Governors’ role in teacher appraisal

This is a quick overview of the governors’ role in teacher appraisal taken from the Governance Handbook.

In relation to appraisal more widely, boards will want to scrutinise the content of the school’s draft appraisal policy carefully to make sure that it will support effective appraisal in the school, challenging the headteacher as appropriate.

In particular they will want to satisfy themselves with:

  • the provision that is made for the appraisal of teacher performance against the Teachers’ Standards and their objectives;
  • the arrangements being made for classroom observation, now that there is no annual limit on the amount of observation that can take place;
  • any arrangements for the headteacher to delegate the duty of managing the performance of teachers to others. • satisfy themselves that the appraisal policy is being implemented effectively and fairly in the school, challenging the headteacher on how objectives and assessments are quality assured and moderated; • satisfy themselves that appraisal evidence informs other decisions for example, on professional development and pay; and • keep the policy under review and amend it as necessary
  • satisfy themselves that the appraisal policy is being implemented effectively and fairly in the school, challenging the headteacher on how objectives and assessments are quality assured and moderated; • satisfy themselves that appraisal evidence informs other decisions for example, on professional development and pay; and • keep the policy under review and amend it as necessary
  • satisfy themselves that appraisal evidence informs other decisions for example, on professional development and pay; and
  • keep the policy under review and amend it as necessary