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Evaluation systems are robust and clear.

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Help to encourage good practice

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EDM involvement has led to more objective evidence based quality assurance, consequently teachers (on the whole) are more accepting of the evaluation grade / feedback

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Encourages reflective practice and maximises success

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Provide a good foundation for teacher's to plan a lesson

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The approach with current performance management processes increases teacher involvement; maximising success and reflection. This way is likely to have positive impacts on teaching and learning.

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Teachers are applying practice from last year's ELPP on differentiation and adaptive teaching.

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Coaching promotes ownership of professional development

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Coaching promotes ownership of each teachers' own CPD

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Collaborative & capacity building approach to moderation

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Co-observation is time consuming

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Positive impact on capacity building with co-moderators.

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Use of the same rubric for all year levels

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Co-moderators (at times) get in the way of lesson observation and moderation. Through a lack of understanding or misunderstanding

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Section A favours teachers with high ability classes

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Teachers cherry pick best classes (and rightly so) because the implication of securing a good grade. Consequently we don't get a chance to see where teachers are struggling. This reduces transparency between EDM and teacher, further reducing our ability to be supportive.

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Co-observers lack of use of criteria when making judgement

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Coaching is challenging as some teachers just want to be mentored

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Coaching someone before they ultimately receive a judgement / grade, seems contradictory. What happens if a teacher decides that they'll do their best to improve dialogic teaching but your evaluation shows that they desperately need to improve in a different area?

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Lack of consideration of extending high ability learners

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Teachers teach show lessons

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Teacher attitude of "box ticking"

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Coaching questions could be used with evaluative feedback rather than purely coaching. The priority should be feedback

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Smooth the process by removing the reflective log

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Following up with teachers on paperwork (reflective log)

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During the feedback conversation, consisting of coaching, mentoring, feedback, the teachers directly populate the performance management form.The targets are completed during the feedback conversations.

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Co-moderate with each other.

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Set clear expectations and time frames with co-observers to ensure paperwork is completed in a timely manner

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EDMs only have time to formally observe lessons. There is no time for co-teaching, co-planning, co-observing for support.

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More paperwork this year, multiple comments from teachers (even normally proactive ones) about where to use and what to do with it. Have we over informationed everyone?

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Standard process from all

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Share teacher's file with them at the beginning of the year.

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Merge and refine targets with reflective log on Word document rather than Excel document

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Move some documents to word format

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Time frame is challenging to fit in all observations

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Variation in lesson length due to factors such as ramadan