Teacher Performance Appraisal (TPA)
Annexure F:
RATING GUIDE: SUMMARY
Rating Description of performance
1 Performance as per descriptors for - ‘unacceptable’
2 Performance satisfies descriptors for - ‘acceptable’
3 Performance satisfies descriptors for - “acceptable” and “good”.
4 Performance satisfies descriptors for “acceptable” , “good” and “outstanding”.
PERFORMANCE Unacceptable Acceptable Good Outstanding
STANDARD (1) (2) (3) (4)
1. Creation of a positive Classroom is disorganized, Classroom is organized, tidy and …2 and …3 and
learning environment untidy & unclean. Lack of clean. There is discipline and Teacher fosters self- Teacher builds positive
communication in class. Does order that promote individual and discipline and enjoys the reinforcement that creates
not monitor Inappropriate learner group learning The teacher is respect and cooperation of learner self discipline and strong
behavior. punctual in class. learners. Teacher work ethics. The teacher
Accommodates diversity during accommodates the various acknowledges learner diversity
teaching and learning. learning styles of learners, by by using a variety of teaching
giving tasks of varying degree of and learning strategies.
difficulty.
2. Curriculum knowledge, Teacher’s subject content Teacher is conversant with the …2 and …3 and
lesson planning and knowledge is limited, outdated subject content knowledge and Teacher extends the knowledge Teacher’s knowledge is broad,
presentation and not in line with NCS/CAPS. uses a variety of tasks and of the learners by putting the in-depth, up to date and in line
Lesson is not logically structured, resources as stipulated in the subject content into context, in with NCS/CAPS. Skillfully uses
and does not link to learners’ NCS/CAPS to extend the line with NCS/CAPS. Lesson has a learner-centered approach to
prior knowledge and experience. knowledge of the learners. a coherent structure and is engage learners meaningfully.
Teacher’s pace not in line with Lesson is logically structured, presented in a stimulating way The teacher is an expert in his
The work schedule, teacher and based on learners’ experiences, that elicits learner participation subject and creatively engages
learner records are not available environment and needs. Time is and creative thinking. Records learners in higher order thinking.
or disorganized. well- managed. Pace of work is are meticulously kept, regularly Teacher is abreast of work
in line with the work schedule. updated and used to plan future schedule and uses available time
Lesson files and assessment lessons for remedial and enrichment
records are well33 organized. work.
Teacher Performance Appraisal (TPA)
PERFORMANCE Unacceptable Acceptable Good Outstanding
STANDARD (1) (2) (3) (4)
3. Learner assessment and Teacher has limited knowledge Uses forms of assessment …2 and …3 and
achievement of forms of assessment and how (tests, exams etc.) that is age Uses different assessment forms Uses diagnostic information
to apply them. Assessment tasks and grade appropriate and to cater for multiple intelligences obtained from assessment
are not marked, Feedback is relevant to learners’ life and learners with barriers to outcomes to evaluate and plan
given irregularly and is experiences. Feedback given learning. Assessment tasks are meaningful intervention activities.
discouraging to learners. is regular clear and marked well-within stipulated Insightful feedback is provided
encouraging to learners. Learner timeframes and returned to formally and informally. Engages
achievement is adequate. learners. Feedback is consistent learners in remedial and
and positive. Assessment results enrichment strategies. Overall
analysed. Intervention activities learner achievement is
are encouraging. Overall learner meritorious and above.
achievement is substantial and
above..
4. Professional conduct Does not attend and participate Engages in research and …2 and …3 and
in activities aimed at enhancing participates in sessions to train Trains, guides, mentors and Organises, and participates in
his/her professional and colleagues. Engages in self- develop colleagues. Frequently activities aimed at enhancing
pedagogical skills. Does not reflection and target setting that contributes valuable ideas and his/her professional and
adhere to time-frames. Is unable leads to self development. expertise that contributes pedagogical skills together with
to maintain cordial relationships Adheres to timeframes. positively towards school those of others. Is always
and has no interest in the welfare Maintains good relations with development. Demonstrates sensitive and courteous and sets
of others. stakeholders professional demeanor at all a good example for all
times. stakeholders. Seeks out effective
teaching ideas from supervisors,
colleagues, workshops, reading ,
and the internet.
5. Extra-mural and co- Teacher does not Teacher participates …2 and …3 and
curricular participation to participate in in a number of activities. Encourages fellow colleagues Teacher voluntarily
extra–curricular or Teacher keeps an inventory/ and learners to participate in participates in organizing
co-curricular register of equipment and takes activities. Performs various and managing extra-
activities. good care of equipment and duties assigned to him/her. curricular or co-curricular
facilities. Frequently involves parents in activities. Has in-depth
supporting participation in extra knowledge/skills and introduces
and co-curricular activities. new activities into existing
programmes.
34
