The Performance Evaluation process gives a good understanding of the quality of performance for school staff.
At various school levels, it provides a good understanding of development needed to improve student achievement and to progress the strategic goals.
The process engages each school leader and teacher and helps them identify areas that require particular attention and professional development. Some of the questions that the evaluation process helps answer include:
- To what extent does the Principal demonstrate educational leadership competencies within the whole school community?
- What are the areas identified for performance development that will assist the Principal to lead the ADEC reform agenda and improve both teaching and learning for students?
ADEC has established Professional Standards for Principals and Teachers. These Professional Standards are statements of the professional attributes, professional knowledge and understanding, and professional skills required of teachers and principals. The standards provide clarity about the level of performance based on international best practice.
Professional Standards for Teachers
The Professional Standards for Teachers are used as a core part of the process of continual professional development and evaluation of teachers.Teachers are evaluated based on four teaching standards
- The Profession
Including Self-reflection, Performance development, Collaboration and Leadership.
- The Curriculum
Including Knowledge, Learning Resources, Planning and preparation, and Assessment.
- The Classroom
Including Effective teaching and Learning Differentiation, Classroom management, and Safe learning environment
- The Community
Including Parents, Reporting, Relationships, and Communication
For each standard, indicators of real evidence of performance have been developed, and are intended to clarify what should be happening in classrooms as teachers aim to master teaching and learning strategies for students at the highest possible level.
Performance Evaluation and Performance Levels
The results of the evaluation serve as the basis of each teacher’s professional development plan.
Principals are responsible for the performance evaluation process of teachers and faculty heads in schools. The ADEC online performance evaluation system is used so that schools can develop an understanding of the requirements for professional development for the immediate future. The results of the evaluation serve as the basis of each teacher’s professional development plan.
Teachers are mostly evaluated on the evidence of their classroom performance.. Some of the indicators integrated in a teacher’s classroom performance include: ensuring students are engaged in learning, treating students with respect, creating a safe environment for all students to learn, providing constructive feedback to students/parents, and creating an environment that makes prudent use of resource.A post observation conference is organized and all 18 indicators are used against the four standards at the five performance levels below
- Pre-Foundation, where the teacher is not meeting the performance indicators or is meeting them at only a basic level. The teacher on this level needs to be supported to improve performance immediately, and with a documented Performance Development Plan.
- Foundation, which is satisfactory level, but indicates areas for immediate improvement in performance in the best interests of the students. where the teacher is partially meeting some of the performance indicators
- Emerging, which is a good level of performance, and where the teacher is made aware of areas in which performance can be improved. The teacher on this level will usually be personally responsible for developing performance to the next level.
- Established, which is a very good level of performance, and where the teacher is consistently meeting most performance indicators to a high level.
- Accomplished, which is performance at an internationally recognised excellent level, and where the teacher is consistently meeting most performance indicators to a very high level.
Based on the performance level, the Principal provides formative feedback to the teacher. The school principal, along with the Head of Faculty, work with each teacher to set goals for the year and create an individual performance development plan.
Individual Performance Development Plans specify how teachers can improve their delivery of instruction relative to the Professional Standards for Teachers. In Kindergarten and Cycle 1 schools, the performance development plan will address the pedagogical concepts of the New School Model. Teachers in Cycle 2 and Cycle 3 schools will develop Individual Performance Development Plans that are based both on regular self-assessment by the teacher and classroom observations of the teacher, which will be conducted by Principals and Vice-Principals.
Professional Standards for Principals