Ministry of Education, Youth & Information

Teacher Performance Appraisal Descriptors

Max Descriptors
Teaching Standards Performance/Evidence
Credit 10 9 8 7 6
GP # 1: Teacher knows the subject(s) that he/she teaches
Item 1: Demonstrated knowledge of subject content
1. Teacher attains additional Professional level certification above that prescribed by the MoEY&I, in the subject area being delivered
(6 credits)
Teacher attains an additional Professional level certification at the bachelors level in the subject area being delivered
(4 credits)
Teacher attains an additional Professional level certification at the certificate level in the subject area being delivered .
( 3 credits)
Teacher attains an additional professional level certification but not in the subject area being delivered.
( 2 credits)
Teacher is registered in a programme and is in the process of completing an additional level certification ( 1 credit)
1.2 2. Demonstrated 4 Teacher demonstrates linkages between curriculum content and national goals (90% of times ( 4 credits)
Understands the curriculum relationship between
that embodies the Teacher demonstrates linkages between curriculum content and national goals 75% of times ( 3 credits)
the subject’s
subject(s) and sees its relationship to the
curriculum and Teacher demonstrates linkage between curriculum content and national goals 50% of times (2 credits)
attainment of educational and national
goals national goals
Teacher demonstrates linkages between curriculum content and national goals less than 50% of times (1 credit)

1.3 3. Knew philosophical 4 Lesson Planning demonstrates integrative approaches to facilitate better understanding of concepts all the time .(4 credits)
Knows how to integrate underpinning of
subjects to deepen subject areas and was Lesson planning demonstrates integrative approaches to facilitate better understanding of concepts most of the times (3 credits
understanding, being able
able to identify and
to identify related concepts Lesson planning demonstrates integrative approaches to facilitate better understanding of concepts some of the times (2 credits)
in other subjects and uses such concepts link and interpret
to strengthen the subject being taught concepts across Lesson planning demonstrates integrative approaches which rarely facilitate better understanding of concepts (1 credits)
subject areas

1.4 4. Demonstrated 6 Lesson plans/ portfolio /delivery of content reflects a deliberate effort to remain current
Accesses and keeps abreast mastery of up-to-date with new developments in the subject area using technology and a variety of sources 90-100% of times( 6 credits)
of knowledge and subject content – Lesson plans/ portfolio /delivery of content reflects a deliberate effort to remain current
developments in the subject with new developments in the subject area using technology and a variety of sources. 75-89% of times%( 4- 5 credits)
area, using technology and logical sequence and Lesson plans/ portfolio /delivery of content reflects a deliberate effort to remain current
other sources of strategic practice, with new developments in the subject area using technology and a variety of sources 60-74% of times.( 3 credits)
information building knowledge Lesson plans/ portfolio /delivery of content reflects a deliberate effort to remain current
from simple to with new developments in the subject area using technology and a variety of sources. 50-60% of times (2 credits)
Lesson plans/ portfolio /delivery of content reflects a deliberate effort to remain current
complex.
with new developments in the subject area using technology and a variety of sources less than 50% of times( 1 credits)
5. Identified and 7 100% of lessons and/or portfolio submissions are augmented with supplemental resources to include research relevant to the content
utilized ( 7 credits)
supplementary 90%lessons and/or portfolio submissions are augmented with supplemental resources to include research relevant to
content or resources the content . ( 5-6 credits)
75% of lessons/or portfolio submissions are augmented with supplemental resources to include research relevant
– research, reflection,
to the content. (3-4 credits)
collaboration 50% of lessons and/or portfolio submissions are augmented with supplemental resources to include research relevant
to the content ( 2 credits)
Less than 50% lessons and/or portfolio submissions are augmented with supplemental resources to include research relevant
to the content. ( 1 credit)
Section Credits 30
Source of evidence: lesson plans, action plans, academic
certificates, teaching portfolio, scope and sequence of subject
taught, reference list of sources
GP #2: Teacher knows how to teach the subject(s) for which he or she is responsible
Item 2: Demonstrated the following evidence through knowledge and application of pedagogy
2.1 1. Interpreted, adapted 10 Knows and applies curriculum content and appropriate theories to meet students’ learning needs 100% of time (10)
Knows and is able to apply and paced the Knows and applies curriculum content and appropriate theories to meet students’ learning needs 80% of time (7-9)
theories of learning, in curriculum to meet Knows and applies curriculum content and appropriate theories to meet students’ learning needs 60% of time (4-6)
particular, differentiated
students’ learning Knows and applies curriculum content and appropriate theories to meet students’ learning needs less than 60% of times (1-3)
instructions and
incorporate such needs
understanding in the
practice of teaching
2.2 2. Used a variety of 4 Teacher utilizes a variety of strategies that enable the learners to develop problem solving and critical thinking skills in more than 90% of les
Develops in the learners, critical strategies to promote ( 4 credits)
thinking and ways to identify and solve the development of
their own problems Teacher utilizes a variety of strategies that enable the learners to develop problem solving and critical thinking skills in 75% of lessons
critical thinking in
(3 credits)
students –
 appropriate Teacher utilizes strategies that enable the learners to develop problem solving and critical thinking skills in 50% of lessons
questioning, (2 credits)
techniques, case
Teacher utilizes strategies that enable the learners to develop problem solving and critical thinking skills in less than 50% of lessons
study, problem
( 1 credit)
solving, conflict
resolution and
projects

2.3 3. Undertook 4 More than 90% of the monthly/termly plans /portfolio reflect teacher engagement in reflective practice and self-evaluation
Engages in reflective investigative which results in modification of approaches, strategies and methodology to promote the students’ learning experience. ( 4 credits)
teaching and classroom qualitative and
investigative action (action More than 75% of monthly/termly plans reflect teacher engagement in reflective practice and self-evaluation which results in modification
quantitative
research) to evaluate the of approaches, strategies and methodology to promote the students’ learning experience. ( 3 credits)
impact of his or her approaches to assess
instructional choices, teaching methods and More than 50% of monthly/termly plans reflect teacher engagement in reflective practice and self-evaluation which results in modification
actions and interactions on students’ learning of approaches, strategies and methodology to promote the students’ learning experience. ( 2 credits)
the achievements of the (e.g. action research,
learners reflection, Less than 50% of monthly/termly plans reflect teacher engagement in reflective practice and self-evaluation which results in modification
evaluation) to of approaches, strategies and methodology to promote the students’ learning experience. ( 1 credits)
advance students’
achievement.

2.4 4. Used a variety of 4 Teacher fully utilizes and integrates a variety of ICT in the delivery of instructions 100% of times . (4 credit)
Use effective verbal and instructional
non-verbal communication technologies and Teacher fully utilizes and integrates a variety of ICT in the delivery of instructions 75% time.( 3 credits)
techniques as well as a
class organization to
variety of instructional Teacher fully utilizes and integrates a variety of ICT in the delivery of instructions 50% of time. (2 credit)
media and technology to improve student
ensure that learners receive participation and Teacher fully utilizes and integrates a variety of ICT in the delivery of instructions less than 50% of times. ( 1 credit)
the intended message learning outcomes.

2.5 5. Built students’ 4 Incorporates strategies/approaches that promotes collaboration, inclusion and student interaction all the time.
Foster competence, self- confidence and desire
confidence and a desire for to learn through Incorporates strategies/approaches that promotes collaboration, inclusion and student interaction most the time.
knowledge through a interactive Incorporates strategies/approaches that promotes collaboration, inclusion and student interaction some the time.
collaborative, supportive approaches in an
and an interactive teaching inclusive classroom Incorporates strategies/approaches that promotes collaboration, inclusion and student interaction a few times.
and learning environment
setting that promoted
students’ discussion

2.6 6. Implemented 4 100% ofAssessments/approaches are incorporated within the classroom experience to supports the achievement of national goals 4 credits)
Integrate national goals into class assessment plans,
organization and 75% ofAssessments/approaches are incorporated within the classroom experience to support the achievement of national goals. ( 3 credits)
incorporating
management to inculcate
national goals to 50% ofAssessments/approaches, are incorporated within the classroom experience to support the achievement of national goals (2 credits)
values and attitudes for
social, cultural and enable students to
establish and meet Less than 50% ofAssessments/approaches are incorporated within the classroom experience to support the achievement of national goals
economic development (1 credit)
performance targets

Section Credits 30
Sources of evidence: Lesson plans, photographs, videos, lesson
observation, action plans, samples of students work, assessment
reports, needs assessment, record books on students’ performance,
teacher’s log
GP #3 Teacher is committed to the children in his or her care- managing the learning process through addressing diversity and promoting character develop
Item 3: Demonstrated capabilities of managing the learning process with students having diverse learning needs and exceptionalities
3.1 1. Prepared and 4 Utilizes appropriate strategies and exceptionality tools with 100% learners (4)
Identifies learning administered
differences and the barriers Individual Utilizes appropriate strategies and exceptionality tools with 75% learners most of the time (3)
that impede learning and demonstrates
Instructional Plan
competency
(IIP) and Utilizes appropriate strategies and exceptionality tools with 50% learners some of the time (2)
in adapting instructions to
meet the diverse learning corresponding lesson
needs of students with plans for students Utilizes appropriate strategies and exceptionality tools with diverse learners a few times (1)
exceptionalities with exceptionalities

3.2 2. Encouraged 3 Designs and implements effective performance incentive and rewards programme that are responsive to independent learning
Holds high expectations for independent learning all of the time (3)
all students and performs and implemented a Designs and implements effective performance incentive and rewards programme that are responsive to independent learning
his/her role as facilitator of performance some of the time (2)
learning incentive and
rewards programme Designs and implements effective performance incentive and rewards programme that are responsive to independent learning
a few times (1)
3.

3.3 4. Demonstrated 4 Incorporates differentiated strategies to meet the specific learning needs of all students with exceptionalities (4)
Stays on track with competency in
individual student’s adapting instructions Incorporates differentiated strategies to meet the specific learning needs of most students with exceptionalities (3
progress, assessing the
to meet the diverse
various learning outcomes
of the subject areas, and learning needs of Incorporates differentiated strategies to meet the specific learning needs of some students with exceptionalities (2)
utilizing such outcomes to students with
diagnose and address exceptionalities
Incorporates differentiated strategies to meet the specific learning needs of a few students with exceptionalities (1)
learning needs in a holistic
manner
3.4 5. Provided 3 Selects and utilizes informal and formal, diagnostic, formative and summative assessment strategies to assess student learning
Knows the background differentiated tasks in across the full range of abilities 100% of time (3)
knowledge that learners Assessment Plan to Selects and utilizes informal and formal, diagnostic, formative and summative assessment strategies to assess student learning
from various groups bring across the full range of abilities 75% time (2)
enable meaningful
to their education and Selects and utilizes informal and formal, diagnostic, formative and summative assessment strategies to assess student learning
adjust learning methods to assessment for all
students across the full range of abilities 50% times (1)
take advantage of early
positive learning experiences of all
learners 6. 5.Used a variety of 2 Employs a variety of assessment strategies responsive to the growth and progress of individual learners 100% of the time (2)
assessment strategies
to promote growth Employs a variety of assessment strategies responsive to the growth and progress of individual learners 50% of the time (1)
and progress of
individual students

3.5 7. Used project /STEM 4 Applies knowledge of relevant ministry programmes that enhances students’ investigative and life-long learning skills
Sets the foundation for approach and all of the time (4)
lifelong learning in building research to build Applies knowledge of relevant ministry programmes that enhances students’ investigative and life-long learning skills
student capabilities for most of the time (3)
students’ capacity to
problem-solving, self- Applies knowledge of relevant ministry programmes that enhances students’ investigative and life-long learning skills
assessment, research and investigate, self-
some of the time (2)
self-learning assess and to Applies knowledge of relevant ministry programmes that enhances students’ investigative and life-long learning skills
successfully manage a few times (1)
independent learning

3.6 8. Enabled students’ 4 Engages students’ exploratory skills through active participation in co-curricular activities 100% of the time (4)
Participates in exploratory exploration and ideas
and in co-curricular Engages students’ exploratory skills through active participation in co-curricular activities 75%of the time (3)
for development of
activities to assist various
available resources? Engages students’ exploratory skills through active participation in co-curricular activities 50% of the time (2)
dimensions of the
development of learners and to actively
participate in co- Engages students’ exploratory skills through active participation in co-curricular activities less than 50% of times (1)
curricular activities.

3.7 9. Promoted self- 3 Encourages self-discipline and leadership qualities in students through inclusive and positive group interactions all of the time (3)
Encourages social discipline and
interaction and character Encourages self-discipline and leadership qualities in students through inclusive and positive group interactions some of the time (2)
leadership qualities
development through a Encourages self-discipline and leadership qualities in students through inclusive and positive group interactions a few times (1)
in students
variety of group structures
3.8 10. Managed/monitored 3 Manages challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly,
Knows, understands and student behaviour fairly and respectfully according to regulatory guidelines 100% of times (3)
executes responsibilities effectively –
concerning child welfare,
followed regulatory Manages challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly,
respect for all learners and abide by the
guidelines fairly and respectfully according to regulatory guidelines 50% of times (2)
relevant legislations and policies (for
example, Sexual Offences Act, 2009
and the Security and Safety Guidelines
of the MoEY&I, Child Care and Manages challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly,
Protection Act). fairly and respectfully according to regulatory guidelines less than 50%of times (1)

Section Credits 30
Sources of evidence: Continuous assessment records, assessment
strategies; action research, brief anecdotal records – training kit,
log of co-curricular activities, student register, critical incident
report, lesson plans, photographs, videos, observation, action plan,
samples of students work, behavioural modification techniques
GP #4 Teacher sharpens his or her professional skills
 Item 4: Demonstrated continuous professional development
4.1 1. Undertook self- 5 Undertakes at least 5 professional development programmes and research designed to address identified needs (5 credit)
Continuously assesses one’s assessment and on
performance in the Undertakes 4 professional development programmes and research designed to address identified needs almost all of the time (4 credit)
the basis of outcomes
teaching and learning Undertakes 3 professional development programmes and research designed to address identified needs most of the time (3 credit)
pursued professional
process and creates an
individual development development and Undertakes 2 professional development programmes and research designed to address identified needs some of the time (2 credit)
plan for improvement. undertook research
relevant to identified Undertakes 1 professional development programmes and research designed to address identified needs few of the time (1 credit)
needs

2. Created opportunity 2 Uses student assessment data for self-evaluation to create interventions and modify teaching practice all of the time ( 2 credits)
for assessment by
students and used Uses student assessment data for self-evaluation to create interventions and modify teaching practice some of the time ( 1 credit)
feedback

4.2 3. Improved learning 3 Consistently integrates IT into teaching and learning programme to show mastery of content and skill acquired through the
Seeks out and pursues outcomes using pursuit of various opportunities ( 3 credits)
opportunities for attaining information
mastery of skills to improve
technology – showed
student learning and Occasionally integrates IT into teaching and learning programme to show mastery of content and skill acquired through the
management - use of mastery of content
and practice acquired pursuit of various opportunities. ( 2 credits)
information technology
and other creative through various
approaches to advance means – peer
student learning and Rarely integrates IT into teaching and learning programme to show mastery of content and skill acquired through the
collaboration, online pursuit of various opportunities. (1 credit)
management programmes and
participation in in-
service development
programmes.
4.3 4. Active membership 2 Holds membership in professional body and participates in association activities to broaden knowledge, improve practice and
Maintains higher order in a community of exchange ideas. ( 2 credit)
functioning through learners or
strengthening abilities to
professional body,
reason, reflect, make fair
judgment, evaluate, analyze e.g. participate in Holds membership in professional body but rarely participates in association activities to broaden knowledge, improve practice and
and interpret QEC activities/ exchange ideas ( 1 credit)
subject-based
associations, to
promote learning and
exchange of ideas

4.4 5. Shared with peers, 3 Shares successful strategies with colleagues garnered through professional development sessions and personal practice 100% of the time.
Collaborates with peers to experiences obtained ( 3 credit)
critically examine one’s from professional
performance and create a Shares successful strategies with colleagues garnered through professional development sessions and personal practice 75% of the time.
development sessions (2 credit)
framework for
improvement – share (days) and personal
Shares successful strategies with colleagues garnered through professional development sessions and personal practice 50%( 1 credit)
successful strategies with practice, peer
peers observation of
class(es)

6. Published in 3 Publishes articles on teaching and learning strategies, anecdotes and/or best practices at the regional and or national level.( 3 credits)
newsletters/
magazines/mass Publishes articles on teaching and learning strategies ,anecdotes and or best practices at the QEC level. ( 2 credits)
media at QEC,
Publishes articles on teaching and learning strategies , anecdotes and/or best practices at the school level. ( 1 credit)
regional or national
levels.

Section Credits 18
Sources of evidence: certificates, written documents, Self-
assessment instruments /checklists, observation
instruments/checklists completed by Supervisors/ other observers.
Professional body membership record. Report of knowledge
sharing, Peer assessment, evidence of students’ work, class progress
report and analyses of assessment

GP #5 Teacher interact with parents and community

Item 5: Engagement of parents and community members to advance student outcome
5.1 1. Communicated with 2 Provides timely, effective and appropriate feedback to parents/guardians about students’ performance relative to their learning goals
Communicates with parents/guardians on all the time (2)
parents/caregivers to students’
stimulate their interest in
performance.
their children’s progress Provides timely, effective and appropriate feedback to parents/guardians about students’ performance relative to their learning goals
and reinforce learning, some of the time (1)
always giving priority
interest to the learner

5.2 2. Involved community 3 Initiates appropriate and contextually relevant opportunities for community members/parents to be involved in their children’s learning
Engages community in activities that and achievement all the time (3)
members to build trust, to promoted student
foster open communication
development e.g. Initiates appropriate and contextually relevant opportunities for community members/parents to be involved in their children’s learning
and to work collaboratively and achievement some of the time (2)
with parents to benefit community member
students’ achievement assisted student Initiates appropriate and contextually relevant opportunities for community members/parents to be involved in their children’s learning
levels learning /care/support and achievement a few times (1)

5.3 3. Participated 2 Participates in local PTA and community events that promote national development all the time (2)
Engages parents and in/organized parent
community in promoting teachers association
values and attitudes that
meetings, celebratory Participates in local PTA and community events that promote national development some of the time (1)
are consistent with national
educational goals community events
linked to national
development
5.4 4. Demonstrated 3 Addresses issues related to student, school and community well-being towards promoting overall student
Puts professional initiative in development all of the time (3)
responsibility at the addressing issues
forefront in face of Addresses issues related to student, school and community well-being towards promoting overall student
related to the well-
challenges involving the development some of the time (2)
community being of students or
the progress of the Addresses issues related to student, school and community well-being towards promoting overall student
school – commitment development a few times (1)
to overall student
development

Section Credits 10
Sources of evidence: Records of communication with
parent/guardians – use of social media to contact parents, parent
conference, parent log; consultation log, evidence of community
involvement – photographs of projects, students work signed by
parents.
GP #6: Teacher conducts himself or herself in a manner that uplifts the profession.
Item 6: Demonstrated high levels of professional conduct
6.1 1. Respected time - 4 Reports to school, school-related events and classes on time all of the time (4)
Acts with the knowledge that teaching being on time for
is a public activity and teachers are classes, for school, Reports to school, school-related events and classes on time most of the time (3)
constantly being scrutinized and
school events and
assessed by members of the public Reports to school, school-related events and classes on time some of the time (2)
meeting deadlines
Reports to school, school-related events and classes on time a few times (1)

2 Adheres to codes of ethics and dress code established by regulatory authorities and local school management
all of the time (2)
 2. Complied with Adheres to codes of ethics and dress code established by regulatory authorities and local school management
agreed dress code some of the time (1)
and code of conduct

6.2 3. Worked effectively 4 Maintains respectful collaborative relationships with colleagues, contributes to collegial discussions and applies constructive
Commits to the success of in teams/ or with feedback from colleagues to improve learning outcomes all of the time (4)
learners as individuals and colleagues – Maintains respectful collaborative relationships with colleagues, contributes to collegial discussions and applies constructive
of the institution as a whole
contributed to team feedback from colleagues to improve learning outcomes most of the time (3)
work, cooperated
with peers, accepted Maintains respectful collaborative relationships with colleagues, contributes to collegial discussions and applies constructive
and gave constructive feedback from colleagues to improve learning outcomes some of the time (2)
criticisms in order to
Maintains respectful collaborative relationships with colleagues, contributes to collegial discussions and applies constructive
improve learning feedback from colleagues to improve learning outcomes a few times (1)
outcomes

6.3 4. Acted as a leader and 2 Demonstrates leaderships skills and acts as a positive role model for students and community all of the time (2)
Accepts that teachers have a role model for
a moral responsibility to students and
themselves and those
community. Took
whom they serve, Demonstrates leaderships skills and acts as a positive role model for students and community some of the time (1)
demonstrating leadership pride in achieving
and a commitment to excellence
improvements
Section Credits 12
Sources of evidence: students questionnaires/interviews,
attendance register, peer interviews, rewards for excellent teacher
performance, log book, board reports, student interviews)
Total Number of Credits 130
Performance Summary

Guiding Principles Max

Exemplary Teacher profile Unsatisfactory
credits
130 No. of Acceptable Weak
credits over (71-91% (70-60% Below 60%
92% in all credits) credits)
domains No. of No. of No. of
credits credits credits
GP. 1 - Teacher knows the 30
subject that he or she
teaches.
GP. 2 - Teacher knows 30
how to teach the
subject(s) for which he or
she is responsible.
GP. 3 - Teacher is 30
committed to the
children in his or her
care- managing the
learning process through
addressing diversity and
promoting character
development.
GP. 4 - Teacher sharpens 18
his or her professional
skills.
GP. 5 - Teacher interacts 10
with parents and
community.
GP. 6 - Teacher conducts 12
himself or herself in a
manner that uplifts the
profession.