Evaluating the performance of teachers is one of the most important tool which can make a substantial difference & contribute to the overall quality & performance of the School.

1. PERFORMANCE APPRAISAL
OF TEACHERS (PAT)
Najma Kazi
najmakazi@gmail.com

2. LEARNING OUTCOMES
 BACKGROUND
 RATIONALE
 Need & Importance
 PAT in National Education Policy 2020
 What is Performance Appraisal?
 Objectives of Performance Appraisal
 How Performance Appraisal benefits the Teacher?
 What Performance Appraisal is not?
 The Parameters
 Methods of Appraisals
 Essentials of a good Performance Appraisal System
 Rating Scale
 Present Status of PAT
 Recommendations
 Key characteristics of an Effective Appraisal System
 A sample proforma for PAT

3. BACKGROUND
 The performance of the school depends on many factors such as the quality of
infrastructure, quality of teachers, teaching-learning process, quality of administration
and management, quality of students, school environment etc.
 One of the most important factors which can make substantial difference and
contribute to the classroom learning is the quality and performance of the teachers, as
it is linked to the performance of the students.
 To judge the performance of the teachers there is a need to measure their
performance first and then assess whether teachers are performing to the best
standards set by the management or the Government.
 Based on this, effective remedial measures can be taken to bridge the gap. These
include counselling, motivation, training, and so on.
 Hence measuring the performance (Performance Appraisal) of teachers is the most
important & essential task to be undertaken by the management in the interest of all
stakeholders including teachers themselves.

4. RATIONALE
 The role of teacher is most fundamental in the success or failure of schools.
 It is an accepted fact that of all school-related factors, teachers have the
greatest impact on student success. If it is so, then the question arises that how
much, how important & how durable is the influence? Also, can educational
reforms succeed without, first, addressing teacher effectiveness?
 Thus, the role of teacher evaluation is a fundamental aspect of school
improvement. And, just as there is a rational connection between school
improvement and teacher performance, there is a necessary and rational
connection between teacher improvement and teacher evaluation.
 Without capable, highly effective teachers in classrooms, no educational
reform effort can possibly succeed. Moreover, without high quality evaluation
systems, we cannot judge if we have high quality teachers.

5. NEED & IMPORTANCE
 The National Policy of Education in 1986 highlighted the need for evolving a data based, open,
transparent, and participatory system of teacher appraisal. The intent of this recommendation of the NPE-
1986 was to consider teachers' appraisal as an instrument of their professional development and not as a
mere administrative tool.
 The Organisation for Economic Co-operation and Development (OECD) (2009) concluded that “the
effective monitoring and evaluation of teaching is central to the continuous improvement of the
effectiveness of teaching in a school.
 The High-Powered Justice Verma Commission on Teacher Education Constituted by the Hon’ble
Supreme Court of India in August 2012 observed,
 “The primary purpose of the Teacher Performance Evaluation System is to help both teachers and their
evaluators collect more comprehensive and accurate assessment data for judging teacher effectiveness
and then, to support quality teaching every day in every classroom. The only way that schools can improve
student achievement is to improve teacher effectiveness. If we can succeed in recruiting, supporting,
assessing, and keeping capable teachers, we will go a great distance in improving our schools and, in turn,
substantially embellishing the learning opportunities of students. It is to these ends that teacher
evaluation system will serve a viable and enduring role.”

6. PAT IN NATIONAL EDUCATION POLICY 2020
 5.17. Teachers doing outstanding work must be recognized and promoted, and given salary raises,
to incentivize all teachers to do their best work. Therefore, a robust merit-based structure of tenure,
promotion, and salary structure will be developed, with multiple levels within each teacher stage, that
incentivizes and recognizes outstanding teachers. A system of multiple parameters for proper
assessment of performance will be developed for the same by State/UT Governments that is based
on peer reviews, attendance, commitment, hours of CPD, and other forms of service to the school and
the community or based on NPST given in Para 5.20.
 5.20. A common guiding set of National Professional Standards for Teachers (NPST) will be developed
by 2022, by the National Council for Teacher Education in consultation with NCERT, SCERTs, teachers
from across levels and regions, expert organizations in teacher preparation and development, expert
bodies in vocational education, and higher education institutions. The standards would cover
expectations of the role of the teacher at different levels of expertise/stage, and the competencies
required for that stage. It will also comprise standards for performance appraisal, for each stage, that
would be carried out on a periodic basis.

7. WHAT IS PERFORMANCE APPRAISAL?
 Performance appraisal is the process of obtaining, analysing and recording information about
the relative worth of an employee.
 It is a systematic way of reviewing and assessing the performance of an employee during a
given period and planning for his future.
 The focus of the performance appraisal is measuring and improving the actual performance
of the employee and the future potential of the employee.
 It is a powerful tool to calibrate, refine and reward the performance of the employee.
 It helps to analyse his achievements and evaluate his contribution towards the achievements
of the overall organizational goals.
 By focusing the attention on performance, performance appraisal goes to the heart of
personnel management and reflects the management’s interest in the progress of the
employees.

8. OBJECTIVES OF PERFORMANCE APPRAISAL
 To review the performance of the employees over a given period.
 To find the gap between the actual and the desired performance & determine training needs.
 To help the management in exercising organizational control.
 To diagnose the training and development needs of the future.
 To clarify the expectations and responsibilities of the functions to be performed by the teachers.
 To serve as a tool to identify, sharpen, develop and use the potential of a teacher.
 To promote the continual growth and improvement of Teachers.
 To provide inputs to the system of rewards, remuneration, promotions, placement, assigning special
responsibilities.
 To identify individuals with high potentials and merits to utilise their capabilities to achieve goal /
mission of the institution.
 To judge the effectiveness of the other human resource functions of the organization such as
recruitment, selection, training, and development.
 To reduce the grievances of the teachers.
 To strengthen the relationship and communication between superior – subordinates and
management.
 To improve the overall efficiency & performance of the institution.

9. HOW PERFORMANCE APPRAISAL BENEFITS THE TEACHER
• Gives honest feedback of performance.
• Shows areas of improvement.
• Indicates Professional development needs.
• Specifies self-improvement measures.
• Develops competitive spirit.
• Generates organised portfolio.
• Creates desire for higher goals & ambitions.
• Makes a confident & motivated Teacher.
• Enhances the image of the Teacher.

10. WHAT PERFORMANCE APPRAISAL IS NOT?
A tool of finding faults of teachers
A yardstick for punitive measures
A mechanism of discrimination between teachers
A means of labelling teachers
A routine formality mandated by a regulating authority.

11. THE PARAMETERS
 The Performance Appraisal System is designed to promote the continual professional
growth and improvement of Teachers which should translate, at the classroom level, into an
improved quality of instruction and learning opportunities for students. This is best
accomplished by setting clear expectations for all Teaching staff, data gathering, observation,
feedback, self-reflection, and focusing on improvement and growth activities.
 The standard performance indicators are:
 Knowledge of Educational Policies, Curriculum, Syllabus & Content
 Awareness of Pedagogical Innovations
 Relationship with Students, Colleagues, Superiors and Community
 Classroom Conduct & Delivery
 Mentoring, Guidance & Counselling
 Evaluation & Record keeping
 Co & Extracurricular Activities
 Administrative & Managing Capabilities
 Self Enhancement
 Use of Technology
 Personality Traits

12. METHODS OF APPRAISALS
 The most common ways to evaluate teacher effectiveness are Students’ test
results, classroom observations, personal interview and Feedback from
stakeholders.
 The 360- degree appraisal involves appraisal of an employee by self, superior,
subordinates and peers.
 Justice Verma Commission reported that “A variety of approaches, procedures
and instrumentalities are utilized by school managements to evaluate and assess
teacher performance. These include writing of Annual Confidential/Performance
Reports of teachers by the supervisory level, lesson observation and feedback by
supervisor/Principal, school inspections, linking teacher performance with
performance of students in examinations, including Board examination,
assessment based on achievements of students vis-a-vis pre-fixed targets, etc.”

13. ESSENTIALS OF A GOOD PERFORMANCE APPRAISAL SYSTEM
 A judicial mix of approaches from progress reports, classroom observations, personal interviews and
feedbacks to be chosen at the discretion of the Leader.
 A clear system should be developed for teacher appraisal that is implemented fairly and consistently
for all teachers.
 The objectives of appraisal should be clear and specific timely & open.
 Appraisal system should provide consistent, reliable, and valid information and data.
 An effective performance appraisal has standard appraisal forms, rules, appraisal procedures, well
defined performance criteria and standards.
 The appraisal system should focus attention on job-related behaviour and performance.
 Effective performance appraisal systems are designed to be economical and less time consuming to
bring maximum benefits
 Professional advice should be sought to assess the quality and standards of a school’s PA system.
 Teachers’ contributions to outside classroom work as well as extra-curricular activities should also be
recognised.
 Progress rather than absolute test or exam results should be used in evaluating performance.

14. ESSENTIALS OF A GOOD PERFORMANCE APPRAISAL SYSTEM
 Clear & structured, developmental, and evaluative classroom observations should be carried out separately,
to promote honest feedback.
 Students’ feedback should be clearly structured, be age appropriate, and should complement other
measures.
 Evaluators should be given training in procedures and principles of appraisal.
 Before introducing the appraisal system, a climate of mutual trust, cooperation and confidence should be
created in the organisation.
 A post appraisal follows up session should be arranged for teachers to get feedback from their superior.
 The appraisal system should be open and participative. The employees should get information on their
performance.
 It also helps the organization to learn about the problems and difficulties the employees might be facing
and discover suitable training.
 The assessors should be required to justify their ratings. Documentation will encourage to make conclusions
efforts minimizing personal biases.
 A mechanism for review of ratings should be provided. Provision must be made for an appeal in case the
employee is not satisfied with the ratings.

15. RATING SCALE
 Teacher evaluation metrics are not absolute and therefore they should only be used
as indicators of performance. We must rely on the expertise of experienced school
leaders to make informed decisions when appraising a teacher, taking all factors into
account including those that impact on achievement and the strengths of each
measure.
 These rating parameters can be changed or modified, and some more can be added
to serve the purpose of assessment. Each parameter is given grades & ranking from 1
to 5.
 5 – Outstanding - Exceeds Expectations - Exemplary (E)
 4 – Excellent - Exceeds Expectation mostly - Proficient (P)
 3 – Good - Meets Expectations - Competent (C)
 2 – Needs Improvement - In Progress - Developing (D)
 1 – Unacceptable - Not Evident - Deficient (F)

16. PRESENT STATUS OF PAT
 In Maharashtra schools the Secondary School Code provides a four-page proforma called as the
Confidential Report of Teachers. The Schools are expected to fill up the proforma at the end of each
academic year. The CR has three segments to be filled by Teachers, supervising authority (Headmaster)
& Reviewing Officer (Management).
 NCERT’s department of Education has developed a performance indicator (PINDICS) for Elementary
School Teachers to track teacher’s performance & attendance in government Schools. It is shared with
State Governments & UTs to assess teachers’ performance.
 PINDICS can be used by Teachers for their own appraisal as well as by the supervising authority. It has
a proper organised procedure including expected performance standards with guidelines for using &
implementing it for optimum results.
 In March 2011, the Kendriya Vidyalaya Sangathan devised and adopted APAR (Annual performance
assessment report) in all KV schools replacing the old ACR (annual confidential report). They issued
detailed guidelines for proper filling and maintaining the report keeping in view the practical
requirements of various teaching and nonteaching positions. Hence four different proforma A, B, C, D
for different positions viz Principal, teaching & non-teaching including librarians.
 APAR covers all aspects of quality performance including self-appraisal, class supervision, students’
academic performance, participation in Co and extracurricular activities and personal & professional
growth.

17. RECOMMENDATIONS
 “A stronger teacher evaluation system helps all teachers become good and
good teachers become great.”
 The Justice Verma Commission recommended that,
“The Central Government, in consultation with the State Governments and
other stakeholders, may develop a framework for assessment of teacher
performance, keeping in view the guidelines suggested in the report.”
 The Organisation for Economic Co-operation and Development (OECD)
suggested that “the schools should rely on a combination of approaches to gain
a fuller picture of teacher effectiveness, and that teachers should be assessed on
their cumulative performance over several years rather than on the data from a
single year”.

18. RECOMMENDATIONS
 Teachers' appraisal should be perceived as a part of teachers' professional development
strategy as its results are utilized for designing interventions for teachers' continuing
professional development.
 Teachers' appraisal should be perceived as an aid to decision making concerning teachers'
career advancement, renewal of contracts, or implementation of incentives and disincentives.
 Every teacher should be equipped to undertake 'self-assessment' from time to time against a
set of pre-decided criteria and utilize the results for 'self-improvement.
 Teachers are not a homogeneous entity; they work under varied school managements, under
different terms and conditions of service, have varied functions and responsibilities, have
different levels of motivation, and work in environment varies across States, districts with
significantly varying working conditions between rural-urban, etc. Under these circumstances,
it is not desirable to have a uniform set of procedures and parameters for assessing teacher
performance. However, certain basic principles can serve as a guide.
 Teacher performance Appraisal system should have built in flexibility to consider the duties
and functions & the prioritize roles and responsibilities for a teacher which may have wide
variations, even under the same school management.

19. RECOMMENDATIONS
 To undertake holistic assessment of a teacher his/her personal attributes & professional
obligations ought to be given due weightage as they directly affect the teacher’s efforts &
work output. (The NCTE prepared a Code of Professional Ethics for Teachers in 2010, which
enunciates teacher's professional obligations. The Code has been shared with all the State
Government)
 Another factor which needs to be considered is the enabling environment which the school
management offers to a teacher for professional development, opportunities for skill
enhancement, training, etc. which directly impact teacher performance in the classroom.
 Teachers’ appraisal should be a part of school assessment done by an external mechanism to
ensure neutrality, independence & just n fair unbiased approach.
 Governments need to develop a framework which would include the formation of an
independent institutional mechanism to undertake comprehensive audit of schools, including
within its ambit various qualitative and quantitative parameters on processes, systems,
learning environment, teacher performance, teacher motivation, etc. prepare a
comprehensive report on the school audit which should also recommend measures for
improvement.

20. Key characteristics of an effective appraisal system
 Validity: Capturing multiple dimensions of a teacher’s job performance.
 Reliability: Collecting evaluations from multiple sources & at different times
throughout the evaluation period.
 Responsiveness: Allowing the person being evaluated some inputs.
 Flexibility: Staying open to modifications based on new information like
regulatory requirements.
 Equitability: Evaluating fairly against established criteria, regardless of individual
differences.

21. CONCLUSION
 Promoting teacher evaluation is clearly in our national interest. Teachers need
feedback on their performance to help them identify how to better shape and
improve their teaching practice and, with the support of effective school
leadership, to develop schools as professional learning centres.
 At the same time, teachers should be accountable for their performance and
progress in their careers based on demonstrated effective teaching practice.
 Developing a comprehensive approach may be difficult but is critical to the
demands for educational quality, the enhancement of teaching practices through
professional development, and the recognition of teacher’s knowledge, skills,
and competencies.

22. SAMPLE PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
• This Proforma is designed, inspired by the Appraisal form developed by the AICTE for evaluating the performance
of their Technical Staff.
• Confidential Report V/S Performance Appraisal
Present system of writing Confidential Report (CR) does not cover the full spectrum of performance of teachers
nor provides quantitative measures. A new proforma PAT (Performance Appraisal of Teachers) has been designed
which is more scientific & objective based for judging the performance of a teacher.
• The difference between CR & PAT can be seen as below.
Particulars CR PAT
Focus
Application
Nature
Purpose
Appraiser’s Role
Approach
Past
Person
Subjective
Punitive
Judge / Evaluate.
Inform
Future
Work
Objective
Developmental
Guide / Help
Interact

23. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
Ethics to be followed :
The format has been designed and deveopled to serve as areasonably good and feasible solution
by quantifying the tangible and intangilbe limits of performance to be assessed. It is more objective,
more participative, more transparent and databased. The following points may be remembered
while evaluation.
[a] Every column should be filled in with due care &sincerely.
[b] Adequate time should be devoted by the reporting authority.
[c] Each factorshould be considered independently , one at atime, carefully, accurately and objectively.
[d] Rating of one factorshould not affect other.
[e] Previous rating should not influence the present rating.
[f] Reporting authority officershould not be unduly influenced by success orfailures in unusual recent performance.
[g] " Playing safe" should be avoided.

24. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
I
i) Full Name :
ii) Address / Tel no :
iii) Date of Birth / Age :
iv) Educational / Professional Qualification :
v) Date of Appointment / Length of Service :
vi) Pay Scale / Basic Pay :
vii) Date of increment :
Personal details :

25. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
II
Sr. Std. & Subjects Strength No. of Pass Average Weightage =
No. Div. Taught of class students % of pass Average x 2
passed percentage
* ForStd. X &XII , results of previous yearto be used.
Academic Performance :( Max. Weightage =200)

26. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
III Leave Record :(Max.Weightage =100 )
Sr. leave Balance Total Weightage =
No. enjoyed leave Sumof PointsEarned
during
the year (add'12'fornoother
leave enjoyed)
1 Casual Leave
( 12peryear)
2 EarnedLeave
(10peryear)
Type of leave PointsEarned=Balance Leave x 4

27. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
IV
Rating
Scale:
BySelf By
H.M/Supervisor
A
1 Studiedthe Curriculum&Syllabusofthe relevantClass.
2 Studiedthe TextBooksused.
3 ChalkedoutSyllabusPlanning(Yearly/Monthly)
4 PlanningofDailyLessons.
5 CompletesPortionintime.
6 Interestshownincurriculumdevelopment,improvement&modification.
PerformanceIndicatorstobeAssessed
ProfessionalCompetencies :Maxweightage=700.
Asessment (marks)
Excellent-ExceedsExpectations(10marks) - Good-MeetsExpectations(7marks)-
Average-Developing/NeedsImprovement-(5marks) - Poor-unacceptable (2marks)
SYLLABUS / PLANNING :

28. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
B
7 Knowledge &Preparationof subject.
8 Knowlede of mediumof Instruction,Hindi &English.
9 Powerof Exposition,illustration,Questioning.
10 ClassControl &Discipline.
11 Ability&Desire tocreate interestamongPupils.
12 Personality&Mannerisms.
13 Effective Communicationof SubjectMatter&Clarityof Speech.
C
14 Prepared&usedteachingaids.
15 Use of mediasuchascharts,models&AudioVisual etc.
16 Innovative methodsusedinteaching.
17 AssignmentsgivenRegularly.
18 RegularAssessmentof Assignments.
19 Conductingspecial /extraclasses.
TEACHING AIDS , METHODS , ASSIGNMENTS:
CLASS ROOM CONDUCT:

29. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
D
20 Guidanceforperformanceimprovement.
21 Identifying&heplingslowlearners,LD&specialneedcases.
22 Meeting/Counselling Parents/students.
23 UndertakingprogrammestoimproveEducationalstds.
24 Projects/Programmesundertakentoinculcatevalues inEducation.
25 Supporting&mentoringfellowteachers.
E
26 MaintainingQuality&StandardofQuestionPapers/Assessment.
27 InnovationsinPaperSetting/Evaluation.
28 CompletesEvalutionintime.
29 Commitment&ReliabilityintheEvaluation Process.
30 WorkedasExaminer/Supervisor/Moderator/PapersetterforHSC/SSCBoard.
EVALUATION :
GUIDANCE &COUNSELLING:

30. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
F
31 Organising/ Participatingin Co-curricular activities.
32 OrganisingEducational Tours / Picnics / Excursions.
33 Preparingstudents forInter&IntraSchool Competitions.
34 Organising/ Participatingin Sports
35 Ability / willingness towork as Resource Person.
36 Contribution tomaintainingstudentdiscipline in general
G
37 Contribution in physical maintainence of School Building.
38 Workingas Incharge Examination / Programmes / Admission.
39 Interestshown in environmental hygiene & cleanliness of class rooms
/ premises / garden / Security.
40 Willingness totake up any administrative responsibility.
41 Handles given assignments / responsibilities to perfection.
42 Contribute innovative ideas forimprovementin the routine functioningof School.
43 Capacity tohandle emergentsituations.
ADMINISTRATIVE ABILITIES :
CO-CURRICULAR ACTIVITIES :

31. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
H
44 WithHeadMaster/Superiors.
45 WithColleagues.
46 WithStudents.
47 WithParents.
I
48 ReadingHabits. [ Use of NewsPaper,Library books, Periodicals,journals.]
49 AttendingSeminar/Workshops/Training Programmes.
50 Willingnesstoacquire additional skills.
51 ImprovingQualifications.
52 WritingArticles/Reports.
53 ConductingActionResearchProjects.
54 Membershipof Educational/Social/Professional organisations.
55 Appreciation/Recognitionrecieved.
SELF ENHANCEMENT :
RELATIONSHIPS:

32. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
J
56 Physical fitness.
57 Sincerity , loyality , obedience.
58 Communication (Written &Oral )
59 Integrity &Character.
60 Punctuality.
61 Creativity.
62 Self confidence
63 Emotional Stability
64 Proactive
65 Fitness forPromotion
K
66 Uses Technology to enhance Teaching Learning Process
67 Collects , analyses &communicate datausing technology
68 Uses Technology forRecord keeping
69 Train / help others in technology
70 Designs programmes &web pages
PERSONALITY TRAITS :
Grand Total outof 700
USE OF TECHNOLOGY:

33. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
V
Sr. Particulars
No. Self H.M / Supervisor
1 Academic Performance (Out of 200)
2 Leave Record (Out of 100)
3 Professional Competencies (Out of 700)
4 Total weightage achieved out of 1000
5 Divide Total weightage by 10
6 Grade
7 Signature
VI Grade Key :-
100- 91 A Outstanding (Exemplary)
90- 81 B Excellent (Efficient)
80- 71 C Very good (Competent)
70- 61 D Good (Adequate)
60- 51 E Satisfactory (Developing)
50- 35 F Not Satisfactory (Deficient)
34- 00 G Poor (Unacceptable)
Final Assessment
Weight achieved

34. PROFORMA FOR PERFORMANCE APPRAISAL OF TEACHERS
(Period of Assessment : ( June 200 to April 200 )
VII Thisproformahasto besupplemented by providing detailed information in thefollowing heads.
(1) Yearly/monthly/dailyplanning (Teacher'slogbook)
(2) Listofteachingaidspreparedsubjectwise.
(3) RecordofExtraclassestakenoutsideschoolhours.
(4) Listofsoftwarespreparedbasedonsyllabususedindaytodayteaching
(5) Listofstudent/parentcounsellingdone.
(6) ReportofExtraCo-curricularactivitiesundertaken.
(7) ListofBooks,Journals,Periodicalsread(withAuthor'sname)
(8) ListofSeminars/ Workshops/Training Programmesattended.
(9) Publishedwork.
(10) Awards&Honourreceived.

35. THANK
YOU