Whole School Objectives linked to the Teachers Standards (2016-17)

All performance management objectives must contribute to improving the education of our pupils

The objectives set for each teacher, will be specific, measurable, achievable, realistic and time-bound
(SMART) and will be appropriate to the teachers role and level of experience. The appraiser and teacher
will seek to agree the objectives but, if that is not possible, the appraiser will determine the objectives.
Objectives may be revised if circumstances change.
The objectives for each teacher will contribute to our schools plans for improving the educational
provision and performance and of pupils at our school.
The first objective (below) will be used for all teachers:

Objective 1:
Promote good progress and outcomes by your pupils so that they achieve either:
on target progress e.g. FFT-50 (GCSE) and/or Alps Subject Grade 4-5 (AS/A2) for main-scale
teachers (most pupils achieve in line with school expectations)
or above target progress e.g. FFT-20 (GCSE) and/or Alps Subject Grade 1-3 (AS/A2) for post-
threshold teachers (almost all pupils achieve in line with school expectations; some/many
exceed them)
Success criteria:
Pupils achieve expected attainment and progress according to the career progression criteria
(Annexe 6 of the Pay Policy)
Effective plans are in place to support those not making the expected progress, e.g. there is good
evidence of appropriate differentiation in teaching and learning as well as communication with
and advice to parents
You have accessed any support/training that has been identified (if required) to help achieve this
objective
Monitoring arrangements and evidence:
Internal progress data monitoring shows the progress that pupils are making
End of year results for your pupils (externally marked or internally standardised and moderated)
Lesson observations to show that pupils are making effective progress
Lesson observations and work scrutiny show that your pupils have a conscientious attitude to
their own work and study and reflect on the progress they have made and can identify what they
need to do to improve further.

This first objective will be as follows for a Head of Subject/Faculty:

Promote good progress and outcomes by pupils and the pupils in your department/faculty so that they
achieve either:
on target progress (FFT-50 and/or Alps Subject Grades 4-5) for main-scale teachers (most pupils
achieve in line with school expectations)
or above target progress (FFT-50 and/or Alps Subject Grades 1-3) for post-threshold teachers
(almost all pupils achieve in line with school expectations; some/many exceed them)
Success criteria:
Your pupils and pupils in your curriculum area achieve expected attainment and progress
according to the career progression criteria (Annexe 6 of the Pay Policy)
Effective plans are in place within your team to support those not making the expected progress,
e.g. there is good evidence of appropriate differentiation in teaching and learning as well as
communication with and advice to parents
You have accessed any support/training that has been identified (if required) to help achieve this
objective

Monitoring arrangements and evidence:

Internal progress data monitoring shows the progress that pupils are making in your curriculum
area
 End of year results for your own pupils and pupils in your curriculum area (externally marked or
internally standardised and moderated)
Lesson observations to show that pupils in your curriculum area are making effective progress
Lesson observations and work scrutiny show that your pupils and all pupils in your curriculum
area have a conscientious attitude to their own work and study and reflect on the progress they
have made and can identify what they need to do to improve further.
NB this objective would provide evidence that would help towards meeting the following teacher
standard TS2, but could also show evidence of TS1, TS3, TS4, TS5, TS6 and TS7

The second objective (below) will be used for all teachers:

Objective 2:
This will have a Teaching & Learning focus and should be selected from the menu below. The chosen
objective will enshrine whole-school areas for development, but enable appraiser and appraisee to tailor
the PM process to the appraisees individual development needs in light of the Teacher Standards. The
objective will have certain common evidence, to enable responsibility for professional development to
be with the individual, and to ensure that best practice is shared within departments. For a fuller
rationale and explanation of how this fits into the CPD model, please refer to Appendix 1 at the end of
this booklet.
T&L Group Linked PM objective Success criteria Monitoring arrangements
and evidence

Assessment Plan and deliver lessons which
and effectively prepare students
planning for reformed GCSEs across
Years 7 to 11, for example by:
(TS1,2,3,4,5)
Make use of the S/D/E
whole-school model
Employ AfL effectively
within lessons such that
students receive regular
verbal feedback and no
student is passive
Take risks mid-lesson
where AfL shows that
your plans need revision
Methods Develop the use of Growth
(TS1,2,4,5) mindset pedagogy, for
example by:
Your use of language and
actions with students
Your choice of lesson
activities
such that all students develop
resilience and innate
motivation to challenge
themselves.
Progress & Differentiate effectively to
challenge make learning personalized
(TS1,2,4) and challenging, through for
example:
Adapting existing
resources to enable
student choice
Either for targeted group or
all groups as agreed with line
manager:
Apply S/D/E language and
not levels/grades in
lessons and marking
Your lessons routinely
make use of a range of
effective AfL strategies
which engage all students
You make effective, deep
rather than superficial
use of Formative
assessment
Either for targeted group or
all groups as agreed with line
manager:
Your students show
resilience and grit when
faced with challenging
work
Technique, attitude and
effort are celebrated over
outcomes
Your lessons empower
students and develop
their independence
through (for example):
choice of activities,
effective group work,
THUNKs
Either for targeted group or
all groups as agreed with line
manager:
You have employed
differentiation
techniques including by
CPD portfolio including
action plans & peer
observation notes from
Teachmeets
Lesson observation and
work scrutiny
Minutes of Dept. CPD
meetings show that you
have shared your work
with colleagues
Your own students
surveys
CPD portfolio including
action plans & peer
observation notes from
Teachmeets
Lesson observation and
work scrutiny
Minutes of Dept. CPD
meetings show that you
have shared your work
with colleagues
Your own students
surveys
CPD portfolio including
action plans & peer
observation notes from
Teachmeets
Lesson observation and
work scrutiny
Minutes of Dept. CPD
meetings show that you
 Stretching and
challenging our most able
with work beyond the
curriculum
Planning effective group
work allowing for range
of ability within a group
Promote Research, implement and
better evaluate strategies aimed at
progress by closing the gender gap,
through for example:
boys
Competitive elements to
(TS1,2,3,4,5)
learning for motivation
Planned variations in
pace and activity
A focus on literacy in your
lessons.
Reflective Actively promote
learners independence and thinking
(TS2,4,5,6) skills in your students by, for
example:
Ensuring self- and peer-
assessment is effective
Employing FLIP learning
Developing questioning
and activities where
students reflect on the
process of learning i.e.
Metacognitive strategies
Enabling students to lead
the process of learning in
lessons
Marking & Maximise your use of marking
assessment such that feedback is
(TS2,4,6) effective, 2-way and triggers
deep thinking:
Use of WWW/EBI in both
teacher, peer and self-
assessment
Ensure that all EBIs are
acted on
Make use of EBIs for both
feedback and feed
forward
choice, by task, by time,
by group
You have embedded
sustainable, manageable
differentiation into your
everyday practice
Differentiation is leading
to better progress by
students
Either for targeted group or
all groups as agreed with line
manager:
All students (including
boys) show high levels of
motivation and focus in
lessons
Your lessons flows
seemingly effortlessly
and no time wasted
You have embedded
effective techniques and
routines for improving
the literacy of your
students both generally
and for subject-specific
vocabulary e.g.
glossaries, literacy-
focused marking, writing
frames
Either for targeted group or
all groups as agreed with line
manager:
Students are effectively
trained in self- and peer-
assessment such that
when they do either it is
high quality and effective
Occasional, judicious use
of FLIP learning via
homework activities fully
integrated with lessons
Your students value
mistakes as learning and
are given time to
evaluate their work
Your students can
suggest ways of achieving
lesson objectives and
contribute to defining
success criteria
Either for targeted group or
all groups as agreed with line
manager:
Students are consistently
responding to your
written feedback - blue
pen editing
Your written feedback
and students response to
it are integral to lessons
and personalize learning
Your written feedback is
integrated with your
have shared your work
with colleagues
Your own students
surveys
CPD portfolio including
action plans & peer
observation notes from
Teachmeets
Lesson observation and
work scrutiny
Minutes of Dept. CPD
meetings show that you
have shared your work
with colleagues
Your own students
surveys
CPD portfolio including
action plans & peer
observation notes from
Teachmeets
Lesson observation and
work scrutiny
Minutes of Dept. CPD
meetings show that you
have shared your work
with colleagues
Your own students
surveys
CPD portfolio including
action plans & peer
observation notes from
Teachmeets
Lesson observation and
work scrutiny
Assessment planning and
exemplars
Minutes of Dept. CPD
meetings show that you
have shared your work
with colleagues
 Enable students to reflect
on the process of
learning, such that they
know what to do in order
to succeed
Questioning Develop your use of
and questioning and modelling to
modelling ensure that:
(TS3,4,6) Engagement is high via
differentiated
questioning
Student listen to and
learn from each other
Student use the language
of the question in their
answers, developing
oracy
Students understand
what success looks like
Exemplars and worked
examples are effective in
helping students to make
progress
Data, Make use of summative
Feedback & assessment results analysis,
Research student voice and research in
Informed order to develop and
Teaching
implement teaching strategies
to improve outcomes in both
and
your own teaching and that of
Learning
your departments, for
(TS2,4,5,8) example through:
Development of
threshold concepts
Embedding Distributed
practice and Spaced
testing into schemes of
work
Use of Knowledge
organizers
Embedding
Metacognitive techniques
into schemes of work
Objective 3: Heads of Department can identify a third objective that the whole Department can have as
a focus as identified in their SIDP or reflect the specific needs of that individual. This objective could be
used to identify cpd needs that will enable the teacher to, for example, maintain, develop or extend
current practice, in order to support assessment for pay progression or to provide effective experience
for promotion opportunities. This objective could be used, for example, when a colleague needs to
demonstrate progression in developing professional relationships.
planning, such that Your own students
feedback and feed surveys
forward occurs (prior to
or post- assessment)
Either for targeted group or CPD portfolio including
all groups as agreed with line action plans & peer
manager: observation notes from
Your questioning ensures Teachmeets
that ALL students Lesson observation and
understand what they work scrutiny shows use
need to do in order to of recognised questioning
meet lesson outcomes / techniques e.g. no hands
success criteria
up, pair-share, take-up
Your questioning enables
time, cold calling, phone-
more able students to
a-friend
challenge themselves /
Minutes of Dept. CPD
identify their own success
criteria in lessons meetings show that you
Your questioning enables have shared your work
students to develop with colleagues
meta-cognitive skills Your own students
(thinking about learning) surveys
A range of exemplars
have been developed and
are effectively used in
lessons in innovative
ways
Either for targeted group or CPD portfolio including
all groups as agreed with line action plans & peer
manager: observation notes from
You have acted as a lead Teachmeets
on innovative techniques Lesson observation and
within your subject area work scrutiny
You have lead on the use
SISRA data
of summative assessment
Schemes of work
data and student voice in
Minutes of Dept. CPD
identifying areas of
meetings show that you
challenge for students
have shared your work
and the subsequent
with colleagues
adaptation of schemes of
work and teaching Your own students
approaches in response surveys
to what this shows Your analysis of internal
You have developed a assessment data
range of innovative
techniques and resources
for overcoming barriers
to learning identified
through analysis of
assessments and student
voice.
Sample appraisal objectives which relate to the Teachers Standards

1. Set high expectations which inspire, motivate and challenge pupils

A performance objective could focus on how the teacher creates a learning environment that
challenges pupils to engage more in their learning.

2. Promote good progress and outcomes by pupils

Schools always need to focus on pupil progress. An objective could refer to current rates of progress
for pupils taught by the teacher, perhaps focusing on a specific group of concern, such as gifted and
talented children.
The whole-school objective used in 2013-14 (below) is an example that could be used for individuals
in the future:

3. Implement strategies to improve the performance of pupils so that they make the expected
progression in line with career progression criteria.
Success criteria:
Effective plans are in place to support those not making the expected levels of progress
Pupil progress: e.g. By the end of Key Stage (KS), most students achieve in line with school
expectations and*
Quality of teaching*
Monitoring arrangements and evidence:
Termly data monitoring shows the progress that pupils are making and identifies the percentage
making the expected progress
End of year exam results
Scrutiny of work to show: assessment feedback is identifying areas for improvement; evidence
this feedback is being acted upon; literacy marking guidelines are being used consistently and
regularly
Monitoring of lesson observations to show that pupils are making effective progress
*differentiated outcome according to career stage

4. Demonstrate good subject and curriculum knowledge

An objective could focus on the teachers personal subject leadership. It could also refer to the
schools current curriculum priorities. An example might be enabling pupils to become more
independent learners.

5. Plan and teach well-structured lessons

Schools could use this section of the standards document to inform an objective on quality. This
would also fit well with the new Ofsted framework, with its focus on quality of teaching. The
objective could focus on the pace of learning, lesson structure, or how the teacher uses specific CPD
to make an impact on day-to-day teaching.

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

The reviewer could also relate this area of the standards to pupil progress. The objective could focus
on how the teacher adapts planning and delivery of learning opportunities to better meet the needs
of pupils. For example, assessing whether more 'scaffolding' or more open-ended activities are
appropriate.

7. Make accurate and productive use of assessment

A focus here would also be appropriate if the individual teacher needs to fine-tune pupil assessment
to have a clearer impact on outcomes.
The whole-school objective used in 2012-13 (below) is an example that could be used for individuals
in the future:
Provide regular and effective feedback* to students, through both verbal and written means so
that they understand, know and can articulate how they are currently performing in terms of
either their national curriculum level, or an appropriate exam grade descriptor, and understand
what they can and need to do in order to improve their work and performance.
*Formative and summative feedback should be given every half term
 Success Criteria:
Feedback from students indicating that they receive feedback regularly on their work and value
it, that they know their current performance and how to improve
Teachers give written and verbal formative and summative feedback to each student on how to
improve
Teaching is judged as good or outstanding and none is inadequate.
Student progress: evidence from teacher assessment, which is subject to internal quality control
(moderation) and/or external examination results shows that a group of students (identified and
agreed between the reviewer and reviewee at the initial meeting) have made good* progress
during the year as a result of the good teaching and feedback they have received
*good means that their progress is at least in line with their individual FFT targets

Monitoring arrangements and evidence:

Lesson observation(s) which can specifically comment on this objective. In the lesson
observation, teaching is judged as good or outstanding and none is inadequate.
Scrutiny of students work, during observation(s) and department moderation, which shows
constructive comments on how the student can improve their work
Discussions with and/or surveys of students indicating that they receive feedback regularly on
their work and value it, that they know their current performance and how to improve
Termly data monitoring shows the progress that pupils are making and identifies the percentage
making the expected progress

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

An objective in this area could cover how the teacher uses the school's behaviour policy in practice.
This could involve looking at how the teacher identifies systems, rewards, sanctions, etc. to engage
pupils better and to result in improved learning outcomes.

9. Fulfil wider professional responsibilities

The review could consider a variety of objectives related to this area of the standards. For example,
how the teacher develops his or her work with teaching assistants greater involvement in planning,
focus groups, taking greater ownership of teaching, etc.

10. Personal and professional conduct

The second part of the standards document, on personal and professional conduct, would provide a
useful backdrop for further discussion. Where required, the reviewer could focus on a specific aspect
of the standards (e.g. punctuality).