___________________________________________________________________________
Introduction
In Bahrain’s reform of its education system, amongst its major efforts
are to produce graduates with the necessary knowledge and skills that
will allow them to compete in the global economy. In this respect,
Bahrain wishes to have a wide range of skilled human resource with a
multitude of different expertise in all sectors of the economy including
service, technical and professional. This will require an education
system that can develop students who are creative, innovative and with
strong problem-solving and leadership skills.
An important element for the achievement of the above aims and
objectives, would be a resilient education system where the
measurement of performance is made objectively and with a clear
understanding of what constitutes an effective learning-teaching process
and the need to have a system where all its component organizations
including the schools, the directorates of the Ministry of Education, the
teacher preparation colleges, the various educational organizations and
the community at large, work synergistically together in the
development of students .
The Performance Management System (PMS) is crafted as an important
tool in the achievement of this objective. It is a tool that serves a
developmental purpose while simultaneously serving as an evaluative
tool for a summative appraisal of performance. More specifically, the
purposes of the performance management system are to:



ensure efficient performance in the educational system;
provide for equity, effectiveness, and consistency; and
promote professional development and growth.
The PMS also helps in the identification of a range of performances
amongst educators, so that professional development opportunities can
be provided on a continuous basis for the sustained development of the
teaching workforce.
The design of this PMS is aligned to the Teacher Cadre that was
proposed by the Ministry of Education (MOE) of Bahrain. The
overarching reason is to have schools operate towards excellence. The
steps needed to be taken towards the achievement of excellence in
learning and teaching, and excellence in the leadership of schools, are
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clearly the reasons why the Teacher Cadre was drawn up. As an
example, the Teacher Cadre states that its creation is for the purpose of
“fostering a culture for learning and training in the school organization”
and the PMS will serve to enable this.
Likewise, the PMS will bring about the constant incremental
improvement in teacher performance as well as the performance of all
other teachers that support teaching and learning in schools. Together
with appropriate training and the culture of learning, students will be
opened to the opportunities to achieve academic excellence. In addition
to academic excellence, students will also be developed holistically
which means that in addition to development in the cognitive domain,
they should also be developed in the affective, physical, and social
domains. It is the expectation of the education system that the Teacher
Cadre will be able to influence teachers and others in the education
system towards the development of positive attitudes which are
important in working towards the achievement of excellence. It is also
the expectation of the Teacher Cadre that the system will be able to get
teachers and others in the education system, to be self-motivated in
learning and developing and to “contagiously” affect others in the same
way so as to create an environment of life-long learning and continuous
improvement.
Premise of the Performance Management System
The Performance Management System is built on the premise that the
reformed education system in Bahrain has the following systems put in
place:
1. Current teachers will be undergoing constant professional
development programs as an ongoing process with the purpose of
updating of knowledge and skills so as to develop and sustain an
excellent teaching workforce.
2. Newly selected potential teachers will be given high quality
teacher-preparation programs so as to be ready with high levels
of knowledge and skills to be effective and efficient teachers.
3. Current school leadership especially assistant headmasters and
headmasters will be undergoing in-service leadership programs
to develop and sustain quality leadership in schools that will
impact on the development of quality students and school
graduates.
4. There is a system of selection and preparation of teachers to be
senior teachers, assistant headmasters and headmasters in order
that they become effective school leaders from day one on the
job.
2
On this premise and the need to sustain a high quality teaching
workforce, the Performance Management System that will recognize and
reward good and high quality performance, while at the same time will
find ways to improve unsatisfactory, weak or mediocre performance as
well as making good work even better by moving towards excellence.
The general PMS framework for excellence is depicted in Figure 1. This
framework includes the following key elements:
1. Specified roles and responsibilities
2. Specific competencies that define the knowledge, skills and
attitudes teachers require
3. A rubric describing evidence of performance of teachers for each
competency
4. Measurement of their overall performance
Figure 1. The General Performance Management Systems Framework
Holistic development of the student in the following domains:
Cognitive, Affective, Social and Physical
Key
Competency
Domains
Specified Roles
Specific
Competencies
Level of
Performance
Measuring
Performance
General
categories of
excellence in
the teaching
profession
Responsibilities
and observed
actions or
behaviors
Knowledge,
skills and
attitudes
Evidence of
teaching
performance
Overall
teacher
performance
Elements of the Performance Management System
A Performance Management System requires:
1. A clearly defined hierarchy of teachers within each track
(Teaching Track, Specialist Track, and Leadership Track) with
each level of the hierarchy having well-defined roles and
functions.
2. The list of required competencies that teachers are able to make
constant reference to, in order to identify areas they need to
improve upon and hence to determine and source for
development programs that will help them.
3
This manual describes the processes, steps to be followed, and forms to
be completed to ensure consistent and effective application of the PMS.
It also describes the respective roles and responsibilities, and
competencies of teachers and educational officers in all three tracks of
the education system, namely the teaching track, leadership track and the
specialist track.
The Three Tracks
The Teacher Cadre has defined three career tracks for teachers.
Teachers may choose to be on the Teaching Track which will
lead them to the level of “Consultant Teacher”, or the “Specialist
Track” which will lead them to attain the level of “Education
Specialist” or the “Leadership Track” which leads them to
“Senior Headmasters” and up to as high as “District Head”. All
teachers begin on the Teaching Track at Level 1 as Teaching
Assistant and they will be able to choose to switch tracks when
they are at levels 4 or 5 of the Teaching Track, to be either
Assistant Headmaster on the Leadership Track or Specialist in
Training on the Specialist Track. Figure 2 shows the three tracks
as provided in the Teacher Cadre of the Ministry of Education of
Bahrain.
Figure 2. The Three Tracks of the Teaching Workforce of the Ministry of Education
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The Teaching Track
Teaching Roles and Functions
The major areas within which teachers are to play effective roles for
excellence in learning and teaching may be broadly divided into two portions,
namely, those roles to be played (a) within classrooms and (b) within and
outside school but not necessarily within the classroom.
(a) Within Classroom:
(i)
Development of Students’ Cognitive Domain: Facilitation of
Student Learning:
a.
b.
Utilizing knowledge and effective pedagogies for the creation
of wide ranging opportunities for students to achieve to the
best of their ability.
Recognizing student difficulties in learning through the use of
proper assessment and to be able to remedy them in a flexible
way depending on type of student difficulties.
(ii) Development of the Affective, Behavioral, and Social Domains:
Provision of Quality Care and Advice for Students and their
Welfare:
a.
b.
c.
Role-modeling good behavior for students and having skills to
influence them to behave in socially acceptable ways.
Advising students on desirable values.
Creating conducive classroom environment for students to
develop and exhibit good behavior.
(b) Within and Outside School:
(i)
Development of the Students’ Physical Domain:
a. Encouraging and facilitating students in their physical
development through co-curricular activities.
b. Catering for students different physical needs during school
time.
5
(ii) Contribution to the Advancement of the School:
a. Contributing new ideas for School Improvement.
b. Participating actively in the implementation of School
Initiatives.
(iii) Collaboration with the Larger Community:
a. Building rapport with parents and the larger community so as to
make them willing to contribute to the school’s development in
various ways.
b. Acting in partnership with parents and the larger community in
programs for the improvement of students.
(iv) Attention to self Professional Development:
a. Having the desire to continuously upgrade personal knowledge
in own subject areas as well as in general areas, through the
concept of lifelong learning.
b. Discussing with other teachers, issues, problems and concerns
for shared learning.
6
ROLES AND FUNCTIONS FOR TEACHING EXCELLENCE
Level in Cadre
Teacher in
Training (3)
Performs the
roles and
functions of
teaching and
learning in an
effective way
with support
and mentoring
from senior
teachers and
peers
Development of
Students’ Cognitive
Domain
 Plans lessons and
teaching materials
effectively
 Uses effective
pedagogy
 Have Knowledge of use
of ICT
 Improvises under
situations of need
 Generates valid schoolbased evaluation
instruments
 Determines student
learning growth
 Analyzes students’ test
results, identify
students’ areas of
strengths and
weaknesses, provide
feedback to students,
and remediate.
 Constructs effective
means of delivery for
special needs students
where applicable
 Assists in Curriculum
evaluation
Attention to
Students’ Welfare:
Development of
Students’
Behavioral,
Affective and Social
Domains and
Citizenship Values
 Maintains
classroom
discipline
 Develops positive
values in students
 Be sensitive to
students’ personal
problems
 Treats students
fairly
 Understands
students’ personal
problems and
difficulties and
help solve them
 Have the skills to
identify students
with special needs
 Provides
continuous
guidance to
students on the
well-being
Development of
Students’ Physical
Domain
 Designs and
conduct cocurricular activities
appropriate to
students’ physical
state for the
purpose of student
development
physically in
relation to social
and mental
development
 Identifies student
talent in various
physical activities
7
Development of
School including a
Collaborative
School Culture
 Be actively
involved in
implementation of
school programs
and projects
 Participates in
committees for
school activities
 Initiates school
level social
activities to
develop collegiality
 Participates in
collaborative
learning and
sharing with
colleagues
Partnership with
Parents and the
Larger Community
 Assists the school
management in
engaging parents
and the community
in school activities
 Encourages
parental
participation in
school programs
 Keeps parents
informed of their
children’s progress
in school
 Partners parents
on school program
implementation
Professional
Development
 Shows interest in
advancing their
teaching and
learning skills
 Seeks
opportunities for
self development
 Takes
responsibility for
own professional
development
Level in Cadre
Certified
Teacher (4)
Certified
Teacher (5)
Performs the
roles and
functions of
teaching and
learning in an
effective way
Performs all roles and
functions of teacher in
training but is expected to
perform even more
effectively.
Attention to
Students’ Welfare:
Development of
Students’
Behavioral, and
Social Domains and
Citizenship Values
Performs all roles and
functions of teacher in
training but is
expected to perform
even more effectively.
In addition, fulfils the
following role(s):
In addition, fulfils the
following role(s):
Development of
Students’ Cognitive
Domain
 Instructs and
encourages students
towards self-learning
 Provides or develops as
well as utilizes the
various available
enrichment resources
 Attends to the special
needs of students who
may either be
outstanding students or
those with learning
difficulties
Development of
Students’ Physical
Domain
Development of
School including a
Collaborative
School Culture
Partnership with
Parents and the
Larger Community
Professional
Development
Performs all roles and
functions of teacher in
training but is
expected to perform
even more effectively.
Performs all roles and
functions of teacher in
training but is
expected to perform
even more effectively.
Performs all roles and
functions of teacher in
training but is
expected to perform
even more effectively.
Performs all roles and
functions of teacher in
training but is
expected to perform
even more effectively.
 Facilitates
discussions on
national issues
 For (5), has mentoring
role for teachers at (4)
and lower
8
Level in Cadre
Professional
Teacher (6)
Exhibits
professional
behavior in the
holistic
development of
students and
provides
guidance to
teachers to do
the same
Performs all roles and
functions of certified
teachers, but is expected
to perform even more
effectively.
Attention to
Students’ Welfare:
Development of
Students’
Behavioral,
Affective and Social
Domains and
Citizenship Values
Performs all roles and
functions of certified
teachers, but is
expected to perform
even more effectively.
In addition, fulfils the
following role(s):
In addition, fulfils the
following role(s):
In addition, fulfils the
following role(s):

 advises certified
teachers on their
roles and functions
on students’
physical
development and
contributes towards
their development
in these areas
Development of
Students’ Cognitive
Domain
 Advises certified
teachers on all their
roles and functions and
contributes towards
their development in
these areas
 Presents model lessons
 Conducts Action
Research for the
improvement of the
Instruction and Learning
processes
advises certified
teachers on their
roles and
functions on
students’ welfare
and contributes
towards their
development in
these areas
Development of
Students’ Physical
Domain
Performs all roles and
functions of certified
teachers, but is
expected to perform
even more effectively.
9
Development of
School including a
Collaborative
School Culture
Performs all roles
and functions of
certified teachers,
but is expected to
perform even more
effectively.
In addition, fulfils the
following role(s):
 Contributes ideas
towards program
modifications or
improvements
 Conducts gradelevel meetings to
discuss studentrelated issues at
that grade level
Partnership with
Parents and the
Larger Community
Professional
Development
Performs all roles and
functions of certified
teachers, but is
expected to perform
even more effectively.
Performs all roles and
functions of certified
teachers, but is
expected to perform
even more effectively.
In addition, fulfils the
following role(s):
In addition, fulfils the
following role(s):
 Helps teachers in
engaging parents
and the community
 Advises and
contributes towards
teachers’
Professional
Development
 Advances own
content knowledge
and encourages
certified teachers to
do the same
Level in Cadre
Senior Teacher
(7)
Exhibits
leadership
qualities and
professional
behavior in the
holistic
development of
students and
provides
guidance to
teachers to do
the same
Performs all roles and
functions of the
professional teacher but
is expected to perform
even more effectively.
Attention to Students’
Welfare: Development
of Students’
Behavioral, Affective
and Social Domains
and Citizenship
Values
Performs all roles and
functions of the
professional teacher but
is expected to perform
even more effectively.
In addition, fulfils the
following role(s):
In addition, fulfils the
following role(s):
Development of
Students’ Cognitive
Domain
 Appraises
professional
teachers and below
in their performance
 Coaches
professional
teachers and below,
to develop them
 Shows leadership
qualities
 Leads teachers
towards excellence
by motivating them
 Coaches other
teachers in student
welfare issues
 Shows leadership to
other teachers in
taking care of
student development
 Leads teachers
towards excellence
by motivating them
Development of
Students’ Physical
Domain
Performs all roles
and functions of the
professional teacher
but is expected to
perform even more
effectively.
In addition, fulfils the
following role(s):
 Trains other
teachers in
designing and
implementing cocurricular
activities
 Leads teachers
towards
excellence by
motivating them
10
Development of
School including a
Collaborative School
Culture
Partnership with
Parents and the
Larger
Community
Performs all roles and
functions of the
professional teacher
but is expected to
perform even more
effectively and to take
the lead role.
Performs all roles
and functions of
the professional
teacher but is
expected to
perform even
more effectively
and to take the
lead role.
 Leads teachers
towards excellence
by motivating them
 Leads
teachers
towards
excellence by
motivating
them
Professional Development
Performs all roles and
functions of the professional
teacher but is expected to
perform even more effectively.
In addition, fulfils the following
role(s):
 Provides other teachers
with in-house development
programs
 Leads teachers in
upgrading their professional
skills using appropriate
materials from a variety of
sources
 Leads teachers towards
excellence by motivating
them
 Senior Teacher together
with the Senior
Assistant/Assistant
Headmaster appraise all
teachers reporting to them
for the purpose of
continuous development
Level in Cadre
Consultant
Teacher (8)
Exhibits
leadership
qualities and
professional
behavior in the
holistic
development of
students and
provides
guidance to
teachers to do
the same in their
respective
subjects of
specialization.
Initiates
innovative ideas
for school
improvement.
Has knowledge and skills
in all roles and functions
of the senior teacher and
is expected to be able to
assist them to work more
effectively.
Attention to Students’
Welfare: Development
of Students’
Behavioral, Affective
and Social Domains
and Citizenship Values
Has knowledge and skills
in all roles and functions
of the senior teacher and
is expected to be able to
assist them to work more
effectively.
In addition, fulfils the
following roles in
collaboration with the
specialist, the
headmaster and the
senior teacher:
In addition, fulfils the
following roles in
collaboration with the
specialist, the
headmaster and the
senior teacher:
 Leads teachers
towards excellence
 Troubleshoots
teachers’ problems
and helps resolve
them
 Conducts ongoing
follow-up of subject
matters and
departmental issues at
district schools
 Coordinates with other
MOE directorates

Development of
Students’ Cognitive
Domain

Helps school in
solving their problems
in this area
Coordinates with
other MOE
directorates
Development of
Students’ Physical
Domain
Has knowledge and
skills in all roles and
functions of the
senior teacher and is
expected to be able
to assist them to
work more
effectively.
In addition, fulfils the
following roles in
collaboration with the
specialist, the
headmaster and the
senior teacher:
 Helps school in
solving their
problems in this
area
 Coordinates with
other MOE
directorates
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Development of
School including
a Collaborative
School Culture
Partnership with
Parents and the
Larger
Community
Has knowledge
and skills in all
roles and functions
of the senior
teacher and is
expected to be
able to assist them
to work more
effectively.
Has knowledge
and skills in all
roles and functions
of the senior
teacher and is
expected to be
able to assist them
to work more
effectively.
In addition, fulfils
the following roles
in collaboration
with the specialist,
the headmaster
and the senior
teacher:
In addition, fulfils
the following roles
in collaboration
with the specialist,
the headmaster
and the senior
teacher:
 Collaborates
with all other
Consultant
Teachers in the
district
 Coordinates
with other MOE
directorates
 Initiates ideas
in teams with
parents for
school
improvement
projects
 Coordinates
with other MOE
directorates
Professional Development
Has knowledge and skills in
all roles and functions of the
senior teacher and is
expected to be able to assist
them to work more effectively.
.
In addition, fulfils the following
roles in collaboration with the
specialist, the headmaster
and the senior teacher:
 Advises teachers on
professional matters
 Conducts professional
development programs for
teachers in areas of need
_____________________________________________________________________
Competencies for Teaching Excellence
This section lists the teaching competencies required to be an effective
teacher. The development of these competencies as characteristics of the
teacher on an on-going basis will constitute a continuous effort towards self
improvement and professional development.
A competency requires the right mix of knowledge, skills and attitudes to
meet the system’s standards of effective teaching. The knowledge
component is the content of what the teacher knows which also forms the
basis for the development of further knowledge through the teacher’s own
efforts which include personal investigations and research work for self
improvement in both content and skills.
The skills required of a teacher are mainly pedagogical, the ability to
engage students in learning and the processes that instigate the students’
desire to know more and the ability to know how to adjust
teaching approaches conditional upon classroom situations. The competent
teacher behaves in a professional manner, constantly upgrading his or her
knowledge and searching for different effective ways of facilitating
students’ learning. He or she will also be able to determine this
effectiveness through the use of a variety of assessment tools. A competent
teacher is able to create a conducive classroom environment through the use
of effective classroom management strategies. These skills are contingent
upon good communication skills which a teacher should constantly develop
as a competency. The whole teaching-learning process from instruction to
assessment to the reporting of student performance to their parents and
engaging parents to participate actively in their children’s education, require
effective communication skills.
The attitude component is very much self characteristics. A teacher needs
to have a commitment to the development of his or her students, both in
terms of their learning and their well-being. A competent teacher treats and
provides his or her students with equitable treatment and shows them the
respect they deserve and dedicatedly guides them in their learning.
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Competencies of Teachers: Grade 3 through Grade 8
The following list of competencies is expressed in terms of the specifics within a
given domain of teaching. For each competency, a list of possible behaviors that
demonstrate that competency is given. This list is of course not exhaustive and
depending on classroom scenarios, various other examples may be listed.
(A) Core Teaching and Learning Competencies
(i) Development of Students’ Cognitive Domain





Knowledge of Subject Content within the Curriculum
Pedagogical Skills
Assessment Skills
Interpersonal and Communication skills with Students
Classroom Management Skills
(ii) Attention to Students’ Welfare: Development of Students’ Behavioral,
Affective and Social Domains



Developing Social and Emotional Well-Being of Students
Developing Values Domain of Students
Developing Civic Awareness of Students
(iii) Development of Students’ Physical Domain

Developing Physical Well-Being of Students
(B) Professional and Individual Competencies
(iv) Development of School Including a Collaborative School Culture



Professionalism and School Improvement
Commitment to Student Learning
Working Effectively in Teams
(v) Partnership with Parents and the Larger Community

Collaboration with Stakeholders
(vi) Professional Development

Professional Development
13
Teacher in Training (Grade 3)
(A) Core Teaching and Learning Competencies
(i) Development of Students’ Cognitive Domain
Key
Competency
Domains
Knowledge of
Subject Content
within the
Curriculum
Pedagogical
Skills
Specific Competencies
Possible Behaviors
Teachers know their subject
matter,
the curriculum and
educational issues (including
policies and initiatives).
The Teacher:
 Demonstrates awareness of the philosophy and rationale of the official curriculum framework that
structures teaching areas.
 Shows awareness of the range and rationales of key national educational initiatives and policies.
 Demonstrates that he has knowledge of lesson plans and prepares teaching materials in accordance
with this competency domain.
 Assists in teaching, evaluation and remediation.
The Teacher:
 Shows awareness of the different learning styles of students with the selection of teaching materials.
 Produces appropriate teaching-learning materials.
The Teacher:
 Actively seeks new information from various sources including professional development courses
available.
The Teacher:
 Shows awareness of various pedagogical approaches to facilitate the teaching of subject.
 Shows flexibility in teaching strategies to cater to students of different ability levels.
Teachers understand how
students learn and the factors
that affect their learning.
Teachers keep up with latest
trends and developments in
own subject area.
Teachers adapt and refine
their teaching practices
through continuous learning
and reflection, using a variety
of sources and resources.
Teachers use appropriate
knowledge and technological
skills in their teaching
practices.
The Teacher:
 Uses technology appropriately to improve efficiency and effectiveness in planning, instructional
delivery and assessment.
14
Key
Competency
Domains
Assessment
Skills
Interpersonal
and
Communication
skills with
Students
Classroom
Management
Skills
Specific
Competencies
Possible Behaviors
Teachers have ability
to apply a variety of
effective assessment
practices.
The Teacher:
 Shows flexibility in the use of assessment techniques to measure students’ learning outcomes.
 Develops valid and relevant assessment tools that differentiate student performance accurately.
Teachers provide
constructive and
timely feedback.
The Teacher:
 Provides constructive and timely feedback to students.
 Provides responsive, useful and meaningful feedback on assignments.
 Gathers accurate data on student performance and keeps comprehensive records of student achievements.
 Engages in meaningful dialogue with students to provide feedback during the teaching and learning process.
 Participates in planning suitable follow-up actions to address areas requiring assistance with the aim of
improving future performance, in collaboration with colleagues.
 Keeps both students and parents informed on progress.
The Teacher:
 Abides by school guidelines on reporting with conscientiousness.
 Attempts to communicate clear and achievable expectations for students.
 Demonstrates a positive, professional attitude when communicating with students.
Teachers
communicate
effectively with
students.
Teachers know and
apply a variety of
effective classroom
management
strategies.
The Teacher:
 Considers the individual needs of students and the learning environment when selecting teaching resources.
 Maintains classroom discipline.
15
(ii) Attention to Students’ Welfare: Development of Students’ Behavioral, Affective and Social Domains
Key
Competency
Domains
Developing
Social and
Emotional
Well-Being of
Students
Developing
Values Domain
of Students
Developing
Civic
Awareness of
Students
Specific Competencies
Possible Behaviors
Teachers promote the
social and emotional wellbeing of students.
 Develops positive values in students.
 Sensitive to students emotional needs and problems and take necessary follow-up actions.
Teachers enhance the
students’ values.
 Promotes moral awareness in school.
Teachers develop students
to become better and
responsible citizens.
 Promotes positive values and citizenship responsibilities.
(iii) Development of Students’ Physical Domain
Key
Competency
Domains
Developing
Physical WellBeing of
Students
Specific Competencies
Possible Behaviors
Teachers develop the
physical well-being of
students.
 Assists and participates in planning and conducting co-curricular activities.
16
(B) Professional and Individual Competencies
(iv) Development of School Including a Collaborative School Culture
Key
Competency
Domains
Professionalism
and School
Improvement
Commitment to
Student
Learning
Working
Effectively in
Teams
Specific Competencies
Possible Behaviors
Teachers engage in ongoing
professional
learning and apply it to improve
their teaching practices.
Teachers demonstrate
commitment to the well-being and
development of all students.
The Teacher:
 Displays support for school programs and initiatives.
 Accepts constructive feedback from others so as to improve.
Teachers are committed to teach
and support students learning and
achievement.
The Teacher:
 Learns and acquires best practices from others and effectively applies new
information/techniques to enhance teaching practices.
Teachers treat all students fairly
and with respect.
The Teacher:
 Demonstrates care and respect for students by developing positive interactions.
 Encourages polite and respectful student interactions and behavior.
The Teacher:
 Provides students with appropriate opportunities for independent practice of new skills.
Teachers provide a ‘learning’
environment that fosters critical
thinking and life-long learning.
Teachers collaborate with other
colleagues in school to create
sustainable learning communities.
The Teacher:
 Shows genuine concern of students’ learning.
 Encourages a positive classroom learning environment.
The Teacher:
 Learns from colleagues in a community of learners.
 Cooperates with colleagues to solve student, classroom and school concerns.
17
(v) Partnership with Parents and the Larger Community
Key
Competency
Domains
Collaboration
with
Stakeholders
Specific Competencies
Possible Behaviors
Teachers collaborate with other
stakeholders (such as, parents
and members of the community)
to enhance student learning and
achievement and school programs.
The Teacher:
 Engages and works with parents and community members.
(vi) Professional Development
Key
Competency
Domains
Professional
Development
Specific Competencies
Possible Behaviors
Teachers seek opportunities to
improve on professional practices.
 Shows interest in advancing content knowledge and teaching skills.
18
Certified Teacher (Grades 4 and 5)
(A) Core Teaching and Learning Competencies
(i) Development of Students’ Cognitive Domain
Key
Competency
Domains
Knowledge of
Subject
Content within
the Curriculum
Specific
Competencies
Teachers know
their subject matter,
the curriculum and
educational issues
(including policies
and initiatives).
Teachers
understand how
students learn and
the factors that
affect their
learning.
Teachers keep up
with latest trends
and developments
in own subject area.
Possible Behaviors
The Teacher:
 Demonstrates awareness and clear understanding of the philosophy and rationale of the official curriculum
framework that structures teaching areas.
 Demonstrates clear understanding of the range and rationale of key national educational initiatives and policies.
 Exhibits good understanding and ability to explain subject areas to students.
 Presents accurate, relevant and up-to-date information.
 Incorporates appropriate curricular guidelines meaningfully into lessons.
The Teacher:
 Caters to different learning styles of students with the selection of teaching materials.
 Modifies programs to fit student needs by making topics relevant to students’ experiences.
The Teacher:
 Actively seeks new information from various sources including professional development courses available.
 Applies knowledge trends and developments into teaching.
 Assesses and reviews program delivery for relevancy.
 Utilizes resources effectively (such as websites) to learn about best practices and successful teaching strategies.
19
Key
Competency
Domains
Pedagogical
Skills
Specific Competencies
Possible Behaviors
Teachers adapt and
refine their teaching
practices through
continuous learning and
reflection, using a
variety of sources and
resources.
The Teacher:
 Devises effective approaches to teach subject.
 Demonstrates flexibility in teaching strategies for students of different ability levels.
 Integrates curriculum expectations effectively into teaching practice
 Uses enjoyable teaching approaches to make learning fun.
 Uses effective instructional and time management techniques such as specification of appropriate teaching
objectives, learning activities and clear communication..
 Uses a clear and consistent format for instruction.
 Uses different motivational strategies to encourage students in developing competence in all areas.
 Develops clear classroom expectations with students.
The Teacher:
 Uses technology appropriately to improve efficiency and effectiveness in planning, instructional delivery
and assessment.
Teachers use
appropriate knowledge
and technological skills
in their teaching
practices.
20
Key
Competency
Domains
Assessment
Skills
Specific Competencies
Possible Behaviors
Teachers have ability to
apply a variety of
effective assessment
practices.
The Teacher:
 Develops valid and relevant assessment tools that differentiate student performance accurately.
 Aligns assessment strategies with learning objectives.
 Employs formative and summative assessments to measure students’ learning outcomes.
 Recognizes student difficulties, and hence uses a variety of assignment strategies.
 Helps construct tests that can differentiate student performance accurately.
 Shows flexibility in the use of assessment techniques to measure students’ learning outcomes.
The Teacher:
 Provides constructive, timely and meaningful feedback to students and take follow-up actions.
 Provides responsive, useful and meaningful feedback on assignments.
 Gathers accurate data on student performance and keeps comprehensive records of student achievements.
 Engages in meaningful dialogue with students to provide feedback during the teaching and learning process.
 Plans suitable follow-up actions to address areas requiring assistance with the aim of improving future
performance.
 Keeps both students and parents informed on progress.
Teachers provide
constructive and timely
feedback.
21
Key Competency
Domains
Interpersonal and
Communication
skills with
Students
Specific Competencies
Possible Behaviors
Teachers communicate
effectively with students.
The Teacher:
 Abides by school guidelines on reporting with conscientiousness.
 Conducts effective teacher-student conferences.
 Communicates clear and achievable expectations for students.
 Demonstrates a positive, professional attitude when communicating with students.
The Teacher:
 Differentiates instruction to meet varied student needs.
 Considers the individual needs of students and the learning environment when selecting teaching
resources.
 Provides opportunities for students to demonstrate their learning through involvement.
 Uses appropriate strategies to manage discipline.
 Exhibits fairness when dealing with students.
 Establishes and maintains standards for student behavior.
Teachers know and apply
Classroom
Management Skills a variety of effective
classroom management
strategies.
(ii) Attention to Students’ Welfare: Development of Students’ Behavioral, Affective and Social Domains
Key Competency
Domains
Developing Social
and Emotional
Well-Being of
Students
Developing of
Students’ Values
Developing Civic
Awareness of
Students
Specific Competencies
Possible Behaviors
Teachers promote the
social and emotional
well-being of students.
 Develops positive values in students.
 Uses effective pastoral guidance for students and takes necessary actions/makes referrals for professional
intervention at class level.
Teachers enhance the
students’ values.
Teachers develop
students to become better
and responsible citizens.
 Infuses moral values.
 Promotes positive values and citizenship responsibilities.
 Surfaces new national policies and debates when appropriate.
22
(iii) Development of Students’ Physical Domain
Key Competency
Domains
Developing
Physical WellBeing of Students
Specific Competencies
Teachers develop the physical
well-being of students.
Possible Behaviors
 Organizes and conducts appropriate and lively physical education lessons and/or co-curricular
activities that sustain interest of students and supports their mental, physical and social
development.
 Works with students to organize student-led activities for their peers or people in the community.
23
(B) Professional and Individual Competencies
(iv) Development of School
Key
Competency
Domains
Professionalism and
School
Improvement
Commitment
to Student
Learning
Specific Competencies
Possible Behaviors
Teachers engage in
ongoing professional
learning and apply it to
improve their teaching
practices.
The Teacher:
 Displays positive attitudes toward students, parents, colleagues and the school.
 Accepts constructive feedback from others so as to improve.
 Manages relationship well with others.
 Participates actively in school initiatives and duties which result in improvements at the school level.
 Supports administrative processes in the school that enhance school effectiveness.
The Teacher:
 Shows genuine concern for students’ learning.
 Proactively seeks and effectively applies approaches for helping students' development.
 Supports students in meeting their academic, social and emotional needs.
 Builds a positive rapport with students.
The Teacher:
 Encourages students to actively participate in the learning process.
 Learns and acquires best practices from others and effectively applies new information/techniques to enhance
teaching practices.
The Teacher:
 Demonstrates care and respect for students by developing positive interactions.
 Encourages polite and respectful student interactions and behavior.
 Deals with inappropriate student behaviors fairly and wisely.
The Teacher:
 Provides students with appropriate opportunities for independent practice of new skills.
 Provides guidance and feedback to students on developing of new skills.
 Provides a secure, healthy, and student-directed learning environment.
Teachers demonstrate
commitment to the wellbeing and development of
all students.
Teachers are committed
to teach and support
students learning and
achievement.
Teachers treat all students
fairly and with respect.
Teachers provide a
‘learning’ environment
that fosters critical
thinking and life-long
learning.
24
Key
Competency
Domains
Leadership
Skills
Working
Effectively in
Teams
Specific Competencies
Possible Behaviors
Teachers lead by example and
willingness to take on more
responsibilities.
Teachers collaborate with other
colleagues in school to create
sustainable learning
communities.
The Teacher:
 Garners respects from colleagues.
 Demonstrates positive attitude and willingness to take on additional responsibilities.
The Teacher:
 Learns with and from colleagues in a community of learners.
 Cooperates with colleagues to resolve student, classroom and school concerns.
 Acknowledges the contribution of others in the team.
(v) Partnership with Parents and the Larger Community
Key
Competency
Domains
Collaboration
with
Stakeholders
Specific Competencies
Possible Behaviors
Teachers collaborates with other
stakeholders (such as, parents
and members of the community)
to enhance student learning and
achievement and school
programs.
The Teacher:
 Provides ongoing feedback to parents on students’ progress through avenues such as meetings,
newsletters, Short Messaging System (SMS), and emails.
 Demonstrates a positive, professional attitude when communicating with stakeholders.
(vi) Professional Development
Key
Competency
Domains
Professional
Development
Specific Competencies
Possible Behaviors
Teachers seek opportunities to
improve on professional
practice.
 Attends the training path program specific for his/her grade level.
 Engages in continual learning of both content and pedagogical knowledge in order to enhance his/her
professional practices in the classroom.
25
Professional Teacher (Grade 6)
(A) Core Teaching and Learning Competencies
(i) Development of Students’ Cognitive Domain
Key
Competency
Domains
Knowledge of
Subject
Content
within the
Curriculum
Specific
Competencies
Teachers know their
subject matter,
the curriculum and
educational issues
(including policies
and initiatives).
Teachers understand
how students learn
and the factors that
affect their learning.
Teachers keep up
with latest trends and
developments in their
own subject area.
Possible Behaviors
The Teacher:
 Demonstrates clear understanding of the philosophy and rationale of the official curriculum framework that
structures teaching areas.
 Demonstrates clear understanding of the range and rationale of key national educational initiatives and policies.
 Exhibits deep understanding and ability to explain subject areas to students.
 Presents accurate and up-to-date information relevant to the subject matter.
 Incorporates appropriate curricular guidelines meaningfully into lessons.
 Exemplifies having knowledge:
(i) Employs a variety of pedagogical approaches to cater to needs of students.
(ii) Delivers multidisciplinary lessons whenever needed.
(iii) Enrich subject content beyond the curriculum.
 Demonstrates awareness of philosophy and rationale of curriculum in relation to overall national framework.
The Teacher:
 Caters to different learning styles of students with the selection of teaching materials in a timely fashion.
 Modifies programs effectively to fit student needs by making topics relevant to students’ experiences.
 Chooses pertinent resources for development of instruction to address student needs.
The Teacher:
 Actively seeks new information through professional development courses.
 Applies knowledge trends and developments effectively into teaching.
 Assesses and reviews programs delivery for relevancy regularly and purposefully.
 Utilizes a wide variety of resources effectively (such as websites) to learn about best practices and successful
teaching strategies.
26
Key
Competency
Domains
Pedagogical
Skills
Specific
Competencies
Teachers adapt and
refine their teaching
practices through
continuous learning
and reflection, using
a variety of sources
and resources.
Teachers use
appropriate
knowledge and
technological skills in
their teaching
practices.
Possible Behaviors
The Teacher:
 Constantly devises effective approaches to teach subject.
 Demonstrates flexibility in teaching strategies for students of different ability levels.
 Consciously integrates curriculum expectations effectively into teaching practice.
 Uses enjoyable teaching approaches to make learning fun.
 Uses effective instructional management techniques such as specifications of appropriate teaching objectives and
learning activities and clear communication.
 Uses different motivational strategies effectively to encourage students in developing competence in all areas.
 Develops clear classroom expectations with students.
 Uses instructional time in a focused, purposeful way.
 Uses a clear and consistent format to present instruction.
 Uses a wide variety of teaching styles to suit students learning styles.
 Uses a variety of resources effectively to support delivery of the curriculum.
 Demonstrates clear understanding of students’ learning needs.
 Encourages students to know about, reflect on, and monitor their own learning.
The Teacher:
 Uses technology appropriately to improve efficiency and effectiveness in planning, instructional delivery and
assessment.
 Demonstrates effective use of technology to promote student learning.
 Contributes towards producing e- learning materials.
27
Key
Competency
Domains
Assessment
Skills
Specific
Competencies
Teachers have
ability to apply a
variety of effective
assessment
practices.
Teachers provide
constructive and
timely feedback.
Interpersonal
and
Communication
skills with
Students
Teachers
communicate
effectively with
students.
Possible Behaviors
The Teacher:
 Develops valid and relevant assessment tools that differentiate student performance accurately.
 Aligns assessment strategies with learning objectives
 Employs a variety of formative and summative assessments to measure students’ learning outcomes.
 Recognizes student difficulties, and hence uses a variety of assignment strategies in an effective way.
 Employs a wide variety of diagnostic techniques to assess student difficulties.
 Demonstrates skills in constructing a variety of test questions and instruments to measure students’ learning.
 Responds to learning exceptionalities and special needs by adjusting assessment processes to ensure meeting
their needs.
The Teacher:
 Provides constructive, timely and meaningful feedback to students and take follow-up actions.
 Gathers accurate data on student performance using a variety of tools and keeps comprehensive records of
student achievement.
 Analyzes the assessment results in an accurate and timely manner.
 Uses student work to diagnose learning difficulties and provides appropriate remediation.
 Plans and implements suitable follow-up action to address areas requiring assistance with the aim of improving
future performance.
 Keeps both students and parents informed on progress by effectively using the most appropriate available means
The Teacher:
 Abides by school guidelines on reporting with conscientiousness.
 Conducts effective teacher-student conferences.
 Communicates clear and achievable expectations for students.
 Demonstrates a positive, professional attitude when communicating with students.
28
Key
Competency
Domains
Classroom
Management
Skills
Specific
Competencies
Teachers know and
apply a variety of
effective classroom
management
strategies.
Possible Behaviors
The Teacher:
 Consciously differentiates instruction to meet varied student needs.
 Caters to the individual needs of students and the learning environment when using teaching resources.
 Provides a variety of opportunities for students to demonstrate their learning through involvement.
 Uses a variety of appropriate strategies to manage discipline.
 Exhibits fairness when dealing with students.
 Establishes and maintains high standards for student behavior.
 Demonstrates ability to structure a positive classroom learning environment. (e.g. setting high expectations and
respect, which values and promotes learning).
 Manages tasks and time effectively while engaging students in varied learning experiences.
 Seeks and uses various resources to achieve and reinforce expectations.
 Demonstrates ability to identify students’ psycho-social needs and obtain resources to address them.
 Ensures that all students have the opportunity to learn by planning purposeful tasks.
(ii) Attention to Students’ Welfare: Development of Students’ Behavioral, Affective and Social Domains
Key
Competency
Domains
Developing
Social and
Emotional
Well-Being of
Students
Developing
Values Domain
of Students
Specific
Competencies
Teachers promote
the social and
emotional wellbeing of students.
Teachers enhance
the students’
values.
Possible Behaviors
The Teacher:
 Uses effective pastoral guidance to students and takes necessary actions/makes referrals for professional
intervention at class level..
 Uses a wide variety of positive and appropriate behavior management procedures by delivering consequences
consistently and reinforcing positive behavior.
 Designs and implements customized school wide guidance programs which motivate/enable all students to give
of their best and maximize their potential.
The Teacher:
 Infuses moral values.
29
Key
Competency
Domains
Developing
Civic
Awareness of
Students
Specific
Competencies
Teachers develop
students to become
better and
responsible
citizens.
Possible Behaviors
The Teacher:
 Promotes positive values and citizenship responsibilities.
 Surfaces new national policies and debates when appropriate.
 Uses innovative techniques to get students to critically engage with current societal and national concerns/issues.
 Works with other teachers in the school to design projects that will raise pupil awareness of key national policies
and debates.
(iii) Development of Students’ Physical Domain
Key
Competency
Domains
Developing
Physical WellBeing of
Students
Specific
Competencies
Teachers develop
the physical wellbeing of students.
Possible Behaviors
The Teacher:
 Organizes and conducts appropriate and lively physical education lessons and/or co-curricular activities that
sustains interest of students and supports their mental, physical and social development.
 Works with students to organize student led activities for their peers or people in the community.
 Conceptualizes and leads the school in the design of integrated co-curricular program that will sustain the general
well being and growth of all students.
30
(B) Professional and Individual Competencies
(iv) Development of School
Key
Competency
Domains
Professionalism
and School
Improvement
Specific
Competencies
Teachers engage in
ongoing
professional
learning and apply
it to improve their
teaching practices.
Possible Behaviors
The Teacher:
 Displays positive attitudes toward students, parents, colleagues and the school..
 Accepts constructive feedback from others so as to improve.
 Manages relationship well with others.
 Participates actively in school initiatives and duties which results in improvements at the school level.
 Supports administrative processes in the school that enhance school effectiveness.
 Leads in the implementation of school-wide instructional initiatives and duties which will bring about greater
school effectiveness and improved student performance.
 Observes and analyzes pedagogical practices of less experienced teachers and develop processes to help teachers
critically reflect and improve on their teaching and learning practices.
31
Key
Competency
Domains
Commitment to
Student
Learning
Specific
Competencies
Teachers
demonstrate
commitment to
the well-being and
development of
all students.
Teachers are
committed to
teach and support
students learning
and achievement.
Teachers treat all
students fairly and
with respect.
Teachers provide
a ‘learning’
environment that
fosters critical
thinking and lifelong learning.
Possible Behaviors
The Teacher:
 Shows genuine concern of students’ learning.
 Proactively seeks and effectively applies approaches for helping in students' physical, social and cognitive
development.
 Supports students in meeting their academic, social and emotional needs.
 Builds a positive rapport with students.
 Motivates students to improve their learning.
 Leads by example and promotes the joy of learning.
The Teacher:
 Encourages students to actively participate in the learning process.
 Learns and acquires best practices from others and effectively applies new information/techniques to enhance
teaching practices.
 Helps students refine their skills by providing opportunities for guided practice.
The Teacher:
 Demonstrates care and respect for students by developing positive interactions.
 Encourages polite and respectful student interactions and behaviour.
 Deals with inappropriate student behaviors fairly and wisely.
 Promotes issues of equity and diversity by planning appropriate experiences.
 Promotes a bias-free, multicultural perspective.
 Promotes fairness and justice through adoption of anti-discriminatory practices such as with regards to disability,
race, and culture.
The Teacher:
 Provides students with appropriate opportunities for independent practice of new skills.
 Provides guidance and feedback to students on developing of new skills.
 Provides a secure, healthy, and student-directed learning environment.
 Encourages students to ask question in a non-threatening learning environment.
 Develops students’ self-esteem by positive reinforcement.
 Encourages effective questioning techniques that encourage higher level thinking skills.
32
Key
Competency
Domains
Leadership
Skills
Working
Effectively in
Teams
Specific
Competencies
Teachers lead by
example and
willingness to take on
more responsibilities.
Teachers collaborate
with other colleagues
in school to create
sustainable learning
communities.
Possible Behaviors
The Teacher:
 Garners respects from colleagues.
 Demonstrates positive attitude and willingness to take on additional responsibilities.
 Sets example for others to follow in terms of work ethic.
 Promotes a positive working environment.
The Teacher:
 Learns with and from colleagues in a community of learners.
 Cooperates with colleagues to resolve student, classroom and school concerns.
 Acknowledges the contribution of others in the team.
 Manages relationships well through collaboration, shared problem-solving and conflict resolution.
(v) Partnership with Parents and the Larger Community
Key
Competency
Domains
Collaboration
with
Stakeholders
Specific
Competencies
Possible Behaviors
Teachers collaborate
with other
stakeholders (such as,
parents
and members of the
community) to
enhance student
learning and
achievement and
school programs.
The Teacher:
 Provides ongoing feedback to parents on students’ progress through avenues such as meetings, newsletters, Short
Messaging System (SMS), and emails.
 Demonstrates a positive, professional attitude when communicating stakeholders.
 Conscientiously reaches out to parents and to diverse local communities inviting them to share their knowledge
and skills in supporting effective classroom and school activities.
 Initiates contact with other professionals and community, inviting them to participate in school/community-based
activities.
 Works with the community to offer services to students.
33
(vi) Professional Development
Key
Competency
Domains
Professional
Development
Specific
Competencies
Possible Behaviors
Teachers seek
opportunities to
improve on
professional
practice.
The Teacher:
 Attends the training path program specific for his/her grade level.
 Engages in continual learning of both content and pedagogical knowledge in order to enhance his/her professional
practice in the classroom.
 Translates knowledge about latest research in pedagogy and content into application for the classroom.
34
Senior Teacher (Grade 7)
(A) Core Teaching and Learning Competencies
(i) Development of Students’ Cognitive Domain
Key
Competency
Domains
Knowledge of
Subject
Content
within the
Curriculum
Specific
Competencies
Senior Teachers lead
and support teachers in
their subject matter,
the curriculum and
educational issues
(including policies and
initiatives).
Senior Teachers lead
and support teachers to
understand how
students learn and the
factors that affect their
learning.
Senior Teachers lead
and support teachers to
keep up with latest
trends and
developments in own
subject area.
Possible Behaviors
The Senior Teacher leads and supports teachers in order for them to:
 demonstrate clear understanding of the philosophy and rationale of the official curriculum framework that
structures teaching areas.
 demonstrate clear understanding of the range and rationale of key national educational initiatives and policies.
 exhibit deep understanding and ability to explain subject areas to students.
 present accurate and up-to-date information relevant to the subject matter.
 incorporate appropriate curricular guidelines meaningfully into lessons.
 exemplify having knowledge in:
(vii) employing a variety of pedagogical approaches to cater to needs of students.
(viii) delivering multidisciplinary lessons whenever needed.
(ix) enriching subject content beyond the curriculum.
 Demonstrates awareness of philosophy and rationale of curriculum in relation to overall national framework.
 Contributes effectively in designing and implementing an integrated curriculum across a variety of age-levels
and ability.
The Senior Teacher leads and supports teachers in order for them to:
 cater to different learning styles of students with the selection of teaching materials.
 modify programs to fit students’ needs by making topics relevant to students’ experiences.
 choose pertinent resources for development of instruction to address student needs.
The Senior Teacher leads and supports teachers in order for them to:
 actively seek new information through professional development courses.
 apply knowledge trends and developments effectively into teaching.
 assess and review programs delivery for relevancy regularly and purposefully.
 utilize a wide variety of resources effectively (such as websites) to learn about best practices and successful
teaching strategies.
35
Key
Competency
Domains
Pedagogical
Skills
Specific
Competencies
Possible Behaviors
Senior Teachers
The Senior Teacher leads and supports teachers in order for them to:
lead and support
 constantly devise effective approaches to teach subject.
teachers in
 demonstrate flexibility in teaching strategies for students of different ability levels.
adapting and
 consciously integrate curriculum expectations effectively into teaching practice.
refining their
 use enjoyable teaching approaches to make learning fun.
teaching practices  use effective instructional management techniques such as specifications of appropriate teaching objectives and
through
learning activities and clear communication.
continuous
 use different motivational strategies effectively to encourage students in developing competence in all areas.
learning and
 develop clear classroom expectations with students.
reflection, using a
 use instructional time in a focused, purposeful way.
variety of sources
 use a clear and consistent format to present instruction.
and resources.
 use a wide variety of teaching styles to suit students learning styles.
 use a variety of resources effectively to support delivery of the curriculum.
 demonstrate clear understanding of students’ learning needs.
 encourage students to know about, reflect on, and monitor their own learning.
Senior Teachers
The Senior Teacher leads and supports teachers in order for them to:
lead and support
 use technology appropriately to improve efficiency and effectiveness in planning, instructional delivery and
teachers in the
assessment.
use of
 demonstrate effective use of technology to promote student learning.
appropriate
 contribute towards producing e- learning materials.
knowledge and
technological
skills in their
teaching
practices.
36
Key
Competency
Domains
Assessment
Skills
Specific
Competencies
Senior Teachers
lead and support
teachers in
applying a
variety of
effective
assessment
practices.
Possible Behaviors
The Senior Teacher leads and supports teachers in order for them to:
 develop valid and relevant assessment tools that differentiate student performance accurately.
 align assessment strategies with learning objectives.
 employ a variety of formative and summative assessments to measure students’ learning outcomes.
 recognize student difficulties, and hence uses a variety of assignment strategies in an effective way.
 employ a wide variety of diagnostic techniques to assess student difficulties.
 demonstrate skills in constructing a variety of test questions and instruments to measure students’ learning.
 responds to learning exceptionalities and special needs by adjusting assessment processes to ensure meeting their
needs.
 design assessment tools including authentic assessment tasks to measure learning in the integrated curriculum
(across subject areas).
The Senior Teacher:
 participates in the construction of test items for use at the national level examinations.
Senior teachers
lead and support
teachers in
providing
constructive and
timely feedback
to students.
The Senior Teacher leads and supports teachers in order for them to:
 provide constructive, timely and meaningful feedback to students and take follow-up actions.
 gather accurate data on student performance and keeps comprehensive records of student achievements.
 analyze the assessment results in an accurate and timely manner.
 use student work to diagnose learning difficulties and provides appropriate remediation.
 plan and implement suitable follow-up action to address areas requiring assistance with the end of improving future
performance.
 keep records and provides feedback to students of strengths and weakness in their learning
 provide responsive, useful and meaningful feedback on assignments.
 engage in meaningful dialogue with students to provide feedback during the teaching and learning process.
 keep both students and parents informed on progress by effectively using the most appropriate available means.
37
Key
Competency
Domains
Interpersonal
and
Communicati
on skills with
Students
Classroom
Management
Skills
Specific
Competencies
Senior Teachers
help teachers
develop effective
communication
with students.
Senior Teachers
lead and support
teachers in
applying a
variety of
effective
classroom
management
strategies.
Possible Behaviors
The Senior Teacher leads and supports teachers in order for them to:
 abide by school guidelines on reporting with conscientiousness.
 conduct effective teacher-student conferences.
 communicate clear and achievable expectations for students.
 demonstrate a positive, professional attitude when
communicating students.
The Senior Teacher leads and supports teachers in order for them to:
 consciously differentiate instruction to meet varied student needs.
 cater to the individual needs of students and the learning environment when using teaching resources.
 provide a variety of opportunities for students to demonstrate their learning through involvement.
 use a variety of appropriate strategies to manage discipline.
 exhibit fairness when dealing with students.
 establish and maintain high standards for student behavior.
 demonstrate ability to structure a positive classroom learning environment. (e.g. setting high expectations and
respect, which values and promotes learning).
 manage tasks and time effectively while engaging students in varied learning experiences.
 seek and use various resources to achieve and reinforce expectations.
 demonstrate ability to identify students’ psycho-social needs and obtain resources to address them.
 ensure that all students have the opportunity to learn by planning purposeful tasks.
38
(ii) Attention to Students’ Welfare: Development of Students’ Behavioral, Affective and Social Domains
Key
Competency
Domains
Developing
Social and
Emotional
Well-Being of
Students
Developing of
Students’
Values
Developing
Civic
Awareness of
Students
Specific
Competencies
Senior Teachers
lead and
supportteachers in
promoting the
social and
emotional wellbeing of students.
Teachers enhance
the students’ values
domain.
Senior Teachers
lead and support
teachers in
developing students
to become better
and responsible
citizens.
Possible Behaviors
The Senior Teacher leads and supports teachers in order for them to:
 use effective pastoral guidance to students and taking necessary actions/make referrals for professional
intervention at class level.
 use a wide variety of positive and appropriate behavior management procedures by delivering consequences
consistently and reinforcing positive behavior.
 design and implement customized school wide guidance programs which motivate/enable all students to give of
their best and maximize their potential.
The Senior Teacher leads and supports teachers in order for them to:
 infuse moral values.
The Senior Teacher leads and supports teachers in order for them to:
 promote positive values and citizenship responsibilities.
 surface new national policies and debates when appropriate.
 use innovative techniques to get students to critically engage with current societal and national concerns/issues.
 work with teachers in the school design projects that will raise pupil awareness of key national policies and
debates.
39
(iii) Development of Students’ Physical Domain
Key
Competency
Domains
Developing
Physical WellBeing of
Students
Specific
Competencies
Senior Teachers
lead and support
teachers in
developing the
physical well-being
of students.
Possible Behaviors
The Senior Teacher leads and supports teachers in order for them to:
 organize and conduct appropriate and lively physical education lessons and/or co-curricular activities that
sustains interest of students and supports their mental, physical and social development.
 work with students and staff to organize student led activities for their peers or people in the community.
 conceptualize and lead the school in the design of integrated co-curricular program that will sustain the general
well being and growth of all students.
 demonstrate ability to train other teachers in designing and implementing co-curricular activities.
(B) Professional and Individual Competencies
(i) Development of School
Key
Competency
Domains
Professionalism
and School
Improvement
Specific
Competencies
Senior Teachers
lead and support
teachers to
engage in
ongoing
professional
learning and
apply it to
improve their
teaching
practices.
Possible Behaviors
The Senior Teacher leads and supports teachers in order for them to:
 display positive attitudes toward students, parents, colleagues and the school.
 accept constructive feedback from others so as to improve.
 manage relationship well with others.
 participate actively in school initiatives and duties which results in improvements at the school level.
 support administrative processes in the school that enhance school effectiveness.
 lead in the implementation of school-wide instructional initiatives and duties which will bring about greater school
effectiveness and improved student performance.
 observe and analyze pedagogical practices of less experienced teachers and develop processes to help teachers
critically reflect and improve on their teaching and learning practices.
 lead in the establishing a positive learning climate in the school where students can take intellectual risks and work
collaboratively and independently.
 conduct and lead teachers to engage in purposeful educational research work.
40
Key
Competency
Domains
Commitment
to Student
Learning
Specific
Competencies
Possible Behaviors
Senior Teachers
lead and support
teachers in
demonstrating
commitment to
the well-being
and development
of all students.
The Senior Teacher leads and supports teachers in order for them to:
 show genuine concern of students’ learning.
 proactively seek and effectively apply approaches for helping in students' physical, social and cognitive development.
 support students in meeting their academic, social and emotional needs by addressing their individual needs.
 build a positive rapport with students.
 motivate students to improve their learning.
 lead by example and promotes the joy of learning.
 show leadership in taking care of student development.
Senior Teachers
develops the
teachers’
commitment to
teach and support
students learning
and achievement.
The Senior Teacher leads and supports teachers in order for them to:
 encourage students to actively participate in the learning process.
 learn and acquire best practices from others and effectively applies new information/techniques to enhance teaching
practices.
 help students refine their skills by providing opportunities for guided practice.
Senior Teachers
lead and support
teachers in
treating all
students fairly
and with respect.
The Senior Teacher leads and supports teachers in order for them to:
 demonstrate care and respect for students by developing positive interactions.
 encourage polite and respectful student interactions and behavior.
 deal with inappropriate student behaviors fairly and wisely.
 promote issues of equity and diversity by planning appropriate experiences.
 promote a bias-free, multicultural perspective.
 promote fairness and justice through adoption of anti-discriminatory practices such as with regards to disability, race,
and culture.
41
Key
Competency
Domains
Commitment
to Student
Learning
(contd.)
Leadership
Skills
Working
Effectively in
Teams
Specific
Competencies
Senior Teachers
lead and support
teachers in
providing a
‘learning’
environment that
fosters critical
thinking and lifelong learning.
Senior Teachers
lead and support
teachers by
example and
show willingness
to take on more
responsibilities.
Senior Teachers
lead teachers in
collaborating
with other
colleagues in
school to create
sustainable
learning
communities.
Possible Behaviors
The Senior Teacher leads and supports teachers in order for them to:
 provide students with appropriate opportunities for independent practice of new skills.
 provide guidance and feedback to students on developing of new skills.
 provide a secure, healthy, and student-directed learning environment.
 encourage students to ask questions in a non-threatening learning environment.
 develop students’ self-esteem by positive reinforcement.
 encourage effective questioning techniques that encourage higher level thinking skills.
The Senior Teacher leads and supports teachers in order for them to:
 garner respects from colleagues.
 demonstrate positive attitude and willingness to take on additional responsibilities.
 set example for others to follow in terms of work ethics.
 promote a positive working environment.
 appraise other teachers in their performance.
 coach teachers to develop them in intellectually, emotionally and socially.
The Senior Teacher leads and supports teachers in order for them to:
 learn with and from colleagues in a community of learners.
 cooperate with colleagues to resolve student, classroom and school concerns .
 acknowledge the contribution of others in the team.
 manage relationships well through collaboration, shared problem-solving and conflict resolution .
 leads by example in working effectively with others.
 demonstrate possession of a sound understanding of teacher motivation.
42
(ii) Partnership with Parents and the Larger Community
Key
Competency
Domains
Collaboration
with
Stakeholders
Specific
Competencies
Possible Behaviors
Senior Teachers
lead and support
teachers in
collaborating with
other stakeholders
(such as parents
and members of the
community) to
enhance student
learning and
achievement and
school programs.
The Senior Teacher leads and supports teachers in order for them to:
 provide ongoing feedback to parents on students’ progress through avenues such as meetings, newsletters, Short
Messaging System (SMS), and emails.
 demonstrate a positive, professional attitude when
communicating stakeholders.
 conscientiously reach out to parents and to diverse local communities inviting them to share their knowledge and
skills in supporting effective classroom and school activities.
 initiate contact with other professionals and community, inviting them to participate in school/community-based
activities.
 work with the local community to offer services to students.
 encourage parents’ involvement in school programs.
43
(iii) Professional Development
Key
Competency
Domains
Professional
Development
Specific
Competencies
Possible Behaviors
Senior Teachers
lead and support
teachers in seeking
opportunities to
improve on
professional
practice.
The Senior Teacher leads and supports teachers in order for them to:
 attend the training path program specific for his/her grade level.
 engage in continual learning of both content and pedagogical knowledge in order to enhance his/her professional
practices in the classroom.
 translate knowledge about latest research in pedagogy and content into application for the classroom.
 identify teachers’ training needs and provide professional development opportunities for them.
 provide and conduct teachers with in-house development programs.
44
Consultant Teacher (Grade 8)
(A) Core Teaching and Learning Competencies
(i) Development of Students’ Cognitive Domain
Key
Competency
Domains
Knowledge of
Subject
Content
within the
Curriculum
Specific Competencies
Possible Behaviors
Consultant Teachers know
their subject matter, the
curriculum and educational
issues (including policies
and initiatives) and guide
and train teachers in these
areas.
The Consultant Teacher leads, guides and trains teachers to enable them to:
 demonstrate clear understanding of the philosophy and rationale of the official curriculum framework that
structures teaching areas.
 demonstrate clear understanding of the range and rationale of key national educational initiatives and
policies.
 exhibit deep understanding and ability to explain subject areas to students.
 present accurate, relevant and up-to-date information
 incorporate appropriate curricular guidelines meaningfully into lessons.
 possess knowledge of a variety of pedagogical approaches to cater to needs of students.
 possess knowledge and able to deliver multidisciplinary lessons that include topics across different
subjects.
 possess knowledge of subject content beyond the curriculum.
 have ability to articulate philosophy and rationale of curriculum to overall national framework.
 demonstrate ability to effectively design and implement an integrated curriculum across a variety of age
levels and ability.
 provide feedback to policy-makers on curriculum matters.
45
Key
Competency
Domains
Knowledge of
Subject
Content
within the
Curriculum
(contd.)
Specific Competencies
Possible Behaviors
Consultant Teachers
understand how students
learn and the factors that
affect their learning and
guide and train teachers in
these areas.
Consultant Teachers lead
and support teachers in
keeping up with latest
trends and developments in
own subject area.
The Consultant Teacher leads, guides and trains teachers to enable them to:
 cater to different learning styles of students with the selection of teaching materials.
 modify programs to fit student needs by making topics relevant to students’ experiences.
 choose pertinent resources for development of instruction to address student needs.
The Consultant Teacher leads, guides and trains teachers to enable them to:
 actively seek new information through professional development courses.
 apply knowledge trends and developments into teaching.
 assess and reviews program delivery for relevancy.
 utilize a wide variety of resources effectively (such as websites) to learn about best practices and successful
teaching strategies.
46
Key
Competency
Domains
Pedagogical
Skills
Specific
Competencies
Possible Behaviors
Consultant Teachers
lead and guide and
train teachers in
adapting and refining
their teaching
practices through
continuous learning
and reflection, using
a variety of sources
and resources.
The Consultant Teacher leads, guides and trains teachers to enable them to:
 constantly devise effective approaches to teach subject.
 demonstrate flexibility in teaching strategies for students of different ability levels.
 consciously integrate curriculum expectations effectively into teaching practice.
 use enjoyable teaching approaches to make learning fun.
 use effective instructional management techniques such as specifications of appropriate teaching objectives and
learning activities and clear communication.
 use different motivational strategies effectively to encourage students in developing competence in all areas.
 develop clear classroom expectations with students.
 use instructional time in a focused, purposeful way.
 use a clear and consistent format to present instruction.
 use a wide variety of teaching styles to suit students learning styles.
 use a variety of resources effectively to support delivery of the curriculum.
 demonstrate clear understanding of students’ learning needs.
 encourage students to know about, reflect on, and monitor their own learning.
 use proven strategies and techniques that models pedagogical excellence and teaching subject mastery.
Consultant Teachers
lead and support
teachers in using
appropriate
knowledge and
technological skills in
their teaching
practices.
The Consultant Teacher leads, guides and trains teachers to enable them to:
 use technology appropriately to improve efficiency and effectiveness in planning, instructional delivery, and
decision-making.
 demonstrate effective use of technology to promote student learning.
 contribute towards producing e- learning materials.
47
Key
Competency
Domains
Assessment
Skills
Specific
Competencies
Consultant
Teachers
develops
teachers to have
ability to apply
a variety of
effective
assessment
practices.
Consultant
Teachers lead
and guide and
train teachers in
providing
constructive and
timely
feedback.
Possible Behaviors
The Consultant Teacher leads, guides and trains teachers to enable them to:
 develop valid and relevant assessment tools that differentiate student performance accurately.
 align assessment strategies with learning objectives.
 employ formative and summative assessments to determine students’ understanding.
 recognize student difficulties by using a variety of assignment strategies.
 construct tests that can differentiate student performance accurately.
 employ a wide variety of diagnostic techniques to assess student difficulties.
 demonstrate skills in constructing test questions to measure students’ learning.
 respond to learning exceptionalities and special needs by adjusting assessment processes to ensure needs of special
students are met.
 lead in design of assessments, including authentic assessment tasks to measure learning in the integrated curriculum.
 lead teachers across schools to collaborate towards designing and implementing a wider range of assessments to better
assess performance of students with varied abilities and profiles.
The Consultant Teacher:
 participates in the construction of test items for use at the national level examinations.
The Consultant Teacher leads, guides and trains teachers to enable them to:
 provide constructive, timely and meaningful feedback to students and take follow-up actions.
 gather accurate data on student performance and keeps comprehensive records of student achievements.
 analyze the assessment results in an accurate and timely manner.
 use student work to diagnose learning difficulties and provides appropriate remediation.
 plan and implement suitable follow-up action to address areas requiring assistance with the end of improving future
performance.
 keep records and provides feedback to students of strengths and weakness in their learning.
 provides responsive, useful and meaningful feedback on assignments.
 engage in meaningful dialogue with students to provide feedback during the teaching and learning process.
 keep both students and parents informed on progress by effectively using the most appropriate available means.
48
Key
Competency
Domains
Interperson
al and
Communica
tion skills
with
Students
Classroom
Management Skills
Specific
Competencies
Possible Behaviors
Consultant
Teachers
develop
teachers to
communicate
effectively with
students.
The Consultant Teacher leads, guides and trains teachers to enable them to:
 abide by school guidelines on reporting with conscientiousness.
 conduct effective teacher-student conferences.
 communicate clear and achievable expectations for students.
 demonstrate a positive, professional attitude when communicating students.
Consultant
Teachers guide
and train
teachers to
know and apply
a variety of
effective
classroom
management
strategies.
The Consultant Teacher leads, guides and trains teachers to enable them to:
 consciously differentiate instruction to meet varied student needs.
 cater to the individual needs of students and the learning environment when using teaching resources.
 provide a variety of opportunities for students to demonstrate their learning through involvement.
 use a variety of appropriate strategies to manage discipline.
 exhibit fairness when dealing with students.
 establish and maintain high standards for student behavior.
 demonstrate ability to structure a positive classroom learning environment. (e.g. setting high expectations and respect,
which values and promotes learning).
 manage tasks and time effectively while engaging students in varied learning experiences.
 seek and use various resources to achieve and reinforce expectations.
 demonstrate ability to identify students’ psycho-social needs and obtain resources to address them.
 ensure that all students have the opportunity to learn by planning purposeful tasks.
 apply innovative strategies to facilitate a positive learning climate where students can take intellectual risks and work
collaboratively and independently.
49
(ii) Attention to Students’ Welfare: Development of Students’ Behavioral, Affective and Social Domains
Key
Competency
Domains
Developing
Social and
Emotional
Well-Being of
Students
Developing of
Students’
Values
Developing
Civic
Awareness of
Students
Specific
Competencies
Consultant
Teachers lead and
guide and train
teachers in
promoting the
social and
emotional wellbeing of students.
Consultant
Teachers guide and
train teachers in
enhancing the
students’ values
domain.
Consultant
Teachers lead and
guide and train
teachers in
developing students
to become better
and responsible
citizens.
Possible Behaviors
The Consultant Teacher leads, guides and trains teachers to enable them to:
 use effective pastoral guidance to students and taking necessary actions/make referrals for professional
intervention at class level..
 use a wide variety of positive and appropriate behavior management procedures by delivering consequences
consistently and reinforcing positive behavior.
 design and implement customized school wide guidance programs which motivate/enable all students to give of
their best and maximize their potential.
The Consultant Teacher leads, guides and trains teachers to enable them to:
 infuse moral values.
The Consultant Teacher leads, guides and trains teachers to enable them to:
 promote positive values and citizenship responsibilities.
 surface new national policies and debates when appropriate.
 use innovative techniques to get students to critically engage with current societal and national concerns/issues.
 work with teachers in the school design projects that will raise pupil awareness of key national policies and
debates.
50
(iii) Development of Students’ Physical Domain
Key
Competency
Domains
Developing
Physical WellBeing of
Students
Specific
Competencies
Consultant
Teachers guide
and train teachers
in developing the
physical wellbeing of students.
Possible Behaviors
The Consultant Teacher leads, guides and trains teachers to enable them to:
 organize and conduct appropriate and lively physical education lessons and/or co-curricular activities that sustains
interest of students and supports their mental, physical and social development.
 work with students and staff to organize student led activities for their peers or people in the community.
 conceptualize and lead the school in the design of integrated co-curricular program that will sustain the general
well being and growth of all students.
 demonstrate ability to train other teachers in designing and implementing co-curricular activities.
51
(B) Professional and Individual Competencies
(iv) Development of School
Key
Competency
Domains
Professionalism
and School
Improvement
Specific
Competencies
Consultant
Teachers lead
and guide and
train teachers in
engaging in
ongoing
professional
learning and
apply it to
improve their
teaching
practices.
Possible Behaviors
The Consultant Teacher leads, guides and trains teachers to enable them to:
 display positive attitudes toward students, parents, colleagues and the school.
 accept constructive feedback from others so as to improve.
 manage relationship well with others.
 participate actively in school initiatives and duties which results in improvements at the school level.
 support administrative processes in the school that enhance school effectiveness.
 lead in the implementation of school-wide instructional initiatives and duties which will bring about greater school
effectiveness and improved student performance.
 observe and analyze pedagogical practices of less experienced teachers and develop processes to help teachers
critically reflect and improve on their teaching and learning practices.
 lead in establishing a positive learning climate in the school where students can take intellectual risks and work
collaboratively and independently. where students can take intellectual risks and work collaboratively and
independently.
The Consultant Teacher:
 conducts and leads teachers to engage in purposeful educational research work.
52
Key
Competency
Domains
Commitment
to Student
Learning
Specific
Competencies
Consultant Teachers
demonstrate
commitment to the
well-being and
development of all
students.
Consultant Teachers
lead and guide and
train teachers to be
committed to teach
and support students
learning and
achievement.
Possible Behaviors
The Consultant Teacher leads, guides and trains teachers to enable them to:
 show genuine concern of students’ learning.
 proactively seek and effectively apply approaches for helping students' development.
 support students in meeting their academic, social and emotional needs by addressing their individual needs.
 build a positive rapport with students.
 motivate students to improve student learning.
 lead by example and promotes the joy of learning.
 show leadership in taking care of student development.
 apply knowledge effectively about of how students develop and learn physically, socially, and cognitively.
The Consultant Teacher leads, guides and trains teachers to enable them to:
 encourage students to actively participate in the learning process.
 learn and acquire best practices from others and effectively applies new information/techniques to
enhance teaching practices.
 help students refine their skills by providing opportunities for guided practice.
53
Key
Competency
Domains
Commitment
to Student
Learning
(contd.)
Specific
Competencies
Consultant Teachers
lead and guide and
train teachers in
treating all students
fairly and with
respect.
Consultant Teachers
lead and guide and
train teachers in
providing a ‘learning’
environment that
fosters critical
thinking and life-long
learning.
Possible Behaviors
The Consultant Teacher leads, guides and trains teachers to enable them to:
 demonstrate care and respect for students by developing positive interactions.
 encourage polite and respectful student interactions and behaviour.
 deal with inappropriate student behaviors fairly and wisely.
 promote issues of equity and diversity by planning appropriate experiences.
 promote a bias-free, multicultural perspective.
 promote fairness and justice through adoption of anti-discriminatory practices such as with regards to disability,
race, and culture.
The Consultant Teacher leads, guides and trains teachers to enable them to:
 provide students with appropriate opportunities for independent practice of new skills.
 provide guidance and feedback to students on developing of new skills.
 provide a secure, healthy, and student-directed learning environment.
 encourage students to ask questions in a non-threatening learning environment.
 develop students’ self-esteem by positive reinforcement.
 encourage effective questioning techniques that encourage higher level thinking skills.
54
Key
Competency
Domains
Leadership
Skills
Working
Effectively in
Teams
Specific
Competencies
Consultant Teachers
lead develop
teachers to lead by
example and show
willingness to take
on more
responsibilities.
Consultant Teachers
lead and guide and
train teachers to
collaborate with
other colleagues in
school to create
sustainable learning
communities.
Possible Behaviors
The Consultant Teacher leads, guides and trains teachers to enable them to:
 garner respects from colleagues.
 demonstrate positive attitude and willingness to take on additional responsibilities.
 set example for others to follow in terms of work ethics.
 promote a positive working environment.
 appraise other teachers in their performance.
 coach teachers to develop them in intellectually, emotionally and socially.
The Consultant Teacher leads, guides and trains teachers to enable them to:
 learn with and from colleagues in a community of learners.
 cooperate with colleagues to resolve student, classroom and school concerns.
 acknowledge the contribution of others in the team.
 manage relationships well through collaboration, shared problem-solving and conflict resolution.
 leads by example in working effectively with others.
 demonstrate possession of a sound understanding of teacher motivation.
55
(v) Partnership with Parents and the Larger Community
Key
Competency
Domains
Collaboration
with
Stakeholders
Specific
Competencies
Consultant
Teachers lead and
guide and train
teachers to
collaborate with
other stakeholders
(such as, parents
and members of
the community) to
enhance student
learning and
achievement and
school programs.
Possible Behaviors
The Consultant Teacher leads, guides and trains teachers to enable them to:
 provide ongoing feedback to parents on students’ progress through avenues such as meetings, newsletters, Short
Messaging System (SMS), and emails.
 demonstrate a positive, professional attitude when
communicating stakeholders.
 conscientiously reach out to parents and to diverse local communities inviting them to share their knowledge and
skills in supporting effective classroom and school activities.
 initiate contact with other professionals and community, inviting them to participate in school/community-based
activities.
 work with the local community to offer services to students.
 encourage parents’ involvement in school programs.
 form strategic partnerships with parents, families, the community and other professionals to extend learning of
students.
 lead the group of schools in initiatives and duties that will foster positive relations with stakeholders (i.e. Ministry,
community, parents).
56
(vi) Professional Development
Key
Competency
Domains
Professional
Development
Specific
Competencies
Consultant
Teachers lead and
guide and train
teachers to seek
opportunities to
improve on
professional
practices.
Possible Behaviors
The Consultant Teacher leads, guides and trains teachers to enable them to:
 attend the training path program specific for his/her grade level.
 engage in continual learning of both content and pedagogical knowledge in order to enhance his/her professional
practices in the classroom.
 translate knowledge about latest research in pedagogy and content into application for the classroom.
 identify teachers’ training needs and provide professional development opportunities for them.
 provide and conduct teachers with in-house development programs.
 act as role model, mentor and coach to other teachers and facilitator of professional learning needs of senior
teachers.
57
_____________________________________________________________________
The Teaching Track Work Review Forms
Appraising Performance for Work Review
The management of performance in school is a continuous process. It has
the following characteristics:
1. Its main purpose is “developmental” which means that teachers with
difficulties or who lack certain skills, may be identified with a view to
assisting them to make improvements. In addition, outcomes of the
appraisal for the end of the academic year may also be used for
rewarding teachers who have performed well beyond the expected
levels.
2. It enables the teacher’s needs on skill improvements to be met via
professional development programs.
3. It enables both the teacher and his or her reporting officer to have a
common understanding on what is expected in terms of work output.
4. It promotes continuous communication between teacher and the
reporting officer that will enable the teacher to understand how he is
improving in his job. This generates continuous and incremental
improvements.
5. It enables the reporting officers to acknowledge the achievements of the
teacher which in itself is a strong motivation.
For effective performance management, the teacher needs to meet with his
reporting officer twice a year. The first meeting is the planning meeting
where the teacher and the reporting officer discuss what is expected of the
teacher and this is done at the beginning of the academic year. The
discussion at this point will be based on the performance appraisal of the
previous academic year. The second meeting is a mid-year review of
accomplishments of the teacher, and the end-of-year review being an
appraisal of final accomplishments for the current academic year.
In addition to the immediate reporting officer of the teacher, the
implementation of the Performance Management System (PMS) requires a:
1. A School Administrators and Senior Teachers Committee (Subject
Matter Committee) to oversee and manage the whole system;
2. countersigning officer who acts as a “moderator” to ensure fairness to
the teacher by discussing with the reporting officer his or her evaluation
of the teacher;
The three stages of the implementation of the PMS are:
1. Performance Planning
2. Performance Coaching
3. Performance Appraisal
58
Note that the countersigning officer is the immediate superior to the
reporting officer. For example, the reporting officer of a teacher may be the
senior teacher and the countersigning officer will be the Headmaster. In the
case of a senior teacher, his reporting officer will be the AssistantHeadmaster and the countersigning officer is the Headmaster.
Teachers’ Work Review and Appraisal
The work review and appraisal system should ensure that teachers will:
1.
2.
3.
4.
be able to gain cognitive knowledge particularly in their own
specialized domain areas within a culture of life-long learning;
have opportunities to develop skills in facilitating student thinking and
learning including independent learning in the most effective and
engaging way;
be an innovative reflective practitioner as an educationist; and
have a fair appraisal system that will promote their professional growth.
59
APPRAISAL FORM FOR CERTIFIED TEACHERS (GRADES 4 & 5)
AND PROFESSIONAL TEACHERS (GRADE 6)
Academic Year: ___________
School: ___________________________________________________________
Name of teacher: ____________________________________________________
Identification Number : _______________________________________________
Current Grade Level: _____________________Step: ______________________
Subject Area: ______________________________________________________
Grades taught: _____________________________________________________
Period of Appraisal: From ____________________ to _____________________
(Date)
(Date)
Attendance: ________ days out of ________ school days ( ______ % attendance).
SECTION A: TARGETS AND ACHIEVEMENTS
Instructions:
1. Discuss with your reporting officer, the targets you wish to accomplish for the year.
2. The targets should be in line with your defined roles and the overall school’s Annual Work Plan.
3. Constantly reflect on your work progress and determine to what extent you have achieved your targets
and what your areas of strengths and weaknesses are. This information is necessary for the mid-year and
the end-of-year review.
No
Targets
1.
Development of students’ cognitive
domain
(Students’ achievement and learning)
2.
Student Welfare
(Students’ overall well-being)
3.
Development of School
(Improving the school environment)
4.
Partnership with parents.
Achievements and Progress
Mid-Year
60
End-of-Year
Achievements and Progress
No
Targets
5.
Professional Development
6.
Other areas (Please specify)
Mid-Year
End-of-Year
Performance Planning
Teacher’s Agreement:
Having discussed with my reporting officer, I hereby agree to the targets set out above and I declare my
commitment to do my best to achieve them and to go beyond them wherever possible.
______________________________
Teacher’s signature and date
Reporting Officer’s Agreement:
Having discussed with the teacher, I hereby agree that the targets set out above are realistic, in line with the
school’s Annual Work Plan, and are sufficient to move the school towards excellence. I accept the teacher’s
declaration of commitment.
____________________
Name
__________________
Designation
__________________
Grade
61
___________________
Signature and date
SECTION B: COMPETENCIES
Instruction to Reporting Officer:
Please use the following rating scale in your assessment of the teacher’s competency in each of the specified areas.
Rating Scale:
1
Outstanding Performance way above expectations
2
Performing above expectations
3
Performing at minimum expected level
4
Below expected but making efforts
5
Performing below expected level
Each item below has an additional set of descriptors for each of the scale points 1, 2, 3, 4, and 5.
Key Competency Domain: Development of students’ cognitive domain
No
1.
Specific
Competency
Has knowledge
of subject
content within
the curriculum
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Knowledge way exceeds teaching level.
2. Has strong knowledge for teaching at this level.
2
2
3. Just meets requirements.
3
3
4. Has problems with some content areas.
4
4
5. Weak content knowledge
5
5
1. Very innovative and creative.
1
1
2. Able to create some innovative ways.
2
2
3. Uses several teaching approaches.
3
3
4. Rarely changes teaching approaches.
4
4
5. Unable to change teaching approaches
5
5
1. Skilled in multiple modes of assessment.
1
1
2. High skills in one assessment mode.
2
2
3. Moderate testing skills.
3
3
4. Inaccurate assessment of students’ learning.
4
4
5. Barely knows how to construct good tests.
5
5
1. Skillful in timely feedback and remedial work with attention to
individual students.
1
1
2. Skillful in timely feedback and remedial work.
2
2
3. Gives timely feedback and runs remedial work during class time.
3
3
4. Feedback is not timely and rarely conducts remedial work.
4
4
5. Does not give feedback or remedial work at all.
5
5
Score:
2.
Has skills in
developing
innovative
teaching
approaches to
suit students’
needs.
Score:
3.
Has ability in
assessing
students’
learning that can
identify
weaknesses
Score:
4.
Provides timely
feedback and
remedial actions
on students’
learning
difficulties
Score:
62
Rating Scale:
1
Outstanding Performance way above expectations
2
Performing above expectations
3
Performing at minimum expected level
4
Below expected but making efforts
5
Performing below expected level
Key Competency Domain: Development of students’ cognitive domain
No
5.
Specific
Competency
Has
interpersonal
and
communication
skills with
students
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Highly skilled in relating to students.
2. Skillful in building rapport with students.
2
2
3. Able to build rapport with students.
3
3
4. Seldom interacts with students outside lessons.
4
4
5. Maintains distance with students.
5
5
1. Excellent in keeping classroom conducive for a learning.
1
1
2. Able to control student discipline well.
2
2
3. Tries hard to control student behavior.
3
3
4. Has low control over student behavior.
4
4
5. Unable to control student behavior.
5
5
1. Frequently makes and effort to improve school environment for
effective student learning.
2. Sometimes makes an effort to improve school environment for
effective student learning.
1
1
2
2
3. Maintains good school environment for effective student learning.
3
3
4. Not able to maintain good school environment for effective
student learning.
5. Is not aware of importance of a conducive environment for
learning.
4
4
5
5
Score:
6.
Has classroom
management
skills
Score:
7.
Takes steps to
improve
environment for
learning
Score:
63
Rating Scale:
1
Outstanding Performance way above expectations
2
Performing above expectations
3
Performing at minimum expected level
4
Below expected but making efforts
5
Performing below expected level
Key Competency Domain: Attention to students’ welfare
No
8.
Specific
Competency
Develops
students’
social and
emotional
well-being
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Very skillful in dealing with students’ needs in these areas.
2. Good ability in dealing with students’ needs in these areas.
2
2
3. Is able to deal with students’ needs in these areas.
3
3
4. Weak in dealing with students’ needs in these areas.
4
4
5. No skills at all in dealing with students’ needs in these areas.
5
5
1. Very skillful in dealing with students’ needs in these areas.
1
1
2. Good ability in dealing with students’ needs in these areas.
2
2
3. Is able to deal with students’ needs in these areas.
3
3
4. Weak in dealing with students’ needs in these areas.
4
4
5. No skills at all in dealing with students’ needs in these areas.
5
5
1. Very skillful in developing students’ civic awareness.
1
1
2. Good ability in developing students’ civic awareness.
2
2
3. Is able to develop students’ civic awareness.
3
3
4. Weak in developing students’ civic awareness.
4
4
5. No skills at all developing students’ civic awareness.
5
5
1. Very skillful in caring for students’ physical well-being.
1
1
2. Good ability in caring for students’ physical well-being.
2
2
3. Is able to care for students’ physical well-being.
3
3
4. Weak in developing students’ physical well-being.
4
4
5. No skills at all in caring for students’ physical well-being.
5
5
1. Shows excellent care for students’ problems.
1
1
2. Shows good care for students’ problems.
2
2
3. Is aware of students’ problems.
3
3
4. Does not care about students’ problems.
4
4
5. Has no awareness of students’ problems.
5
5
Score:
9.
Develops
students’
moral values
Score:
10.
Develops
students’ civic
awareness
Score:
11.
Develops
students’
physical wellbeing
Score:
12.
Seeks to
understand and
act on
students’
problems
Score:
64
Rating Scale:
1
Outstanding Performance way above expectations
2
Performing above expectations
3
Performing at minimum expected level
4
Below expected but making efforts
5
Performing below expected level
Key Competency Domain: Development of School
No
13.
Specific
Competency
Leadership
Skills
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Always takes the lead in all matters.
2. Takes the lead in selected matters.
2
2
3. Takes the lead when requested.
3
3
4. Not too keen in taking any leading role.
4
4
5. Refuses to lead in any matter.
5
5
1. Highly effective when working in teams.
1
1
2. Effective team worker.
2
2
3. Normal productivity when working in teams.
3
3
4. Inactive member of teams.
4
4
5. Not able function as a member of teams.
5
5
1. Takes very strong interest in such collaborations.
1
1
2. Collaborates well.
2
2
3. Involves in some collaborations.
3
3
4. Shows no interest in collaborations.
4
4
5. Refuses to collaborate.
5
5
1. Has rich contribution of useful ideas.
1
1
2. Contributes useful ideas.
2
2
3. Contributes ideas that are sometimes useful.
3
3
4. Suggests ideas only when requested.
4
4
5. Refuses to contribute ideas.
5
5
1. Very strong desire for self-improvement.
1
1
2. Has desire for self-improvement.
2
2
3. Attempts self-improvement when needed.
3
3
4. Rarely seeks to improve.
4
4
5. Shows no desire to improve.
5
5
Score:
14.
Work
effectiveness
in teams
Score:
15.
Collaborates
with
stakeholders
Score:
16.
Initiates ideas
for school
improvement
Score:
17.
Commitment
to selfimprovement
Score:
65
Rating Scale:
1
Outstanding Performance way above expectations
2
Performing above expectations
3
Performing at minimum expected level
4
Below expected but making efforts
5
Performing below expected level
Key Competency Domain: Professional Development
No
18.
Specific
Competency
Initiative at
seeking
professional
development
programs
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Very actively seeks such programs.
2. Active in seeking such programs.
2
2
3. Seeks such programs.
3
3
4. Seeks such programs when prompted.
4
4
5. Has no interest in such programs.
5
5
1. Highly engaging in intellectual discussions.
1
1
2. Involves in intellectual discussions.
2
2
3. Shows interest in intellectual discussions.
3
3
4. Discusses intellectual issues when prompted.
4
4
5. Has no interest in intellectual discussions.
5
5
1. Constantly encourages colleagues.
1
1
2. Often Encourages colleagues.
2
2
3. Encourages colleagues occasionally.
3
3
4. Does not encourage colleagues.
4
4
5. Discourages colleagues.
5
5
Score:
19.
Engages in
intellectual
educational
discussions
with
colleagues
Score:
20.
Encourages
and helps
colleagues to
develop
professionally
Score:
66
Rating Scale:
1
Outstanding Performance way above expectations
2
Performing above expectations
3
Performing at minimum expected level
4
Below expected but making efforts
5
Performing below expected level
Key Competency Domain: Personal Qualities
No
21.
Specific
Competency
Punctual for
class, school,
activities and
meetings
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Punctual without fail.
2. Punctual most of the time.
2
2
3. Occasionally not punctual but with good reasons.
3
3
4. Often not punctual and without good reasons.
4
4
5. Not punctual all the time and without good reasons.
5
5
1. Very positive and enthusiastic about the job.
1
1
2. Has very positive attitude about the job.
2
2
3. Is positive about the job.
3
3
4. Shows negative attitude towards the job.
4
4
5. Treats the job as a chore and would like to change jobs if there is
opportunity.
5
5
1. Takes initiative to cooperate.
1
1
2. Always willing to cooperate.
2
2
3. Willing to cooperate when needed.
3
3
4. Avoids cooperating.
4
4
5. Refuses to cooperate even when requested.
5
5
1. Shows highest level of work ethics.
1
1
2. Shows a high level of work ethics.
2
2
3. Shows good work ethics.
3
3
4. Shows poor work ethics.
4
4
5. Shows very poor work ethics.
5
5
1. Extremely patient in all dealings.
1
1
2. Very patient in all dealings.
2
2
3. Patient in all dealings.
3
3
4. Lacks patience.
4
4
5. Very impatient in all trying circumstances.
5
5
Score:
22.
Shows positive
attitude
towards the
job
Score:
23.
Willing to
cooperate with
colleagues
Score:
24.
Possesses high
degree of work
ethics
Score:
25.
Exhibits
patience in all
dealings
Score:
67
SECTION C: PERFORMANCE ASSESSMENT
Mid-Year
End-of-Year
1
Minimum possible score (highest rank)
25
25
2
Maximum possible score (lowest rank)
125
125
3
Total score [X]
4
Mean Score
5.
Performance Grade (see table below)
X 
 25 
Mean
Score
1.0 – 1.5
Grade
Description
A
 The teacher has performed beyond what is expected in all areas of his or her work, and
has contributed positively over and above his or her responsibilities and works with a
quality that is above his or her grade level.
 The teacher has the highest and most positive personal qualities such as attitude towards
work, and is exemplary to others.
 The teacher has an excellent understanding of his or her content area and constantly
seeks to continue to learn.
 The teacher constantly and actively seeks to improve in his or her teaching skills.
1.6 – 2.5
B
 The teacher has done beyond what is expected in most areas of his or her work and can
achieve at levels that are above his or her own grade level.
 The teacher show very positive personal qualities with positive attitude towards work.
 The teacher seeks to improve in his or her teaching skills.
2.6 – 3.5
C
 The teacher has performed at the expected level in all areas of his or her work.
 The teacher possesses positive personal qualities and contributes the normal work
expected of him or her.
 The teacher tries to improve himself or herself when there are opportunities.
3.6 – 4.5
D
 The teacher has does not meet expectations and clearly has the capacity to do better.
 The teacher is not too positive about his or her work and is contented with the minimum
effort.
 The teacher shows very little interest in improving his or her teaching skills.
4.6 – 5.0
E
 The teacher is not able to perform what is expected of him or her at his or her grade
level.
 The teacher exhibits a negative attitude towards his or her work.
 The teacher has no interest in making improvements in anything that he or she does.
68
SECTION D: PROFESSIONAL DEVELOPMENT
From the discussion you have had with your reporting officer, prioritize the most critical area of
competency you feel that you need to improve on or develop.
Area
Professional Development Plan
No. of
Hours
Mid-Year
Review
End-of-Year
Review
Area 1
Area 2
Area 3
Total number of hours
SECTION E: SIGNIFICANT ACHIEVEMENTS
In this section, teachers are given the opportunity to highlight their achievements such as their
involvement in projects or the innovations they brought in that has helped the students, other staff
members, or the school, improve.
Type of Activity (Project, Innovation)
How teacher is involved
SECTION F: REVIEW AND COMMENTS
In this section the teacher and the reporting officer may discuss and make their respective comments on
the teacher’s competencies and work performance, what the teacher wishes to be in future, and his or
her personal strengths and weaknesses, the problems the teacher faces in the course of work and his
development needs.
Mid-Year Review
Teacher’s comments
______________________________
Teacher’s signature and date
69
Reporting Officer’s Comments
____________________
Name
__________________
Designation
__________________
Grade
___________________
Signature and date
End-of-Year Review
Teacher’s comments
______________________________
Teacher’s signature and date
Reporting Officer’s Comments
____________________
Name
__________________
Designation
__________________
Grade
___________________
Signature and date
SECTION G: COUNTERSIGNING OFFICER’S COMMENTS
____________________
Name
__________________
Designation
__________________
Grade
70
___________________
Signature and date
APPRAISAL FORM FOR SENIOR TEACHERS (GRADE 7)
Academic Year: ___________
School: ___________________________________________________________
Name of Senior Teacher: _____________________________________________
Identification Number : _______________________________________________
Current Grade Level: _____________________Step: ______________________
Subject Area: ______________________________________________________
Grades taught: _____________________________________________________
Period of Appraisal: From ____________________ to _____________________
(Date)
(Date)
Attendance: ________ days out of ________ school days ( ______ % attendance).
SECTION A: TARGETS AND ACHIEVEMENTS
Instructions:
4. Discuss with your reporting officer, the targets you wish to accomplish for the year.
5. The targets should be in line with your defined roles and the overall school’s Annual Work Plan.
6. Constantly reflect on your work progress and determine to what extent you have achieved your targets
and what your areas of strengths and weaknesses are. This information is necessary for the mid-year and
the end-of-year review.
No
Targets
1.
Conducting and leading teachers in the
development of students’ cognitive domain
(Students’ achievement and learning).
2.
Leading teachers in taking care of Student
Welfare (Students’ overall well-being).
3.
Leading teachers in the development of school
(Improving the school environment).
4.
Leading teachers in the school’s partnership with
parents and the larger community.
Achievements and Progress
Mid-Year
71
End-of-Year
Achievements and Progress
No
Targets
5.
Professional Development for self and assisting
teachers in theirs.
6.
Other areas (Please specify).
Mid-Year
End-of-Year
Performance Planning
Senior Teacher’s Agreement:
Having discussed with my reporting officer, I hereby agree to the targets set out above and I declare my
commitment to do my best to achieve them and to go beyond them wherever possible.
__________________________________
Senior Teacher’s signature and date
Reporting Officer’s Agreement:
Having discussed with the Senior Teacher, I hereby agree that the targets set out above are realistic, in line with the
school’s Annual Work Plan, and are sufficient to move the school towards excellence. I accept the Senior
Teacher’s declaration of commitment.
____________________
Name
__________________
Designation
__________________
Grade
72
___________________
Signature and date
SECTION B: COMPETENCIES
Instruction to Reporting Officer:
Please use the following rating scale in your assessment of the Senior Teacher’s competence in each of the
specified areas.
Rating Scale:
1
2
3
4
5
Outstanding Performance way above expectations
Performing above expectations
Performing at minimum expected level
Below expected but making efforts
Performing below expected level
Each item below has an additional set of descriptors for each of the scale points 1, 2, 3, 4, and 5.
Key Competency Domain: Development of students’ cognitive domain
No
1.
Specific
Competency
Enhances
teachers’
knowledge of
subject content
within the
curriculum.
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Ability way exceeds teaching level.
2. Has strong skills in enhancing teachers’ knowledge for teaching at
this level.
2
2
3. Just meets requirements.
3
3
4. Has problems with some content areas.
4
4
5. Unable to assist teachers in content knowledge
5
5
1. Very strong in making teachers innovative and creative.
1
1
2. Able to help teachers to create some innovative ways.
2
2
3. Encourages teachers to use different teaching approaches.
3
3
4. Changes teaching approaches rarely.
4
4
5. Unable to assist teachers in trying out different teaching
approaches
5
5
1. Skilled in multiple modes of assessment.
1
1
2. High skills in one assessment mode.
2
2
3. Moderate testing skills.
3
3
4. Inaccurate assessment of students’ learning.
4
4
5. Barely knows how to construct good tests.
5
5
1. Skillful in developing teachers in giving timely feedback and
giving remedial work with attention to individual students.
2. Skillful in leading teachers in providing timely feedback and
running remedial lessons.
3. Leads teachers in providing timely feedback and provides teachers
with help in conducting remedial lessons.
4. Rarely provides leadership for teachers in conducting remedial
lessons.
1
1
2
2
3
3
4
4
5. Unable to help teachers conduct remedial lessons.
5
5
Score:
2.
Helps teachers
develop
innovative
teaching
approaches to
suit students’
needs.
Score:
3.
Develops
teachers to build
skills in
assessing
students’
learning that can
identify
weaknesses.
Score:
4.
Develops
teachers’ skills
in providing
timely feedback
and taking
remedial actions
on students’
learning
difficulties.
Score:
73
Rating Scale:
1
2
3
4
5
Outstanding Performance way above expectations
Performing above expectations
Performing at minimum expected level
Below expected but making efforts
Performing below expected level
Key Competency Domain: Development of students’ cognitive domain
No
5.
Specific
Competency
Develops
teachers’
interpersonal
and
communication
skills with
students.
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Highly skilled in helping teachers relate to students.
2. Able to assist teachers build rapport with students.
2
2
3. Encourages teachers to be build rapport with students.
3
3
4. Seldom attempts to help teachers interact with students outside
lessons.
5. Plays no part in helping teachers develop interpersonal relations
with students..
4
4
5
5
1. Excellent in leading teachers in keeping classroom conducive for
learning.
1
1
2. Can make teachers control student discipline well.
2
2
3. Helps teachers develop ability in controlling student behavior.
3
3
4. Has low ability in developing teachers’ skills in controlling student
behavior.
4
4
5. Unable to develop teachers in classroom management.
5
5
1. Makes very strong continuous effort to lead teachers in improving
school environment for effective student learning.
2. Takes initiative in helping teachers to develop skills in improving
school environment for effective student learning.
3. Able to help teachers maintain good school environment for
effective student learning.
4. Not able to develop teachers’ skills in maintaining good school
environment for effective student learning.
1
1
2
2
3
3
4
4
5. Is not aware of importance of conducive environment for learning.
5
5
Score:
6.
Builds teachers
to have strong
classroom
management
skills.
Score:
7.
Supports
teachers in
taking steps to
improve
environment for
learning.
Score:
74
Rating Scale:
1
2
3
4
5
Outstanding Performance way above expectations
Performing above expectations
Performing at minimum expected level
Below expected but making efforts
Performing below expected level
Key Competency Domain: Attention to students’ welfare
No
8.
Specific
Competency
Develops
teachers to
manage
students’
social and
emotional
well-being.
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1. Very skillful in developing teachers in dealing with students’
1
1
needs in these areas.
2. Good ability in helping teachers to develop skills in dealing with
students’ needs in these areas.
2
2
3. Is able to assist teachers deal with students’ needs in these areas.
3
3
4. Weak in assisting teachers develop skills in dealing with students’
needs in these areas.
5. No skills at all in helping teachers develop skills in dealing with
students’ needs in these areas.
4
4
5
5
1. Very skillful in dealing with teachers’ and students’ needs in these
areas.
2. Good ability in dealing with teachers’ and students’ needs in these
areas.
1
1
2
2
3. Is able to deal with teachers’ and students’ needs in these areas.
3
3
4. Weak in dealing with teachers’ and students’ needs in these areas.
4
4
5. No skills at all in dealing with teachers’ and students’ needs in
these areas.
5
5
1. Very skillful in helping teachers develop students’ civic
awareness.
2. Good ability in helping teachers develop students’ civic
awareness.
1
1
2
2
3. Is able to help teachers develop students’ civic awareness.
3
3
4. Weak in helping teachers develop students’ civic awareness.
4
4
5. No skills at all in helping teachers develop students’ civic
awareness.
5
5
1. Very skillful in developing teachers to care for students’ wellbeing.
2. Good ability in developing teachers to care for students’ wellbeing.
1
1
2
2
3. Is able to develop teachers to care for students’ well-being.
3
3
4. Weak in helping teachers to develop students’ civic awareness.
4
4
5. No skills at all in helping teachers to care for students’ well-being.
5
5
1. Excellent in developing teachers in this area.
1
1
2. Good in developing teachers in this area.
2
2
3. Is able to develop teachers in this area.
3
3
4. Does not care to help teachers in this area.
4
4
5. Has no awareness of students’ problems.
5
5
Score:
9.
Develops
teachers to
manage
students’
moral values.
Score:
10.
Develops
teachers to
manage
students’ civic
awareness.
Score:
11.
Develops
teachers to
manage
students’
physical wellbeing.
Score:
12
Develops
teachers to
understand and
act on
students’
problems.
Score:
75
Rating Scale:
1
2
3
4
5
Outstanding Performance way above expectations
Performing above expectations
Performing at minimum expected level
Below expected but making efforts
Performing below expected level
Key Competency Domain: Development of school
No
13.
Specific
Competency
Leadership
Skills.
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Always takes the lead in all matters.
2. Takes the lead in selected matters.
2
2
3. Takes the lead when requested.
3
3
4. Not too keen in taking the lead.
4
4
5. Refuses to lead in any matter.
5
5
1. Highly effective in leading teachers to work in teams.
1
1
2. Effective in leading teachers to work in teams.
2
2
3. Normal productivity when getting teachers to work in teams.
3
3
4. Inactive in encouraging teachers to work in teams.
4
4
5. Not able to get teachers to work in teams.
5
5
Score:
14.
Works
effectively in
teams and
leads teachers
by example.
Score:
15.
Ability to
collaborate
with
stakeholders
and leads
teachers by
example.
1. Takes very strong interest involving teachers in such
collaborations and achieves objectives.
1
1
2. Able to get teachers involved in collaborations well.
2
2
3. Able to involve teachers in some collaboration.
3
3
4. Shows no interest in collaborations.
4
4
5. Refuses to get teachers to collaborate.
5
5
Suggests
improvement
to school
policies and
leads teachers
in initiating
ideas for
school
improvement.
1. Skilled in suggesting meaningful changes to school policies and in
developing teachers generate useful ideas.
2. Skilled in suggesting meaningful changes to school policies in
developing teachers generate useful ideas.
3. Sometimes suggests meaningful changes to school policies and
succeeds in getting teachers to generate useful ideas.
4. Thinks about school policies and attempts to develop teachers only
when requested.
5. Refuses to think about school policies and develop teachers in this
area.
1
1
2
2
3
3
4
4
5
5
Score:
16.
Score:
76
Rating Scale:
1
2
3
4
5
Outstanding Performance way above expectations
Performing above expectations
Performing at minimum expected level
Below expected but making efforts
Performing below expected level
Key Competency Domain: Professional Development
No
17.
Specific
Competency
Commitment
to selfimprovement.
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Very strong desire for self-improvement.
2. Has desire for self-improvement.
2
2
3. Attempts self-improvement when needed.
3
3
4. Rarely seeks to improve.
4
4
5. Shows no desire to improve.
5
5
1. Very actively seeks such programs.
1
1
2. Active in seeking such programs.
2
2
3. Seeks such programs.
3
3
4. Seeks such programs when prompted.
4
4
5. Has no interest in such programs.
5
5
1. Highly engaging in intellectual discussions.
1
1
2. Engages in intellectual discussions.
2
2
3. Discusses intellectual when prompted.
3
3
4. Not keen on intellectual discussions.
4
4
5. Has no interest in intellectual discussions.
5
5
1. Constantly encourages colleagues.
1
1
2. Often Encourages colleagues.
2
2
3. Encourages colleagues occasionally.
3
3
4. Does not encourage colleagues.
4
4
5. Discourages colleagues.
5
5
Score:
18.
Initiative at
seeking
professional
development
programs.
Score:
19.
Engages in
intellectual
discussions
with peers.
Score:
20.
Encourages
and helps
colleagues to
develop
professionally.
Score:
77
Rating Scale:
1
2
3
4
5
Outstanding Performance way above expectations
Performing above expectations
Performing at minimum expected level
Below expected but making efforts
Performing below expected level
Key Competency Domain: Personal Qualities
No
21.
Specific
Competency
Punctual for
class, school,
activities and
meetings.
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Punctual without fail.
2. Punctual most of the time.
2
2
3. Occasionally not be punctual with good reasons.
3
3
4. Often not punctual and without good reason.
4
4
5. Not punctual all the time and without good reason.
5
5
1. Very positive and enthusiastic about the job.
1
1
2. Has very positive attitude about the job.
2
2
3. Is positive about the job.
3
3
4. Shows negative attitude towards the job.
4
4
5. Treats the job as a chore and would like to change jobs if there is
opportunity.
5
5
1. Always more than willing to cooperate.
1
1
2. Very willing to cooperate.
2
2
3. Willing to cooperate when needed.
3
3
4. Avoids cooperating.
4
4
5. Refuses to cooperate even when requested.
5
5
1. Shows highest level of work ethics.
1
1
2. Shows a high level of work ethics.
2
2
3. Shows good work ethics.
3
3
4. Poor work ethics.
4
4
5. Not ethical at work.
5
5
1. Extremely patient in all dealings.
1
1
2. Very patient in all dealings.
2
2
3. Patient in some dealings.
3
3
4. Lacks patience.
4
4
5. Very impatient in all trying circumstances.
5
5
Score:
22.
Shows positive
attitude
towards the
job.
Score:
23.
Willing to
cooperate with
colleagues.
Score:
24.
Possesses high
degree of work
ethics.
Score:
25.
Exhibits
patience in all
dealings.
Score:
78
SECTION C: PERFORMANCE ASSESSMENT
Mid-Year
End-of-Year
1
Minimum possible score (highest rank)
25
25
2
Maximum possible score (lowest rank)
125
125
3
Total score [X]
4
Mean Score
5.
X 
 25 
Performance Grade (see table below)
Mean
Score
1.0 – 1.5
Grade
Description
A
 The Senior Teacher has performed beyond what is expected in all areas of his or her
work, and has contributed positively over and above his or her responsibilities and
works with a quality that is above his or her grade level.
 The Senior Teacher has the highest and most positive personal qualities such as attitude
towards work, and is exemplary to others.
 The Senior Teacher has an excellent understanding of his or her task in leading, assisting
and developing teachers under his or her care.
 The Senior Teacher constantly and actively seeks to improve on his or her leadership
skills and teaching skills.
1.6 – 2.5
B
 The Senior Teacher has done beyond what is expected in most areas of his or her work
and can achieve at levels that are above his or her own grade level.
 The Senior Teacher shows very positive personal qualities with positive attitude towards
work and develops teachers to be the same.
 The Senior Teacher seeks to improve in his or her teaching skills and leads teachers by
example.
2.6 – 3.5
C
 The Senior Teacher has performed well as expected and has made more positive
contributions than shortcomings.
 The Senior Teacher possesses positive personal qualities and contribute the normal work
expected of him or her.
 The teacher tries to improve himself or herself when there are opportunities and
encourage teachers to do the same.
3.6 – 4.5
D
 The Senior Teacher has performed somewhat below what is expected of him or her but
clearly has the capacity to do better.
 The Senior Teacher is not too positive about his or her work and is contented with the
minimum effort and average work quality.
 The Senior Teacher shows very little interest in improving his or her leadership skills
and teaching skills.
4.6 – 5.0
E
 The Senior Teacher is not able to perform what is expected of him or her at his or her
grade level.
 The Senior Teacher exhibits a negative attitude towards his or her work.
 The Senior Teacher has no interest in making improvements in anything that he or she
does and has no interest in helping to develop teachers.
79
SECTION D: PROFESSIONAL DEVELOPMENT
From the discussion you have had with your reporting officer, prioritize the most critical area of
competency you feel that you need to improve on or develop.
Area
Professional Development Plan
No. of
Hours
Mid-Year
Review
End-of-Year
Review
Area 1
Area 2
Area 3
Total number of hours
SECTION E: SIGNIFICANT ACHIEVEMENTS
In this section, Senior Teachers are given the opportunity to highlight their achievements such as their
successes in developing teachers, involvement in projects or the innovations they brought in that has
helped the students, other staff members, or the school, improve.
Type of Activity (Project, Innovation)
How Senior Teacher is involved
SECTION F: REVIEW AND COMMENTS
In this section the Senior Teacher and the reporting officer may discuss and make their respective
comments on the Senior Teacher’s competencies and work performance, what the Senior Teacher
wishes to be in future, his or her personal strengths and weaknesses, the problems the Senior Teacher
faces in the course of work and his development needs.
Mid-Year Review
Senior Teacher’s comments
_________________________________
Senior Teacher’s signature and date
Reporting Officer’s Comments
____________________
Name
__________________
Designation
__________________
Grade
80
___________________
Signature and date
End-of-Year Review
Senior Teacher’s comments
__________________________________
Senior Teacher’s signature and date
Reporting Officer’s Comments
____________________
Name
__________________
Designation
__________________
Grade
___________________
Signature and date
SECTION G: COUNTERSIGNING OFFICER’S COMMENTS
____________________
Name
__________________
Designation
__________________
Grade
81
___________________
Signature and date
APPRAISAL FORM FOR CONSULTANT TEACHERS (GRADE 8)
Academic Year: ___________
School: ___________________________________________________________
Name of Consultant Teacher: _____________________________________________
Identification Number : _______________________________________________
Current Grade Level: _____________________Step: ______________________
Subject Area: ______________________________________________________
Grades taught: _____________________________________________________
Period of Appraisal: From ____________________ to _____________________
(Date)
(Date)
Attendance: ________ days out of ________ school days ( ______ % attendance).
SECTION A: TARGETS AND ACHIEVEMENTS
Instructions:
7. Discuss with your reporting officer, the targets you wish to accomplish for the year.
8. The targets should be in line with your defined roles and the overall district’s Annual Work Plan.
9. Constantly reflect on your work progress and determine to what extent you have achieved your targets
and what your areas of strengths and weaknesses are. This information is necessary for the mid-year and
the end-of-year review.
No
Targets
1.
Conducting and leading teachers in the
development of students’ cognitive domain
(Students’ achievement and learning).
2.
Leading teachers in taking care of Student
Welfare (Students’ overall well-being).
Achievements and Progress
Mid-Year
82
End-of-Year
Achievements and Progress
No
Targets
3.
Leading teachers in the development of school
(Improving the school environment).
4.
Leading teachers in the school’s partnership with
parents and the larger community.
5.
Professional Development for self and assisting
teachers in theirs.
6.
Other areas (Please specify).
Mid-Year
End-of-Year
Performance Planning
Consultant Teacher’s Agreement:
Having discussed with my reporting officer, I hereby agree to the targets set out above and I declare my
commitment to do my best to achieve them and to go beyond them wherever possible.
__________________________________
Consultant Teacher’s signature and date
Reporting Officer’s Agreement:
Having discussed with the Consultant Teacher, I hereby agree that the targets set out above are realistic, in line
with the school’s Annual Work Plan, and are sufficient to move the school towards excellence. I accept the
Consultant Teacher’s declaration of commitment.
____________________
Name
__________________
Designation
__________________
Grade
83
___________________
Signature and date
SECTION B: COMPETENCIES
Instruction to Reporting Officer:
Please use the following rating scale in your assessment of the Consultant Teacher’s competence in each of the
specified areas.
Rating Scale:
1
2
3
4
5
Outstanding Performance way above expectations
Performing above expectations
Performing at minimum expected level
Below expected but making efforts
Performing below expected level
Each item below has an additional set of descriptors for each of the scale points 5, 4, 3, 2, and 1.
Key Competency Domain: Development of students’ cognitive domain
No
1.
Specific
Competency
Enhances
teachers’
knowledge of
subject content
within the
curriculum.
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Ability way exceeds teaching level.
2. Has strong skills in enhancing teachers’ knowledge for teaching at
this level.
2
2
3. Just meets requirements.
3
3
4. Has problems with some content areas.
4
4
5. Unable to assist teachers in content knowledge
5
5
1. Very strong in making teachers innovative and creative.
1
1
2. Able to help teachers to create some innovative ways.
2
2
3. Encourages teachers to use different teaching approaches.
3
3
4. Changes teaching approaches rarely.
4
4
5. Unable to assist teachers in trying out different teaching
approaches
5
5
1. Skilled in multiple modes of assessment.
1
1
2. High skills in one assessment mode.
2
2
3. Moderate testing skills.
3
3
4. Inaccurate assessment of students’ learning.
4
4
5. Barely knows how to construct good tests.
5
5
1. Skillful in developing teachers in giving timely feedback and
giving remedial work with attention to individual students.
2. Skillful in leading teachers in providing timely feedback and
running remedial lessons.
3. Leads teachers in providing timely feedback and provides teachers
with help in conducting remedial lessons.
4. Rarely provides leadership for teachers in conducting remedial
lessons.
1
1
2
2
3
3
4
4
5. Unable to help teachers conduct remedial lessons.
5
5
Score:
2.
Helps teachers
develop
innovative
teaching
approaches to
suit students’
needs.
Score:
3.
Develops
teachers to build
skills in
assessing
students’
learning that can
identify
weaknesses.
Score:
4.
Develops
teachers’ skills
in providing
timely feedback
and taking
remedial actions
on students’
learning
difficulties.
Score:
84
Rating Scale:
1
2
3
4
5
Outstanding Performance way above expectations
Performing above expectations
Performing at minimum expected level
Below expected but making efforts
Performing below expected level
Key Competency Domain: Development of students’ cognitive domain
No
5.
Specific
Competency
Develops
teachers’
interpersonal
and
communication
skills with
students.
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Highly skilled in helping teachers relate to students.
2. Able to assist teachers build rapport with students.
2
2
3. Encourages teachers to be build rapport with students.
3
3
4. Seldom attempts to help teachers interact with students outside
lessons.
5. Plays no part in helping teachers develop interpersonal relations
with students..
4
4
5
5
1. Excellent in leading teachers in keeping classroom conducive for
learning.
1
1
2. Can make teachers control student discipline well.
2
2
3. Helps teachers develop ability in controlling student behavior.
3
3
4. Has low ability in developing teachers’ skills in controlling student
behavior.
4
4
5. Unable to develop teachers in classroom management.
5
5
1. Makes very strong continuous effort to lead teachers in improving
school environment for effective student learning.
2. Takes initiative in helping teachers to develop skills in improving
school environment for effective student learning.
3. Able to help teachers maintain good school environment for
effective student learning.
4. Not able to develop teachers’ skills in maintaining good school
environment for effective student learning.
1
1
2
2
3
3
4
4
5. Is not aware of importance of conducive environment for learning.
5
5
Score:
6.
Builds teachers
to have strong
classroom
management
skills.
Score:
7.
Supports
teachers in
taking steps to
improve
environment for
learning.
Score:
85
Rating Scale:
1
2
3
4
5
Outstanding Performance way above expectations
Performing above expectations
Performing at minimum expected level
Below expected but making efforts
Performing below expected level
Key Competency Domain: Attention to students’ welfare
No
8.
Specific
Competency
Develops
teachers to
manage
students’
social and
emotional
well-being.
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1. Very skillful in developing teachers in dealing with students’
1
1
needs in these areas.
2. Good ability in helping teachers to develop skills in dealing with
students’ needs in these areas.
2
2
3. Is able to assist teachers deal with students’ needs in these areas.
3
3
4. Weak in assisting teachers develop skills in dealing with students’
needs in these areas.
5. No skills at all in helping teachers develop skills in dealing with
students’ needs in these areas.
4
4
5
5
1. Very skillful in dealing with teachers’ and students’ needs in these
areas.
2. Good ability in dealing with teachers’ and students’ needs in these
areas.
1
1
2
2
3. Is able to deal with teachers’ and students’ needs in these areas.
3
3
4. Weak in dealing with teachers’ and students’ needs in these areas.
4
4
5. No skills at all in dealing with teachers’ and students’ needs in
these areas.
5
5
1. Very skillful in helping teachers develop students’ civic
awareness.
2. Good ability in helping teachers develop students’ civic
awareness.
1
1
2
2
3. Is able to help teachers develop students’ civic awareness.
3
3
4. Weak in helping teachers develop students’ civic awareness.
4
4
5. No skills at all in helping teachers develop students’ civic
awareness.
5
5
1. Very skillful in developing teachers to care for students’ wellbeing.
2. Good ability in developing teachers to care for students’ wellbeing.
1
1
2
2
3. Is able to develop teachers to care for students’ well-being.
3
3
4. Weak in helping teachers to develop students’ civic awareness.
4
4
5. No skills at all in helping teachers to care for students’ well-being.
5
5
1. Excellent in developing teachers in this area.
1
1
2. Good in developing teachers in this area.
2
2
3. Is able to develop teachers in this area.
3
3
4. Does not care to help teachers in this area.
4
4
5. Has no awareness of students’ problems.
5
5
Score:
9.
Develops
teachers to
manage
students’
moral values.
Score:
10.
Develops
teachers to
manage
students’ civic
awareness.
Score:
11.
Develops
teachers to
manage
students’
physical wellbeing.
Score:
12
Develops
teachers to
understand and
act on
students’
problems.
Score:
86
Rating Scale:
1
2
3
4
5
Outstanding Performance way above expectations
Performing above expectations
Performing at minimum expected level
Below expected but making efforts
Performing below expected level
Key Competency Domain: Development of school
No
13.
Specific
Competency
Leadership
Skills.
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Always takes the lead in all matters.
2. Takes the lead in selected matters.
2
2
3. Takes the lead when requested.
3
3
4. Not too keen in taking the lead.
4
4
5. Refuses to lead in any matter.
5
5
1. Highly effective in leading teachers to work in teams.
1
1
2. Effective in leading teachers to work in teams.
2
2
3. Normal productivity when getting teachers to work in teams.
3
3
4. Inactive in encouraging teachers to work in teams.
4
4
5. Not able to get teachers to work in teams.
5
5
Score:
14.
Works
effectively in
teams and
leads teachers
by example.
Score:
15.
Ability to
collaborate
with
stakeholders
and leads
teachers by
example.
1. Takes very strong interest involving teachers in such
collaborations and achieves objectives.
1
1
2. Able to get teachers involved in collaborations well.
2
2
3. Able to involve teachers in some collaboration.
3
3
4. Shows no interest in collaborations.
4
4
5. Refuses to get teachers to collaborate.
5
5
Suggests
improvement
to school
policies and
leads teachers
in initiating
ideas for
school
improvement.
1. Skilled in suggesting meaningful changes to school policies and in
developing teachers generate useful ideas.
2. Skilled in suggesting meaningful changes to school policies in
developing teachers generate useful ideas.
3. Sometimes suggests meaningful changes to school policies and
succeeds in getting teachers to generate useful ideas.
4. Thinks about school policies and attempts to develop teachers only
when requested.
5. Refuses to think about school policies and develop teachers in this
area.
1
1
2
2
3
3
4
4
5
5
Score:
16.
Score:
87
Rating Scale:
1
2
3
4
5
Outstanding Performance way above expectations
Performing above expectations
Performing at minimum expected level
Below expected but making efforts
Performing below expected level
Key Competency Domain: Professional Development
No
17.
Specific
Competency
Commitment
to selfimprovement.
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Very strong desire for self-improvement.
2. Has desire for self-improvement.
2
2
3. Attempts self-improvement when needed.
3
3
4. Rarely seeks to improve.
4
4
5. Shows no desire to improve.
5
5
1. Very actively seeks such programs.
1
1
2. Active in seeking such programs.
2
2
3. Seeks such programs.
3
3
4. Seeks such programs when prompted.
4
4
5. Has no interest in such programs.
5
5
1. Highly engaging in intellectual discussions.
1
1
2. Engages in intellectual discussions.
2
2
3. Discusses intellectual when prompted.
3
3
4. Not keen on intellectual discussions.
4
4
5. Has no interest in intellectual discussions.
5
5
1. Constantly encourages colleagues.
1
1
2. Often Encourages colleagues.
2
2
3. Encourages colleagues occasionally.
3
3
4. Does not encourage colleagues.
4
4
5. Discourages colleagues.
5
5
Score:
18.
Initiative at
seeking
professional
development
programs.
Score:
19.
Engages in
intellectual
discussions
with peers.
Score:
20.
Encourages
and helps
colleagues to
develop
professionally.
Score:
88
Rating Scale:
1
2
3
4
5
Outstanding Performance way above expectations
Performing above expectations
Performing at minimum expected level
Below expected but making efforts
Performing below expected level
Key Competency Domain: Personal Qualities
No
21.
Specific
Competency
Punctual for
class, school,
activities and
meetings.
Please indicate your rating by circling the number on the scale and entering the
score in the space provided
Rating at
Rating at
Descriptors
End of
Mid-Year
Year
1
1
1. Punctual without fail.
2. Punctual most of the time.
2
2
3. Occasionally not be punctual with good reasons.
3
3
4. Often not punctual and without good reason.
4
4
5. Not punctual all the time and without good reason.
5
5
1. Very positive and enthusiastic about the job.
1
1
2. Has very positive attitude about the job.
2
2
3. Is positive about the job.
3
3
4. Shows negative attitude towards the job.
4
4
5. Treats the job as a chore and would like to change jobs if there is
opportunity.
5
5
1. Always more than willing to cooperate.
1
1
2. Very willing to cooperate.
2
2
3. Willing to cooperate when needed.
3
3
4. Avoids cooperating.
4
4
5. Refuses to cooperate even when requested.
5
5
1. Shows highest level of work ethics.
1
1
2. Shows a high level of work ethics.
2
2
3. Shows good work ethics.
3
3
4. Poor work ethics.
4
4
5. Not ethical at work.
5
5
1. Extremely patient in all dealings.
1
1
2. Very patient in all dealings.
2
2
3. Patient in some dealings.
3
3
4. Lacks patience.
4
4
5. Very impatient in all trying circumstances.
5
5
Score:
22.
Shows positive
attitude
towards the
job.
Score:
23.
Willing to
cooperate with
colleagues.
Score:
24.
Possesses high
degree of work
ethics.
Score:
25.
Exhibits
patience in all
dealings.
Score:
89
SECTION C: PERFORMANCE ASSESSMENT
Mid-Year
End-of-Year
1
Minimum possible score (highest rank)
25
25
2
Maximum possible score (lowest rank)
125
125
3
Total score [X]
4
Mean Score
5.
X 
 25 
Performance Grade (see table below)
Mean
Score
1.0 – 1.5
Grade
Description
A
 The Consultant Teacher has performed beyond what is expected in all areas of his or her
work, and has contributed positively over and above his or her responsibilities and
works with a quality that is above his or her grade level.
 The Consultant Teacher has the highest and most positive personal qualities such as
attitude towards work, and is exemplary to others.
 The Consultant Teacher has an excellent understanding of his or her task in leading,
assisting and developing teachers under his or her care.
 The Consultant Teacher constantly and actively seeks to improve on his or her
leadership skills and teaching skills.
1.6 – 2.5
B
 The Consultant Teacher has done beyond what is expected in most areas of his or her
work and can achieve at levels that are above his or her own grade level.
 The Consultant Teacher shows very positive personal qualities with positive attitude
towards work and develops teachers to be the same.
 The Consultant Teacher seeks to improve in his or her teaching skills and leads teachers
by example.
2.6 – 3.5
C
 The Consultant Teacher has performed well as expected and has made more positive
contributions than shortcomings.
 The Consultant Teacher possesses positive personal qualities and contribute the normal
work expected of him or her.
 The teacher tries to improve himself or herself when there are opportunities and
encourage teachers to do the same.
3.6 – 4.5
D
 The Consultant Teacher has performed somewhat below what is expected of him or her
but clearly has the capacity to do better.
 The Consultant Teacher is not too positive about his or her work and is contented with
the minimum effort and average work quality.
 The Consultant Teacher shows very little interest in improving his or her leadership
skills and teaching skills.
4.6 – 5.0
E
 The Consultant Teacher is not able to perform what is expected of him or her at his or
her grade level.
 The Consultant Teacher exhibits a negative attitude towards his or her work.
 The Consultant Teacher has no interest in making improvements in anything that he or
she does and has no interest in helping to develop teachers.
90
SECTION D: PROFESSIONAL DEVELOPMENT
From the discussion you have had with your reporting officer, prioritize the most critical area of
competency you feel that you need to improve on or develop.
Area
Professional Development Plan
No. of
Hours
Mid-Year
Review
End-of-Year
Review
Area 1
Area 2
Area 3
Total number of hours
SECTION E: SIGNIFICANT ACHIEVEMENTS
In this section, Consultant Teachers are given the opportunity to highlight their achievements such as
their successes in developing teachers, involvement in projects or the innovations they brought in that
has helped the students, other staff members, or the school, improve.
Type of Activity (Project, Innovation)
How Consultant Teacher is involved
SECTION F: REVIEW AND COMMENTS
In this section the Consultant Teacher and the reporting officer may discuss and make their respective
comments on the Consultant Teacher’s competencies and work performance, what the Consultant
Teacher wishes to be in future, his or her personal strengths and weaknesses, the problems the
Consultant Teacher faces in the course of work and his development needs.
Mid-Year Review
Consultant Teacher’s comments
_________________________________
Consultant Teacher’s signature and date
Reporting Officer’s Comments
____________________
Name
__________________
Designation
__________________
Grade
91
___________________
Signature and date
End-of-Year Review
Consultant Teacher’s comments
__________________________________
Consultant Teacher’s signature and
date
Reporting Officer’s Comments
____________________
Name
__________________
Designation
__________________
Grade
___________________
Signature and date
SECTION G: COUNTERSIGNING OFFICER’S COMMENTS
____________________
Name
__________________
Designation
__________________
Grade
92
___________________
Signature and date