Appraisal Manual for teachers
Content
MINISTRY OF EDUCATION - GUYANA
ANNUAL APPRAISAL
REPORT ON
TEACHERS
MANUAL FOR COMPLETION OF REPORT
FORM
~1~
1.
Evaluation is an integral part of any enterprise, In Education,
arguably the most important enterprise in our society, the
evaluation of teachers’ performance is of vital importance and is a
duty which has to be undertaken by most teachers at some time
during their career. How reliable it is done depends on the personal
qualities of the reporting teacher and more importantly, on the
soundness of his/her judgment and the impartiality with which
he/she approaches the task.
2.
The guidelines set herein are intended to facilitate a standardized,
reliable system of appraisal.
THEY SHOULD BE READ EVERYTIME THAT REPORTS HAVE TO BE
MADE AS A REMINDER OF THE IMPORTANT POINTS TO BE
CONSIDERED.
OBJECTIVES OF THE REPORT
3.
The Annual Appraisal Report on Teachers aims at assisting individual
staff qualities and performance for the following purposes –
A. To determine the level of efficiency of the teacher and as such
his/her eligibility and or suitability for:
I. Promotion
II.
Incentives
III.
Staff development training
IV.
Preferment to other posts within the Ministry of Education
of Education
V.
Suitability for continued employment as a teacher
B. To provide a continuous record of the teacher’s progress and
performance during his/her years of service.
C. To permit comparison in performance between teachers at the
same level.
INSTRUCTION ON THE USE OF THE FORMS
~2~
4.
There are two Appraisal Forms, Form A for the Administrative Staff and Form B for
the Non-Administrative Staff.
Each form consist of eight sections, Sections A and B deal with the
reportee’s personal particulars record of employment, leave and
academic background and must be completed by the reportee. The
headings are self-explanatory.
5.
Section C is to be completed by the Headmaster/District Education
Officer.1 He/she is required to state if the reportee has expressed
the desire or made a request for a change in his/her position, or in
his/her duties and/or responsibilities. The information must bear the
necessary supporting details as well as the Head teacher’s 2/District
6.
Education Officer’s comments and recommendations.
Section D Since it is the reportee’s actual performance which will be
assessed, due care must be given in listing his/her duties. The list of
duties in order of importance should be drawn up wherever possible
by the reportee and approved by the reporting teacher. If this is not
practicable, the list should be prepared following joint consultations
between the reporting teacher and the reportee. The list of duties
and order of importance should normally be agreed on at the
beginning of the period under review.
7.
Sometimes the reporting teacher and the reportee may not agree
on the list of duties or their relative importance. It is important that
any disagreement be recorded because a person’s own opinion
about what the job entails needs to be on record.
8.
Section E
1 District Education Officer as stated in this document replaces District Education
Supervisor appearing in the original document dated 23-11-1987
2The term - Head teacher’s replaces Head Master’s as it appeared in the original
document.
~3~
The greatest care should be exercised when completing this section,
as the intention is to give a clear and accurate picture of the
reportee’s qualities and job performance during the period under
review.
It is essential therefore, that personal bias and snap judgment be
replaced by serious and careful analysis.
9.
The factors on the scale for teachers in the Non-Administrative
category are explained in sections 11 to 15 of this manual.
These for teachers in the Administrative category are explained in
sections 16 to 25. This explanation is intended as a guide and may
not cover every circumstance.
Study the definitions given for each factor and the specifications for
each level (as indicated in the boxes in the Appraisal Form) select
that level which best describes your judgment of the reportee and
place an X in the appropriate box.
10.
Statistics reveal, that in general the probability is that rating results
will fall as follows:
A. At each of the two extremes – Excellent and Unacceptably bad
– One (1) in twenty (20)
B. Above average (Good) and Below Average, four (4) in twenty
(20)
11.
The following terms appear on the Appraisal Form, they are here,
further explained to ensure consistency in interpretation.
KNOWLEDGE
I. Content – Assessment must be based on:
Extent of teacher’s knowledge compared with his/her job
II.
requirements.
Communication – Here we consider:
- Quality and command of language.
- How
well
teacher
expresses
-
his/her
ideas,
thoughts/feelings in a precise and clear style.
Teacher’s ability to organize his/her subject matter in
logical sequence.
~4~
-
How well he/she puts over his/her subject matter to
-
others.
How grammatically correct he/she is.
These refer to both written and spoken communication.
12.
METHODOLOGY
I. Use of teaching strategies:
- Does he/she employ appropriate teaching strategies to
II.
-
meet his/her aims and objectives?
How much effort is made to create and sustain pupil’s
-
interest?
Does his/her teaching strategies show originality?
Is the success of his/her teaching reflected in the attitude
and performance of students?
Classroom Organization
This refers to the ability of the teacher to make effective use of
the resource within the classroom, example, the arrangement of
III.
the furniture, grouping of pupils, use of book corner etc.
Classroom Discipline
The points to be considered here are:
- The teacher’s personality.
- How firm and consistent is he/she in maintaining order in
-
the classroom?
Does he/she secure self-discipline from pupils/students
-
through his/her personal qualities?
Is his/her work organized to have pupils fully engaged
-
with learning activities during the session?
Are these learning activities interesting and varied to
-
avoid boredom?
How effective is his/her class supervision?
What opportunities does he/she provide for training in
leadership?
IV.
Evaluation
Evaluation may be done by paper and pencil tests, oral
questioning, observation of student behavior, assignments etc.
~5~
the important consideration here is the regularity with which
satisfactory evaluation is done.
13.
HUMAN RELATIONS
I. Teacher - Pupil relationship
Here we consider the teacher’s attitude to children, as well as
their attitude to him/her.
- Is he/she held in high esteem?
- Does he/she show love for them and concern for their
II.
welfare?
- Do they rally around him/her?
- Do they seek his/her help and advice if necessary?
- Or do they prefer to keep their distance from him/her?
- Is he/she kind and sympathetic towards them?
- Do they feel comfortable in his/her presence?
Teacher-Teacher Relationship
- How well does he/she get on with other staff members?
- Does he/she integrate with other staff members or does
-
III.
he/she prefers to stay out alone?
Is he/she a leader among his/her colleagues?
How much goodwill does he/she promote?
Has he/she been involved in unpleasant incidents with
his/her colleagues and how often?
Teacher – Community Relationship
We consider his/her ability to promote goodwill, to make
favorable impressions, to cooperate with others as well as the
ability to win support and cooperation from the community.
- How effective is he/she in promoting a healthy
relationship between school and community?
14.
OUTPUT
I. Preparedness
- Does the teacher always have his/her records ready and
II.
up to date when required?
- What special care does he/she take in their preparation?
Completion of Assignments
The important consideration is the teacher’s ability to complete
assignments within the deadlines agreed upon. Note that the
quality of the assignment must be at least satisfactory. If the
~6~
quality is so poor that the task has to be redone, then it should
III.
be complete only when the quality is acceptable.
Student Performance
The primary index of quality is student achievement, i.e. the
extent to which learning has actually taken place. The emphasis
here is on cognitive (academic) achievement and should be
determined as follows:
a) Primary and Secondary Levels
The quality of the work done by the classroom/subject
teacher3 is determined by the percentage of students who
achieved an average score of 50% on the overall
evaluation (formative and summative) held during the year
of assessment.
b) The criteria are as follows:
Percentage of
pupils/ students
with 50% and over
70% and over
Qualitative
description
Numerical
score
Very good
5
55% - 69%
Good
4
40% - 59%
Average
3
25% - 39%
Unsatisfactory
2
Below 25%
Very
unsatisfactory
1
c) For ALL teachers at the NURSERY LEVEL, the quality of
-
work will be determined by:
Total involvement of children in planned activities.
Teacher’s use of concrete materials to achieve objectives.
Ability of the teacher to solicit responses from the
children.
IV.
Co-Curricular Activities
3 This will also include Administrative Staff i.e. Senior Masters/Mistresses, Heads of
Departments and Deputy Head teacher
~7~
The activities refer to those aspects of school life which do not
appear on the time table and/or which take place outside of the
normal school hours e.g. clubs, P.T.A. meetings, societies,
Regional and National events etc.
15.
PROFESSIONALISM
I. Deportment
The important factors to consider are:
a. Teacher’s conduct in the school and in the community.
b. His/Her dress as defined in the Code of Conduct for
Teachers.
II.
Attendance at Work
This should be considered not merely from the stand point of not
taking successive leave, but rather from the standpoint of
avoiding unnecessary leave taking.
A teacher should be considered present if he/she arrives during
the session.
Rating Scale
99 – 100% - Excellent
93 – 98%
- Very Good
82 – 92%
- Good
Below 86% - Unsatisfactory
In rating under this head, the following should be excluded:
a. Whitley Council Leave
b. Maternity Leave
c. Special Study Leave
The percentage is computed as follows:
Number of times present
X
100
Number of sessions school met
III.
Punctuality
Please note that a teacher is late if he/she arrives at school after
the stipulated times for the arrival of teachers at school for the
~8~
morning and afternoon sessions (i.e. fifteen minutes before the
commencement of the session).
The percentage is computed as follows:
Number of times punctual
X
100
Number of sessions present
IV.
Resourcefulness
Here, assessment is made of the teacher’s initiative, i.e. his/her
ability to take appropriate action as the situation warrants;
readiness to experiment with new ideas, readiness to offer
suggestions and try out new and better ways of doing things,
his/her imaginativeness.
V.
Supervisory Requirements
Here we consider the amount of supervision the teacher requires
if he/she is to perform satisfactorily.
- Does he/she work well on his/her own, or must he/she
-
always be supervised if he/she is to work well?
How much direction must he/she be given before he/she
is set on the road to working by himself or herself?
For Administrative Staff (16 to 25)
16.
JOB KNOWLEDGE
Assessment must be based on the teacher’s knowledge as
demonstrated in his/her performance. Performance must be related
to his/her job requirements. Reference must be made to list of
duties specified for H.O.Ds. S.Ms, D.H.Ms, and H.Ms.
17.
SUPERVISION
I. Communication - See 11 (III) of this manual.
II.
Motivation
- Ability to get people to take the initiative to get things
done.
~9~
III.
Evidence that persons supervised feel free to take
appropriate action and are encouraged to do so.
Discipline
- How firm and consistent is he/she in maintaining order?
- Does he/she inspire self-discipline in persons supervised?
- Is his/her work organized to have supervisee function
effectively? How effective is his/her supervision? Is the
success of his/her supervision reflected in the output of
the teachers under his/her supervision?
Feedback
Consideration here must be given to the ability of the
IV.
administrator to follow up instructions given to ensure that
assigned tasks are being done.
- Uses a system to facilitate adequate feedback.
- How effective is the feedback mechanism?
18.
ORGANIZATION
This important factor is the ability of the administrator to organize
the human and other resources available to facilitate the best
results. Reference should be made to tasks in and out of school.
19.
ADMINISTRATION/LEADERSHIP
I. Decision Making
Here we consider the teacher’s ability to make sound decisions
II.
with minimum assistance. We assess:
a. The merit in the decisions he/she makes.
b. His/her courage to go through with the decision taken.
Standards
The primary concern here is with the consistency with which the
administrator
III.
sets
high
but
realistic
standards
deportment, speech etc.
- Operating procedures?
- How effective are these in operation?
Planning
The important considerations here are:
a. The consistency and
b. The effectiveness of the plans formulated
administrator
in
by
work,
the
~ 10 ~
The ability to:
IV.
20.
21.
i. Prepare effective programmes
ii.
Implement
iii.
evaluate
Completion of Assignments
See 14 (II) of this manual
PROFESSIONALISM
I. Deportment
See 15 (I) of this manual.
II.
Attendance
See 15 (II) of this manual.
III. Punctuality
See 15 (III) of this manual.
IV.
Resourcefulness
See 15 (IV) of this manual.
STAFF DEVELOPMENT
The consideration here is the importance the administrator attaches
to staff development which would be manifested in the regularity
with which he/she organizes and/or participates in these sessions.
Consider the effectiveness of the programmes planned to cater for
the professional development of the teacher.
22.
CURRICULUM IMPLEMENTATION
- Evidence that there is constant review of the curriculum.
- Evidence of the relevance of curriculum to the popular
-
needs of the environment served by the school.
Evidence of improved results as a consequence of
constant review and adaptation.
23.
EVALUATION
- Assessment to determine the degree to which objectives
-
set were realized.
How effective were the plans and programmes?
Impact of plans and programmes.
Evidence that the person being assessed was concerned
about the goodness, appropriateness and relevance of
strategies and approaches used.
24.
HUMAN RELATIONSHIPS
~ 11 ~
I.
25.
Supervisor – Staff
See 13 (II) of this manual.
SUPPORT SERVICES
Consideration is here given to the ability of the administrator to tap
the
resources
in
the
community
to
assist
the
school
e.g.
organizations, businesses, Government agencies, individuals.
26.
Section E: OVERALL ASSESSMENT
The marking of Section E of the Appraisal report Form B will be done
by a panel consisting of:
i. Head teacher and/or Deputy Head teacher
ii.
Other Administrative Staff in a position to assist in evaluating
the teacher’s performance for the period under review.
The panel shall be made up of not less than three persons and
not more than five.
The purpose of having the evaluator markings decided by a
panel instead of by the Head teacher or a single supervisor, is to
ensure that assessment is not left to the views and opinions of
one individual.
This system allows for observation, discussion and free exchange
of views before a rating is decided on.
For teachers in teachers in hinterland and riverine schools where
a staff may consist of no more than three or four teachers, it is
suggested that evaluation be done by a panel of educators
including the Head teacher.
The Appraisal report Form A should be done by the District
Education Officer wherever this is possible. 4Whenever the HODs
4 Original document suggests that this be done by either the District Education
Officer or the District Education Supervisor, the latter post is obsolete.
~ 12 ~
or SMs are being appraised, the HM and DHM should be part of
the panel.
The overall assessment relates to the way in which the duties as
a whole have been carried out. This should be found by totaling
all ratings in section E. The results should then be qualitatively
described by using the following table.
Numerical Score
Qualitative Description
85-100
Outstanding
70-84
Very Good
55-69
Good
40-54
Acceptable
Below 40
Unacceptable
The overall performance is then indicated by an X in the
appropriate box. The last grade makes the teacher eligible for an
increment.
27.
TRAINING NEEDS
This section refers to another section of the reportee’s performance.
It can help to identify training needs or to indicate that the teacher
is in a job for which he/she is not well suited or which does not make
use of all of his/her good qualities. Training should therefore not be
offered indiscriminately; the reporting teachers should consider
what the reportee needs in order to be more effective immediately
or in the foreseeable future and these needs should be expressed as
precisely as possible.
28.
APPRAISAL INTERVIEW
This occasion, besides being used for discussing the rating with the
reportee should provide an opportunity to discuss with the officer:
A. The work done over the period under review,
B. The problems that have arisen, and
~ 13 ~
C. Ways in which performance on the job might be improved in
the future.
It should also provide the reportee with a chance to express his own
comments about the job and the way he/she sees it and to talk about
the development of his/her job experience in the future.
The interview should not be treated as a formality. It is an opportunity
for human contact and can do much to encourage and sustain
performance. Even for those teachers who have reached their highest
position or are close to retirement, the interview can be helpful in
reassuring them that their work is still necessary and important.
The Head teacher/District Education Officer should prepare an agenda
with perhaps six headings:
1.
2.
3.
4.
5.
Explain purpose of interview.
Discuss the job situation.
Give praise for good work and mention areas of weakness.
Agree on the objectives for future performance.
Talk about the reportee’s interest both within and outside of the
service, in so far as these are relevant to the job.
6. Review the discussion.
29.
HANDLING OF REPORTS
Performance appraisal reports should be completed in duplicate
under confidential cover through the Regional Education Officer, the
original sent to the Secretary, Teaching Service Commission and the
copy to the Chief Education Officer.
30.
ADVERSE RATINGS
A. In the case of adverse rating/s, the following procedures
should be followed:
i. The HM/DEO gives to the reportee concerned a copy of
the report for his/her retention together with copies of
all written warnings of adverse comments previously
issued to him/her during the period under review.
~ 14 ~
ii.
The HM/DEO asks the teacher to sign the second copy
as evidence of notification and advises him/her that
he/she may add any observations he/she wished to
iii.
make.
The HM/DEO forwards the signed copy, together with all
written warnings
or adverse comments previously
issued to the reportee and written observations or
iv.
comments he/she may desire to make to the DEO.
The DEO then examines all the ramifications of the issue
and, if he/she considers it necessary, carries out an
v.
investigation to verify the accuracy of the rating/s.
If the DEO is satisfied with the rating/s on the report, he
then submits it to the REdO for his/her endorsement
and transmission through to the Secretary, Teaching
vi.
Service Commission and the Chief Education Officer.
However, if upon investigation, the DEO finds that there
is not enough evidence to substantiate an adverse
rating, he/she shall discuss the matter with the Head
teacher and panel with a view to amending the report.
The amended report shall then be submitted to the
REdO for endorsement and transmission through to the
Secretary, Teaching Service Commission and the Chief
Education Officer.
B. Procedures to be followed by the reportee who disagree with
rating/s given him/her
i. Address letter setting out full reasons for disagreement
to the Regional Education Officer through the Head
ii.
teacher and District Education Officer.
Attach supporting evidence where possible, with regards
iii.
to adverse rating/s.
This is to be done no later than one month after the
report was shown to him/her, at the same time the
teacher should send a copy of the letter to the
~ 15 ~
Secretary,
iv.
Teaching
Service
Commission
and
the
Guyana Teacher’s Union for advance information.
The Regional Education Officer investigates the report
findings, not later than six weeks after receipt of the
appeal, through the Chief Education Officer to the
Secretary,
v.
Teaching
Service
Commission
and
Guyana Teacher’s Union for advance information.
The Chief Education Officer examines same
the
with
comments/recommendations to the Secretary, Teaching
Service Commission within one month after receiving
vi.
report from the Regional Education Officer.
The Secretary, Teaching Service Commission
then
examines report submitted by the Regional Education
Officer through the Chief Education Officer and gives
decisions on the matter not later than two months after
receiving
vii.
the
Regional
Education
through the Chief Education Officer.
The decision of the Secretary,
Officer’s
Teaching
Commission is final.
Issued by: MINISTRY OF EDUCATION AND SOCIAL DEVELOPMENT
21 Brickdam
Georgetown
Date5:
1987-11-23
5 Reproduced by Marti De Souza – Cadet Officer, 2016-03-14
Report
Service
ANNUAL APPRAISAL
REPORT ON
TEACHERS
MANUAL FOR COMPLETION OF REPORT
FORM
~1~
1.
Evaluation is an integral part of any enterprise, In Education,
arguably the most important enterprise in our society, the
evaluation of teachers’ performance is of vital importance and is a
duty which has to be undertaken by most teachers at some time
during their career. How reliable it is done depends on the personal
qualities of the reporting teacher and more importantly, on the
soundness of his/her judgment and the impartiality with which
he/she approaches the task.
2.
The guidelines set herein are intended to facilitate a standardized,
reliable system of appraisal.
THEY SHOULD BE READ EVERYTIME THAT REPORTS HAVE TO BE
MADE AS A REMINDER OF THE IMPORTANT POINTS TO BE
CONSIDERED.
OBJECTIVES OF THE REPORT
3.
The Annual Appraisal Report on Teachers aims at assisting individual
staff qualities and performance for the following purposes –
A. To determine the level of efficiency of the teacher and as such
his/her eligibility and or suitability for:
I. Promotion
II.
Incentives
III.
Staff development training
IV.
Preferment to other posts within the Ministry of Education
of Education
V.
Suitability for continued employment as a teacher
B. To provide a continuous record of the teacher’s progress and
performance during his/her years of service.
C. To permit comparison in performance between teachers at the
same level.
INSTRUCTION ON THE USE OF THE FORMS
~2~
4.
There are two Appraisal Forms, Form A for the Administrative Staff and Form B for
the Non-Administrative Staff.
Each form consist of eight sections, Sections A and B deal with the
reportee’s personal particulars record of employment, leave and
academic background and must be completed by the reportee. The
headings are self-explanatory.
5.
Section C is to be completed by the Headmaster/District Education
Officer.1 He/she is required to state if the reportee has expressed
the desire or made a request for a change in his/her position, or in
his/her duties and/or responsibilities. The information must bear the
necessary supporting details as well as the Head teacher’s 2/District
6.
Education Officer’s comments and recommendations.
Section D Since it is the reportee’s actual performance which will be
assessed, due care must be given in listing his/her duties. The list of
duties in order of importance should be drawn up wherever possible
by the reportee and approved by the reporting teacher. If this is not
practicable, the list should be prepared following joint consultations
between the reporting teacher and the reportee. The list of duties
and order of importance should normally be agreed on at the
beginning of the period under review.
7.
Sometimes the reporting teacher and the reportee may not agree
on the list of duties or their relative importance. It is important that
any disagreement be recorded because a person’s own opinion
about what the job entails needs to be on record.
8.
Section E
1 District Education Officer as stated in this document replaces District Education
Supervisor appearing in the original document dated 23-11-1987
2The term - Head teacher’s replaces Head Master’s as it appeared in the original
document.
~3~
The greatest care should be exercised when completing this section,
as the intention is to give a clear and accurate picture of the
reportee’s qualities and job performance during the period under
review.
It is essential therefore, that personal bias and snap judgment be
replaced by serious and careful analysis.
9.
The factors on the scale for teachers in the Non-Administrative
category are explained in sections 11 to 15 of this manual.
These for teachers in the Administrative category are explained in
sections 16 to 25. This explanation is intended as a guide and may
not cover every circumstance.
Study the definitions given for each factor and the specifications for
each level (as indicated in the boxes in the Appraisal Form) select
that level which best describes your judgment of the reportee and
place an X in the appropriate box.
10.
Statistics reveal, that in general the probability is that rating results
will fall as follows:
A. At each of the two extremes – Excellent and Unacceptably bad
– One (1) in twenty (20)
B. Above average (Good) and Below Average, four (4) in twenty
(20)
11.
The following terms appear on the Appraisal Form, they are here,
further explained to ensure consistency in interpretation.
KNOWLEDGE
I. Content – Assessment must be based on:
Extent of teacher’s knowledge compared with his/her job
II.
requirements.
Communication – Here we consider:
- Quality and command of language.
- How
well
teacher
expresses
-
his/her
ideas,
thoughts/feelings in a precise and clear style.
Teacher’s ability to organize his/her subject matter in
logical sequence.
~4~
-
How well he/she puts over his/her subject matter to
-
others.
How grammatically correct he/she is.
These refer to both written and spoken communication.
12.
METHODOLOGY
I. Use of teaching strategies:
- Does he/she employ appropriate teaching strategies to
II.
-
meet his/her aims and objectives?
How much effort is made to create and sustain pupil’s
-
interest?
Does his/her teaching strategies show originality?
Is the success of his/her teaching reflected in the attitude
and performance of students?
Classroom Organization
This refers to the ability of the teacher to make effective use of
the resource within the classroom, example, the arrangement of
III.
the furniture, grouping of pupils, use of book corner etc.
Classroom Discipline
The points to be considered here are:
- The teacher’s personality.
- How firm and consistent is he/she in maintaining order in
-
the classroom?
Does he/she secure self-discipline from pupils/students
-
through his/her personal qualities?
Is his/her work organized to have pupils fully engaged
-
with learning activities during the session?
Are these learning activities interesting and varied to
-
avoid boredom?
How effective is his/her class supervision?
What opportunities does he/she provide for training in
leadership?
IV.
Evaluation
Evaluation may be done by paper and pencil tests, oral
questioning, observation of student behavior, assignments etc.
~5~
the important consideration here is the regularity with which
satisfactory evaluation is done.
13.
HUMAN RELATIONS
I. Teacher - Pupil relationship
Here we consider the teacher’s attitude to children, as well as
their attitude to him/her.
- Is he/she held in high esteem?
- Does he/she show love for them and concern for their
II.
welfare?
- Do they rally around him/her?
- Do they seek his/her help and advice if necessary?
- Or do they prefer to keep their distance from him/her?
- Is he/she kind and sympathetic towards them?
- Do they feel comfortable in his/her presence?
Teacher-Teacher Relationship
- How well does he/she get on with other staff members?
- Does he/she integrate with other staff members or does
-
III.
he/she prefers to stay out alone?
Is he/she a leader among his/her colleagues?
How much goodwill does he/she promote?
Has he/she been involved in unpleasant incidents with
his/her colleagues and how often?
Teacher – Community Relationship
We consider his/her ability to promote goodwill, to make
favorable impressions, to cooperate with others as well as the
ability to win support and cooperation from the community.
- How effective is he/she in promoting a healthy
relationship between school and community?
14.
OUTPUT
I. Preparedness
- Does the teacher always have his/her records ready and
II.
up to date when required?
- What special care does he/she take in their preparation?
Completion of Assignments
The important consideration is the teacher’s ability to complete
assignments within the deadlines agreed upon. Note that the
quality of the assignment must be at least satisfactory. If the
~6~
quality is so poor that the task has to be redone, then it should
III.
be complete only when the quality is acceptable.
Student Performance
The primary index of quality is student achievement, i.e. the
extent to which learning has actually taken place. The emphasis
here is on cognitive (academic) achievement and should be
determined as follows:
a) Primary and Secondary Levels
The quality of the work done by the classroom/subject
teacher3 is determined by the percentage of students who
achieved an average score of 50% on the overall
evaluation (formative and summative) held during the year
of assessment.
b) The criteria are as follows:
Percentage of
pupils/ students
with 50% and over
70% and over
Qualitative
description
Numerical
score
Very good
5
55% - 69%
Good
4
40% - 59%
Average
3
25% - 39%
Unsatisfactory
2
Below 25%
Very
unsatisfactory
1
c) For ALL teachers at the NURSERY LEVEL, the quality of
-
work will be determined by:
Total involvement of children in planned activities.
Teacher’s use of concrete materials to achieve objectives.
Ability of the teacher to solicit responses from the
children.
IV.
Co-Curricular Activities
3 This will also include Administrative Staff i.e. Senior Masters/Mistresses, Heads of
Departments and Deputy Head teacher
~7~
The activities refer to those aspects of school life which do not
appear on the time table and/or which take place outside of the
normal school hours e.g. clubs, P.T.A. meetings, societies,
Regional and National events etc.
15.
PROFESSIONALISM
I. Deportment
The important factors to consider are:
a. Teacher’s conduct in the school and in the community.
b. His/Her dress as defined in the Code of Conduct for
Teachers.
II.
Attendance at Work
This should be considered not merely from the stand point of not
taking successive leave, but rather from the standpoint of
avoiding unnecessary leave taking.
A teacher should be considered present if he/she arrives during
the session.
Rating Scale
99 – 100% - Excellent
93 – 98%
- Very Good
82 – 92%
- Good
Below 86% - Unsatisfactory
In rating under this head, the following should be excluded:
a. Whitley Council Leave
b. Maternity Leave
c. Special Study Leave
The percentage is computed as follows:
Number of times present
X
100
Number of sessions school met
III.
Punctuality
Please note that a teacher is late if he/she arrives at school after
the stipulated times for the arrival of teachers at school for the
~8~
morning and afternoon sessions (i.e. fifteen minutes before the
commencement of the session).
The percentage is computed as follows:
Number of times punctual
X
100
Number of sessions present
IV.
Resourcefulness
Here, assessment is made of the teacher’s initiative, i.e. his/her
ability to take appropriate action as the situation warrants;
readiness to experiment with new ideas, readiness to offer
suggestions and try out new and better ways of doing things,
his/her imaginativeness.
V.
Supervisory Requirements
Here we consider the amount of supervision the teacher requires
if he/she is to perform satisfactorily.
- Does he/she work well on his/her own, or must he/she
-
always be supervised if he/she is to work well?
How much direction must he/she be given before he/she
is set on the road to working by himself or herself?
For Administrative Staff (16 to 25)
16.
JOB KNOWLEDGE
Assessment must be based on the teacher’s knowledge as
demonstrated in his/her performance. Performance must be related
to his/her job requirements. Reference must be made to list of
duties specified for H.O.Ds. S.Ms, D.H.Ms, and H.Ms.
17.
SUPERVISION
I. Communication - See 11 (III) of this manual.
II.
Motivation
- Ability to get people to take the initiative to get things
done.
~9~
III.
Evidence that persons supervised feel free to take
appropriate action and are encouraged to do so.
Discipline
- How firm and consistent is he/she in maintaining order?
- Does he/she inspire self-discipline in persons supervised?
- Is his/her work organized to have supervisee function
effectively? How effective is his/her supervision? Is the
success of his/her supervision reflected in the output of
the teachers under his/her supervision?
Feedback
Consideration here must be given to the ability of the
IV.
administrator to follow up instructions given to ensure that
assigned tasks are being done.
- Uses a system to facilitate adequate feedback.
- How effective is the feedback mechanism?
18.
ORGANIZATION
This important factor is the ability of the administrator to organize
the human and other resources available to facilitate the best
results. Reference should be made to tasks in and out of school.
19.
ADMINISTRATION/LEADERSHIP
I. Decision Making
Here we consider the teacher’s ability to make sound decisions
II.
with minimum assistance. We assess:
a. The merit in the decisions he/she makes.
b. His/her courage to go through with the decision taken.
Standards
The primary concern here is with the consistency with which the
administrator
III.
sets
high
but
realistic
standards
deportment, speech etc.
- Operating procedures?
- How effective are these in operation?
Planning
The important considerations here are:
a. The consistency and
b. The effectiveness of the plans formulated
administrator
in
by
work,
the
~ 10 ~
The ability to:
IV.
20.
21.
i. Prepare effective programmes
ii.
Implement
iii.
evaluate
Completion of Assignments
See 14 (II) of this manual
PROFESSIONALISM
I. Deportment
See 15 (I) of this manual.
II.
Attendance
See 15 (II) of this manual.
III. Punctuality
See 15 (III) of this manual.
IV.
Resourcefulness
See 15 (IV) of this manual.
STAFF DEVELOPMENT
The consideration here is the importance the administrator attaches
to staff development which would be manifested in the regularity
with which he/she organizes and/or participates in these sessions.
Consider the effectiveness of the programmes planned to cater for
the professional development of the teacher.
22.
CURRICULUM IMPLEMENTATION
- Evidence that there is constant review of the curriculum.
- Evidence of the relevance of curriculum to the popular
-
needs of the environment served by the school.
Evidence of improved results as a consequence of
constant review and adaptation.
23.
EVALUATION
- Assessment to determine the degree to which objectives
-
set were realized.
How effective were the plans and programmes?
Impact of plans and programmes.
Evidence that the person being assessed was concerned
about the goodness, appropriateness and relevance of
strategies and approaches used.
24.
HUMAN RELATIONSHIPS
~ 11 ~
I.
25.
Supervisor – Staff
See 13 (II) of this manual.
SUPPORT SERVICES
Consideration is here given to the ability of the administrator to tap
the
resources
in
the
community
to
assist
the
school
e.g.
organizations, businesses, Government agencies, individuals.
26.
Section E: OVERALL ASSESSMENT
The marking of Section E of the Appraisal report Form B will be done
by a panel consisting of:
i. Head teacher and/or Deputy Head teacher
ii.
Other Administrative Staff in a position to assist in evaluating
the teacher’s performance for the period under review.
The panel shall be made up of not less than three persons and
not more than five.
The purpose of having the evaluator markings decided by a
panel instead of by the Head teacher or a single supervisor, is to
ensure that assessment is not left to the views and opinions of
one individual.
This system allows for observation, discussion and free exchange
of views before a rating is decided on.
For teachers in teachers in hinterland and riverine schools where
a staff may consist of no more than three or four teachers, it is
suggested that evaluation be done by a panel of educators
including the Head teacher.
The Appraisal report Form A should be done by the District
Education Officer wherever this is possible. 4Whenever the HODs
4 Original document suggests that this be done by either the District Education
Officer or the District Education Supervisor, the latter post is obsolete.
~ 12 ~
or SMs are being appraised, the HM and DHM should be part of
the panel.
The overall assessment relates to the way in which the duties as
a whole have been carried out. This should be found by totaling
all ratings in section E. The results should then be qualitatively
described by using the following table.
Numerical Score
Qualitative Description
85-100
Outstanding
70-84
Very Good
55-69
Good
40-54
Acceptable
Below 40
Unacceptable
The overall performance is then indicated by an X in the
appropriate box. The last grade makes the teacher eligible for an
increment.
27.
TRAINING NEEDS
This section refers to another section of the reportee’s performance.
It can help to identify training needs or to indicate that the teacher
is in a job for which he/she is not well suited or which does not make
use of all of his/her good qualities. Training should therefore not be
offered indiscriminately; the reporting teachers should consider
what the reportee needs in order to be more effective immediately
or in the foreseeable future and these needs should be expressed as
precisely as possible.
28.
APPRAISAL INTERVIEW
This occasion, besides being used for discussing the rating with the
reportee should provide an opportunity to discuss with the officer:
A. The work done over the period under review,
B. The problems that have arisen, and
~ 13 ~
C. Ways in which performance on the job might be improved in
the future.
It should also provide the reportee with a chance to express his own
comments about the job and the way he/she sees it and to talk about
the development of his/her job experience in the future.
The interview should not be treated as a formality. It is an opportunity
for human contact and can do much to encourage and sustain
performance. Even for those teachers who have reached their highest
position or are close to retirement, the interview can be helpful in
reassuring them that their work is still necessary and important.
The Head teacher/District Education Officer should prepare an agenda
with perhaps six headings:
1.
2.
3.
4.
5.
Explain purpose of interview.
Discuss the job situation.
Give praise for good work and mention areas of weakness.
Agree on the objectives for future performance.
Talk about the reportee’s interest both within and outside of the
service, in so far as these are relevant to the job.
6. Review the discussion.
29.
HANDLING OF REPORTS
Performance appraisal reports should be completed in duplicate
under confidential cover through the Regional Education Officer, the
original sent to the Secretary, Teaching Service Commission and the
copy to the Chief Education Officer.
30.
ADVERSE RATINGS
A. In the case of adverse rating/s, the following procedures
should be followed:
i. The HM/DEO gives to the reportee concerned a copy of
the report for his/her retention together with copies of
all written warnings of adverse comments previously
issued to him/her during the period under review.
~ 14 ~
ii.
The HM/DEO asks the teacher to sign the second copy
as evidence of notification and advises him/her that
he/she may add any observations he/she wished to
iii.
make.
The HM/DEO forwards the signed copy, together with all
written warnings
or adverse comments previously
issued to the reportee and written observations or
iv.
comments he/she may desire to make to the DEO.
The DEO then examines all the ramifications of the issue
and, if he/she considers it necessary, carries out an
v.
investigation to verify the accuracy of the rating/s.
If the DEO is satisfied with the rating/s on the report, he
then submits it to the REdO for his/her endorsement
and transmission through to the Secretary, Teaching
vi.
Service Commission and the Chief Education Officer.
However, if upon investigation, the DEO finds that there
is not enough evidence to substantiate an adverse
rating, he/she shall discuss the matter with the Head
teacher and panel with a view to amending the report.
The amended report shall then be submitted to the
REdO for endorsement and transmission through to the
Secretary, Teaching Service Commission and the Chief
Education Officer.
B. Procedures to be followed by the reportee who disagree with
rating/s given him/her
i. Address letter setting out full reasons for disagreement
to the Regional Education Officer through the Head
ii.
teacher and District Education Officer.
Attach supporting evidence where possible, with regards
iii.
to adverse rating/s.
This is to be done no later than one month after the
report was shown to him/her, at the same time the
teacher should send a copy of the letter to the
~ 15 ~
Secretary,
iv.
Teaching
Service
Commission
and
the
Guyana Teacher’s Union for advance information.
The Regional Education Officer investigates the report
findings, not later than six weeks after receipt of the
appeal, through the Chief Education Officer to the
Secretary,
v.
Teaching
Service
Commission
and
Guyana Teacher’s Union for advance information.
The Chief Education Officer examines same
the
with
comments/recommendations to the Secretary, Teaching
Service Commission within one month after receiving
vi.
report from the Regional Education Officer.
The Secretary, Teaching Service Commission
then
examines report submitted by the Regional Education
Officer through the Chief Education Officer and gives
decisions on the matter not later than two months after
receiving
vii.
the
Regional
Education
through the Chief Education Officer.
The decision of the Secretary,
Officer’s
Teaching
Commission is final.
Issued by: MINISTRY OF EDUCATION AND SOCIAL DEVELOPMENT
21 Brickdam
Georgetown
Date5:
1987-11-23
5 Reproduced by Marti De Souza – Cadet Officer, 2016-03-14
Report
Service
