Collected here (above) are a number of documents that can help schools to design systems that:
- Are meaningful and developmental
- Meet regulatory and employment requirements
- Show accountability.
Often teachers find the process arduous and unhelpful. Schools' processes range from the minimal to the monstrous and a range of commercial operators are rushing in to offer expensive packages in the vacuum that many schools feel exists.
Using the resources listed on this page should enable schools to develop helpful and robust processes.
The documents are designed to be used by:
- School leaders when designing and implementing appraisal policies and practices
- Middle leaders in schools thinking about how to make appraisal work in their learning area or department
- The PPTA branch if it would like to engage with the school's leadership about appraisal practices.
Teacher appraisal guidelines: To improve not just to prove
These simple guidelines describe what appraisal is for and what a good appraisal process should do. This document is for the people who design and implement appraisal systems in schools and branches that want to investigate their school processes. They give advice on the types of documents that support good processes, and on what should be considered when moving to web based systems for documenting appraisal.
Appraisal using the Standards and Criteria
This more detailed document describes the relationship between the professional standards and registered teacher criteria and what schools need to know about these. There are some examples of how schools can get this wrong, and a checklist to make sure that they are being used correctly.
These are the professional standards for teachers from the Secondary Teachers' Collective Agreement (STCA) and the Area School Teachers' Collective Agreement (ASTCA).