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All performance management objectives must contribute to improving the education of our pupils
The objectives set for each teacher, will be specific, measurable, achievable, realistic and time-bound
(SMART) and will be appropriate to the teachers role and level of experience. The appraiser and teacher
will seek to agree the objectives but, if that is not possible, the appraiser will determine the objectives.
Objectives may be revised if circumstances change.
The objectives for each teacher will contribute to our schools plans for improving the educational
provision and performance and of pupils at our school.
The first objective (below) will be used for all teachers:
Objective 1:
Promote good progress and outcomes by your pupils so that they achieve either:
on target progress e.g. FFT-50 (GCSE) and/or Alps Subject Grade 4-5 (AS/A2) for main-scale
teachers (most pupils achieve in line with school expectations)
or above target progress e.g. FFT-20 (GCSE) and/or Alps Subject Grade 1-3 (AS/A2) for post-
threshold teachers (almost all pupils achieve in line with school expectations; some/many
exceed them)
Success criteria:
Pupils achieve expected attainment and progress according to the career progression criteria
(Annexe 6 of the Pay Policy)
Effective plans are in place to support those not making the expected progress, e.g. there is good
evidence of appropriate differentiation in teaching and learning as well as communication with
and advice to parents
You have accessed any support/training that has been identified (if required) to help achieve this
objective
Monitoring arrangements and evidence:
Internal progress data monitoring shows the progress that pupils are making
End of year results for your pupils (externally marked or internally standardised and moderated)
Lesson observations to show that pupils are making effective progress
Lesson observations and work scrutiny show that your pupils have a conscientious attitude to
their own work and study and reflect on the progress they have made and can identify what they
need to do to improve further.
Promote good progress and outcomes by pupils and the pupils in your department/faculty so that they
achieve either:
on target progress (FFT-50 and/or Alps Subject Grades 4-5) for main-scale teachers (most pupils
achieve in line with school expectations)
or above target progress (FFT-50 and/or Alps Subject Grades 1-3) for post-threshold teachers
(almost all pupils achieve in line with school expectations; some/many exceed them)
Success criteria:
Your pupils and pupils in your curriculum area achieve expected attainment and progress
according to the career progression criteria (Annexe 6 of the Pay Policy)
Effective plans are in place within your team to support those not making the expected progress,
e.g. there is good evidence of appropriate differentiation in teaching and learning as well as
communication with and advice to parents
You have accessed any support/training that has been identified (if required) to help achieve this
objective
Assessment Plan and deliver lessons which Either for targeted group or CPD portfolio including
and effectively prepare students all groups as agreed with line action plans & peer
planning for reformed GCSEs across manager: observation notes from
Years 7 to 11, for example by: Apply S/D/E language and Teachmeets
(TS1,2,3,4,5)
Make use of the S/D/E not levels/grades in Lesson observation and
whole-school model lessons and marking work scrutiny
Employ AfL effectively Your lessons routinely Minutes of Dept. CPD
within lessons such that make use of a range of meetings show that you
students receive regular effective AfL strategies have shared your work
verbal feedback and no which engage all students with colleagues
student is passive You make effective, deep Your own students
Take risks mid-lesson rather than superficial surveys
where AfL shows that use of Formative
your plans need revision assessment
Methods Develop the use of Growth Either for targeted group or CPD portfolio including
(TS1,2,4,5) mindset pedagogy, for all groups as agreed with line action plans & peer
example by: manager: observation notes from
Your use of language and Your students show Teachmeets
actions with students resilience and grit when Lesson observation and
Your choice of lesson faced with challenging work scrutiny
activities work Minutes of Dept. CPD
such that all students develop Technique, attitude and meetings show that you
resilience and innate effort are celebrated over have shared your work
motivation to challenge outcomes with colleagues
themselves. Your lessons empower Your own students
students and develop surveys
their independence
through (for example):
choice of activities,
effective group work,
THUNKs
Progress & Differentiate effectively to Either for targeted group or CPD portfolio including
challenge make learning personalized all groups as agreed with line action plans & peer
(TS1,2,4) and challenging, through for manager: observation notes from
example: You have employed Teachmeets
Adapting existing differentiation Lesson observation and
resources to enable techniques including by work scrutiny
student choice Minutes of Dept. CPD
meetings show that you
Stretching and choice, by task, by time, have shared your work
challenging our most able by group with colleagues
with work beyond the You have embedded Your own students
curriculum sustainable, manageable surveys
Planning effective group differentiation into your
work allowing for range everyday practice
of ability within a group Differentiation is leading
to better progress by
students
Promote Research, implement and Either for targeted group or CPD portfolio including
better evaluate strategies aimed at all groups as agreed with line action plans & peer
progress by closing the gender gap, manager: observation notes from
through for example: All students (including Teachmeets
boys
Competitive elements to boys) show high levels of Lesson observation and
(TS1,2,3,4,5) work scrutiny
learning for motivation motivation and focus in
Planned variations in lessons Minutes of Dept. CPD
pace and activity Your lessons flows meetings show that you
A focus on literacy in your seemingly effortlessly have shared your work
lessons. and no time wasted with colleagues
You have embedded Your own students
effective techniques and surveys
routines for improving
the literacy of your
students both generally
and for subject-specific
vocabulary e.g.
glossaries, literacy-
focused marking, writing
frames
Reflective Actively promote Either for targeted group or CPD portfolio including
learners independence and thinking all groups as agreed with line action plans & peer
(TS2,4,5,6) skills in your students by, for manager: observation notes from
example: Students are effectively Teachmeets
Ensuring self- and peer- trained in self- and peer- Lesson observation and
assessment is effective assessment such that work scrutiny
Employing FLIP learning when they do either it is Minutes of Dept. CPD
Developing questioning high quality and effective meetings show that you
and activities where Occasional, judicious use have shared your work
students reflect on the of FLIP learning via with colleagues
process of learning i.e. homework activities fully Your own students
Metacognitive strategies integrated with lessons surveys
Enabling students to lead Your students value
the process of learning in mistakes as learning and
lessons are given time to
evaluate their work
Your students can
suggest ways of achieving
lesson objectives and
contribute to defining
success criteria
Marking & Maximise your use of marking Either for targeted group or CPD portfolio including
assessment such that feedback is all groups as agreed with line action plans & peer
(TS2,4,6) effective, 2-way and triggers manager: observation notes from
deep thinking: Students are consistently Teachmeets
Use of WWW/EBI in both responding to your Lesson observation and
teacher, peer and self- written feedback - blue work scrutiny
assessment pen editing Assessment planning and
Ensure that all EBIs are Your written feedback exemplars
acted on and students response to Minutes of Dept. CPD
Make use of EBIs for both it are integral to lessons meetings show that you
feedback and feed and personalize learning have shared your work
forward Your written feedback is with colleagues
integrated with your
Enable students to reflect planning, such that Your own students
on the process of feedback and feed surveys
learning, such that they forward occurs (prior to
know what to do in order or post- assessment)
to succeed
Questioning Develop your use of Either for targeted group or CPD portfolio including
and questioning and modelling to all groups as agreed with line action plans & peer
modelling ensure that: manager: observation notes from
(TS3,4,6) Engagement is high via Your questioning ensures Teachmeets
differentiated that ALL students Lesson observation and
questioning understand what they work scrutiny shows use
Student listen to and need to do in order to of recognised questioning
learn from each other meet lesson outcomes / techniques e.g. no hands
Student use the language success criteria
up, pair-share, take-up
of the question in their Your questioning enables
time, cold calling, phone-
answers, developing more able students to
a-friend
oracy challenge themselves /
Minutes of Dept. CPD
Students understand identify their own success
what success looks like criteria in lessons meetings show that you
Exemplars and worked Your questioning enables have shared your work
examples are effective in students to develop with colleagues
helping students to make meta-cognitive skills Your own students
progress (thinking about learning) surveys
A range of exemplars
have been developed and
are effectively used in
lessons in innovative
ways
Data, Make use of summative Either for targeted group or CPD portfolio including
Feedback & assessment results analysis, all groups as agreed with line action plans & peer
Research student voice and research in manager: observation notes from
Informed order to develop and You have acted as a lead Teachmeets
Teaching
implement teaching strategies on innovative techniques Lesson observation and
to improve outcomes in both within your subject area work scrutiny
and You have lead on the use
your own teaching and that of SISRA data
Learning of summative assessment
your departments, for Schemes of work
(TS2,4,5,8) example through: data and student voice in
Minutes of Dept. CPD
identifying areas of
Development of meetings show that you
challenge for students
threshold concepts have shared your work
and the subsequent
Embedding Distributed with colleagues
adaptation of schemes of
practice and Spaced
work and teaching Your own students
testing into schemes of
approaches in response surveys
work
to what this shows Your analysis of internal
Use of Knowledge
You have developed a assessment data
organizers
range of innovative
Embedding
techniques and resources
Metacognitive techniques
for overcoming barriers
into schemes of work
to learning identified
through analysis of
assessments and student
voice.
Objective 3: Heads of Department can identify a third objective that the whole Department can have as
a focus as identified in their SIDP or reflect the specific needs of that individual. This objective could be
used to identify cpd needs that will enable the teacher to, for example, maintain, develop or extend
current practice, in order to support assessment for pay progression or to provide effective experience
for promotion opportunities. This objective could be used, for example, when a colleague needs to
demonstrate progression in developing professional relationships.
Sample appraisal objectives which relate to the Teachers Standards
3. Implement strategies to improve the performance of pupils so that they make the expected
progression in line with career progression criteria.
Success criteria:
Effective plans are in place to support those not making the expected levels of progress
Pupil progress: e.g. By the end of Key Stage (KS), most students achieve in line with school
expectations and*
Quality of teaching*
Monitoring arrangements and evidence:
Termly data monitoring shows the progress that pupils are making and identifies the percentage
making the expected progress
End of year exam results
Scrutiny of work to show: assessment feedback is identifying areas for improvement; evidence
this feedback is being acted upon; literacy marking guidelines are being used consistently and
regularly
Monitoring of lesson observations to show that pupils are making effective progress
*differentiated outcome according to career stage