Trust Schools

PERFORMANCE EVALUATION FORMS

For Teachers

Academic Year 2018

(Private & Confidential)

PERSONAL INFORMATION
NAME JIKE ANAK JITIAM

School SMK LUNDU

Position GURU AKADEMIK

Years in Years of Service in 7 TAHUN

222 TAHUN
Service current school

PENOLONG KANAN HAL EHWAL

Reviewer PN ROSIKA ANAK STEPHEN Position
MURID

CPD/PLC contact points will change each school year. Schools will inform teachers of the CPD/PLC programme
content and evidence requirements at the commencement of each school year.
UNIFIED INSTRUMENT/ACTION RESEARCH PORTFOLIO

Teachers compile BOTH evidence and a report for this PMS task in a portfolio. This portfolio is evaluated by their mentor/reviewer on a regular basis, at
least twice before the final evaluation. The mentor/reviewer provides constructive and developmental feedback through discussion with the teacher.

The Action Research Portfolio consists of:

● Problem statement which defines the issue – this issue needs to clearly state the specific area where students are not achieving well based on
data, such as Item Analysis, and come up with a theory as to why this is occurring
● Action Plan 1 – this will explain the specific interventions which the teacher will take to address the problem, and must include elements of
pedagogy from the Trust School Lesson Observation Rubric. It is highly recommended that teachers use Assessment for Learning and
Differentiation, as well as one or two other strategies. The action must be justified.
● Action Plan 2 – after the first intervention and assessment, the teacher should make refinements and changes to their intervention method with
justification.
● Research artefacts/Appendices
- item analysis/achievement data before the intervention, after the first intervention and after the second intervention
- Assessments, such as formative tests for end of cycle 1, sample items from the exam
- Photographs of students in action
- Lesson Plans
- Samples of assessment rubrics, student work, photographs of resources
● Findings and reflections 1 and 2 after each cycle of intervention – there should be two interventions, minimum. The findings should draw
conclusions about the new data, offering explanations in regards to what has happened.
● Overall conclusions – teacher should construct be a graph displaying the data at each stage of the process – pre, during and post. Teacher should
also include reflections about why the interventions were or were not effective, and be specific about the impact on individuals or groups of
students in their class.
● NB: In the sections, Problem statement, Action Plan and Overall conclusions, there should be references to other research or educational
theory.
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 ● References to other research and national/international articles, with links drawn between your action research and the other research/theory.

RUBRIC FOR
UNIFIED
INSTRUMENT/ACT
ION RESEARCH
Performance Starting Developing Establishing Extending Enhancing
Element 1-2 3-4 5-6 7-8 9-10

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 ● Problem statement is ● Problem statement is
vague. It lacks straightforward. It makes
understanding of what some attempt to explain
gaps exist in student what the problems are in a
learning. general way, without
specific depth or research
● Action Plans are
simplistic. They indicate ● Action Plans are basic. They
that the teacher is not indicate that the teacher is
really changing their changing their pedagogy
pedagogy. but there is a lack of detail
as to how or why the
● Findings/conclusions are proposed changes would
brief and do not explain work. There may be no
with any detail how or references to other
why the students research or the references
performed the way they are not relevant.
did
● Findings/conclusions are
Teacher ● Evidence is limited to sufficient in length. But the
Action Research basic achievement data explanations for why the
students performed the
● References are not used way they did are not
or they are not relevant developed or supported
to the research topic. with detail or references to
other research or
educational theory.
● Evidence includes basic
achievement data and one
or two other categories of
evidence (photographs,
lesson plans, assessments)
● Some references are used
and some are relevant to
the research topic.
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● Problem statement is clear.
It shows understanding of
what gaps exist in student
learning and may explain
with depth/examples or
with research
● Action Plans are developed.
They indicate that the
teacher is changing their
pedagogy and there is some
detail as to how or why the
proposed changes would
work. There may be
references to other
research.
● Findings/conclusions are
sufficient in length. The
explanations for why the
students performed the
way they did are developed
or supported with detail or
references to other
research or educational
theory in one of the two
findings (Cycle 1 or 2)
● Evidence is complete with
achievement data and
includes the other three
categories (photographs,
lesson plans, assessments)
● Some references are used
and they are all relevant to
the research topic.
● Problem statement is clear and
detailed. It shows understanding
of what gaps exist in student
learning and explains with
depth/examples AND with
research
● Action Plans are developed.
They indicate that the teacher is
changing their pedagogy and
there is significant detail and
explanation as to how or why
the proposed changes would
work. There may be references
to other research.
● Findings/conclusions are of
significant length. The
explanations for why the
students performed the way
they did are developed or
supported with detail or
references to other research or
educational theory in both sets
of findings (Cycle 1 and 2)
● Evidence is complete with
achievement data and includes
the other three categories
(photographs, lesson plans,
assessments)
● Several references are used and
they are all relevant to the
research topic.
● Problem statement is clear and
detailed. It shows understanding
of what gaps exist in student
learning and explains with
depth/examples AND with
relevant research which is
explained and linked
● Action Plans are developed and
purposeful. They indicate that
the teacher is changing their
pedagogy and there is
significant detail and
explanation as to how or why
the proposed changes would
work. There will be references
to other research.
● Findings/conclusions are of
significant length. The
explanations for why the
students performed the way
they did are developed or
supported with detail AND
references to other research or
educational theory in both sets
of findings (Cycle 1 and 2)
● Evidence is complete with
achievement data and includes
the other three categories
(photographs, lesson plans,
assessments)
● Several references are used and
they are all relevant and linked
with explanation to the research
topic.
DEVELOPING YOUR TARGET – YEAR 2 ONWARDS
Teachers are required to:
● Identify their Target Area – what the teacher plans to do;
● Document their related actions taken to achieve the target;

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 ● Collect evidence of impact.
RUBRIC FOR TEACHER TARGET SETTING
Teacher
Target (choose 1 area) Intended Action Success Criteria Evidence of Impact
Determine a target that relates to the Trust School
Standards and Practices, and the school TSIP goals as
follows:
1. School improvement;
2. Parental engagement;
3. Supporting student academic achievement;
4. Student’s personal, social, emotional or academic
learning development outside the classroom;
5. An action research target negotiated and
approved by their PMS mentor/reviewer/SLT.
Target to be negotiated and approved by their PMS mentor/
reviewer/SLT.
Target:
(Teacher to complete this section.)

PMS Mentor/Reviewer’s Signature: Teacher’s Signature: Date:

Target Agreed

MID-YEAR REVIEW END OF YEAR REVIEW

Signatures: PMS Mentor/Reviewer Teacher: Signatures: PMS Mentor/Reviewer: Teacher:
Date: Date:

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 Performance Element
● States a desire to
Participates in the wider
school community
Starting Developing Establishing Extending Enhancing
1 2 3 4 5
● Shows commitment to the ● Has made significant ● Has achieved their agreed ● Is willing to undertake
contribute to school agreed target and there is steps towards achieving target in full. There is tasks and responsibilities
initiatives/activities, but some evidence of working their agreed target. evidence of support and over and beyond their
shows little commitment towards achieving their development of others agreed target.
to the agreed target. target. through their agreed target. ● Volunteers and completes
additional responsibilities
to a high standard.
● Regularly supports the
development of others.

LEVEL
Reviewer
Feedback & Comment
Teacher’s Signature: PMS Mentor/Reviewer’s Signature: Date:

Date:

4. Teacher Target PMS Scale 1 2 3 4 5 6 7 8 9 10

PMS
Contribution to
Teacher Target 1 2 3 4 5 6 7 8 9 10 20% Scale x
TSSP/TSIP
0.2 =

1-2 3-4 5-6 7-8 9-10 TOTAL

PERFORMANCE MANAGEMENT SUMMARY – YEAR 2 ONWARDS

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 Personal Information
Name School
1. Lesson Observation PMS Scale 1 2 3 4 5 6 7 8 9 10

First Lesson Observation Lesson 14- 49- PMS

(max 70)________________ = TOTAL_ 17-20 21-27 28-34 35-41 42-48 56-62 63-66 67-70
Observation 16 55
Second Lesson Observation 2 50% Scale
(max 70) x 0.5 =
20- 70-
% 23
24-29 30-39 40-49 50-59 60-69
79
80-89 90-95 96-100

2. Unified Instrument/Application of
PMS Scale 1 2 3 4 5 6 7 8 9 10
Learning Portfolio
Unified PMS
Total: AoL portfolio 20%
OR Action Research =
Instrument/ 1 2 3 4 5 6 7 8 9 10 Scale
Portfolio x 0.2 =

3. CPD/PLC Attendance PMS Scale 1 2 3 4 5 6 7 8 9 10

PMS
Contact
Contact Points =
Points
10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 10% Scale
(max 10) x 0.1 =
3. Teacher Target PMS Scale 1 2 3 4 5 6 7 8 9 10 PMS
Contribution to TSSP/TSIP Teacher 20% Scale
Target
1 2 3 4 5 6 7 8 9 10
x 0.2 =
1-2 3-4 5-6 7-8 9-10
Establishin
Starting Developing Extending Enhancing TOTAL
g

Teacher Signature: Reviewer’s Signature: Date:

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