First published by: Teacher Development Trust
September 2024 marked a significant turning point in how UK schools approach teacher appraisal – the Teacher Development Trust’s research considers what this means for teacher development as we look towards 2025/26 and beyond.
With the removal of Performance-Related Pay, schools and trusts now have the flexibility to reshape their appraisal process. This change, following the Workload Reduction Taskforce recommendations, acknowledges that previous systems were often burdensome and ineffective.
“Schools can choose whether or not to retain some or all elements of performance related pay, but a school’s pay policy should minimise the impact on workload for individual teachers, line managers, school leaders and governing boards.” DfE 2024
What can we learn, and what needs to change, in order for teacher appraisal to have a positive impact on teacher development?
The Teacher Development Trust (TDT) welcomed this policy shift and viewed it as an opportunity for real change.
It is a chance to shift the focus from what is done to how it is done, supporting leaders to craft developmental and non-punitive appraisal processes that genuinely support professional growth and foster positive cultures.
With this change comes decisions for school leaders around teacher evaluation, development, and pay:
- What are the essential elements of an effective teacher appraisal system that promote professional growth and development?
- What evidence-based strategies can be employed to design and implement appraisal systems that enhance teacher quality while minimising unintended negative consequences?
- How can appraisal systems balance accountability with development objectives without undermining teacher trust and agency?
The research
To address these questions, TDT undertook a new research initiative, the first in their CPD Leadership Insights Series. As a charity dedicated to supporting school leaders to build stronger schools through effective professional development, we recognised the need for robust, evidence-based guidance in this area.
They were therefore excited to share the research report on teacher appraisal which synthesises findings from across education and related sectors to offer school leaders clear, evidence-based recommendations for designing developmental appraisal systems in schools.
Early feedback indicated that this report holds real value for leaders: ‘It makes total sense – that is exactly what we should be doing for appraisal. It’s clear and what it is suggesting is implemented is great.’ – Rebecca Charlesworth, Primary Headteacher.