Teachers’ appraisal is an odd system. We have a set of standards that initial teacher training students have to meet to become a teacher that don’t develop beyond qualified teacher status (QTS), and we have an unreliable method for judging the effectiveness of teaching in lesson observations.
Yet we need a good appraisal system to both support teacher development and to make pay decisions.
So how do we make the best of a system that lacks both structure and reliability?
First it is worth understanding the statutory requirements. These are set out in the Education (School Teachers’) Appraisal (England) Regulations 2012 and simply tell us that we have to hold teachers to standards (the Teachers’ Standards and any others determined by governing boards or headteachers) and set objectives to improve pupil outcomes and school provision/performance.
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