Proposed Manual of Instruction
For
Teacher Performance Appraisal
For Government School Teachers
2010
0.0 Introduction
According to the government policy to enhance efficiency of management of all Government Schools of SL, steps have been taken to introduce a TPA Process. Thereby improvement of quality, leadership and management of the school education is expected the continuous feedback by appraising the TP, increasing performance and increased. Thereby main training the high standards of TP of each teacher through better management, which in turn the development of efficiency and effectiveness of teacher service was the objective of TPA Process. The final outcome of this TP Process holds on the active participation of all relevant parties.
1.0 Objectives of Teacher Performance Appraisal.
There are 7 objectives
1. Developing harmony between objective of the school and activities of each
teacher.
2. Developing connectivity with the teacher performance plan of each teacher
and the ADP.
3. To enhance the Teacher Performance by continuous feed back of each teacher.
4. To assist each teacher to identify their Professional Development needs and
help make their Professional Development Plans.
5. To lay a foundation to achieve Salary Increment.
6. Increasing the teacher’s job satisfaction and motivation.
7. To confirm the trust and confidence on Education System of public through
high performance and competency.
2.0 Teacher Performance Appraisal Circle.
TPAC is considered as the time between the planning of PA and Final Evaluation Discussion: The most important instance of this TPAC is that TPA of the relative teacher can be performed as scheduled. Mostly as evaluation period and school annual development plan go in par, the TPAC is one calendar year. (Ex: 01 January 2012 to 31 December 2013) For teachers whose date of salary increment does not setup according to the calendar year, the Recommendations of TPA 12 months prior should be made used.
2.1 Administrative Regulation about salary increment.
Herein your attention would be called on in relation to the circularNo.AR/15/1/11dated 13.03.1998 and 10th line of the vii chapter of the 1992Amendment of the administrative Regulation (AR) was amended by the Ministry of public Administration, Internal Affairs and Estate Plantations. It is made obvious that any officer can achieve his Salary Increment or a mere right as earnings due to efficiently performing his duty.
3.0 Direct Partners of Performance Appraisal Circle.
01. Appraisee (The teacher being appraised) program
02. Appraiser (Evaluator of appraised)
03. Board of moderators
(Decision makers of whether the appraisal is fair and impartial)
3.1Appraisee.
All the teachers presently schooling and medium level administrators are considered as Appraisee. In this regard, all academic staff excluding the principal comes under the PA given by the TPA form.
3.2Appraiser.
Appraiser is considered the Principal of a School having limited amount of teachers. In a school with exceeding amount of teachers, appraiser is a teacher, nominated by the principal, a teacher senior to the appraised, chosen with the consent of the appraised. Usually one appraiser is expected to appraise 8-12 appraised (teachers).
Principal, or a nominee among the staff with SLEAS, or SLPS, or SLTS with class I or Class 2 - grade i are eligible to be an Appraiser. If the Appraiser is not a Principal the Appraiser should be in a higher Class. Anyhow it is compulsory in this process for the appraiser to be senior than the appraised and the moderator to be senior to appraiser in class. This is not applicable to the principal and the ZDE.
3.3 Board of Moderator
Moderating is increasing the quality of the TPA system and establishing its fairness. This process will be implemented by a BOM. The BOM should consist of 3 persons. Its president is the principal. The remaining 2 members should consist of two teachers of the SLTS. For schools less than 4 teachers since it is impossible to assign a BOM, it should be decided by the ZDE. In all other instances, the BOM should be appointed, at the special staff meeting gathered for this process at the end of the year.
4.0 How to implement the TPA .
It is stated that the following measures should be taken to implement the TPA. The principal should call for a special academic staff meeting at the end of the year, for each teacher must be made adequately aware of TPA system, PIP and TPA structure. In this meeting he each apprised should be given choice to choose any appraiser out of the Appraisers nominated by the principal. The principal should make take care, in all instances, to nominate the appraisers senior in the SLTS than the Appraised. The filling of the PIP and the TPA structure should only be done after the discussion of activities and programmes discussed between the Appraised and the Appraisers.
4.0 School Plans.
The vision and the mission are applicable to goal towards which on the development needs of the country. To achieve national vision we must make school level vision admission. To achieve the vision of the school must be make school level a long term and a middle term plan .according to the middle level plan the school must make a Annual Action Plan and a Annual Development Plan. The ADP has included new projects. When organize new one must be carefully to A to Z. If it can complete successfully achieved continually at least three years, it can be change as the AAP project.
The AAP and the ADP which explain school level projects, main activities, sub activities, fields, responsible to the school and supervise. (Sports, co-curricular activities, community relationship, welfare and etc.) For the implementation of the above school level plans the principal and the board of management of the school must get the active participation of the staff.
(Who are the responsible to the school for main activities and sub activities of the projects and who are the governing or supervise to the school for the projects?) Each teacher discusses with the principal and their appraiser and makes his/her Proposed Improvement Plan according to the AAP and the ADP; next for accountability for his/her duty the teacher must fill his PIP. When planed the AAP and the ADP the principal will be organized preliminary discussions with each project teams (supervisor, leader and members)
In this above project discussions, considering the whole school and the school society, targets have to be developed in each field (project) in the year. After that, activities should be developed in order to attain each target. All project members should be aware of the ADP and the AAP and the resources and utility needs. According to the type of the duty entrusted to the appraised, some fields have to be given more weight.
The teacher has to give more prominence to teaching-learning process. But, to prepare the teaching learning process, when maximising the public involvement, the teacher has to be active somewhat in that field as well. For the teachers entrusted with duties of co - curricular activities such as sports and other activities, more activities in the relevant field has to be attained. Middle level administrators also have to abide by the duties entrusted where more work has to be utilised in the relevant field. According to the above school plans the principal must gives responsibilities and powers for the teachers by their personal name. As a result of the board of management can prepped co-curricular calendars.
5.0 Proposed Improvement Plan
At the filling of the PIP form part two1, 2, 3, 4 and 5 the Principal or relevant Assistant principal or Relevant Sectional head must give all teachers teaching, learning, evaluation and co-curricular calendars according to the AAP and ADP, with the time tables for the next year.
From them the teacher finds an opportunity to identify the work he gets involved in the year. Among the proposed fields, it is compulsory for each teacher to choose the teaching learning process entrusted to him by his time table. Teaching – leaning activities or additional activities thus entrusted relevant to the TPA would be taken into account when nominating for Salary Increment. Voluntary work subjected to execute, other than the major duty entrusted by the appraised, results in teachers’ motivation.
Inclusion of a few of them in the proposed fields would be advisable. In such cases, those activities also should be appraised by the appraiser. These approvals are also subjected for the future development activities. The teacher should select his duty and activities from the co-curricular calendar. After selecting the classes, subject and co-curricular activities, (fill in the PIP part two 1 to 5)
Filling the PIP
To perform them more effectively the following areas should be planed and filling PIP 6 to13.
06. Areas of professional growth that I am interested in pursuing,
07. Strategies and deadlines to address areas of professional growth,
08 Competencies requiring improvement,
09 Expectations,
10 Steps and actions for improvement,
11 Support from the principal from the school or the government
12 Indicators of success
According to the planed and the filled of PIP 6 to 10 should be filled of 13 (I) line of the
PIP.
Support from the principal of the school or the government
The School management should produce resources and needs required to fulfil the activities that are identified by the appraised in line 13 ( I ).Being punctual in submitting the subject curriculum, teaching aids teachers hand book etc. needed for teaching learning processes, giving air for parents meeting can be taken as example. Appraiser should take into account these preliminary discussions, and on the accord commenced between the Appraised and Appraiser, the appraisal potential suspend. The least amount of resources and utilities provided has to be bearable to the school, if not; alternative ways has to be taken into account.,
(See the below the graph 01 example for the PIP part two filling 13 (I)
According to planed and the filled of 11 should be fill of 13 (II) line of the PIP.
Graph 01
13.1 Teaching learning Process · To fulfil the sections relevant to the subject curriculum in given time · Identifying students with special needs and organise and implement treatment learning. · Implementing relevant teaching and appropriate teaching methods · Executing a continuous assessment system for the development of the subject. |
Co curricular activities(Voluntarily selected activities) · Enhance the student creative abilities such as Wall News Bulletins and Publish magazines · As a Master in Charge of Junior Soccer (football) / Badminton team. |
Student welfare and counsel · Identifying abnormal students in the class room and maintain the counselling service. · Identifying student background and help them whom has special needs and conduct programs with assistance of the principal. |
Special Service done for the school · This is valid for the teachers whom taken special responsibilities of school Ex. Work as a treasure of School Development Society. |
School Community Relationship · To discuss with Parents about students performance |
( See graph no:02for filled the 13 –II )
Teacher Performance Indexes and 13 (III) 0f PIP
The criteria and measurements utilised by the teacher at the beginning, for the progress of the student, are called the TPI. Those indexes can be qualitative or quantitative. When selecting TPI should be selected objective, should not be selected from choosing indexes that are subjective. (How to write TPA indexes see- A few examples of competing 13(I), 13(ii), 13(iii), 13(iv) and 13(v) lines of the assistance and training requirements of TPA Booklet.)According to planed and the filled of 12 should be fill of 13 (III) line of the PIP.
(See graph no:02 for filled the 13 –III )Graph no;02
The No. 1 to 12 of PIP and lines one (I), two (II), and three (III) of No. 13 of PIP should be filled by the Appraised after having a discussion with the appraiser at the end of the year for next year. Then principal and the appraiser can discussed about the PIP and convert their ideas with both side and can write their comments .The pre programme should be signed after the discussion and coming into terns between Appraised and the Appraiser or principal , and thereafter accordingly completing the structure. It has to be considered that placing the signature by the appraised and the Appraiser in the TPA structure should not be defined as an “accord”, but an agreement of a pre plan of the TP role within the coming year. The PIP form should be maintained with 3 copies within one calendar year.
7.0 TPA for Development Process.
Discussions between the appraised and the appraiser regarding problems emerged when activities and targets agreed upon at the beginning of the year and when meeting special on occasions, will result in enhancing the quality of the TPA system. (If have not problem after six month appraiser and appraised start to fill TPASRF. If appraised face difficulties after informed to the principal can change some details about PIP through the TPASRF. Then above changers must write in the 10 (I, II, III) of the TPASRF.) As TPA System is not a mere mechanical process but a development one, these types of discussions from time to time would be quite important. Thereby following points could be taken into account.
i. To investigate whether the planned work are tallied with the
indicators and whether they are truly achievable and viable
ii. To amend any change to the TPA, if needed, with the agreement
of both the parties
Iii To come to an agreement regarding the allocation of resources
for the TPA’
IV To investigate the development of the TPA offering feedback for
TPA and identifying the future professional needs
V If any specific requirement arises In the process of progress
briefing, request to the BOM for intervene
8.0 Parent Feedback to Teachers and Student Ratings Students Feedback
Appraiser for fill the TPASRF’ forth, in the class room level organized parent quality circle and student subject circle and collect their ratings through the ratings forms .After that collect the teacher ratings through the rating sheet teacher version .Before put the recommendation appraiser must compare and correlation. Finally appraiser writes his or her comments through the parents’ & students’ ratings on the fourth Colum in the TPASRF.
(See TPASRF 4 & Appendix no: 30)
8.1 What is the Quality Circle and Subject Circle
It is voluntary gathered small group of employees, parents or students (The Principal, teachers, non academic) for the purpose of developing their quality in life and education by analyzing and solving the problems relating to their services and for improvement of their skills and knowledge and thereby to improve the productivity in the institute. Availability of 4 to 12 members are better and every member extending active contribution must.
They must appointed leader and secretary and keep the records. Similar to should organize each Subject Circles from the subject students’ from grade 6 to 13 each class level for all subjects. From grade 1 to 5 parents’ Quality Circle can maintain both circles responsibility. But primary student’ rating sheet should be rated by students. They must maintain with the teacher subject teaching learning and evaluation process continually and at the end of the year make complete the rating sheets.
9.0 Evaluation of classroom level teaching learning process
The appraiser should evaluate the classroom teaching learning process of the appraised two times for the year in to fill in the TPASRF. When observe the classroom process would be better to take action by treating the under mentioned classroom evaluation forms as a guidance for the evaluator .PMITPA attached separate classroom evaluation forms for separate classrooms. Since at the beginning of the year when the teacher plan his/her the lesion plan, must understand each student by the use of his privies evaluation reports and term test mark sheet and according to the student level teacher must plan his/her lesion plan. For the entrants to the year one new child face to the entrance leve
identification evaluation test and according that identification the teacher must plan his/her lesion plan.
Graph n0 02
(i) Annual Work Load | (ii) Resources, Assistance and training needs expected by school to fulfil the activity | (iii) Performance Indicators | (iv) The performance activities of Appraised and problems arrived | (v) Recommendation of Appraiser |
-Fulfil the sections relevant to the subject curriculum in given time | -Targeted subject curriculum. -Teacher’s Hand Book. -Text Books. | -Lesson notes relevant to the subjects. -Class Record Books. | -Have written the lesson notes. -Fulfilled the topics. -Corrected the students’ work Books. Problems -Text Books and Teacher’s Manuals were not received on time . | -Has written the lesson notes orderly. -Fulfilled the topics. -Should be more orderly in correcting the note book. -Has successfully faced the problems arisen. |
-Identifying students with special needs and organise and implement treatment learning. | -Direct the appraised for a in service session regarding methodology of relevant teaching -Giving advisory from subject Supervisor of Special Education . | -Producing a chart indicating needs identified in students. -Lesson notes for relevant special lesson. | -I have identified student of special need. -Given personal attention for them. Problems -Inadequate periods and excess of students in the class. | -Has identified students with special needs. -Successful in treatment leaning activities. -Attention is not enough for student in need. -Inadequate periods and excess of students a problem. |
-Implementing relevant teaching and appropriate teaching methods | -Producing least resources in preparation teaching. | -The Tools prepared by the teacher. | -I have used specially devised teaching tools. | -There is evidence that teaching aids have been successes fully implemented |
-Executing a continuous assessment system for the development of the subject. | -Forwarding the teacher for a training session on continuous assessment. | -Continuous assessment report. | -Through feedback of evaluation I Planned the teaching process. | -Through feedback of evaluation the teaching process has been prepared . |
The Appraised and the Appraiser should have a progress briefing of each activity at
the final week of the 1st and 2nd School Terms. The Appraiser should file those
progress reports, and thereby should take care to give one copy to the Appraised.
The line 10 (IV) of No. 10 of TPASRF should be filled by the appraised at the end
of the year .
A few examples of competing 13(I), 13(ii), 13(iii), 13(iv) and 13(v) lines of the
assistance and training requirements of Teacher Performance Appraisal Booklet Thereafter 1 to 9 and 10 (v) lines should be filled by the Appraiser. Then the recommendation is of the appraiser regarding Teacher PA of the appraised at the end of the year. Appraiser has discussed about the TPA with the appraised. Next his performance appraisal level is selected.
· Exceeds Expectation (…………………………..)
· Within the standard (…………………………..)
· Should be developed (…………………………..)
· Should be more developed (…………………………..)
Subsequently, it should be certified by the BOM, the principal should forward one copy to the office maintaining the personnel file with his recommendation of annual salary increment of the teacher. The relevant certified annual TPASRF paper of each teacher with the filled in salary Increment recommendation should be included in this file. If the PA mentioned in the apparition form 11 is at the level of the development or above the level of the development and if it is recommended by the appraiser and approved by the BOM he or she is considered eligible to achieve the salary increment of the relevant year. In such instances, with the agreement of the Appraiser and the BOM, the appraised should be given a relief period 03 months for his or her /her progress. During this period, the appraised should be closely observed by the Appraiser.
10.0 Two files must maintain openly for appraised, appraiser and moderators
Now let us discus how the TPA is implemented in the course of the year. Two files should open for each teacher to be kept with the principal and the other is with the appraiser. A CR book reserved three pages for each teacher should be kept with the principal. The appraiser should have made a note in the appraised page that the proposed improvement plan has been computed. In the PIP 1 to 12 and 13. I, II and III parts should have been completed: the appraiser and the principal must sign in the PIP with their comments and appraiser should put a note at the relevant page in the CR book. If the appraised deliberately neglect or delay to complete the PIP, the principal should be inform and notified in the CR book. If the appraised neglect to make the two notes without fair reason should be noted in this book as well as the book of the principal. This note can be regarded as an index that the appraiser also become appraised in performing his took these two documents can be used for the future needs. It also can be proof that the TPA has been performed systematically.
It is also necessary to keep record of those who are not cooperative in this programme. These notes are open for the appraiser appraised and the board of moderators. In this progress notes, motivation notes, and commendation notes, are made. To maintain good TPA system appraiser should cheque and collect data and information from term notes, lesion notes, and weekly reports from the record books. Time to time continually all log notes put in the above two files.Similar notes should be made both in the principal’s file and the appraisers file. Whenever a note is made it is necessary to get the signature of the appraised that he has seen the comments in case of neglecting the motivation. Not remaining repeatedly, the principal or higher officer. Should come for explanation from the appraised and issue a warning letter.
In appraiser should have made arrangement with the appraiser make classroom observation. This arrangement should be made at a meeting with all the appraised. In case of an appraised who teaching many subjects in different grades, it is much better to observe each subjects in each grades. The classroom observation must be done according to the quality development of school system of Education III issued management and quality assurance unit MOE.
Throughout the year the data and information (particulars) should be maintained continuously in these two files. In the next chapter we discuss How to implement as a pilot project the proposed TPA. These two files should be accessible to the appraised, the appraiser, principal and the BOM at all times .Its confidentiality should be strictly maintained. These steps are intended to be taken in order of positive developmental attitude of the appraised rather than crush his motivation.
11.0 TPA Appeal.
If the teacher is not satisfied with the recommendation of the Appraiser, he or she could make objections to the BOM. If he is still not satisfied he/she could forward an appeal to the ZDE. The Appeal Board should consist of 5 members. The president is the ZDE with two senior officers nominated by him (When in need, one should be the subject director). The remaining members should be the principal of the school and a member of the teachers’ union to which he belongs. The appeal board will examine the appeal and make a decision.
12.0 Teacher record book.
The teachers on transfer should be appraised separately in each school served in
separate periods of each performances. It is proposed herein that the principal
should, at the end of the year write a summary of the line (v)of 10 of TPASRF paper
written by the appraiser included in the Teachers’ record book Issued by the MOE.
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