Iqms written

PERFORMANCE STANDARD 1: CREATION OF A POSITIVE LEARNING ENVIRONMENT Expectations: The educator creates a positive learning environment that enables the learners to participate actively and to achieve success in the

learning process. Questions: Does the educator create a suitable environment and climate for learning and teaching? Criteria: (a) Learning Space; (b) Learner involvement; (c) Discipline; (d) Diversity

STRENGTHS RECOMMENDATIONS FOR DEVELOPMENT

CONTEXTUAL FACTORS

(a) Learning SpaceHe is able to create good space conducive to learning in an overcrowded class.He tries to arrange space for group work.He makes sure learners are comfortable in order to concentrate.

More classrooms should be provided.

Overcrowding in classrooms.

(b) Learner involvementHe makes every learner to feel at home and free to express their minds without fear.Engages the learners in various activities.Exchanging of ideas is strongly encouraged.A healthy type of competition is used to get all learners involved.(c) DisciplineHe motivates learners to work hard and to respect one another, thereby enforcing discipline.Classroom ground-rules are agreed to by all the learners before they can be enforced. He has managed to stop the use of cell phones in the class. (d) DiversityHe trained the learners to respect all their school mates, irrespective of ethnic differences.He treats all learners with respect in order to set a good example.He creates an environment that is free of discrimination.Learners are taught to value all human beings.

Unacceptable = 1 Satisfies minimum expectations = 2 Good = 3 Outstanding = 4

Performance Standard 1

Criteria Raw Scores

Final Score

A 3 3B 4 4C 3 3D 4 4Total max.16

14 14

PERFORMANCE STANDARD 2: KNOWLEDGE OF CURRICULUM AND LEARNING PROGRAMMES Expectations: The educator possesses appropriate content knowledge which is demonstrate in the creation of meaning learning experience. Questions: Does the educator demonstrate adequate knowledge of Learning Area or subject and does s/he uses this knowledge effectively to create

meaningful experiences for learning? Criteria: (a) Knowledge of learning area; (a) Skills; (c) Goal setting; (d) Involvement learning in programmes


CONTEXTUAL FACTORS

(a) Knowledge of learning areaHis introduction and presentation of the lesson shows deep knowledge of the subject.He arouses interest and desire to know more.He uses various activities to evaluate the learners.He is able to impart knowledge and to correct the learners where they are wrong.

(a) Skills He uses great skills to create an enjoyable lesson.He skilfully keeps the learners attentive all the time.He uses various activities to engage the learners.Critical thinking is promoted and the approach used throughout the lesson is learner-centred.

(c) Goal setting It is clear from his work that goals to achieve curriculum outcomes have been set.The set goals are realistic and achievable.He is creative and innovative in the setting of goals and strives to achieve them.

Goals should be learner-centred and where possible communicated to learners.

(d) Involvement learning in programmesHe gives good interpretation to learning programmes.He makes sure that learners benefit from the programmes.Learner needs are catered for; each learner is involved to the maximum.He has good communication with learners.



Criteria Raw Scores

Final Score

A 4 4B 4 4C 3 3D 4 4Total max.16

15 15

PERFORMANCE STANDARD 3: LESSON PLANNING PREPARATION AND PRESENTATIONExpectations: The educator demonstrates competence in planning preparation; presentation and management of learning programmes.Questions: Is lesson planning clear; logical and sequential and is there evidence that individual lesson fit into a broader learning programme?Criteria: (a) Planning; (b) Presentation; (c) Recording; (d) Management of learning Programmes


CONTEXTUAL FACTORS

(a) PlanningWell prepared lesson plans of professional standard.Lessons are prepared to suit the learners.Lesson plans are detailed and well written.The lesson plan is clear and logical.(b) PresentationHe presents his lessons in a simple manner for all learners to understand.The presentation is so captivating and clear.There is good connection with previous lessons.The presentation goes with well planned activities that make the lesson interesting.(c) RecordingHe has well-kept records of his work in a file.Records of CASS marks are filed properly.Learner progress is easy to follow from the records.Work schedule shows a clear record of work done.(d) Management of learning ProgrammesHe involves learners in his lessons in a way that supports their needs.Learning programmes are well managed to develop the learners.The skills and knowledge of learners are unlocked and given good support and nurturing.

Lesson plans should be structured to fit into the broader learning programmes.



Criteria Raw Scores

Final Score

A 4 4B 4 4C 4 4D 3 3Total max.16

15 15

PERFORMANCE STANDARD 4: LEARNER ASSESSMENT/ACHIEVEMENT

Expectations: The educator demonstrates competence in monitoring and assessing learner progress and achievement.Questions: Is assessment used in order to promote teaching and learning?Criteria: (a) Feedback to learners; (b) Knowledge of assessment techniques; (c) Application of techniques; (d) Record keeping


CONTEXTUAL FACTORS

(a) Feedback to learners He gives feedback to learners regularly. He does corrections of all written work with the learners, explaining problem areas. He also controls the corrections written by the learners. Feedback is made part of the lesson given on that day.(b) Knowledge of assessment techniques He has demonstrated good knowledge of the various assessment techniques. He uses various techniques to cater for multiple intelligences and learning styles. He allows learners to demonstrate their talents.

Some more techniques must be introduced for better assessment.

(c) Application of techniques His assessment addresses the specific needs of the learners in a motivating way. The strengths and weaknesses are addressed. He uses his assessment results to plan for the next lesson.(d) Record keeping He keeps proper records of all assessments The records are also analysed for improvement of work. Records are available and easily accessible.



Criteria Raw Scores

Final Score

A 4 4B 3 3C 3 3D 4 4Total max.16

14 14

PERFORMANCE STANDARD 5: PROFESSIONAL DEVELOPMENT IN FIELD WORK/CAREER AND PARTICIPATION IN PROFESSIONAL BODIES

Expectations: The educator engages in professional development activities which are demonstrated in his willingness to acquire new knowledge and additional skills.

Questions: Does the educator participate in professional growth activities? Criteria: (a) Participation in professional development; (b) Participation in professional bodies; (c) Knowledge of education issues;

(d) Attitude to professional development


CONTEXTUAL FACTORS

(a) Participation in professional development He tries to improve performance by participating in professional development programmes. He reads widely and attends workshops to improve his knowledge. It is evident that he is trying to improve professionally.

The educator should consider furthering his studies.

(b) Participation in professional bodies He is a member of a reputable educator’s union. He also serves in its committees from time to time. Actively involved in union matters, e.g. interview panels. He also serves in subject committees in the district.(c) Knowledge of education issues He is well-informed and engages critically in educational matters. He is clearly aware of current educational issues. He is a reader of educational journals and newspapers. He also follows current educational debates in the media.(d) Attitude to professional development He is always in pursuit of new information in educational development. He also tries new teaching methods. He is also a member of the South African Principals Association. He participates in educational conferences.



Criteria Raw Scores

Final Score

A 3 3B 4 4C 4 4D 4 4Total Max. 16

15 15

PERFORMANCE STANDARD 6: HUMAN RELATIONS AND CONTRIBUTION TO SCHOOL DEVELOPMENTExpectations: The educator engages in appropriate interpersonal relationships with learners; parents and staff and contributes to the development of the school.Questions: Does the educator create and maintain sound relations with colleagues and learners?Criteria: (a) Learner needs; (b) Human Relations Skills; (c) Interaction; (d) Co-operation


CONTEXTUAL FACTORS

(a) Learning needs He shows great care and love for the learners. He always strives to meet the learning needs of the learners. He is committed to imparting knowledge. He is an exemplary educator as well as good role model for the learners.(b) Human Relations Skills Good communication skills with learners and staff. Relates well with parents. He shows respect and interest when interacting with people. He supports all school programmes as well as programmes.(c) Interaction Good interaction with learners, staff and parents. He has no racial prejudice, accepts many cultures and ethnic groups of our people. Deals with people in a professional and ethical manner. Observes the school code of conduct.(d) Co-operation Works well with learners and staff. He believes in team work, respects other people’s opinions. He supports learners and staff in reaching their goals. He honours the principle of confidentiality.



Criteria Raw Scores

Final Score

A 4 4B 4 4C 4 4D 4 4Total max.16

16 16

PERFORMANCE STANDARD 7: EXTRA-CURRICULAR AND CO-CURRICULAR PARTICIPATIONExpectations: Educator participates in extra-curricular and co-curricular activities in such a way that it supplements the learning process and leads to the holistic

development of learners.Questions: Does the educator participate in extra-curricular and co-curricular activities and is s/he involved with the demonstration of these

activities?Criteria: (a) Involvement; (b) Holistic Development; (c) Leadership and Coaching; (d) Organization and Administration


CONTEXTUAL FACTORS

(a) Involvement He participates in some extracurricular activities. He is involved with the Student Christian Organisation. He also runs informative workshops in career guidance.

He must get involved with many extracurricular activities such as sports.

(b) Holistic Development He understands that these activities are important for developing the learner as a whole. He encourages the learners to participate in these activities for health reasons. He motivates learners to discover their talents for future use.

He must put more effort to excel in this area of holistic development of children.

(c) Leadership and Coaching Good leadership and coaching skills have been observed. He sets a good example to those that he leads. He is a good role model to learners and staff. Takes time to coach learners on life skills and careers.(d) Organization and Administration He is in charge of filing all extracurricular documents. Good at organising events and managing them. Excellent programme director in all functions. Involved in the administration of various activities taking place at school.



Criteria Raw Scores

Final Score

A 3 3B 3 3C 4 4D 4 4Total max.16

14 14

PERFORMANCE STANDARD 8: ADMINISTRATION OF RESOURCES AND RECORDSExpectations: Educator administrate resources and records in an effective and efficient manner to enable the smooth functioning of the institution..Questions: Does the quality of administration contribute to building an effective institution?Criteria: (a) Utilisation of resources; (b) Instructions; (c) Record keeping; (d) Maintenance of Infrastructure; (e) Circulars


CONTEXTUAL FACTORS

(a) Utilisation of resources He uses resources optimally and appropriately. Resources are used for the benefit of the child. Takes great care to see to it that resources are safe. Creative use of resources is done according to set regulations.(b) Instructions He gives clear instructions but does it with respect. Guidelines are given in a way that enables staff to what is expected of them with pleasure. He is a good mentor and supporter of staff. He provides encouragement for staff to cope with work.(c) Record keeping He keeps all records including financial records safe. He served well as the financial officer of the school for many years. He has a good filing system, keeping records within reach. Keeps records up to date according to departmental regulations.(d) Maintenance of Infrastructure He uses equipment and LTSM (Learner Teacher Support Material) properly. He has proved to be very good in keeping, recording, distribution and retrieving LTSM. Tries to encourage both learners and staff to clean the premises.

More effort must be put on cleaning the school premises. Serious renovations are needed.

Dilapidated buildings, not easy to keep clean.

(e) Circulars Has been responsible for receiving, distribution and filing of circulars for many years now. Ensures that circulars are distributed to staff soon. Makes it a point that staff members acknowledge receipt of circulars by signing. He files circulars properly in the filing cabinet.Unacceptable = 1 Satisfies minimum expectations = 2 Good = 3 Outstanding = 4


Criteria Raw Scores

Final Score

A 4 4B 4 4C 4 4D 3 3E 4 4TotalMax. 20

19 19

PERFORMANCE STANDARD 9: PERSONNEL

Expectations: Manages and develops personnel in such a way that the vision and the mission of the institution is accomplished.Questions: Does s/he manage staff by applying the principle of democracy?Criteria: (a) Pastoral Care; (b) Staff Development; (c) Provision of leadership; (d) Building commitment and confidence

STREANGTHS RECOMMENDATIONS FOR DEVELOPMENT

CONTEXTUAL FACTORS

(a) Pastoral Care He provides good pastoral care to young members of the staff consistently. Gives individual attention to members of staff. Offers mentorship coupled with respect for colleagues. He understands that no two people are the same.(b) Staff Development Contributes towards staff development by training invigilators. He does the supervision of the work of educators in his department well. He guides newly appointed educators, showing them what to do for a good start.

Staff development programmes must be formulated on regular bases.

(c) Provision of leadership He has good leadership abilities and is able to offer professional advice when necessary. He applies democratic principles in his management style, acknowledging labour laws. He is able to give clear directives to staff.

(d) Building commitment and confidence Encourages staff, building their confidence to perform. Allows educators to come with new ideas. Builds commitment in educators without infringing on their rights. He has learnt to be more patient with everybody, gaining their trust.



Criteria Raw Scores

Final Score

A 4 4B 3 3C 3 3D 4 4Total max.16

14 14

PERFORMANCE STANDARD 10: DECISION MAKING AND ACCOUNTABILITYExpectations: The educator establishes procedures that enable democratic decision-making and accountability within the institution.

Questions: Does the educator establish structures that enable/ensure active participation by all stakeholders in decision making processes and are there clear lines of accountability?

Criteria: (a) Stakeholder Involvement; (b) Decision making; (c) Accountability/responsibility; (d) Motivation; (e) Objectivity/Fairness


CONTEXTUAL FACTORS

(a) Stakeholder Involvement He tries to involve all stake holders in decision-making. Consults others in order to get consensus on major issues. He follows good procedures in decision making.

Must endeavour to be more transparent.

(b) Decision making He takes different views into consideration when making decisions. He is a decisive person. He bases decisions on sound logic and not on sentiments. He has good decision making skills, consults widely before concluding. (c) Accountability/responsibility He takes responsibility for decisions that he has taken, without shifting the blame to others. He is accountable for work under his supervision and takes accountability seriously. He is also accountable to staff and also ensures that staff accounts to him.

Must be more daring to take more serious responsibilities in future.

(d) Motivation He is able to motivate staff to participate in decision making without fear. He makes everybody feel that their opinions are valuable. His diplomatic approach has earned him the respect of the staff. He is personally motivated to assume leadership roles.(e) Objectivity/Fairness He is able to take decisions that are objective and fair. He tries to make sure that decisions are taken in a transparent and participatory manner. Reasonable enough to consider contextual factors in dealing with a matter. He is not biased, considers only the facts at hand.


Criteria Raw Scores

Final Score

A 3 3B 4 4C 3 3D 4 4E 4 4TotalMax .20

18 18

PERFORMANCE STANDARD 11: LEADERSHIP, COMMUNICATION AND SERVING THE GOVERNNING BODY


Expectations: The educator demonstrates/has well-developed leadership qualities. Questions: Is the educator able to take the lead and act decisively in terms of priorities and opportunities? Criteria: (a) Leadership; (b) Support; (c) Communication; (d) Systems; (e) Commitment and confidence; (f) Initiative, creative

STREANGTHS RECOMMENDATIONS FOR DEVELOPMENT

CONTEXTUAL FACTORS

(a) Leadership He provides strong leadership, directs colleagues to realise goals aimed at. Encourages team spirit by setting an example. Good leadership style has earned him respect among colleagues.

He must trust his colleagues to can do the job well instead of trying to do most things himself.

(b) Support He is a good mentor, approachable and ready to help anybody. He values and gives support to all staff members. He is always available to guide and support staff members. He understands that each member is an individual and should therefore be treated as such.(c) Communication He shares information or ideas with staff. Communicates with School Governing Body and staff regularly. He is also a good listener, eager to hear alternative points and suggestions. He does a good job in distributing circulars to staff members.(d) Systems Systematic, organised and able to manage. He is productive due to the effective system used. He takes good control of projects initiated..

Must be able to take stock monitor progress for better results.

(e) Commitment and confidence Highly committed to work usually works till late after most colleagues have long gone home. He has confidence built on experience on the job. He is focused and persistent.

Must improve on time management.

(f) Initiative, creative Always tries to improve existing systems. He is not afraid to initiate new ventures to fellow staff members. He is creative, tries to find new ways of doing things. He is a critical thinker who puts emphases on efficiency.


Criteria Raw Scores

Final Score

A 3 3B 4 4C 4 4D 3 3E 3 3F 4 4Total:24 21 21


PERFORMANCE STANDARD 12: STRATEGIC PLANNING, FINANCIAL PLANNING AND EMDExpectations: The educator displays competence in planning and education management development.Questions: Does the manager administer the different management processes efficiently and effectively?Criteria: (a) Strategic Planning; (b) Financial Planning; (c) Project Management; (d) Communication


CONTEXTUAL FACTORS

(a) Strategic Planning He makes good strategic plans to achieve goals. Consults all stake holders in order to come out with a comprehensive plan. The plans are criticised and improved from time to time.

He must still work on strategic planning skills to be more efficient.

(b) Financial Planning He has experience gathered during his term of office as the bursar of the school. Keeps accurate and detailed financial records. He has also been exposed to budgeting. Insists on optimal use of resources with minimal wastage.(c) Project Management Plans on projects well in advance. He makes sure that projects are well managed. Projects are prioritised according to educational needs and cost. He seriously monitors and controls the progress of projects.(d) Communication He always consults the stakeholders on matters of common interest. He creates opportunities for all members of staff to participate in meetings. He uses the open door policy well and also applies the “people first” principles. He listens attentively to views by fellow educators.



Criteria Raw Scores

Final Score

A 3 3B 4 4C 4 4D 4 4Total max.16

15 15

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