Rating/Area Inadequate Meets minimum expectations with some development required Achieved expectations Exceptional performance Quality of Teaching (Teachers’ Standards 1-7): High expectations Pupil progress Subject Knowledge Planning and Teaching Differentiation Assessment Learning environment and behaviour management Overall performance against Teachers’ Standards is inadequate. Performance requires significant improvement in significant areas (e.g. behaviour management, progress of pupils and quality of teaching). Considerable support is required to develop practice and/or address progress of pupils. Performance against Teachers’ Standards is broadly acceptable, although may require some improvement. Practice is not yet consistent. Support is required to develop practice, subject knowledge and/or to address progress of groups of pupils. Performance against Teachers’ Standards is good. Practice is broadly consistent. Subject knowledge and practice has developed with a reasonable level of support. Is addressing progress of groups of pupils. Will only be rated here if most lesson observations have been graded good or better and others are no less than requiring improvement and there is evidence of response to professional feedback as a result. Performance against Teachers’ Standards is consistently good or better and no standards are as requiring improvement or inadequate. Practice is consistent and good pedagogy is evident. Sustained progress of pupils is evident. Professional Responsibilities (Teachers’ Standard 8): No contribution outside of own classroom. Does not respond to feedback and advice of mentor. Does not communicate effectively. Makes little contribution to wider life and ethos of the service. Responds to advice and feedback but does not take initiative in own development. Communication undertaken with advice and support provided. Contributes appropriately to the wider life of the service. Responds well to advice and feedback and makes improvements. Independently communicating across service community. Works collaboratively with colleagues. Contributes well to the life of the service. Responds positively to advice and feedback. Identifies own professional development needs. Communicates positively across service community. 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 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 Newly Qualified Teachers continued
Rating/Area Inadequate Meets minimum expectations with some development required Achieved expectations Exceptional performance Leadership and Management Does not manage tasks well. Poor working environment. Makes little or no contribution to the team. Does not deploy support staff or communicate with colleagues effectively. Manages appropriately most of the time. Creates an acceptable working environment with advice and support. Works as part of a team. Does not always deploy support staff effectively. Manages own tasks well. Creates a positive working environment and contributes to a team. Deploys support staff appropriately and builds good working relationships. Manages own tasks well. Creates a positive learning focused environment and makes strong contribution to a team. Deploys support staff very well for maximum learning and builds good working relationships. Teaching and Leadership Responsibilities (where in receipt of TLR 1 or 2) Fails to manage their area of responsibility. Does not evidence good leadership, development and enhancement of teaching practice across the service in area of responsibility. Little impact demonstrated beyond their own tasks. Does not consistently manage their area of responsibility effectively. Is not able to regularly evidence good leadership, development and enhancement of teaching practice in area of responsibility. Is unable to evidence consistent impact of their responsibility beyond their own tasks. Effectively manages an area of responsibility, modelling good practice. Evidences good leadership, development and enhancement of teaching practice of colleagues in area of responsibility, through group and individual activity including coaching, mentoring, staff meetings, undertaking observations and professional development sessions. Is able to evidence the impact of their responsibility beyond their own tasks and to the service improvement plan/priorities. as substantial and strategic contribution to their area of responsibility, modelling outstanding practice. Evidences outstanding leadership, development and enhancement of teaching practice of colleagues in area of responsibility. Regularly leads individual and group activity involving coaching, mentoring, staff meetings, observations and professional development in area of own responsibility. Is able to evidence substantial whole service impact and contribution to the service improvement plan/priorities. Performance Mgt objectives n/a n/a n/a n/a Workplace specific requirements Insert any requirements Insert any local requirements Insert any local requirements Insert any local requirements
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
Recently Qualified Teachers continued Rating/Area Inadequate Meets minimum expectations with some development required Achieved expectations Exceptional performance Leadership and Management Does not manage tasks well. Creates a poor working environment. Makes little contribution to the team. Does not deploy support staff or communicate with colleagues effectively. Manages tasks appropriately most of the time. Creates an orderly working environment. Works as part of a team. Does not always deploy support staff effectively Manages own tasks well. Creates a positive working environment and contributes well to a team. Deploys support staff appropriately and builds good working relationships. Manages own tasks exceptionally well. Creates a stimulating learning focused environment and makes strong contribution to a team. Deploys support staff very well for maximum learning and builds good working relationships. Teaching and Leadership Responsibilities (where in receipt of TLR 1 or 2) Fails to manage their area of responsibility. Does not evidence good leadership, development and enhancement of teaching practice across the service in area of responsibility. Little impact demonstrated beyond their own tasks. Does not consistently manage their area of responsibility effectively. Is not able to regularly evidence good leadership, development and enhancement of teaching practice in area of responsibility. Is unable to evidence consistent impact of their responsibility beyond their own tasks. Effectively manages an area of responsibility, modelling good practice. Evidences good leadership, development and enhancement of teaching practice of colleagues in area of responsibility, through group and individual activity including coaching, mentoring, staff meetings, undertaking observations and professional development sessions. Is able to evidence the impact of their responsibility beyond their own tasks and to the service improvement plan/priorities. as substantial and strategic contribution to their area of responsibility, modelling outstanding practice. Evidences outstanding leadership, development and enhancement of teaching practice of colleagues in area of responsibility. Regularly leads individual and group activity involving coaching, mentoring, staff meetings, observations and professional development in area of own responsibility. Is able to evidence substantial whole service impact and
contribution to the service improvement plan/priorities. Performance Management objectives Has not met objectives. Has not met objectives to an appropriate and acceptable level Has met objectives to an appropriate and acceptable level Has significantly exceeded performance management objectives Workplace specific requirements INSERT ANY REQUIREMENTS INSERT ANY LOCAL REQUIREMENTS INSERT ANY LOCAL REQUIREMENTS INSERT ANY LOCAL REQUIREMENTS Performance rating assessment: Experienced Main Pay Range Teachers Rating/Area Inadequate Meets minimum expectations with some development required Achieved expectations Exceptional performance Quality of Teaching (Teachers’ Standards 1-7): High expectations Pupil progress Subject Knowledge Planning and Teaching Differentiation Assessment Learning Environment and Behaviour Management Overall performance against Teachers’ Standards is inadequate and requires improvement. Students are not making the required progress. Will be rated here if lesson observations are consistently graded less than good. Performance against Teachers Standards is acceptable. Practice is broadly consistent. Some support is required to sustain performance, embed practice and/or improve subject knowledge. Not all students /groups of students are making required levels of progress. Will be rated here if lesson observations are graded less than good. 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 lesson observations are consistently 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 Wider Professional Responsibilities (Teachers’ Standard 8) Little contribution outside of own classroom. Does not respond or improve after feedback from colleagues or take responsibility for own professional development to improve quality of teaching and learning. Makes some contribution to wider life and ethos of service. Occasionally supports an event or activity but does not take a lead or initiate input. Doesn’t consistently respond to feedback from colleagues but makes effort to improve Contributes to the wider life of the service. Takes part in activities and events and sometimes initiates them. responsibility for improving teaching, learning and behaviour management through professional dialogue, responding to feedback and Contributes well to the wider life of the service. Initiates opportunities for events and activities. Responds very positively to feedback, creating a professional dialogue that improves teaching, learning and behaviour management.
Does not communicate effectively with members of service community to support learning and wellbeing. through professional development. Communicates with members of service community but does not always impact positively on pupil learning and wellbeing. own professional development. Communicates effectively with service community and others to support learning and wellbeing Seeks and plans own professional development. Communicates positively and effectively with service community and is able to evidence significant impact on pupil learning and wellbeing. 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 Experienced Main Pay Range Teachers continued Rating/Area Inadequate Meets minimum expectations with some development required Achieved expectations Exceptional performance Leadership and Management Does not manage tasks well. Creates a poor working environment. Makes little contribution to the team. Does not deploy support staff in most effective way to support pupil learning. Manages tasks appropriately. Creates an orderly environment but it is not consistently stimulating. Works as part of a team but does not make a significant contribution. Deploys support staff, to support pupil learning but not always in the most effective way. Manages own tasks well. Creates a stimulating and positive working environment and makes a strong contribution to a team. Deploys support staff appropriately to improve teaching, learning and behaviour and builds good working relationships. Manages own tasks exceptionally well. Creates an exciting, stimulating and positive environment. Makes strong contribution to a service team. Initiates events and activities including those focused on professional development of others. Deploys support staff very effectively to improve teaching, learning and behaviour and builds very positive relationships.
Teaching and Leadership Responsibilities in receipt of TLR 1 or 2) Fails to manage their area of responsibility. Does not evidence good leadership, development and enhancement of teaching practice across the service in area of responsibility. Little impact demonstrated beyond their own tasks. Does not consistently manage their area of responsibility effectively. Is not able to regularly evidence good leadership, development and enhancement of teaching practice in area of responsibility. Is unable to evidence consistent impact of their responsibility beyond their own tasks. Effectively manages an area of responsibility, modelling good practice. Evidences good leadership, development and enhancement of teaching practice of colleagues in area of responsibility, through group and individual activity including coaching, mentoring, staff meetings, undertaking observations and professional development sessions. Is able to evidence the impact of their responsibility beyond their own tasks and to the service improvement plan/priorities. as substantial and strategic contribution to their area of responsibility, modelling outstanding practice. Evidences outstanding leadership, development and enhancement of teaching practice of colleagues in area of responsibility. Regularly leads individual and group activity involving coaching, mentoring, staff meetings, observations and professional development in area of own responsibility. Is able to evidence substantial whole service impact and contribution to the service improvement plan/priorities. Performance Management objectives Has not met objectives. Has not met objectives to an appropriate and acceptable Has met objectives to an appropriate and acceptable level Has significantly exceeded performance management objectives Workplace specific requirements INSERT ANY LOCAL REQUIREMENTS INSERT ANY LOCAL REQUIREMENTS INSERT ANY LOCAL REQUIREMENTS INSERT ANY LOCAL REQUIREMENTS
Performance rating assessment: Lower Upper Pay Range Teachers Rating/Area Inadequate Meets minimum expectations with some development required Achieved expectations Exceptional performance Quality of Teaching (Teachers’ Standards High expectations Pupil progress Subject Knowledge Planning and Teaching Differentiation Assessment At upper pay range, teachers are expected to be highly competent in all of the teachers’ standards. Highly competent is performance which is not only good, but also good enough to provide coaching and mentoring to other teachers, give advice to them and demonstrate to them effective teaching practice and how to make a wider contribution to the work of the service, in order to help them meet the relevant standards and develop their teaching practice. Overall performance against Teachers’ Standards is inadequate or requires improvement. Will be rated here if failing to evidence enhanced practice (i.e. that highly Performance against Teachers Standards evidences inconsistency in enhanced practice/high levels of competence. Practice does not consistently evidence enhanced skills and ability to Performance against Teachers’ Standards is consistently good or outstanding. Best practice is embedded, consistently demonstrated and cascaded. Learning from professional development is evident through pupils’ learning. Sustained progress Performance against Teachers Standards is regularly outstanding and never less than good. Enhanced practice is embedded and outstanding pedagogy is evident. Best practice is consistently demonstrated and cascaded. Learning from professional
Leadership and Management of appropriate opportunities for professional development and uses the outcomes effectively as evidenced by an improvement in pupils’ learning. Sustained means continuously maintained over a period of two school years. Does not impact on development of individuals and Does not effectively lead or shows no evidence of focusing leadership on improving pupil outcomes. Does not support service leadership team in delivering its priorities. Supports, but does not effectively lead others in improving pupil outcomes. Manages but does not lead in area of responsibility. Supports but does not contribute to delivering service leadership team priorities. Leads a team concerned with pupil progress or improvement in teaching, learning or behaviour management. Personally impacts on improving pupil outcomes across the service and in developing service or workplace practices. Leads a team to uphold and develop service policies. Contributes to delivering service leadership priorities Leads a team that makes significant impact on learning, pupil progress, learning or behaviour across service. Personally has a whole service or workplace impact on pupil outcomes and improved practice. Actively develops and leads others to develop service policies. Makes a significant contribution to delivering service leadership priorities. Teaching and Leadership Responsibilities (where in receipt of TLR 1 or 2) to manage their area of responsibility. Does not evidence good leadership, development and enhancement of teaching practice across the service in area of responsibility. Little impact demonstrated beyond their own tasks. Does not consistently manage their area of responsibility effectively. Is not able to regularly evidence good leadership, development and enhancement of teaching practice in area of responsibility. Is unable to evidence consistent impact of their responsibility beyond their own tasks. Effectively manages an area of responsibility, modelling good practice. Evidences good leadership, development and enhancement of teaching practice of colleagues in area of responsibility, through group and individual activity including coaching, mentoring, staff meetings, undertaking observations and professional development sessions. Is able to evidence the impact of their responsibility beyond their own tasks and to the service improvement plan/priorities. Makes as substantial and strategic contribution to their area of responsibility, modelling outstanding practice. Evidences outstanding leadership, development and enhancement of teaching practice of colleagues in area of responsibility. Regularly leads individual and group activity involving coaching, mentoring, staff meetings, observations and professional development in area of own responsibility. Is able to evidence substantial whole service impact and contribution to the service improvement plan/priorities. Performance Management objectives Has not met objectives Has not met objectives to an appropriate and acceptable level Has met objectives to an appropriate and acceptable level adding substantial value to the service Has significantly exceeded performance management objectives adding substantial value
and lasting benefits to the service and wider community Workplace specific requirements INSERT ANY LOCAL REQUIREMENTS INSERT ANY LOCAL REQUIREMENTS INSERT ANY LOCAL REQUIREMENTS INSERT ANY REQUIREMENTS Performance rating assessment: Higher Upper Pay Range Teachers Rating/Area Inadequate Meets minimum expectations with some development required Achieved expectations Exceptional performance Quality of Teaching (Teachers’ Standards High expectations progress Subject Knowledge Planning and Teaching Differentiation Assessment Learning Environment and Behaviour Management At upper pay range, teachers are expected to be highly competent in all of the teachers’ standards. Highly competent is performance which is not only good, but also good enough to provide coaching and mentoring to other teachers, give advice to them and demonstrate to them effective teaching practice and how to make a wider contribution to the work of the service, in order to help them meet the relevant standards and develop their teaching practice. Overall performance against Teachers’ Standards is less than good. Will be rated here if failing to evidence enhanced practice (i.e. that highly competent against the Teachers’ Standards). Performance against Teachers Standards evidences inconsistency in enhanced practice/high levels of competence. Practice does not evidence enhanced skills and ability to demonstrate and cascade best practice. Will be here if any lessons are graded less than good and failing to evidence consistent enhanced practice or high competence. Performance against Teachers’ Standards is consistently good or outstanding. Best practice is embedded, consistently demonstrated and cascaded. Learning from professional development is evident through pupils’ learning. Sustained progress of pupils is evident. Can only be rated here if all lesson observations are graded good or better. Performance against Teachers’ Standards is regularly outstanding and never less than good. Enhanced practice is embedded and outstanding pedagogy is evident. Best practice is consistently demonstrated and cascaded. Learning from professional development is evident through pupil’s learning. Sustained and rapid progress of pupils is evident.
impact of their responsibility beyond their own tasks and to the service improvement plan/priorities. responsibility. Is able to evidence substantial whole service impact and contribution to the service improvement plan/priorities. Performance Management objectives Has not met objectives Has not met objectives to an appropriate and acceptable level Has met objectives to an appropriate and acceptable level adding substantial value to the service Has significantly exceeded performance management objectives adding substantial value and lasting benefits to the service and wider community Workplace specific requirements INSERT ANY LOCAL REQUIREMENTS INSERT ANY LOCAL REQUIREMENTS INSERT ANY LOCAL REQUIREMENTS INSERT ANY REQUIREMENTS Performance rating assessment: Leading Practitioners Rating/Area Inadequate Meets minimum expectations with some development required Achieved expectations Exceptional performance Quality of Teaching (Teachers’ Standards 1-7): High expectations Pupil progress Subject Knowledge Planning and Teaching Differentiation Assessment Learning Environment and Behaviour Management Performance against Teaching Standards is less than good. Performance against Teaching Standards’ to reach outstanding levels but is never less than good. Own practice does not evidence use of recent research. Performance against Teaching Standards’ is regularly outstanding and never less than good. Own teaching practice evidences use of recent research and best practice and is effectively shared with colleagues. Performance against Teachers’ Standards is always outstanding. Own teaching practice always evidences use of recent research and best practice and the significant impact of sharing own practice is evident. Wider Professional Responsibilities (Teachers’ Standard 8) Fails to lead team effectively. Does not demonstrate best practice to colleagues. Does not consistently lead teams effectively in development of policies. Does not consistently Effectively leads teams to develop, implement and evaluate policies and practice, promoting collective Leadership of teams demonstrates a significant impact on the development, implementation and evaluation of policies. Shows
Coaching, mentoring, induction, professional development and demonstration skills are not evident. Research is not gathered or shared. Fails to support colleagues in respect of statistical information. implement and evaluate policies. Best practice is not consistently demonstrated or cascaded. Coaching, mentoring, induction, professional development and demonstration skills require some development. Research is not appropriately shared with colleagues. Fails to provide effective support to teachers experiencing difficulties. Fails to evidence effective support to colleagues in respect of statistical information. responsibility for implementation. Best practice is consistently demonstrated and cascaded effectively with good skills in coaching, mentoring and induction. Skills are also demonstrated well to staff and effective professional development is often delivered. Research and materials are regularly shared with teachers. Effective support is provided to teachers experiencing difficulties (where such support is required). Effectively demonstrates support colleagues in assessment of local and national statistical information as a basis for improving teaching and learning. significant evidence of leading others in collective responsibility. Best practice is always demonstrated and cascaded with outstanding skills in coaching, mentoring and induction skills. Practice is also effectively cascaded through outstanding delivery of professional development and outstanding demonstration of teaching and learning practices. Research and material are regularly shared with teachers. Outstanding support is provided to teachers experiencing difficulties (where such support is required). Outstanding understanding of local and national data is evident. Such understanding of data is effectively shared with colleagues and there is evidence of impact on the development of their understanding.
Leading Practitioners continued Rating/Area Inadequate Meets minimum expectations with some development required Achieved expectations Exceptional performance 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 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 Leadership and Management Does not lead effectively lead a team in sharing good practice or no evidence of focusing leadership on leading learning. Leads a team concerned with improvement and sharing good practice. Leads learning through their team but not yet showing evidence of whole service impact. Leads a team that makes significant impact on teaching, learning and behaviour management across the workplace. Has whole service or workplace impact and initiates Leads teams that make a long term significant impact on service improvement. Uses and demonstrates professional skills across the service and significantly develops and influences the practice of others.
Manages but does not lead in area of responsibility. Support does not contribute to delivering senior leadership team priorities. Leads a team to uphold service policies. Not effectively contributing to the development and upholding of service policies. and develops improved practice. Actively develops and leads others to develop service policies. Contributes to delivering senior leadership team priorities. Initiates and innovates in areas of service policy and supports others to make a significant contribution. Makes a significant and sustained contribution to delivery of the senior leadership team priorities. Performance Management objectives Has not met objectives Has not met objectives to an appropriate and acceptable level Has met objectives to an appropriate and acceptable level adding substantial value to the service Has significantly exceeded performance management objectives adding substantial value and lasting benefits to the service Workplace specific requirements INSERT ANY LOCAL REQUIREMENTS INSERT ANY LOCAL REQUIREMENTS INSERT ANY LOCAL REQUIREMENTS INSERT ANY LOCAL REQUIREMENTS