No
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Criteria and associated indicators
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Place a cross (x) in the appropriate box
See guidelines on Rating Scale
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OUTSTANDING
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GOOD
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ACCEPTABLE
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NEEDS IMPROVEMENT
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NEEDS URGENT SUPPORT
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1.1
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Effective time-management of teaching and learning
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1.1.1
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All lessons start on time
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1.1.2
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All lessons finish on time
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1.1.3
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All lessons progress uninterrupted
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1.1.4
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Lessons are presented according to a Lesson Plan
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1.2
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Creation of positive learning environment
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1.2.1
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Learning space: The learning space is clean, stimulating, age appropriate and suitable for the purpose of the subject
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1.2.2
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Learner involvement: Learners are activity engaged in the learning process
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1.2.3
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Discipline: Educators are able to effectively organise, manage and positively discipline learners
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1.2.4
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Managing diversity in the classroom: Different forms of diversity are acknowledged and catered for in the classroom
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1.3
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Knowledge and understanding of the curriculum
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1.3.1
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Knowledge of subjects: Educators demonstrate a good understanding of their subject content and what the curriculum requires
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1.3.2
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Skills: Educators are able to apply suitable skills and methodologies to teach their subject
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1.3.3
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Goal setting (attainment of outcomes): Educators show evidence of goal setting and planning to cover their subject curriculum across the teaching year
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1.3.4
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Involvement in the subject: Educators participate in professional growth activities in the subjects they offer
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1.4
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Lesson planning, preparation and presentation
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1.4.1
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Planning: There is evidence that educators plan for their subject on a daily, weekly, quarterly and annual basis
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1.4.2
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Presentation: Lessons are presented in an engaging and interactive manner
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1.4.3
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Recording: Educators keep a record of their planning and curriculum coverage
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1.4.4
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Management of work schedule: Educators are able to effectively manage and keep pace with their work schedule/annual teaching plan
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1.4.5
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Educators assess the strengths and weaknesses of their lessons
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1.5
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Learner assessment and achievement
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1.5.1
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Feedback to learners: All learners receive regular and insightful feedback on their progress
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1.5.2
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Knowledge of assessment techniques: Educators show a good understanding of different assessment techniques relevant to the subject and learners ability
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1.5.3
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Application of techniques: Educators are able to competently apply relevant assessment techniques in a way that is valid, consistent and transparent
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1.5.4
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Record keeping of assessment, learner progress and achievement: Educators keep sound records of assessments, learner progress and learner achievement.
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1.6
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The school conducts appropriate assessment of learner competencies
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1.6.1
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The correct number of assessments are done per term as required
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1.6.2
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The Programme of Assessment is filed in each Teachers file
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1.6.3
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The Programme of Assessment is planned for in the Work Schedule
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1.6.4
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Assessment is included as part of all lesson plans
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1.6.5
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All Assessments are dated and signed off
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1.7
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Assessments are of a good standard and correctly recorded
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1.7.1
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Assessment results are regularly recorded
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1.7.2
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Recorded on correct mark sheets
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1.7.3
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Quarterly analysed
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1.7.4
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Leading to remedial instruction
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1.7.5
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Leading to corrections by learners
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1.7.6
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Covers all planned work per quarter
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1.7.7
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Covers core content per Grade
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1.7.8
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Includes a variety of assessment techniques
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1.7.9
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Is moderated by the HOD
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1.8
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Educators make use of sufficient and variety of informal assessment
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1.8.1
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Informal assessment is conducted
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The quality and quantity of forms of informal assessments: As per CAPS document
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1.8.2
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Written class work
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1.8.3
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Written home work
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1.8.4
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Assignments
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1.8.5
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Projects
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1.8.6
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Oral
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1.8.7
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Reading with understanding and fluency
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1.8.8
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Other (example Practicals, Demonstrations, etc.)
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1.9
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The school supports and encourages educator development through IQMS processes
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1.9.1
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A Staff Development Team (SDT) is established
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1.9.2
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A Development Support Group (DSG) for each educator is in place
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1.9.3
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A management plan for the implementation of educator appraisal system is available
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1.9.4
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A Personal Growth Plan (PGP) for each educator for the previous cycle is in place
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1.9.5
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A school improvement plan is linked to the professional needs of the educators as captured in their PGPs
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1.10
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Staff participation in Professional Development
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1.10.1
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Educators willingly participate in phase, inter-phase, cluster and other planning/professional development meetings
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1.10.2
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Educators willingly participate in development opportunities linked to their PGPs
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1.10.3
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The SMT provide adequate monitoring, guidance and support
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Reasons for the above finding/s: Strengths and Areas for Development
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Total: Quality of Teaching and Learning & Educator Development
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