|
The Orchid School
Supporting Teaching Excellence
HR initiative
BEST ASSET UTILIZATION PROCESS (BAUP)
2011-2012
Basic tenet of BAUP
All teachers are assets of the organisation and it is up to the organisation to inspire them and get inspired by them.
Vision
To Reward excellence
Objectives:
• To ensure that students receive the benefit of an education system staffed by teachers who are performing their duties satisfactorily
• To provide for fair, effective and consistent teacher evaluation tool
• To promote professional growth
• To assist in identifying and building upon teacher strengths
• To serve as the basis for the improvement of instruction
• To develop remediation goals
• To address accountability and teacher quality
• To support fair, valid and legal decisions for rehire, promotion decisions or termination
Who all appraise you?
1. Yourself
2. Your peer
• Selected by the BAUP coordinator. From the same level or subject teacher teaching same level, who has interacted as peer.
3. Your Management
• 2 members – one coordinator /unit head of that domain, other from the panel of appraisers . Appraisee can select the second member.
Panel Members:
Shilpa Solanki
Jainita Batra
Marita Cleetus
Seema Shadbar
Sarita Dhimate
Lakshmi Mani
BAUP coordinators:
Lakshmi Kumar
Matin Shaikh
When will you be appraised?
One month before annual increment / confirmation.
Who initiates the process?
Yourself
How do you go about it?
Contact the BAUP coordinator one month before the increment /confirmation.
Get the forms, inform your coordinator / unit head about your impending appraisal process.
Select the second member from the panel.
Plan an observation lesson with the 2nd panel member.
Your domain head does unplanned, surprise observation lesson.
Ask BAUP coordinator to get the peer appraisal form filled.
What if you miss it?
Your increment / confirmation may not happen. This means it is obligatory on your domain head’s part to make time for you and ensure that this process is completed. This means you need to keep track of the dates for your process.
Key parameters
• Classroom management
• Effective teaching
• Interpersonal Relationship
• Professional Role
• Being Child Centric
EVALUATION KEY
0-poor
1-Needs improvement
2-Fair
3-Good
4-Excellent
Not Applicable
Feedback flow
• Score and comments compiled.
• BAUP Coordinator shares it with principal and domain head.
• Communicates the outcome to admin head for increment / confirmation
• Domain head has individual conference to give one to one feed back – scores and remarks.
• Domain head and the teacher works out areas and goals for improvement
• Domain head follows and monitors the progress
Rewards
• After successful completion, you are eligible for increment / confirmation.
• One Best teacher award based on final score. Trophy, cash award and certificate
3 Top scorers. Cash award and certificate
Consequences
• Giving time frame and guidance to work on self – focus on areas with low scores.
• Failure to meet up basic standards - written feed back highlighting areas for improvement.
• In extreme cases – pink slip
FEEDBACK FORM
To be filled by Self & 3 Appraisers
EVALUATION KEY
0-poor
1-Needs improvement
2-Fair
3-Good
4-Excellent
Not Applicable
|
Effective teaching & classroom management
|
3
|
2
|
1
|
U
|
NA
|
|
1
|
Creates a good classroom ambience & layout by
|
|
|
|
|
|
|
a) Effectively & attractively displaying charts
|
|
|
|
|
|
|
b) Changing displays frequently
|
|
|
|
|
|
|
c) Making use of available resources
|
|
|
|
|
|
|
d) Coordinating & getting resources whenever required
- Human or material
|
|
|
|
|
|
|
e) Disposes unwanted material / clutter
|
|
|
|
|
|
|
2
|
Effectively gains attention & settles down the class
|
|
|
|
|
|
|
3
|
Uses the blackboard effectively
|
|
|
|
|
|
|
4
|
Uses the teaching learning material effectively and appropriately
|
|
|
|
|
|
|
6
|
Uses a variety of teaching styles to make lessons effective - audio, visual, kinesthetic
|
|
|
|
|
|
|
7
|
Organises practical lessons, experiments, fieldtrips, cooking day, etc.
|
|
|
|
|
|
|
8
|
Makes effective use of the computer & internet
|
|
|
|
|
|
|
9
|
Makes class rules & helps children to follow them
|
|
|
|
|
|
|
10
|
Plans & corrects homework on time
|
|
|
|
|
|
|
11
|
Makes & corrects test papers on time
|
|
|
|
|
|
|
12
|
Corrects class work on time
|
|
|
|
|
|
|
13
|
Conducts assessments, revision & retests from time to time
|
|
|
|
|
|
|
14
|
Plans & communicates tasks for the other adults in the classroom
|
|
|
|
|
|
|
15
|
Introduces a topic in class after gaining the classes attention
|
|
|
|
|
|
|
Playing the professional role
|
|
|
|
|
|
|
16
|
Reports to classroom in time
|
|
|
|
|
|
|
17
|
Submits work in a presentable manner & on time
|
|
|
|
|
|
|
a) log books, plans
|
|
|
|
|
|
|
b) observation book
|
|
|
|
|
|
|
c) register
|
|
|
|
|
|
|
d) reports
|
|
|
|
|
|
|
e) assessment sheets
|
|
|
|
|
|
|
f) test papers
|
|
|
|
|
|
|
g) sample notebook
|
|
|
|
|
|
|
18
|
Files important documents like worksheets, circulars, test papers, portfolios etc. properly
|
|
|
|
|
|
|
19
20
21
|
Uses appropriate strategies to manage classroom and discipline
|
|
|
|
|
|
|
Modifies programs to fit student needs by making topics relevant to students’ lives and experiences
|
|
|
|
|
|
|
Provides ongoing feedback to parents , through journals and bulletin
|
|
|
|
|
|
|
22
|
Uses time effectively to complete & plan work
|
|
|
|
|
|
|
23
|
Takes initiative in planning & conducting activities of her own domain
|
|
|
|
|
|
|
24
|
Communicates leave plans on time & honors it
|
|
|
|
|
|
|
25
|
Seeks others' point of view before coming to a conclusion
|
|
|
|
|
|
|
26
27
|
Relates to colleagues in a friendly & positive manner
------------------------------------------------------
Demonstrates a positive , professional attitude when communicating with parents, students and colleagues
|
|
|
|
|
|
|
28
|
Uses an appropriate tone of voice & body language even in a difficult situation
|
|
|
|
|
|
|
29
|
Dresses appropriately
|
|
|
|
|
|
|
30
|
Gives important requisitions on time
|
|
|
|
|
|
|
31
|
Shows willingness to steward i.e. co-ordinate projects, events & school based activities
|
|
|
|
|
|
|
32
|
Is able to work under anybody's coordination
|
|
|
|
|
|
|
33
|
Takes responsibility for the care of school property for e.g. cassettes, electricity, TLM
|
|
|
|
|
|
|
34
|
Shows willingness to learn & constantly upgrades skills through reading, group discussions & workshops
|
|
|
|
|
|
|
Being child centric/ supportive staff
|
|
|
|
|
|
|
35
|
Encourages children to communicate with her by being warm & caring
|
|
|
|
|
|
|
36
37
|
Encourages children by giving appropriate rewards and feedback
------------------------------------------------------------------
Uses ongoing assessments to keep both students and parents informed and to chart student progress
|
|
|
|
|
|
|
38
|
Gives equal opportunity to all children in the class
|
|
|
|
|
|
|
39
|
Sets goals as per the ability of the child
|
|
|
|
|
|
|
40
|
Provides emotional & educational support to children who need extra help
|
|
|
|
|
|
|
41
|
Follows up with absent students by helping them to cover up work, giving proper guidance
|
|
|
|
|
|
|
42
|
Visits the home/ hospital to provide support when the child is unwell or when needs support
|
|
|
|
|
|
|
43
|
Creates a secure environment for the children by providing guidelines & behavioral norms
|
|
|
|
|
|
|
44
45
|
Communicates with parents, concerns about the child for the well-being of the child
--------------------------------------------------------------------
Conducts effective student-teacher conferences
Follows school guidelines on reporting with diligence
|
|
|
|
|
|
|
46
|
Gives children an opportunity to state their concerns before concluding or meting out consequences
|
|
|
|
|
|
|
47
|
Involves the children in the decision making process
|
|
|
|
|
|
|
49
50
51
52
53
54
55
56
57
58
59
60
61
|
Shows respect towards the child, demonstrates the connection between principles & actions
Team player and ongoing professional development
- Pursues and effectively shares knowledge about current thinking, trends, and practices in education with colleagues
- Works cooperatively with colleagues to solve student, classroom and school concerns
- Participates as an effective team member and shares expertise with others , for example, by acting as a mentor, peer coach or associate teacher
- Initiates contact with other professionals and community agencies to network with school
- Cooperates and works readily with the school’s support team
- Initiates and / or participates in school based activities
- Contributes to school publications
- Identifies areas of professional growth in self
- Attends workshops, seminars or courses to respond to changes in educational practices
- Observes other teachers, acquires best practices and effectively applies new techniques to enhance teaching practices
- Volunteers on curriculum committees at school level
- Reads professional journals, books, internet sites or any articles related to the educational context
|
|
|
|
|
|
BAUP FOR ACADEMIC LEADERS-- IMPLEMENTATION PROCESS
Step I: The appraise is asked to choose a peer from any of the role holders .
Step 2: The appraise gives a demo lesson [ in her subject , at that particular level]. The observers are
a. The Principal b. The Peer chosen by the appraise.
Step 3: a. The appraise analysis the parameters and gives a score [ numeral] against each look for.
b. The appraise writes her achievements of this academic year
c. The appraise writes her action plan for the year ahead.
Step 4: a. The Principal fills in the scores against each parameter . b. writes a narrative comment
Step 5: The peer who did the observation feeds in scores against each parameter.
Step 6: One teacher from each level ( administrative unit head-Matin select’s) does the numerical scoring against each parameter.
Step 7: One subject teacher from the domain(administrative unit head- Matin select’s ) does the numerical scoring against each parameter.
Step 8: Average score is deduced by administrative unit head -Matin .
Step 9: The appraise is called for a meeting with a. The director b. The Principal to receive a feedback.
For Unit Heads
1. Self
2. peer of their choice-from role holders - he / she will also observe lesson to give feed back and do the tick
3. Principal -same as above
4. One teacher from each level ( you select)
5. One subject teacher ( you select)
For Director and Principal -
1. Self
2. Peer of our choice from role holders
3. From pre-primary - 2 teacher, 2 assistant,
4. From primary - 2 class teacher, 2 subject teacher,
5. From Middle School - 2 class teacher, 2 subject teacher ,
6. from admin / non-teaching staff - who are not included in the above - 2
7. From service staff - since not translated you can hold on all service staff even in the above.
|
