Performance rating assessment: Recently Qualified Teachers (normally second and third year of teaching) Rating/Area Inadequate Meets minimum Achieved expectations Exceptional performance expectations with some development required Quality of Teaching Overall performance against Performance against Teachers Performance against Teachers’ Performance against Teachers’ (Teachers’ Standards 1-7): Teachers’ Standards is Standards is broadly Standards is good. Practice is Standards is always good or inadequate or requires acceptable although some consistent. Sustained progress better. High expectations considerable improvement. Is areas may require of pupils is evident as is good Practice is embedded and progress consistently inadequate in improvement. Practice is not subject knowledge. Can only good pedagogy is evident. Subject Knowledge significant areas. always consistent. Some be rated here if most lesson Sustained progress of pupils is Planning and Teaching support is required to develop observations are graded good evident. Differentiation practice, subject knowledge or better. Assessment and/or to address progress of Learning environment groups of pupils. Will be and behaviour rated here if fails to achieve management good or better in majority of lesson observations. Little or no contribution Makes little contribution to Contributes appropriately to Contributes well to the wider Professional Responsibilities outside of own classroom. wider life and ethos of the the wider life of the service. life of the service. Responds Does not improve after service. Makes effort to Responds well to advice and positively to advice and (Teachers’ Standard 8) feedback and advice from improve in response to feedback and makes feedback. Identifies own colleagues. Does not feedback but is reactive in improvements. Independently professional development communicate effectively. own development. communicates effectively needs. Communicates Communicates with members members of service positively with all of service community with community. Works stakeholders. Works advice and support. collaboratively with collaboratively. colleagues. Personal and Professional Does not demonstrate proper Does not consistently Demonstrates proper and Demonstrates consistent high Conduct and professional regard for demonstrate proper and professional regard for the regard and has proper and the ethos, policies and professional regard for the ethos, policies and practices of professional regard for the (Part 2 Teachers’ practices of the workplace ethos, policies and practices of the workplace ethos, policies and practices of Standards) the workplace the workplace
Performance rating assessment: Recently Qualified Teachers (normally second and third year of teaching) Rating/Area Inadequate Meets minimum expectations with some development required Achieved expectations Exceptional performance Quality of Teaching (Teachers’ Standards 1-7): High expectations progress Subject Knowledge Planning and Teaching Differentiation Assessment Learning environment and behaviour management Overall performance against Teachers’ Standards is inadequate or requires considerable improvement. Is consistently inadequate in significant areas. Performance against Teachers Standards is broadly acceptable although some areas may require improvement. Practice is not always consistent. Some support is required to develop practice, subject knowledge and/or to address progress of groups of pupils. Will be rated here if fails to achieve good or better in majority of lesson observations. Performance against Teachers’ Standards is good. Practice is consistent. Sustained progress of pupils is evident as is good subject knowledge. Can only be rated here if most lesson observations are graded good or better. Performance against Teachers’ Standards is always good or better. Practice is embedded and good pedagogy is evident. Sustained progress of pupils is evident. Professional Responsibilities (Teachers’ Standard 8) Little or no contribution outside of own classroom. Does not improve after feedback and advice from colleagues. Does not communicate effectively. Makes little contribution to wider life and ethos of the service. Makes effort to improve in response to feedback but is reactive in own development. Communicates with members of service community with advice and support. Contributes appropriately to the wider life of the service. Responds well to advice and feedback and makes improvements. Independently communicates effectively members of service community. Works collaboratively with colleagues. Contributes well to the wider life of the service. Responds positively to advice and feedback. Identifies own professional development needs. Communicates positively with all stakeholders. Works collaboratively. Personal and Professional Conduct (Part 2 Teachers’ Standards) Does not demonstrate proper and professional regard for the ethos, policies and practices of the workplace Does not consistently demonstrate proper and professional regard for the ethos, policies and practices of the workplace Demonstrates proper and professional regard for the ethos, policies and practices of the workplace Demonstrates consistent high regard and has proper and professional regard for the ethos, policies and practices of the workplace
Payguidance-careerstageexpectations-ratingframework-v2-2015-09-07.docx