: Annual Appraisal… is there a better way? Erica Mason, Headteacher at Whitefield Infant School, Lancashire

The autumn term is upon us and the diary is filling up with allocated time for teachers’ annual appraisal. Teachers are collating evidence to prove they have met targets they were set at the same time last year and apprehensive about performance related pay. As school leaders, we must consider;


- Does this approach to appraisal improve our teachers and develop them professionally?
- Does this approach to appraisal improve teaching and learning in our classrooms and the outcomes for our children?
- Is there an alternative way?

The latest EEF Guidance Report is based upon on an extensive review of evidence on implementation in schools. The guide sets out three key elements that enable effective implementation;


Implement the behaviours that drive effective implementation
Attend to the contextual factors that influence implementation
Use a structured but flexible implementation process

This blog will explore the first of these elements in considering the behaviours that drive teacher appraisal at Whitefield Infant School.

The approach to appraisal at Whitefield utilises the elements within these identified behaviours in order to drive forward the effective implementation of identified appraisal targets. This, in turn, positively impacts upon educational outcomes for children and drives forward school improvement priorities whist using a ​‘Research Project’ approach.

Every year, each teacher selects a research project exploring a focus of key interest to them. Practitioners then spend the school year ahead researching and exploring pedagogical practices, with the expectation that they share their findings with the rest of their team at the end of the academic year. This model engages staff by giving them ownership of their own leadership learning and gives them a forum in which to implement change within school. Teachers appreciate the value in what they are undertaking, as it has a purpose, is of interest to them and it develops them professionally – this approach ultimately unites the team. Colleagues can see that this approach improves them as professionals in education.


The projects chosen are based upon an area of the school improvement plan, subject leadership development focus or an agreed area of personal interest. Staff are expected to reflect upon the latest research findings and pedagogy in order to explore their chosen research question. Practitioners are encouraged to try out innovative strategies throughout the academic year in order to provide the best outcomes for our children.


At the end of the school year, teachers share their findings with the wider staff team by presenting their research project. All staff are expected to reflect and consider;


The research question/​impact goal

- A brief explanation of their project (key actions)
- Key leadership learning
- Impact on staff practice
- Impact on pupil learning/​outcomes
- Next Steps for the project

As a team, practitioners then discuss each project conclusion and consider whether it is an area for further school improvement. Staff carefully consider and reflect upon whether or not to take the subject forward into the School Improvement Plan for the following academic year. This collective approach contributes to a collaborative and purposeful process impacting positively on educational outcomes for our children. We also share the findings on display in school for our wider staff team to reflect upon. When people work collaboratively in this way, they share knowledge, expertise and solve problems together. More so, individual roles then begin to contribute to the collective endeavour in our school community.



Initially, staff presented tentatively around the idea of presenting openly to their colleagues; however, as the outcome expectation is clearly structured, staff had a safety net on which to lean. This targeted approach to teacher appraisal has certainly taken practitioners out of their comfort zone, however the challenge has resulted in the empowering of school staff. Practitioners feel proud sharing their research with others and colleagues feel proud of each other too.



Our research projects have developed over the last few years and are now seen as a very valuable part of our professional development as a school team. The nerves are no more and we value each person’s contribution and their efforts in the continued drive for excellence in our school.



By enabling staff to gain the skills required to impact positively upon school improvement and actually make an affirmative and constructive difference, teachers feel included in decisions that affect them, and their perspectives are valued.


Questions for reflection:

- How much consideration is given to structuring appraisal so that the behaviours that drive implementation are attended to?
- Are staff ​‘engaged’ with appraisal as they share ownership?
- Are the wider staff team ​‘united’ around implementation?

Further reading:


EEF blog: The power of people: Uniting a team for effective… | EEF (educationendowmentfoundation.org.uk)