Evaluation System for stds.I to VIII w.e.f. 2010-2011.This PPT is prepared for explaining the new procedure to the stakeholders.
A new evaluation system for std. 1 to 8 called Continuous Comprehensive Evaluation has been introduced in the state of Maharashtra-India from 20-08-2010.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. LEARNING OUTCOMES
BACKGROUND
RATIONALE
Need & Importance
PAT in National Education Policy 2020
What is Performance Appraisal?
Objectives of Performance Appraisal
How Performance Appraisal benefits the Teacher?
What Performance Appraisal is not?
The Parameters
Methods of Appraisals
Essentials of a good Performance Appraisal System
Rating Scale
Present Status of PAT
Recommendations
Key characteristics of an Effective Appraisal System
A sample proforma for PAT
3. BACKGROUND
The performance of the school depends on many factors such as the quality of
infrastructure, quality of teachers, teaching-learning process, quality of administration
and management, quality of students, school environment etc.
One of the most important factors which can make substantial difference and
contribute to the classroom learning is the quality and performance of the teachers, as
it is linked to the performance of the students.
To judge the performance of the teachers there is a need to measure their
performance first and then assess whether teachers are performing to the best
standards set by the management or the Government.
Based on this, effective remedial measures can be taken to bridge the gap. These
include counselling, motivation, training, and so on.
Hence measuring the performance (Performance Appraisal) of teachers is the most
important & essential task to be undertaken by the management in the interest of all
stakeholders including teachers themselves.
4. RATIONALE
The role of teacher is most fundamental in the success or failure of schools.
It is an accepted fact that of all school-related factors, teachers have the
greatest impact on student success. If it is so, then the question arises that how
much, how important & how durable is the influence? Also, can educational
reforms succeed without, first, addressing teacher effectiveness?
Thus, the role of teacher evaluation is a fundamental aspect of school
improvement. And, just as there is a rational connection between school
improvement and teacher performance, there is a necessary and rational
connection between teacher improvement and teacher evaluation.
Without capable, highly effective teachers in classrooms, no educational
reform effort can possibly succeed. Moreover, without high quality evaluation
systems, we cannot judge if we have high quality teachers.
5. NEED & IMPORTANCE
The National Policy of Education in 1986 highlighted the need for evolving a data based, open,
transparent, and participatory system of teacher appraisal. The intent of this recommendation of the NPE-
1986 was to consider teachers' appraisal as an instrument of their professional development and not as a
mere administrative tool.
The Organisation for Economic Co-operation and Development (OECD) (2009) concluded that “the
effective monitoring and evaluation of teaching is central to the continuous improvement of the
effectiveness of teaching in a school.
The High-Powered Justice Verma Commission on Teacher Education Constituted by the Hon’ble
Supreme Court of India in August 2012 observed,
“The primary purpose of the Teacher Performance Evaluation System is to help both teachers and their
evaluators collect more comprehensive and accurate assessment data for judging teacher effectiveness
and then, to support quality teaching every day in every classroom. The only way that schools can improve
student achievement is to improve teacher effectiveness. If we can succeed in recruiting, supporting,
assessing, and keeping capable teachers, we will go a great distance in improving our schools and, in turn,
substantially embellishing the learning opportunities of students. It is to these ends that teacher
evaluation system will serve a viable and enduring role.”
6. PAT IN NATIONAL EDUCATION POLICY 2020
5.17. Teachers doing outstanding work must be recognized and promoted, and given salary raises,
to incentivize all teachers to do their best work. Therefore, a robust merit-based structure of tenure,
promotion, and salary structure will be developed, with multiple levels within each teacher stage, that
incentivizes and recognizes outstanding teachers. A system of multiple parameters for proper
assessment of performance will be developed for the same by State/UT Governments that is based
on peer reviews, attendance, commitment, hours of CPD, and other forms of service to the school and
the community or based on NPST given in Para 5.20.
5.20. A common guiding set of National Professional Standards for Teachers (NPST) will be developed
by 2022, by the National Council for Teacher Education in consultation with NCERT, SCERTs, teachers
from across levels and regions, expert organizations in teacher preparation and development, expert
bodies in vocational education, and higher education institutions. The standards would cover
expectations of the role of the teacher at different levels of expertise/stage, and the competencies
required for that stage. It will also comprise standards for performance appraisal, for each stage, that
would be carried out on a periodic basis.
7. WHAT IS PERFORMANCE APPRAISAL?
Performance appraisal is the process of obtaining, analysing and recording information about
the relative worth of an employee.
It is a systematic way of reviewing and assessing the performance of an employee during a
given period and planning for his future.
The focus of the performance appraisal is measuring and improving the actual performance
of the employee and the future potential of the employee.
It is a powerful tool to calibrate, refine and reward the performance of the employee.
It helps to analyse his achievements and evaluate his contribution towards the achievements
of the overall organizational goals.
By focusing the attention on performance, performance appraisal goes to the heart of
personnel management and reflects the management’s interest in the progress of the
employees.
8. OBJECTIVES OF PERFORMANCE APPRAISAL
To review the performance of the employees over a given period.
To find the gap between the actual and the desired performance & determine training needs.
To help the management in exercising organizational control.
To diagnose the training and development needs of the future.
To clarify the expectations and responsibilities of the functions to be performed by the teachers.
To serve as a tool to identify, sharpen, develop and use the potential of a teacher.
To promote the continual growth and improvement of Teachers.
To provide inputs to the system of rewards, remuneration, promotions, placement, assigning special
responsibilities.
To identify individuals with high potentials and merits to utilise their capabilities to achieve goal /
mission of the institution.
To judge the effectiveness of the other human resource functions of the organization such as
recruitment, selection, training, and development.
To reduce the grievances of the teachers.
To strengthen the relationship and communication between superior – subordinates and
management.
To improve the overall efficiency & performance of the institution.
9. HOW PERFORMANCE APPRAISAL BENEFITS THE TEACHER
• Gives honest feedback of performance.
• Shows areas of improvement.
• Indicates Professional development needs.
• Specifies self-improvement measures.
• Develops competitive spirit.
• Generates organised portfolio.
• Creates desire for higher goals & ambitions.
• Makes a confident & motivated Teacher.
• Enhances the image of the Teacher.
10. WHAT PERFORMANCE APPRAISAL IS NOT?
A tool of finding faults of teachers
A yardstick for punitive measures
A mechanism of discrimination between teachers
A means of labelling teachers
A routine formality mandated by a regulating authority.
11. THE PARAMETERS
The Performance Appraisal System is designed to promote the continual professional
growth and improvement of Teachers which should translate, at the classroom level, into an
improved quality of instruction and learning opportunities for students. This is best
accomplished by setting clear expectations for all Teaching staff, data gathering, observation,
feedback, self-reflection, and focusing on improvement and growth activities.
The standard performance indicators are:
Knowledge of Educational Policies, Curriculum, Syllabus & Content
Awareness of Pedagogical Innovations
Relationship with Students, Colleagues, Superiors and Community
Classroom Conduct & Delivery
Mentoring, Guidance & Counselling
Evaluation & Record keeping
Co & Extracurricular Activities
Administrative & Managing Capabilities
Self Enhancement
Use of Technology
Personality Traits
12. METHODS OF APPRAISALS
The most common ways to evaluate teacher effectiveness are Students’ test
results, classroom observations, personal interview and Feedback from
stakeholders.
The 360- degree appraisal involves appraisal of an employee by self, superior,
subordinates and peers.
Justice Verma Commission reported that “A variety of approaches, procedures
and instrumentalities are utilized by school managements to evaluate and assess
teacher performance. These include writing of Annual Confidential/Performance
Reports of teachers by the supervisory level, lesson observation and feedback by
supervisor/Principal, school inspections, linking teacher performance with
performance of students in examinations, including Board examination,
assessment based on achievements of students vis-a-vis pre-fixed targets, etc.”
13. ESSENTIALS OF A GOOD PERFORMANCE APPRAISAL SYSTEM
A judicial mix of approaches from progress reports, classroom observations, personal interviews and
feedbacks to be chosen at the discretion of the Leader.
A clear system should be developed for teacher appraisal that is implemented fairly and consistently
for all teachers.
The objectives of appraisal should be clear and specific timely & open.
Appraisal system should provide consistent, reliable, and valid information and data.
An effective performance appraisal has standard appraisal forms, rules, appraisal procedures, well
defined performance criteria and standards.
The appraisal system should focus attention on job-related behaviour and performance.
Effective performance appraisal systems are designed to be economical and less time consuming to
bring maximum benefits
Professional advice should be sought to assess the quality and standards of a school’s PA system.
Teachers’ contributions to outside classroom work as well as extra-curricular activities should also be
recognised.
Progress rather than absolute test or exam results should be used in evaluating performance.
14. ESSENTIALS OF A GOOD PERFORMANCE APPRAISAL SYSTEM
Clear & structured, developmental, and evaluative classroom observations should be carried out separately,
to promote honest feedback.
Students’ feedback should be clearly structured, be age appropriate, and should complement other
measures.
Evaluators should be given training in procedures and principles of appraisal.
Before introducing the appraisal system, a climate of mutual trust, cooperation and confidence should be
created in the organisation.
A post appraisal follows up session should be arranged for teachers to get feedback from their superior.
The appraisal system should be open and participative. The employees should get information on their
performance.
It also helps the organization to learn about the problems and difficulties the employees might be facing
and discover suitable training.
The assessors should be required to justify their ratings. Documentation will encourage to make conclusions
efforts minimizing personal biases.
A mechanism for review of ratings should be provided. Provision must be made for an appeal in case the
employee is not satisfied with the ratings.
15. RATING SCALE
Teacher evaluation metrics are not absolute and therefore they should only be used
as indicators of performance. We must rely on the expertise of experienced school
leaders to make informed decisions when appraising a teacher, taking all factors into
account including those that impact on achievement and the strengths of each
measure.
These rating parameters can be changed or modified, and some more can be added
to serve the purpose of assessment. Each parameter is given grades & ranking from 1
to 5.
5 – Outstanding - Exceeds Expectations - Exemplary (E)
4 – Excellent - Exceeds Expectation mostly - Proficient (P)
3 – Good - Meets Expectations - Competent (C)
2 – Needs Improvement - In Progress - Developing (D)
1 – Unacceptable - Not Evident - Deficient (F)
16. PRESENT STATUS OF PAT
In Maharashtra schools the Secondary School Code provides a four-page proforma called as the
Confidential Report of Teachers. The Schools are expected to fill up the proforma at the end of each
academic year. The CR has three segments to be filled by Teachers, supervising authority (Headmaster)
& Reviewing Officer (Management).
NCERT’s department of Education has developed a performance indicator (PINDICS) for Elementary
School Teachers to track teacher’s performance & attendance in government Schools. It is shared with
State Governments & UTs to assess teachers’ performance.
PINDICS can be used by Teachers for their own appraisal as well as by the supervising authority. It has
a proper organised procedure including expected performance standards with guidelines for using &
implementing it for optimum results.
In March 2011, the Kendriya Vidyalaya Sangathan devised and adopted APAR (Annual performance
assessment report) in all KV schools replacing the old ACR (annual confidential report). They issued
detailed guidelines for proper filling and maintaining the report keeping in view the practical
requirements of various teaching and nonteaching positions. Hence four different proforma A, B, C, D
for different positions viz Principal, teaching & non-teaching including librarians.
APAR covers all aspects of quality performance including self-appraisal, class supervision, students’
academic performance, participation in Co and extracurricular activities and personal & professional
growth.
17. RECOMMENDATIONS
“A stronger teacher evaluation system helps all teachers become good and
good teachers become great.”
The Justice Verma Commission recommended that,
“The Central Government, in consultation with the State Governments and
other stakeholders, may develop a framework for assessment of teacher
performance, keeping in view the guidelines suggested in the report.”
The Organisation for Economic Co-operation and Development (OECD)
suggested that “the schools should rely on a combination of approaches to gain
a fuller picture of teacher effectiveness, and that teachers should be assessed on
their cumulative performance over several years rather than on the data from a
single year”.
18. RECOMMENDATIONS
Teachers' appraisal should be perceived as a part of teachers' professional development
strategy as its results are utilized for designing interventions for teachers' continuing
professional development.
Teachers' appraisal should be perceived as an aid to decision making concerning teachers'
career advancement, renewal of contracts, or implementation of incentives and disincentives.
Every teacher should be equipped to undertake 'self-assessment' from time to time against a
set of pre-decided criteria and utilize the results for 'self-improvement.
Teachers are not a homogeneous entity; they work under varied school managements, under
different terms and conditions of service, have varied functions and responsibilities, have
different levels of motivation, and work in environment varies across States, districts with
significantly varying working conditions between rural-urban, etc. Under these circumstances,
it is not desirable to have a uniform set of procedures and parameters for assessing teacher
performance. However, certain basic principles can serve as a guide.
Teacher performance Appraisal system should have built in flexibility to consider the duties
and functions & the prioritize roles and responsibilities for a teacher which may have wide
variations, even under the same school management.
19. RECOMMENDATIONS
To undertake holistic assessment of a teacher his/her personal attributes & professional
obligations ought to be given due weightage as they directly affect the teacher’s efforts &
work output. (The NCTE prepared a Code of Professional Ethics for Teachers in 2010, which
enunciates teacher's professional obligations. The Code has been shared with all the State
Government)
Another factor which needs to be considered is the enabling environment which the school
management offers to a teacher for professional development, opportunities for skill
enhancement, training, etc. which directly impact teacher performance in the classroom.
Teachers’ appraisal should be a part of school assessment done by an external mechanism to
ensure neutrality, independence & just n fair unbiased approach.
Governments need to develop a framework which would include the formation of an
independent institutional mechanism to undertake comprehensive audit of schools, including
within its ambit various qualitative and quantitative parameters on processes, systems,
learning environment, teacher performance, teacher motivation, etc. prepare a
comprehensive report on the school audit which should also recommend measures for
improvement.
20. Key characteristics of an effective appraisal system
Validity: Capturing multiple dimensions of a teacher’s job performance.
Reliability: Collecting evaluations from multiple sources & at different times
throughout the evaluation period.
Responsiveness: Allowing the person being evaluated some inputs.
Flexibility: Staying open to modifications based on new information like
regulatory requirements.
Equitability: Evaluating fairly against established criteria, regardless of individual
differences.
21. CONCLUSION
Promoting teacher evaluation is clearly in our national interest. Teachers need
feedback on their performance to help them identify how to better shape and
improve their teaching practice and, with the support of effective school
leadership, to develop schools as professional learning centres.
At the same time, teachers should be accountable for their performance and
progress in their careers based on demonstrated effective teaching practice.
Developing a comprehensive approach may be difficult but is critical to the
demands for educational quality, the enhancement of teaching practices through
professional development, and the recognition of teacher’s knowledge, skills,
and competencies.
22. SAMPLE PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
• This Proforma is designed, inspired by the Appraisal form developed by the AICTE for evaluating the performance
of their Technical Staff.
• Confidential Report V/S Performance Appraisal
Present system of writing Confidential Report (CR) does not cover the full spectrum of performance of teachers
nor provides quantitative measures. A new proforma PAT (Performance Appraisal of Teachers) has been designed
which is more scientific & objective based for judging the performance of a teacher.
• The difference between CR & PAT can be seen as below.
Particulars CR PAT
Focus
Application
Nature
Purpose
Appraiser’s Role
Approach
Past
Person
Subjective
Punitive
Judge / Evaluate.
Inform
Future
Work
Objective
Developmental
Guide / Help
Interact
23. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
Ethics to be followed :
The format has been designed and deveopled to serve as areasonably good and feasible solution
by quantifying the tangible and intangilbe limits of performance to be assessed. It is more objective,
more participative, more transparent and databased. The following points may be remembered
while evaluation.
[a] Every column should be filled in with due care &sincerely.
[b] Adequate time should be devoted by the reporting authority.
[c] Each factorshould be considered independently , one at atime, carefully, accurately and objectively.
[d] Rating of one factorshould not affect other.
[e] Previous rating should not influence the present rating.
[f] Reporting authority officershould not be unduly influenced by success orfailures in unusual recent performance.
[g] " Playing safe" should be avoided.
24. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
I
i) Full Name :
ii) Address / Tel no :
iii) Date of Birth / Age :
iv) Educational / Professional Qualification :
v) Date of Appointment / Length of Service :
vi) Pay Scale / Basic Pay :
vii) Date of increment :
Personal details :
25. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
II
Sr. Std. & Subjects Strength No. of Pass Average Weightage =
No. Div. Taught of class students % of pass Average x 2
passed percentage
* ForStd. X &XII , results of previous yearto be used.
Academic Performance :( Max. Weightage =200)
26. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
III Leave Record :(Max.Weightage =100 )
Sr. leave Balance Total Weightage =
No. enjoyed leave Sumof PointsEarned
during
the year (add'12'fornoother
leave enjoyed)
1 Casual Leave
( 12peryear)
2 EarnedLeave
(10peryear)
Type of leave PointsEarned=Balance Leave x 4
27. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
IV
Rating
Scale:
BySelf By
H.M/Supervisor
A
1 Studiedthe Curriculum&Syllabusofthe relevantClass.
2 Studiedthe TextBooksused.
3 ChalkedoutSyllabusPlanning(Yearly/Monthly)
4 PlanningofDailyLessons.
5 CompletesPortionintime.
6 Interestshownincurriculumdevelopment,improvement&modification.
PerformanceIndicatorstobeAssessed
ProfessionalCompetencies :Maxweightage=700.
Asessment (marks)
Excellent-ExceedsExpectations(10marks) - Good-MeetsExpectations(7marks)-
Average-Developing/NeedsImprovement-(5marks) - Poor-unacceptable (2marks)
SYLLABUS / PLANNING :
28. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
B
7 Knowledge &Preparationof subject.
8 Knowlede of mediumof Instruction,Hindi &English.
9 Powerof Exposition,illustration,Questioning.
10 ClassControl &Discipline.
11 Ability&Desire tocreate interestamongPupils.
12 Personality&Mannerisms.
13 Effective Communicationof SubjectMatter&Clarityof Speech.
C
14 Prepared&usedteachingaids.
15 Use of mediasuchascharts,models&AudioVisual etc.
16 Innovative methodsusedinteaching.
17 AssignmentsgivenRegularly.
18 RegularAssessmentof Assignments.
19 Conductingspecial /extraclasses.
TEACHING AIDS , METHODS , ASSIGNMENTS:
CLASS ROOM CONDUCT:
29. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
D
20 Guidanceforperformanceimprovement.
21 Identifying&heplingslowlearners,LD&specialneedcases.
22 Meeting/Counselling Parents/students.
23 UndertakingprogrammestoimproveEducationalstds.
24 Projects/Programmesundertakentoinculcatevalues inEducation.
25 Supporting&mentoringfellowteachers.
E
26 MaintainingQuality&StandardofQuestionPapers/Assessment.
27 InnovationsinPaperSetting/Evaluation.
28 CompletesEvalutionintime.
29 Commitment&ReliabilityintheEvaluation Process.
30 WorkedasExaminer/Supervisor/Moderator/PapersetterforHSC/SSCBoard.
EVALUATION :
GUIDANCE &COUNSELLING:
30. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
F
31 Organising/ Participatingin Co-curricular activities.
32 OrganisingEducational Tours / Picnics / Excursions.
33 Preparingstudents forInter&IntraSchool Competitions.
34 Organising/ Participatingin Sports
35 Ability / willingness towork as Resource Person.
36 Contribution tomaintainingstudentdiscipline in general
G
37 Contribution in physical maintainence of School Building.
38 Workingas Incharge Examination / Programmes / Admission.
39 Interestshown in environmental hygiene & cleanliness of class rooms
/ premises / garden / Security.
40 Willingness totake up any administrative responsibility.
41 Handles given assignments / responsibilities to perfection.
42 Contribute innovative ideas forimprovementin the routine functioningof School.
43 Capacity tohandle emergentsituations.
ADMINISTRATIVE ABILITIES :
CO-CURRICULAR ACTIVITIES :
31. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
H
44 WithHeadMaster/Superiors.
45 WithColleagues.
46 WithStudents.
47 WithParents.
I
48 ReadingHabits. [ Use of NewsPaper,Library books, Periodicals,journals.]
49 AttendingSeminar/Workshops/Training Programmes.
50 Willingnesstoacquire additional skills.
51 ImprovingQualifications.
52 WritingArticles/Reports.
53 ConductingActionResearchProjects.
54 Membershipof Educational/Social/Professional organisations.
55 Appreciation/Recognitionrecieved.
SELF ENHANCEMENT :
RELATIONSHIPS:
32. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
J
56 Physical fitness.
57 Sincerity , loyality , obedience.
58 Communication (Written &Oral )
59 Integrity &Character.
60 Punctuality.
61 Creativity.
62 Self confidence
63 Emotional Stability
64 Proactive
65 Fitness forPromotion
K
66 Uses Technology to enhance Teaching Learning Process
67 Collects , analyses &communicate datausing technology
68 Uses Technology forRecord keeping
69 Train / help others in technology
70 Designs programmes &web pages
PERSONALITY TRAITS :
Grand Total outof 700
USE OF TECHNOLOGY:
33. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
V
Sr. Particulars
No. Self H.M / Supervisor
1 Academic Performance (Out of 200)
2 Leave Record (Out of 100)
3 Professional Competencies (Out of 700)
4 Total weightage achieved out of 1000
5 Divide Total weightage by 10
6 Grade
7 Signature
VI Grade Key :-
100- 91 A Outstanding (Exemplary)
90- 81 B Excellent (Efficient)
80- 71 C Very good (Competent)
70- 61 D Good (Adequate)
60- 51 E Satisfactory (Developing)
50- 35 F Not Satisfactory (Deficient)
34- 00 G Poor (Unacceptable)
Final Assessment
Weight achieved
34. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
VII Thisproformahasto besupplemented by providing detailed information in thefollowing heads.
(1) Yearly/monthly/dailyplanning (Teacher'slogbook)
(2) Listofteachingaidspreparedsubjectwise.
(3) RecordofExtraclassestakenoutsideschoolhours.
(4) Listofsoftwarespreparedbasedonsyllabususedindaytodayteaching
(5) Listofstudent/parentcounsellingdone.
(6) ReportofExtraCo-curricularactivitiesundertaken.
(7) ListofBooks,Journals,Periodicalsread(withAuthor'sname)
(8) ListofSeminars/ Workshops/Training Programmesattended.
(9) Publishedwork.
(10) Awards&Honourreceived.