Form Action and Support Plan for Improvement

Form– Action and support plan for improvement

[Name of school]
Teacher appraisal and capability policy
Action and support plan for improvement – confidential
The purpose of the school’s teacher appraisal and capability policy is to challenge and support all teachers, including the headteacher, to achieve the highest professional standards in order to meet our mission statement of [insert mission statement].
The Teachers’ Standards are fully integrated into our policy. This part of our procedures applies only to teachers or headteachers about whose performance there are serious concerns that the appraisal process has been unable to address.
Name: Pay point: Appraiser: Start date: Review date:
Teachers’ Standards preamble: Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge; keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.
Teachers’ Standards: A teacher must: / Area of concern and support to be provided / Improvement required and success criteria / Monitoring, evaluation and evidence
1. Set high expectations which inspire, motivate and challenge pupils /

Photographs of the classroom and displays of pupils’ work
Surveys and recorded interviews with pupils
Rewards and sanctions records
Feedback on relationships
Class lists with individual and group targets
Tracking progress records
Examples of marking
Analyses of results
Own attendance and punctuality records

2. Promote good progress and outcomes by pupils /

Analyses of results and action points
Pupil reports
Class lists showing anonymised pupil characteristics
Prior attainment data from previous teachers to differentiate work
Planning
Examples of marking
Assessment records
Contributions to subject meetings and in-service sessions

3. Demonstrate good subject and curriculum knowledge /

Initial qualifications
Subject-based INSET
Options to Key Stage 4 in secondary schools
Lesson observations
Parental comments
Membership of subject associations
Maintain a reference list of subject websites
Subscription to journals
Leadership of subject initiatives
Joint planning with other subject specialists in school
Examples of work showing good standards of literacy related to subject
Photographic evidence, e.g. word walls
Model spoken English and correct use of subject vocabulary
Video evidence for speaking and listening, e.g. classroom debates

4. Plan and teach well-structured lessons /

Examples of lesson plans showing timed structure
Pupil interviews and surveys
Pupils’ work
Lesson observations
Homework timetable and records
Field trips and visits
Visitors
Examples of amended lesson plans
Lesson observation feedback
Examples of self-evaluation of observed and non-observed lessons
Amended schemes of work

5. Adapt teaching to respond to the strengths and needs of all pupils /

Use prior attainment data and marking as the basis of planning to differentiate pupils work
Progress records analysed by groups
Lesson observations
Class lists showing pupils’ characteristics and comments
Examples of differentiated resources
Evidence of selected pupil case study ‘progress conferences ‘ that support individuals
Records of meetings with school leaders such as the special educational needs coordinator (SENCO), gifted andtalented coordinator and key stage or year heads

6. Make accurate and productive use of assessment /

Dates and records of assessment meetings
Statutory assessments
Displays of attainment targets with exemplars of work
Data analysis and progress records
Individual and group targets
Records of self-evaluation
Examples of planning
Examples of learning objectives

7.Manage behaviour effectively to ensure a good and safe learning environment /

Photo survey of the classroom environment showing:
class rules prominently displayed
pupils’ work, showing good standards of presentation and effort
Whole-school behaviour duties
Class behaviour and incident logs
Records of rewards and sanctions
Referral records to senior staff and ‘cooling-off’ provision
Examples of case studies where behaviour has improved
Scrutiny of work
Lesson observations
Feedback from senior staff
Reports (complaints and commendations) from parents and carers
Pupil surveys
Recorded discussions
Referrals to senior leaders

8. Fulfil wider professional responsibilities /

Leading and supporting extracurricular activities such as clubs, residentials and sports
Attendance at school celebrations and productions
Provision of additional support to individuals and groups
Provision of additional study support and revision classes
Records from subject meetings
School INSET
Networking meetings
Records of meetings with school leaders, e.g. SENCO and subject leaders
Appraisal reviews
Continuing professional development records
Examples of pupils’ reports to parents and carers
Examples of letters to follow-up concerns and celebrate success

9. Demonstrate good personal and professional conduct /

Know and follow school policies for safeguarding and health and safety in the classroom and including risk assessments for trips and visits
Know and follow the protocols established for relationships with all pupils
Know and follow school policies, for example behaviour and rewards and sanctions
Have professional standards in relation to attendance, punctuality and appearance
Observations, surveys of pupils and parents and discussions with pupils show the teacher respects others and has strong professional values
Good attendance and punctuality
Use established procedures and routines for any-non-attendance and lateness to work
Refer to the school’s mission statement and values, for example in planning meetings and in-service

Review of progress:Date:
Signed: