Appraisals may be difficult to fit into the hectic schedules of teachers, but they’re a vital part of tracking and encouraging their progression. Indeed, it’s just as important as tracking the progression of students.
Often appraisals come with lots of paperwork and stress for teachers, and the introduction of new legislation by the Department of Education has only added to the burden. However, appraisals done right are well worth the effort, as they ensure teachers gain and maintain all the necessary skills they need to carry out their jobs effectively.
This blog takes a look at all the requirements around modern teacher appraisals and how you can make them as compliant, efficient and constructive as possible.
Teacher appraisals are an important developmental process, normally carried out by a line manager once a year. They are designed to make sure that teachers are fully equipped with the right skills to deliver good-quality teaching and good student outcomes. They should be thorough, supportive, and enable teachers to pursue further professional development and improvement
The Department for Education has now published a model appraisal policy, which gives schools and line managers guidance around appraisal best practice. In particular, it focuses on three key areas of teacher performance to assess:
Many teachers find the appraisal process stressful, in no small part because they feel that any problems or negative feelings will be amplified and will knock their confidence. Therefore, the best way to approach appraisals is with positivity, from the outset and throughout:
New DfE legislation means all teacher appraisals must be accompanied by a written report that includes:
While the DfE also recommends that ‘the process of teacher appraisal does not become overly burdensome’, the wider scope of appraisals will naturally lead to an even bigger admin burden related to appraisals. Digital appraisals, however, can make the whole process much more efficient.
Digital appraisals allow school leaders and teachers to contribute to the process through an online platform in their own time. This allows them to better fit appraisals around their already busy schedules.
A digital platform also means that wider professional development and class observation data can be integrated, so that all elements of teacher quality insurance sit together in one place. The removal of time-consuming physical paperwork, and the ability to track data to chart progress, makes the whole appraisal process more detailed, easier to conduct and more helpful in supporting teacher improvement.