UNIT 8 STAFF PERFORMANCE AND

APPRAISAL
Structure ,

8.1 Introduction
8.2 Objectives
8.3 Purposes of Appraisal
8.3.1 Requirements for Appraisal
8.4 Methods of Appraisal
8.4.1 Follow-up on Appraisal Report
8.4.2 Training and Development Activities
8.5 Benefits of Appraisal
8.6 Let Us Sum Up
8.7 References and Suggested Readings

8.1 INTRODUCTION
Staff appraisal is a process of review by teachers, school heads, deputy school
heads and other senior teachers of individual competencies, performance, and
professional needs. In a small school, it is likely to be you, as school head, who
carries out the appraisal of staff, but in a large school tEih J nay be delegated to
the deputy head or head of department. It is a process in which an individual
teacher and a senior colleague collaborate in evaluating that teacher's work as a
professional person. This means appraising all aspects of teachers' organization
of their classroom, how they manage classroom activities, including the use of
time and materials, how they behave towards pupils, other teachers, the school
head, parents and the community. The performance appraisal is often a
perfunctory paper exercise. Everyone agrees that performance appraisal is
important yet very few make good use of the advantage the system has made for
teaching and non-teaching staff who are paid for the job they are expected to do.
Hence their performance has to be evaluated continuously and periodically not
only to justify the payment made for doing their job but for several other matters,
which you will appreciate after going through the unit.

8.2 OBJECTIVES
After studying this unit, you should be able to:
understand the purposes of staff appraisal and how it should be carried out;
know the different methods of performance appraisal;
analyse your own leadership style and know which approaches are most
effective for positive staff appraisal;
decide how to follow up on appraisal reports;
appreciate the need for self appraisal.

8.3 PURPOSES OF APPRAISAL

Appraisal is dxected towards helping a teacher to become as effective as possible
in the teachingnearning process, and also towards meeting a teacher's needs for
46 professional development, for example, in-service training and career prospects.
I You should not, therefore, view appraisal as a mechanism for fault-finding and
I
criticizing, but as a means of building the teacher's positive self-image and
I motivation to be as good a teacher as possible. Appraisal serves the following
purposes:
the staff knows that their perfomknce is being evaluated, this motivates
employees into increased effort to perform better
generates information about employees and true nature of their duties,
unknown skills and competencies might be discovered
opens yet another platform of free and frank interaction between the staff
and the head teacher
-
facilitates in identifying training and development needs
facilitates in taking objective decision on determindtion of rewardpay raise/
promotion or assigning higher responsibilities. ,
8.3.1 Requirements for Appraisal
A good appraisal process, in which the teacher is able tolbe honest about strengths
and weaknesses, and about where help and encouragerhent are needed, depends
on a spirit of trust between the school head, or other senior teacher, and the
teacher being appraised. It follows that you, or the senior teacher carrying out
the appraisal, must be a professional person who is respected for hisker
competence, and who has a good relationship with the staff.

. This means that if you have to give criticism for lateness or lack of preparation
in the classroom, you give it with the understanding that the particular teacher
needs guidance. Thus, your comments will not be made in an unkind manner,
but with the intention of being constructive. This should be the case even where
a teacher refuses or is unable to change unacceptable behaviour, and you need to
initiate disciplinary action in the interests of the learners. If you are seen to be a
person who really knows the teacher, the pupils and the classroom reality, and
you are known to be a person who has respect for a e feelings of teachers and
pupils, appraisal is more likely to take place in a spirit of mutual trust and
confidence.

Principles of Appraisal
The following principles are important and form thd basis of a sound appraisal
system:
Fairness - Assumptions, biases and stereotypes regarding individuals are
avoided by all members of the staff.
Equal opportunity -All staff has the opportunity to achieve their potential
through commonly agreed objectives, accessing development and assessing
performance.
Goals and Objectives of the school conform to its vision and mission,
imparting it a distinctive ethos.
The head teacher is committed to providing
i) opportunities for professional development to aLl staff enabling them
to contribute to the growth and development of the school.
ii) an understanding to the staff as to what is expected of them in their
work (standards, objectives and key tasks). 47
Human Resource
Management
iii) a timely and constructive feedback to the staff on their performance.
Steps in an Appraisal System
' to define the specific role of each staff member. Make this role known to
each respective individual. This clearly chalks out what is expected from
the staff member.
set down the criterion of evaluation. Factors on which the perfomlance is
to be evaluated.
develop an objective staff appraisal system as per the need and size of
organization.
discuss, with team members, the profoma of stafS appraisal, finalise the
, .. same and
decide the periodicity of appraisal. Nornlally, it is one yeai. However, in
case of a pfobationer, it may be quarterly, half yearly depending upon the
tenure of probation.

8.4 METHODS OF APPRAISAL

Appraisal is not undertaken as a means of assessment of a teacher for purposes
of rating or grading. It is a very different process from being inspected or
supervised by a person in higher authority, in which the teacher has no share.
Appraisal is diagnostic and remedial. Indeed, if appraisal is carried out in a
negative spirit of sitting in judgment, it fails in its purpose. :nstead, the teacher
should be treated as a stakeholder in the educational process, working in a
collaborative way to become as good as possible, and as a person who has
professional needs and interests. Your role as school head in this, is that of
educational leader in the school, with the task of creating an effective learning
environment for all pupils, of all abilities, and with varying needs that should be
met. The teacher being appraised shares this task.
A range of evidence is used to inform staff appraisal conclusions including:
personnel, professional development and attendance records
teachers' planning documents
performance reports
observations of teachers in the classroom
discussions or interviews between teacher and appraiser; and
the outcomes of any self-appraisal exercises which may have been
undertaken.
In the following text you will find some of the practices being followed in different
schools:

In one large senior secondary school

...well defined policies and procedures for staff appraisal are a part of the
performance management system. Staff appraisal includes in-class observation
and discussion between staff and senior manager on identi5ed priorities and
other general matters. It culminates in the setting of development goals for the
coming year. The board budgets for staff release during the staff appraisal
process so that staff have the time to implement the procedures effectively.
48
 Staff professional development is well catered fox Teachers have access to Staff Records
inservice training to meet their identified goals andfinabcial support is provided
by the boardfor related studies which staflmay wish to undertake independently.
A special budget allocation is set aside annually as a teacher study scholarship.
Staff meetings are an integral part ofthe school development plan andfunction
as important teacher development opportunities.
In one secondary school
...staffare hard working and dedicated to their subjects and to the achievement
of their students. There is a strong sense ofpurpose and drive. The school 's
goals are clear and there is a unity and consistency in the way in which staff
I work together in their different departments.

Much of the creditfor this consistency and unity of purpose across departments
can be attributed to the self-review process which has been in use in the school
for some years. The annual departmental reviews require those with positions
of responsibility to write goals for the coming year and subsequently to review
and evaluate how well these goals have been achieved. This then forms the
basis of an evaluation of the department's pelfonnance at meetings held with a
member of the senior management. A written record is produced. The review
system also ensures a consistency of approach to curriculum delivery. It
promulgates best practices across the school. It requires teachers to identih
barriers to learning and to seek ways of overcoming the*. The review process
links to the staff appraisal system which is designed to identih professional
development and training needs.

Central to effective management of staffpelformance is undoubtedly the quality

and style of leadership of the principal and the senior martagement staff and the
consistency of the goals of the board and the teaching s t G

In all schools regarded as having good staff perforwance management

systems there is evidence of effective leadership as well as high expectations
of staff and students.

In one of these schools the Office reports

...a feature of the school is the very high professional standards set by the
staff. These begins with the leadership of the principal and are carried by senior
teachers and all staff members. Staff are encouraged to participate and share in
decision making and to use individual strengths, experience and skills, and they
are supported in their further development through professional development
programmes. They expend high levels of energy and time for and on behalf of
their pupils.

The high expectations that teachers place on themselves and the effort they
take in planning work, organizing their classrooms and in the preparation
and presentation of oflciul records are indicators of professional pride. These
high expectations of self are transferred to children and in this and in other
respects staflact as excellent role models for their pupils.

In another secondary school

The board is not interested in negative thinking or in oflering excuses as to why
children have problems learning. Staff members are expected to concentrate on
positive learning experiences suited to each child's learning needs. There is a
49
Human Resource high degree of consistency in the school's managementprocesses, all of it tinged
Management
with positive expectations and an emphasis on sharing ideals and expectations
about standards.

Boards successfully managing stafSpe$ormance operate eflectively in a divergent 4

range ofcomin~inityand socio-economic circumstances. In all there is a strong

sense of unitedpurpose and the school's central emphasis isfirmly on students,
their developm@ntand their achievements. There are clear expectations that
all stajjf should perform at high professional levels. These expectations are
underpinned by consistency in management and supportive personnel practices.

...to ,facilitate their role as good employers, trustees have attended personnel
training course. Members of the board respect the prqfessional integrity of
their teachers and are eager to maintain an effective working relationship with
each staflmember. All entployees have written job descriptions. A formal set
of operational principles has been discussed and agreed to for teaching stafS.
These principles establish the basis for continued harmonious relutionships
between all members of the staff.
1
Euch yeur the chairperson appraises the princilicrl ctnd reports to the bot~rdon
the outcomes. The appraisal is based upon how successfillly Ihe school has
implemented a strategic plan presented to the board at the beginning of each
year: Teachers too are appraised. Formal reports on each staf member are
I
i
prepared and filly discussed. High standard qf professional pevfarmance are
expected. Wherefurther training or development is indicated, inservice training
opportunities are requested from the board.

Professional development opportunities are provided for all staff. Training

for teachers is closely linked to staffappraisal systems but also takes into account
requirements of the national curriculum contracts. Staff take their inservice
proposals to the board,for approval. For its part the board recognizes training
as a priority and this is reflected in the budget. As an outcome staff are familiar
with the process o f educational change and are able to initiate positive
programmes which meet student and stu8 needs.

Source: http://www.ero.govt.nz/publications/eers1995/95no4hl.htm

Annual Confidential Report (ACR)

The performance here is appraised by another member of the staff, often the
immediate senior. It is like a common method that appraises factors like
regularity and punctuality, co-operation, initiative, teaching methodology,
adhering to syllabus, dependability etc. These factors are rated as outstanding,
very good, good, satisfactory, and poor. This method is often influenced by
personal bias, recent events, etc. This method is not used, commonly for teacher
appraisal.

To overcome the problem of bias in the above method, appraisal from multiple
sources is undertaken. In this method, performance is appraised by the immediate
senior, reviewed by next senior and countersigned by the senior-most official.
In the context of a school, for example, the performance of a secondary teacher
may be appraised by the departmental head, reviewed by the Vice-Principal/
higher authority and countersigned by the Principal.
 Self appraisal by the teacher Staff Records

The process begins with the teacher's own personal review of successes, failures,
professional and personal needs. One tool that is often used is to keep a diary to
record thoughts about the daily activities.of the classroom, A teacher's everyday
life is normally so busy that, unless time is set aside for this, the important
I activity of reflection gets set aside. A teacher might write as follows:

"Today,I began tofeel that teaching the whole class together in Mathematics
left some children bored. The fast learners finish their work very quickly,
and get it right, and then misbehave, while some of the others were so slow
and did not seem to understand. I would like to organize them in groups but
am not sure how to do it. How will I make sure that all the class is getting on
with their work if1 do not have them all facing the blackboard?"

The other method in which self-assessmentby teachers take$place is by recording

I their own views regarding their performance on forms/pr~formasdesigned for
1 this specific objective. Commonly referred to as 'self-assessment forms', these
elicit information on criteria related to the teachers core task, i.e., teaching-
learning, hisher contribution to the corporate activities of the school, hislher
personal limitations and strengths and areas where there is a felt need for training
to enhance professional development.

Classroom/task observations
As a good school head, you probably visit classrooms on a regular basis. You
have found that this helps you to be knowledgeable about what is happening in
the school. Classroom/task observations in staff appraisal may well be already
part of the school's routine. For the purpose of staff appraisal, you need to
arrange a time to observer a specific lesson. You should be present in the
classroom for the whole period to observe the entire sequence of the lesson.
Only then can you form your ideas about the preparation, organization and
management of teaching and learning in the classroom.
b

The questions which follow may be helpful in providing a structure for class
observations.

I 1) Is the classroom clean and would a pupil find it a pleasant place to be in?

I 2) Does the teacher begin the lesson on time?

3) Has the lesson been well prepared and does it match with the instructional
objectives?
1 4) Are all materials mentioned in the lesson plan available: to the pupils?
5 ) Is the relationship between teacher and pupils congenial?
6 ) Do pupils listen when the teacher speaks, and do they appear to respect the
teacher without seeming afraid?
7) Does the organization and management (whole class work, group work,
individual activity, practical activity, etc.) meet the needs of the pupils and
the subject area?
Your responses to these questions will provide you with important information
concerning the teacher's ability to provide learners with good quality teaching.
If you observe poor preparation or interaction with pupils, these may indicate
that the teacher has other problems. These may concern discipline or complaints
Human Resource from parents or community,for example, about lateness or possible alcohol abuse.
Management
Such information provides other data that needs to be discussed in the appraisal
interview.
The following principles are important in planning observation
there should be a clear understanding on the part of the teacher and you as
regards the purpose of observation
what is to be observed will be determined by the purpose of observation
the lesson should be transacted in as normal an atmosphere as possible
give reasonable notice of observation
give constructive and timely feedback of what was good and what can be
improved further
objectively evaluate the performance based on continuous observations and
feedback. Appreciate practical difficulties faced by respective staff member
in carrying out hisfher duties.
Appraisal interview and target setting
This should take place as soon as possible after the classroom observations, so
you and the teacher need to make an appointment to meet. The form and length
of the interview can vary, but there should be discussion of the classroom
observations. Since the purpose is to assist the teacher's professional development
and the learning experiences for the children, the approach should be positive.
Praise should be given for as much as possible, for example, 'I noticed how
busy you were trying to keep the clever ones occupied whilst the slow ones were
finishing their work'. The aim is to build the teacher's confidence and self esteem
because, through this, the teacher is more likely to discuss uncertainties about
his or her work. In the example of the diary quoted earlier, you and the teacher
may then go on to discuss ways of grouping pupils to provide for different ability
levels.

From the discussion in the interview, targets can be set. You can arrange for help
to be offered within the school, or for other in-service training. You can encourage
the teacher to try out other methods of working, with the assurance that there
will be full support during a time of change. Managing change can be stressful
for a teacher, because of a fear of failure and many people prefer not to take
risks.

Some avoidance behaviour, for example, lateness, absenteeism or alcohol abuse,

can stem from feelings of inadequacy. The teacher whose lesson is badly prepared,
can be asked if he or she thinks that the lesson would have been better if he or
she had not been late or drunk. This opens up the subject, but in a positive spirit,
which is more likely to lead to full and frank discussion of the teacher's
professional responsibilities. Here, targets can be set which must be realistic,
and any improvement should be commented on, for example, 'You were only
late one day this week. Keep trying, the teaching was much better'. In this way,
the teacher's morale can be raised and, for some, can be sufficient to bring about
real improvement.

8.4.1 Follow-up on Appraisal Report

After the performance has finally been evaluated and discussed with the
52 concerned employee, the most important task is to follow up on the report so as
to drive the benefits of the performance appraisal system. The follow-up involves Staff Records
analysis of :
Problems faced by staff members - There may be several problems faced
by different individuals. It needs to be analyzed between imaginary problems
and genuine problems. The problems which are in common and faced by
most of the staff members need to be sorted out on priority.
Identify need of any training and development programme to be organized
to update knowledge and technical competencies b d methodology etc. in
teaching or carrying out responsibilities. It may be appreciated that the
technology is fast and ever changing and the staff needs continuous
development to keep pace with the same.
Consider assigning of higher responsibilities, additional responsibilities or
withdrawal of some of the responsibilities in accordance with the
performance evaluation.
Segregate the outstanding performers, mediocre performers and poor
performers to consider them for suitable reward/promotion/remedial
measures etc.
Case Study
Mrs. Mukendwa started this lesson punctually. Her explanations to her Grade 9
class were clear. She chose two pupils to work out examples on the board and
then gave all the class four examples to work out on their own in their books.
During this time, Mrs. Mukendwa walked round the classPoom, looking at pupils'
work. After ten minutes, six children had finished their work while all the rest
were still working. The six early finishers began to misbehave, tickling other
children and banging pencils on the table. Mrs. Mukendwa spoke sternly to the
six, and told them to sit still and be quiet. At the end of the lesson, most of the
class had not finished.
1) Which,from A and B below, is a positive appraisad technique?
A) Ask Mrs., Mukendwa how she felt about her lesson and listen to her
description of her worries. Discuss these with her, and suggest ways of
grouping the class according to mathematicdl1 ability, with diferent
work or amount for each group. Ask her if she would like help in doing
this.
B ) Tell Mrs. Mukendwa that she should become angry with the slow
workers and tell them to hurry up. Tell Mrs. Mukendwa that you are
not satisfied with her work and that she must make sure that children
do not misbehave. Inform her that you expect better perjGormance from
her in the next appraisal.
2) If you were Mrs. Mukendwa, which of A or B would you find more helpjkl?
Give your reasons.
8.4.2 Training and Development Activities
Some professional development activities can be carriad out within the school,
for example, the head of department provides assistance in improving the
teacher's skills in classroom management. Others may need asking the school
inspector or subject adviser to arrange in-service training on a course. The teacher,
following appraisal, may show leadership potential, and the school inspector or
other senior management should be informed of this.
 I
Human Resource Other activities include formal external and in-house iraining, coaching, work
Management
shadowing placements, project .leadership, seminars, workshops, provision of
learning materials. It is your responsibility to getldraw up a fully costed training
plan on a year-on-yearbasis and reflect it in the school development plan ensuring
that person's identified with training needs are given appropriate training.

8.5 BENEFITS OF APPRAISAL 1

Appraisal geared towards enhancing the teaching learning experience clearly
has many uses for the teacher, the head teacher and the school itself.
The benefits can be summarized as:
skills development, through in-service training, experiments with teaching
style, often assisted by organizational change
career development, through in-service training
improved relationships; each understands the other better
increased knowledge of the school and individuals
productive links between appraisal and school development and planning
improved learning opportunities for pupils
improved moral and efficiency within the school

8.6 LET US SUM UP

When carried out in a spirit of willing co-operation, v:i:l-. positive attitudes oil
both sides, you should find that staff appraisal contributes to school effectiveness.
It is a process of review by teachers, school heads, deputy school heads and
senior teachers of their competencies, performance, and professional needs. It
includes appraising all aspects of schooVclass organization, classroom activities,
management of time and materials, and behaviour towards pupils, parents and
community. To be successful and have the desired benefits, you must examine
closely your own style of leadership. Does this provide for a shared sense of
responsibility amongst all school staff? All staff members are stake-holders in
the educational life of the school, and are more likely to be motivated to improve
their performance, if they feel a sense of ownership. You, in turn, will feel
supported in your often difficult and lonely task.

8.6 REFERENCES AND SUGGESTED READLNGS I

Hall, V. (1997): Choices for Self-managing Schools: Autonomy and
Accountability. Paul Chapman Publishing: London
Postcr, C. and Poster, D. (1997): The Nature of Appraisal. In L. Kydd, M.
Crawford and C. Riches (eds.). Professional Development for Educational
I
Management. Open University Press: Buckingham
Smith, R. (1995): StafSAppraisal in Higher Education, Higher Education, 30
69-77.
Timperly, H. and Robinson, V.M. (1997): The Problem of Policy Implementation: I