Rating

0.1 -3

Rating

0.1 -3

Rating

0.1 -3

content and use appropriate

instructional methods (Wt-3)

(PCK) demonstrated by use of

different instructional methods

during lesson delivery.

resources used

    Lesson plans

    Lesson observation records

once a term (Wt-3)

teaching methods used, lessons

observation undertaken.

    Lesson Observation notes

    Record of recommended support

and professional development

activities

effectively(Wt-3)

improvised or procured

improvised/procured

teaching/learning resources/aids

on the current syllabus/designs (Wt-3)

records of work and teacher’s

lesson notes.

work, lesson plans and notes,

record of work, and learner

assessment record

and learning styles (Wt-3)

records/Individualized Education

Programs (IEP) based on different

capabilities and learning styles

IEPs records

talents(Wt-3)

among learners

    Certificates/Awards

ICT in teaching and learning(Wt-3)

downloaded from the internet for

teaching and learning.

online educational resources links

    ICT integrated lesson plans/record

of work covered/ learners’

notebooks

    Printed content ( photos, print outs)

feedback and reporting on learners’

learning (Wt-3)

provision of timely and

appropriate feedback to learners

about their achievement in

learning, strategies put in place to

improve learner performance

   List of strategies to improve learner

performance

   Letter communicating feedback

Environment

Rating

0.1 -3

Rating

0.1 -3

Rating

0.1 -3

school/class environment through

planned activities to demonstrate

respect, equity, inclusion and

moral values(Wt-3)

clean, physically safe,

emotionally secure and

psychologically

enabling.

    Records of sensitization

    Records of learner participation in Programmes/

clubs/ societies promoting friendly environment

    Open channels of communication/Class Baraza/

student council

classroom environment(Wt-3)

classroom

shop, models, learners’ work displayed on the

wall among others.

    Classroom with talking walls, nature corner,

shop, models, learners’ work displayed on the

wall among others.

(Wt-3)

regulations on child

protection; safety,

health, rights and

security

safety)

    Records on safety drills

and behavior(Wt-3)

learners with

challenging behavior

and parental

involvement

regulations governing learners conduct and

behaviour

    Guidance and counselling records

    Records of learners challenging behavior and

corrective measures taken

Rating

0.1 – 3

Rating

0.1 -3

Rating

0.1 -3

Development Support Plan (Wt-3)

Development Support Plan

prepared.

the time frame for various activities

during the term

3)

   Record of professional gaps.

career growth and development

activities(Wt-3)

course undertaken.

school based TPD activities

   TSC prescribed TPD modules

(transcripts/ reflective journals

Rating

0.1 -6

Rating

0.1 -6

Rating

0.1 -6

learner and maintain high standards of

ethics and professional requirements

within and outside the institution (Wt-6)

of Chapter two (Article 10) on

national values and principles of

governance; and Chapter six

(Leadership & Integrity) of the

Constitution of Kenya 2010 and

other laws

and behavior

   Records of teacher performance

   Records of participation in

sensitization on relevant legal

provisions.

requirements in education (Wt-6).

governing education

in use in schools

requirements in teaching and learning

(Wt-6).

regulations governing the teaching

service.

and regulations in teaching and

learning

   Records of teachers conduct and

performance/teachers personal

files

attendance, performance of duty and

preparation of professional

documents(Wt-6)

lessons as per the school timetable,

professional documents prepared,

submitted and approved on time

register (clocking in and out)

   Updated and analyzed lesson

attendance register

   Record of submission of

professional documents

of deadlines(Wt-6

stipulated time and compliance

with set deadlines

Teacher’s lesson notes based on

current syllabus

   Checked learners exercise books

Learning Community

Rating

0.1 -5

Rating

0.1 -5

Rating

0.1 -5

Community(PLC) (Wt-5)

learning

community/cluster/group/associ

ations/ virtual peer learning

learning community/ cluster/ groups

(Certificates, minutes, attendance lists

etc.)

and the broader professional

learning community to support

teaching and learning (Wt-5)

in his/her school and joint

activities beyond the school

learning communities within and

beyond the school

   Initiatives being implemented in

collaboration with learning

communities

in the learning of their children

stakeholders (Wt-5)

   Records of learner participation/

involvement in community service

   Records of joint activities with

stakeholders/parents/ guardians

community (Wt-5)

community service, joint

activities with stakeholders

   Attendance lists

   Activity reports

organized in collaboration with

other educational bodies:

KNEC, MOE, KICD etc. (Wt-

5)

programs with educational

bodies

   Programme/project reports

TARGET

MEAN-SCORE

MEAN-SCORE

MEAN-SCORE

(If any)

Practice

have gaps for

this target ?

Target

(Appraisee

/Appraiser)

content and use appropriate

instructional methods (Wt-3)

    No

teaching methods

    Others

content

    Limited number of appropriate

teaching methods

    Others

once a term (Wt-3)

    No

    Others

management

    Inability to adequately deliver a

lesson within the stipulated period

    Lack of confidence to be observed

by  Supervisors

    Others

effectively(Wt-3)

    No

and use learning

resources

    Others

learning resources

    Inability to use local resources to

develop learning aids

    Others

based on the current syllabus/designs

(Wt-3)

    No

skills in preparation

of professional

documents

    Others

schemes of work and record of

work

    Inability to interpret the syllabus to

manageable teachable units

    Others

capability and learning styles (Wt-3)

    No

theories of learning

to help understand

identification of learning styles

    Inadequate child Psychology

   Others

learners’ talents(Wt-3)

   No

identification and

nurturing

   Others

    Lack of skills in nurturing learners

talents

   Others

integrate ICT in teaching and

learning(Wt-3)

    No

learning

   Others

    Technophobia

   Others

assessment, feedback and reporting

on learners’ learning (Wt-3)

    No

Assessment

   Others

skills

   Limited use of assessment

feedback

   Others

Environment

have gaps for

this target ?

Target

(Appraisee

/Appraiser)

school/class environment through

planned activities to demonstrate

respect, equity, inclusion and moral

values(Wt-3)

    No

environment

    Others

creativity

    Others

classroom environment(Wt-3)

    No

Inclusivity and

Diversity

   Others

of child friendly environment

    Insensitivity in values and

principles of equity, inclusion and

diversity

    Others

(Wt-3)

    No

protection

    Others

protection and safety measures

    Others

and behavior(Wt-3)

    No

with challenging

behaviours

    Others

indiscipline

    Inadequate knowledge in guidance

and counseling

    Others

have gaps for

this target ?

This Target

(Appraisee

/Appraiser)

Development Support Plan (Wt-3)

   No

Development

support plan

   Others

development concept

    Inability to identify professional

development activities

    Others

gaps(Wt-3)

   No

development

   Others

development concept

    Others

career growth and development

activities(Wt-3)

   No

development

   Others

managerial responsibilities

    Limited knowledge in career growth and

development requirements

    Inadequate involvement in professional

development networks

Professionalism

Appraisee

have gaps for

this target ?

Target

(Appraisee

/Appraiser)

the learner and maintain high

standards of ethics and professional

requirements within and outside the

institution (Wt-6)

   No

conduct

    Others

of conduct and ethics

    Lack of knowledge on children

rights

    Inadequate knowledge on

professional expectations

legal requirements in education

(Wt-6).

   No

education legal

framework

    Others

provision  of laws, acts and

regulations governing education in

Kenya

requirements in teaching and

learning (Wt-6).

   No

teaching standards

    Others

    Others

lesson attendance, performance of

   No

    Others

professional documents(Wt-6)

meeting of deadlines(Wt-6

   No

   Others

   Inability to meet specified timelines

   Others

Learning Community

have gaps for

this target ?

Target

Target

(Appraisee

/Appraiser)

Community(PLC) (Wt-5)

    No

professional learning

community

    Others

professional learning

community

broader professional learning

community to support teaching and

learning (Wt-5)

    No

professional

networks

   Others

professional learning

community

    Inadequate understanding of the

needs of professional learning

community

and other stakeholders (Wt-5)

    No

key stakeholders

    Others

    Inadequate communication

skills

community (Wt-5)

    No

involvement

    Others

community linkages

    Inability to establish working

community relations

in collaboration with other

educational bodies: KNEC, MOE,

KICD etc. (Wt-5)

    No

professional

educational bodies

    Others

knowledge of the existing

opportunities in educational

sector

    Inadequate involvement

educational programmes

Score

e.g. 0.5, 0.6,0.7 etc.

related to the current lesson

lesson

captivating/capture learners interest

Score

e.g. 0.5, 0.6,0.7 etc.

key points

time (Started on time and ended on time) .

Score

e.g. 0.5, 0.6,0.7 etc.

(Question and answer, Demonstration,

experimentation, Discussion/Group

work, Field work)

aids

in teaching

Score

e.g. 0.5, 0.6,0.7 etc.

Discussion / Discovery / Question and

answer

Score

e.g. 0.5, 0.6,0.7 etc.

reach an individual student

name