Teacher Performance Review Scorecard

Teacher: Panji Firdani

Line Manager: Chiquita Raubun
Date:
Overall Scores: A B C D
Performance Review Teacher Manager Notes
Section A Knowledge, Preparation and Planning 2.92 0.00
Lesson Planning and Preparation 2.67 0.00
1A.1. Availability of lesson plans 3
1A.2. Aims and objectives 3
1A.3. Staging and timing 2
Knowledge of Content and Pedagogy 3.00 0.00
2A.1. Knowledge and application of approaches and methodologies 3
2A.2. Knowledge of children's development 3
2A.3. Knowledge and use of resources, and materials 3
2A.4. Knowledge and implementation of learning programs 3
Knowledge of Students 3.00 0.00
3A.1. Knowledge of students' skills, interests,and learning styles 3
3A.2. Differentiated teaching 3
3A.3. Use of Non EF materials 3
Knowledge and Use of Assessment 3.00 0.00
4A.1. Coverage of progress tests and assessments material in class 3
4A.2 Completion of progress tests and assessments 3
Section B: Teaching Quality 3.00 0.00
3.00 0.00
Communicating with Students
1B.1. Communicating learning aims 3
1B.2. Communicating with accuracy and explaining content 3
1B.3. Grading of language 3
1B.4. Managing teacher talking time 3
1B.5. Scaffolding of concepts and language 3
3.00 0.00
Student Engagement
2B.1. Engaging students in learning 3
2B.2. Setting Expectations 3
2B.3. Providing choice 3
2B.4. Closing and consolidating the lesson 3
3.00 0.00
Classroom Management
3B.1. Creating a safe and supportive environment 3
3B.2. Managing student behavior 3
3B.3. Managing procedures and transitions 3
3B.4. Organizing materials and resources 3
3B.5. Managing interaction patterns 3
3.00 0.00
Giving Instructions
4B.1. Giving and Error Correction
instructions 3
4B.2. Modeling activities 3
4B.3. Checking for understanding 3
4B.4. Giving feedback and correcting errors 3
Performance Review Teacher Manager Notes
Section C: Professional Responsibilities 3.00 0.00
Parent Communication and EFEKTA Events 3.00 0.00
1C.1. Interacting with Prospective Customers 3
1C.2 Delivery of Parent-Facing events: PTM, AC 3
1C.3. Efekta Class Records and Student Records 3
Center Support and Contribution 3.00 0.00
2C.1. Building Relationships with Front Desk Staff 3
2C.2. Supporting Center Operations 3
2C.3 Demonstrating Flexibility 3
Professionalism 3.00 0.00
3C.1 Attendance 3
3C.2 Complying with the EF Code of Conduct 3
Participating in a Professional Community 3.00 0.00
4C.1. Building/maintaining relationships within Academic team 3
4C.2. Participating in trainings and other CPD, acting on feedback 3
4C.3. Reflecting on practice 3
4C.4. Actively engaging with Apollo 3
4C.5. DEIB 3
Section D: Key Performance Indicators 0.63 0.00
Individual 0.67 0.00
1D.1 Student Achievement (Progress Tests) 1
1D.2 OMNI Task Completion 1
1D.3 Homework Completion Rates (SS, HF, TB) 1
Team 0.60 0.00
1D.4 Customer Referral Willingness (NPS) 1
1D.5 Student Retention
Overall Comments

Teacher Signature/Date ______________________________ Manager Signature/Date_________________________________

 Observation Feedback Report

Following observation, use collected evidence to determine scores. Enter scores into "Score" box on descriptors b
and other evidence contribute to overall Performance Review score for each element.
Lesson Planning and Preparation 2.00
1A.1. Availability of lesson plans
1A.2. Aims and objectives 2
1A.3. Staging and timing 2
Section B: Teaching Quality 1.25
2.50
Communicating with Students
1B.1. Communicating learning aims
1B.2. Communicating with accuracy and explaining content 3
1B.3. Grading of language
1B.4. Managing teacher talking time
1B.5. Scaffolding of concepts and language 2
2.00
Student Engagement
2B.1. Engaging students in learning 2
2B.2. Setting Expectations
2B.3. Providing choice
2B.4. Closing and consolidating the lesson
0.00
Classroom Management
3B.1 Creating a safe and supportive environment
3B.2. Managing student behavior
3B.3. Managing procedures and transitions
3B.4. Organizing materials and resources
3B.5. Managing interaction patterns
1.75
Giving Instructions and Error Correction
4B.1. Giving instructions 2
4B.2. Modeling activities 1
4B.3. Checking for understanding 2
4B.4. Giving feedback and correcting errors 2
scores into "Score" box on descriptors below the Observation Report. The scores from two full observations, plus walkthroug
ch element.
Needs Improvement 1
1A.1. Lesson plans, when available, are incomplete or taken directly
from
[Link] teacher
Aims and notes with no
objectives areconsideration for the specific
missing, inappropriate, group.
or unachievable.
1A.3. No clear staging or timing.

1B.1. Makes no attempt to communicate the learning aims to students.

1B.2. Spoken or written language contains frequent errors of grammar
or syntax.
1B.3. Teacher's language is too difficult/easy for the age or ability of
the students.
1B.4. Teacher talking time dominates the class.
1B.5. Fails to provide scaffolds and structures that are related to and
support the targeted concepts, language, or skills.

2B.1. Most students do not engage in the lesson.

2B.2. Lack of teacher and student commitment to learning, and no
investment of student
2B.3. Students energy
have no into
choice in the
the activities. Mainly calls only on
work they complete.
those students who volunteer
2B.4. Students complete "busy work" at the end of the lesson

3B.1. Safety issues in the classroom and/or the seating arrangement get
in theTeacher
3B.2 way of the activities
ignores or distracts
disruption, from
resulting instudent learning. time,
loss of teaching Students
or
are
doesnot greeted
not respondby name.
in a constructive way
3B.3. Transitions are disorganized and routines are absent or poorly
executed.
3B.4. Materials and supplies are completely or partially missing.
3B.5. Patterns of classroom interactions, between the teacher and
students and among students, are sometimes negative, inappropriate, or
insensitive, OR no S-S interaction
4B.1. Instructions are often unclear, resulting in student confusion.
4B.2. Activities are rarely modelled with few or no examples provided.
4B.3. Does not ask questions to check for understanding.
4B.4. Student errors go mainly uncorrected. Does not re-teach
information regardless of errors or misunderstandings.
n Report. The scores from two full observations, plus walkthrough data

Developing 2
1A.1. Lesson plans are being made for all classes, but are sometimes
inaccessible to theand
1A.2. Most aims STM or otherare
objectives academic [Link] achievable. Most
appropriate
activities and materials
1A.3. Staging and timingarepresent,
alignedbut
to the
not aims andclearly
always objectives.
or accurately
defined

1B.1. Attempts to explain the learning aims,

but with
1B.2. limitedlanguage
Spoken [Link] correct, but there are occasional written
errors on the IWB
1B.3. Teacher's or touch-screen
language [Link] the right level for the students,
is generally
but rate
1B.4. of speech
Teacher is too
talking fast.
time is often too high/too low for the age or
ability of the students.
1B.5. Provide some limited scaffolds and structures in support of the
targeted concepts, language, or skills.

2B.1. Only some students are actively involved and interested in the
lesson and successful
2B.2. Conveys in the learning.
high expectations for only some students with
inadequate support
2B.3. Students for struggling
occasionally students.
have some Attempts
choice to callthey
in the work on
different
complete. students, but a few dominate the lesson.
2B.4. Attempts consolidation and closure of the lesson, but limited by
time.

3B.1. Most students are greeted by name. The physical environment is

safe,
[Link] the seating
Teacher usuallyarrangement
responds toneither supports
disruptions in a nor distracts
creative way,from
learning.
minimizing lossand
of teaching time.
3B.3. Routines transitions are present, but not yet clearly
understood.
3B.4. Materials and supplies are present, but not well organized.
[Link] patterns are mainly teacher to student and teacher to
whole class with the occasional student to student interaction. Teacher
appears to show favouritism.
4B.1. Generally gives clear and concise instructions, but occasional
clarification
4B.2. Modelsisnew
needed.
activities, but sometimes provides insufficient
examples.
4B.3. Asks questions to check for basic understanding.
4B.4. Provides some feedback to the more common errors, but rarely
re-teaches necessary key information. Feedback applied inconsistently.
Proficient 3
1A.1. Lesson plans are completed for all classes, available to the
STM, and have
1A.2. Stated aimsaims,
and stages, interaction
objectives patterns,and
are appropriate timing
achievable.
Planned activities
1A.3. Clear and
staging, materials
but match
timing of somestated aimsisand
activities objectives.
over/under-
estimated.

1B.1. Communicates the learning aim and checks for understanding.

1B.2. Spoken and written language is clear, appropriate, and accurate.
Makes no content
1B.3. Teacher's errors, aside
language from
and rate of the occasional
speech is at theminor [Link]
appropriate
for theTeacher
1B.4. studentstalking time is appropriate for the students.

1B.5. Teacher provides scaffolds and structures that are clearly related
to and support the development of the targeted concepts, language, or
skills.
2B.1. Most students are involved and interested in the lesson and
successful in thehigh
2B.2. Conveys learning.
expectations for most students, providing support
or extra
2B.3. challenge.
Students Callshave
usually on most
somestudents
choice inatthe
some point
work in complete.
they the lesson

2B.4. Some consolidation and closure of the lesson.

3B.1. All students are consistently called by name. The physical

environment
3B.2. Teacherisalways
safe, and the seating
responds arrangementby
to misbehaviour supports the learning.
effectively re-
enforcing classroom
3B.3. Routines rules, preventing
and transitions lossevident,
are clearly of teaching time. and
understood,
followed by students.
3B.4. Materials and supplies are present and well organized.
3B.5. Patterns of interaction between teacher and students are
respectful, fair, varied, well balanced, and appropriate for the activity.

4B.1. Gives clear and concise instructions.

4B.2. Effectively models, demonstrates, and provides examples to
activities.
4B.3. Occasionally asks questions to probe and deepen students
understanding
4B.4. Providesand check
timely, for misconceptions.
specific, and constructive feedback to most
errors using appropriate strategies, and re-teaches necessary
information.
Distinguished 4
1A.1. Lesson plans are completed for all classes, readily available, and
often
1A.2. used as a activities
Planned model forand
newmaterials
or struggling teachers.
fully match stated aims and
objectives,
1A.3. Clearand take the
staging, andspecific needs
timing is and interests
appropriate of the students into
and realistic.
consideration.

1B.1. Communicates the learning aims through verbal, written, and

visual strategies,spoken
1B.2. Teacher’s checks and
for understanding,
written language and
is references
expressive;the aims
explanation
throughout
of content the lesson.
is thorough
1B.3. Teacher languageandandclear
rateand connects
of speech with students’
is slightly above the
knowledge.
students' Teacher
abilities, finds
providing opportunities
challenge to
and extend students' language
motivation.
1B.4. Teacher talking time is minimal, appropriate, and highly-
production.
effective, allowing
1B.5. Students all students an
are consistently opportunity
successful to [Link] own
in extending
learning, through questioning and other self-directed activities.

2B.1. All students are actively involved and interested in the lesson and
successful in thehigh
2B.2. Conveys learning.
expectations for all students and insists on and
consistently receives
2B.3. Students alwayshigh
havequality
choicework. Calls
in what on they
work all students
complete or how
consistently
they complete the work.
2B.4. There is clear reflection, consolidation and closure of the lesson.

3B.1. The physical environment is safe, and the teacher purposefully

arranges furniture and
3B.2. Establishes, students to maximize
communicates, models, andlearning. There
maintains is a strong
high
feeling of
standards ownership and
of responsible belonging.
studentare
behaviour.
3B.3. Routines and transitions efficient and mainly student directed.
3B.4. Materials and supplies are highly organized, accessible, and
managed by students.
3B.5. Patterns of interactions among the teacher and students are highly
respectful, reflecting warmth and caring, and show a high level of
effective S-S and S-C interaction.
4B.1. Consistently gives clear and concise instructions that anticipate
students' misunderstandings.
4B.2. Effectively uses students to model and demonstrate activities.
4B.3. Frequently asks questions to probe and deepen students'
understanding
4B.4. Providesand check
timely, for misconceptions.
specific, and constructive feedback to errors
using a wide variety of strategies, and re-teaches any necessarily
information.
 Observation Feedback Report

Following observation, use collected evidence to determine scores. Enter scores into "Score" box on descriptors below
and other evidence contribute to overall Performance Review score for each element.
Lesson Planning and Preparation 2.00
1A.1. Availability of lesson plans
1A.2. Aims and objectives 2
1A.3. Staging and timing 2
Section B: Teaching Quality 1.25
2.50
Communicating with Students
1B.1. Communicating learning aims
1B.2. Communicating with accuracy and explaining content 3
1B.3. Grading of language
1B.4. Managing teacher talking time
1B.5. Scaffolding of concepts and language 2
2.00
Student Engagement
2B.1. Engaging students in learning 2
2B.2. Setting Expectations
2B.3. Providing choice
2B.4. Closing and consolidating the lesson
0.00
Classroom Management
3B.1 Creating a safe and supportive environment
3B.2. Managing student behavior
3B.3. Managing procedures and transitions
3B.4. Organizing materials and resources
3B.5. Managing interaction patterns
1.75
Giving Instructions and Error Correction
4B.1. Giving instructions 2
4B.2. Modeling activities 1
4B.3. Checking for understanding 2
4B.4. Giving feedback and correcting errors 2
scores into "Score" box on descriptors below the Observation Report. The scores from two full observations, plus walkthrough da
ch element.
Needs Improvement 1
1A.1. Lesson plans, when available, are incomplete or taken directly
from
[Link] teacher
Aims and notes with no
objectives areconsideration for the specific
missing, inappropriate, group.
or unachievable.
1A.3. No clear staging or timing.

1B.1. Makes no attempt to communicate the learning aims to students.

1B.2. Spoken or written language contains frequent errors of grammar
or syntax.
1B.3. Teacher's language is too difficult/easy for the age or ability of
the students.
1B.4. Teacher talking time dominates the class.
1B.5. Fails to provide scaffolds and structures that are related to and
support the targeted concepts, language, or skills.

2B.1. Most students do not engage in the lesson.

2B.2. Lack of teacher and student commitment to learning, and no
investment of student
2B.3. Students energy
have no into
choice in the
the activities. Mainly calls only on
work they complete.
those students who volunteer
2B.4. Students complete "busy work" at the end of the lesson

3B.1. Safety issues in the classroom and/or the seating arrangement get
in theTeacher
3B.2 way of the activities
ignores or distracts
disruption, from
resulting instudent learning. time,
loss of teaching Students
or
are
doesnot greeted
not respondby name.
in a constructive way
3B.3. Transitions are disorganized and routines are absent or poorly
executed.
3B.4. Materials and supplies are completely or partially missing.
3B.5. Patterns of classroom interactions, between the teacher and
students and among students, are sometimes negative, inappropriate, or
insensitive, OR no S-S interaction
4B.1. Instructions are often unclear, resulting in student confusion.
4B.2. Activities are rarely modelled with few or no examples provided.
4B.3. Does not ask questions to check for understanding.
4B.4. Student errors go mainly uncorrected. Does not re-teach
information regardless of errors or misunderstandings.
n Report. The scores from two full observations, plus walkthrough data

Developing 2
1A.1. Lesson plans are being made for all classes, but are sometimes
inaccessible to theand
1A.2. Most aims STM or otherare
objectives academic [Link] achievable. Most
appropriate
activities and materials
1A.3. Staging and timingarepresent,
alignedbut
to the
not aims andclearly
always objectives.
or accurately
defined

1B.1. Attempts to explain the learning aims,

but with
1B.2. limitedlanguage
Spoken [Link] correct, but there are occasional written
errors on the IWB
1B.3. Teacher's or touch-screen
language [Link] the right level for the students,
is generally
but rate
1B.4. of speech
Teacher is too
talking fast.
time is often too high/too low for the age or
ability of the students.
1B.5. Provide some limited scaffolds and structures in support of the
targeted concepts, language, or skills.

2B.1. Only some students are actively involved and interested in the
lesson and successful
2B.2. Conveys in the learning.
high expectations for only some students with
inadequate support
2B.3. Students for struggling
occasionally students.
have some Attempts
choice to callthey
in the work on
different
complete. students, but a few dominate the lesson.
2B.4. Attempts consolidation and closure of the lesson, but limited by
time.

3B.1. Most students are greeted by name. The physical environment is

safe,
[Link] the seating
Teacher usuallyarrangement
responds toneither supports
disruptions in a nor distracts
creative way,from
learning.
minimizing lossand
of teaching time.
3B.3. Routines transitions are present, but not yet clearly
understood.
3B.4. Materials and supplies are present, but not well organized.
[Link] patterns are mainly teacher to student and teacher to
whole class with the occasional student to student interaction. Teacher
appears to show favouritism.
4B.1. Generally gives clear and concise instructions, but occasional
clarification
4B.2. Modelsisnew
needed.
activities, but sometimes provides insufficient
examples.
4B.3. Asks questions to check for basic understanding.
4B.4. Provides some feedback to the more common errors, but rarely
re-teaches necessary key information. Feedback applied inconsistently.
Proficient 3
1A.1. Lesson plans are completed for all classes, available to the
STM, and have
1A.2. Stated aimsaims,
and stages, interaction
objectives patterns,and
are appropriate timing
achievable.
Planned activities
1A.3. Clear and
staging, materials
but match
timing of somestated aimsisand
activities objectives.
over/under-
estimated.

1B.1. Communicates the learning aim and checks for understanding.

1B.2. Spoken and written language is clear, appropriate, and accurate.
Makes no content
1B.3. Teacher's errors, aside
language from
and rate of the occasional
speech is at theminor [Link]
appropriate
for theTeacher
1B.4. studentstalking time is appropriate for the students.

1B.5. Teacher provides scaffolds and structures that are clearly related
to and support the development of the targeted concepts, language, or
skills.
2B.1. Most students are involved and interested in the lesson and
successful in thehigh
2B.2. Conveys learning.
expectations for most students, providing support
or extra
2B.3. challenge.
Students Callshave
usually on most
somestudents
choice inatthe
some point
work in complete.
they the lesson

2B.4. Some consolidation and closure of the lesson.

3B.1. All students are consistently called by name. The physical

environment
3B.2. Teacherisalways
safe, and the seating
responds arrangementby
to misbehaviour supports the learning.
effectively re-
enforcing classroom
3B.3. Routines rules, preventing
and transitions lossevident,
are clearly of teaching time. and
understood,
followed by students.
3B.4. Materials and supplies are present and well organized.
3B.5. Patterns of interaction between teacher and students are
respectful, fair, varied, well balanced, and appropriate for the activity.

4B.1. Gives clear and concise instructions.

4B.2. Effectively models, demonstrates, and provides examples to
activities.
4B.3. Occasionally asks questions to probe and deepen students
understanding
4B.4. Providesand check
timely, for misconceptions.
specific, and constructive feedback to most
errors using appropriate strategies, and re-teaches necessary
information.
Distinguished 4
1A.1. Lesson plans are completed for all classes, readily available, and
often
1A.2. used as a activities
Planned model forand
newmaterials
or struggling teachers.
fully match stated aims and
objectives,
1A.3. Clearand take the
staging, andspecific needs
timing is and interests
appropriate of the students into
and realistic.
consideration.

1B.1. Communicates the learning aims through verbal, written, and

visual strategies,spoken
1B.2. Teacher’s checks and
for understanding,
written language and
is references
expressive;the aims
explanation
throughout
of content the lesson.
is thorough
1B.3. Teacher languageandandclear
rateand connects
of speech with students’
is slightly above the
knowledge.
students' Teacher
abilities, finds
providing opportunities
challenge to
and extend students' language
motivation.
1B.4. Teacher talking time is minimal, appropriate, and highly-
production.
effective, allowing
1B.5. Students all students an
are consistently opportunity
successful to [Link] own
in extending
learning, through questioning and other self-directed activities.

2B.1. All students are actively involved and interested in the lesson and
successful in thehigh
2B.2. Conveys learning.
expectations for all students and insists on and
consistently receives
2B.3. Students alwayshigh
havequality
choicework. Calls
in what on they
work all students
complete or how
consistently
they complete the work.
2B.4. There is clear reflection, consolidation and closure of the lesson.

3B.1. The physical environment is safe, and the teacher purposefully

arranges furniture and
3B.2. Establishes, students to maximize
communicates, models, andlearning. There
maintains is a strong
high
feeling of
standards ownership and
of responsible belonging.
studentare
behaviour.
3B.3. Routines and transitions efficient and mainly student directed.
3B.4. Materials and supplies are highly organized, accessible, and
managed by students.
3B.5. Patterns of interactions among the teacher and students are highly
respectful, reflecting warmth and caring, and show a high level of
effective S-S and S-C interaction.
4B.1. Consistently gives clear and concise instructions that anticipate
students' misunderstandings.
4B.2. Effectively uses students to model and demonstrate activities.
4B.3. Frequently asks questions to probe and deepen students'
understanding
4B.4. Providesand check
timely, for misconceptions.
specific, and constructive feedback to errors
using a wide variety of strategies, and re-teaches any necessarily
information.
 Teacher: _______________________ Class: ___________________________ Date/Time: ______________________________ Observer: _______________________
Focal Points of Observation Problems Anticipated by Teacher

Lesson Aims and Objectives:

Match
Timing Interaction Patterns Procedure: Teacher and student actions, behaviors Notes for Feedback
Aims?
 Section A: Knowledge, Preparation and Planning
1A Lesson Planning and Preparation Score 0.00
Measures teacher's demonstrated ability to make clear, structured, appropriate, and effective lesson plans that are aligned with EF's program aims, objectives, and student outcomes. The teacher
further uses realia and other materials, as needed, to make learning interesting, relevant, and meaningful to students.

2 Rating 1-4 Benchmark 2 (Position 1-T1, T2) 3 (Position 1-T3, T4)

Elements Needs Improvement 1 Developing 2 Proficient 3 Distinguished 4 Score
1A.1. Availability of 1A.1. Lesson plans, when available, are 1A.1. Lesson plans are being made for 1A.1. Lesson plans are completed for all 1A.1. Lesson plans are completed for all
lesson plans incomplete or taken directly from EF all classes, but are sometimes classes, available to the STM, and have classes, readily available, and often
teacher notes with no consideration for inaccessible to the STM or other aims, stages, interaction patterns, used as a model for new or struggling
the specific group. academic staff. timing teachers.

1A.2. Aims and 1A.2. Aims and objectives are missing, 1A.2. Most aims and objectives are 1A.2. Stated aims and objectives are 1A.2. Planned activities and materials
objectives inappropriate, or unachievable. appropriate and achievable. Most appropriate and achievable. Planned fully match stated aims and objectives,
activities and materials are aligned to activities and materials match stated and take the specific needs and
the aims and objectives. aims and objectives. interests of the students into
consideration.

1A.3. Staging and timing 1A.3. No clear staging or timing. 1A.3. Staging and timing present, but 1A.3. Clear staging, but timing of some 1A.3. Clear staging, and timing is
not always clearly or accurately defined activities is over/under-estimated. appropriate and realistic.
Section A: Knowledge, Preparation and Planning
2A Knowledge of Content and Pedagogy Score 0.00
Measures teacher's demonstrated depth of knowledge of: Teaching English as a Foreign Language (facts, concepts and theories); EF's core and non-core learning programs (components, materials,
methodologies and approaches). It also measures the teacher's ability to put theoretical knowledge into practice.
Rating 1-4 Benchmark 2 (Position 1-T1, T2) 3 (Position 1-T3, T4)
Elements Needs Improvement 1 Developing 2 Proficient 3 Distinguished 4 Score
2A.1. Knowledge and 2A.1. Little or no knowledge of the 2A.1. Can explain the common teaching Able to demonstrate application of 2A.1. Plans and practice reflect a solid
correct application of different approaches and methodologies, and give examples of methodologies as appropriate for knowledge of a wide range of effective
approaches and methodologies used in the EF how they are used in the EF classroom. different learning situations teaching approaches and
methodologies classroom. methodologies. Is a role model for less
proficient teachers

2A.2. Knowledge of 2A.2. Little or no knowledge of 2A.2. Can list the common milestones 2A.2 Able to demonstrate application 2A.2 Is a role model, his/her classes are
children's development, children's motor, cognitive, and social for all categories and give examples of of knowledge of developmental used to train new teachers on the
and correct use of this and emotional development. how they are used in the EF classroom. milestones consistently in teaching, for significance of developmental
knowledge all age groups milestones

2A.3. Knowledge and 2A.3. Not fully familiar with Athena, 2A.3. Mostly uses Athena for classes, 2A.3. Proficient in use of Athena. Can 2A.3. Considered the school's "expert"
use of resources and limited or no knowledge of other EF and some use of other EF and school give examples of outside materials used when it comes to finding internal and
materials school provided materials and provided materials and resources. beneficially in classes external materials for a variety of
resources. classes. Consistently uses both
appropriately

2A.4. Knowledge and 2A.4 Limited working knowledge of EF 2A.4. Good working knowledge of EF 2A.4. Extensive knowledge of EF 2A.4. Is a resource for other teachers in
correct implementation Core Learning Programs core learning programs, including learning programs, demonstrates knowledge and use of all programs,
of of EF learning recent changes and additions (i.e. the consistent use of changes and additions. including updates and additions. Helps
programs latest apps). Also for IEP and/or Makes informed, up-to-date other teachers to make informed, up-
Summer Programs. recommendations to customers. to-date recommendations
Section A: Knowledge, Preparation and Planning
3A Knowledge of Students Score 0.00
Measures teacher's demonstrated knowledge of current students' individual interests, skills, needs, and learning progress, and the application of this knowledge in planning and practice.

Rating 1-4 Benchmark 2 (Position 1-T1, T2) 3 (Position 1-T3, T4)

Elements Needs Improvement 1 Developing 2 Proficient 3 Distinguished 4 Score
3A.1. Knowledge of 3A.1. little or no knowledge of 3A.1. Some knowledge of students' 3A.1. Actively seeks knowledge of 3A.1. Showcases students'
students' skills, interests students' skills, interests, and needs skills, interests, and needs sometimes student levels, hobbies, and interests, achievements, linked to individual goals
and needs used for planning purposes. and incorporates this knowledge into and interests, publicly.
planning and practice.

3A.2. Differentiated 3A.2. Little or no awareness of the 3A.2. Some awareness of the different 3A.2. Clear evidence of differentiated 3A.2. Clear and consistent use of
teaching different ability levels in the class. ability levels in the class. Sometimes teaching in planning and practice. Some multiple differentiation strategies
used for planning purposes, however knowledge and application of multiple
application of differentiated teaching is differentiation strategies
inconsistent

3A.3. Use of Non EF 3A.3 Use of non EF materials does not 3A.3. Use of non EF materials 3A.3. EF Materials are fully utilized. Use 3A.3. Use of non EF materials fills a
materials fit any particular group or individual sometimes fills a specific need, but of non EF materials fills a specific specific learning need at the individual
student learning need. mainly used to make learning "fun". learning need for the group. student level.
Section A: Knowledge, Preparation and Planning
4A Knowledge and Use of Assessment Score 0.00
Measures teacher's demonstrated knowledge of group and individual student progress assessment results, the use of these results in planning and practice, and use in communication with Progress
Advisors and parents.
Rating 1-4 Benchmark 2 (Position 1-T1, T2) 3 (Position 1-T3, T4)
Elements Needs Improvement 1 Developing 2 Proficient 3 Distinguished 4 Score
4A.1. Coverage of 4A.1. Teacher does not include 4A.1. Usually includes previewing and 4A.1. Meets Developing criteria for 4A.1. Teacher looks beyond
progress tests and previewing or reviewing of tests in the reviewing of language objectives in preparation and coverage in class. assessments to the underlying can-do
assessments material in planning and preparation stage of a new assessments in the planning and Attention given to individual strengths statements and their relevance to the
class unit. preparation stage of a new unit, covers and weaknesses. learning sequence and CEFR.
Assessment results not consistently this material in classes. Assessment results consistently shared Students who need more support or
shared with the Progress Advisor Assessment results usually shared with with the Progress Advisor further challenge are identified,
the Progress Advisor reported to the PA, and appropriate
action is taken.

4A.2. Completion of 4A.2. Progress tests and assessments 4A.2. Progress tests and assessments 4A.2. Progress tests and assessements 4A.2. Works closely with students,
progress tests and are not always taken. are taken by almost all students. are administered according to the Progress Advisors and parents to ensure
assessments Those missed generally not made up. Those missed are usually made up and Course Map. tests and assessments are taken
scores entered within 2 weeks. Missed tests and assessments are according to the Course Map.
almost always made up. Missed tests are made up and/or a
A score is entered within 2 weeks score is always entered within 2 weeks
Section B: Teaching Quality
Score
1B
Measures Communicating
the teacher's with Students
demonstrated ability to communicate clearly, accurately, and effectively with students in the classroom. It looks at the teacher's use of language, including their ability to grade their
language, and present difficult concepts, free of errors, in ways that provide scaffolding and access to all students. It also looks at teacher talking time and its appropriateness to the age and level of the
students. And lastly it looks at whether students know and understand the aims of the lesson.
Rating 1-4 Benchmark 2 (Position 1-T1, T2) 3 (Position 1-T3, T4)
Elements Needs Improvement 1 Developing 2 Proficient 3 Distinguished 4
1B.1. 1B.1. Makes no attempt to communicate 1B.1. Attempts to explain the learning 1B.1. Communicates the learning aim and 1B.1. Communicates the learning aims
Communicating the learning aims to students. aims, checks for understanding. through verbal, written, and visual
learning aims but with limited success. strategies, checks for understanding, and
references the aims throughout the lesson.

1B.2. 1B.2. Spoken or written language contains 1B.2. Spoken language is correct, but there 1B.2. Spoken and written language is clear, 1B.2. Teacher’s spoken and written
Communicating frequent errors of grammar or syntax. are occasional written errors on the IWB or appropriate, and accurate. language is expressive; explanation of
with accuracy Explanation of content contains major touch-screen TV. Makes no content errors, aside from the content is thorough and clear, connects
errors. Explanations of content contain minor occasional minor slip-up. w/students’ knowledge. Teacher finds
errors, and some points are unclear. opportunities to extend students' language
production.

1B.3. Grading of 1B.3. Teacher's language is too 1B.3. Teacher's language is generally at the 1B.3. Teacher's language and rate of speech 1B.3. Teacher language and rate of speech
language difficult/easy for the age or ability of the right level for the students, but rate of is at the appropriate level for the students is slightly above the students' abilities,
students. speech is too fast. providing challenge and motivation.

1B.4. Managing 1B.4. Teacher talking time dominates the 1B.4. Teacher talking time is often too 1B.4. Teacher talking time is appropriate 1B.4. Teacher talking time is minimal,
teacher talking time class. high/too low for the age or ability of the for the students. appropriate, and highly-effective, allowing
students. all students an opportunity to speak.

1B.5. Scaffolding 1B.5. Fails to provide scaffolds and 1B.5. Provide some limited scaffolds and 1B.5. Teacher provides scaffolds and 1B.5. Students are consistently successful
of concepts and structures that are related to and support the structures in support of the targeted structures that are clearly related to and in extending their own learning, through
language targeted concepts, language, or skills. concepts, language, or skills. support the development of the targeted questioning and other self-directed
concepts, language, or skills. activities.
Section B: Teaching Quality
Score
2B
Measures Student
the teacher's Engagement
demonstrated ability to actively involve all students in the learning. It looks at whether students are merely "busy" vs. being actively involved in the lesson. It considers the level of
student participation, whether students are asking/answering questions and whether the lesson is interesting to all students.
Rating 1-4 Benchmark 2 (Position 1-T1, T2) 3 (Position 1-T3, T4)
Elements Needs Improvement 1 Developing 2 Proficient 3 Distinguished 4
2B.1. Engaging 2B.1. Most students do not engage in the 2B.1. Only some students are actively 2B.1. Most students are involved and 2B.1. All students are actively involved and
students in learning lesson. involved and interested in the lesson and interested in the lesson and successful in interested in the lesson and successful in
successful in the learning. the learning. the learning.

2B.2. Setting 2B.2. Lack of teacher and student 2B.2. Conveys high expectations for only 2B.2. Conveys high expectations for most 2B.2. Conveys high expectations for all
Expectations commitment to learning, and no investment some students with inadequate support for students, providing support or extra students and insists on and consistently
of student energy into the activities. struggling students. Attempts to call on challenge. Calls on most students at some receives high quality work. Calls on all
Mainly calls only on those students who different students, but a few dominate the point in the lesson students consistently
volunteer lesson.

2B.3. Providing 2B.3. Students have no choice in the work 2B.3. Students occasionally have some 2B.3. Students usually have some choice in 2B.3. Students always have choice in what
choice they complete. choice in the work they complete. the work they complete. work they complete or how they complete
the work.

2B.4. Closing and 2B.4. Students complete "busy work" at the 2B.4. Attempts consolidation and closure 2B.4. Some consolidation and closure of 2B.4. There is clear reflection,
consolidating the end of the lesson of the lesson, but limited by time. the lesson. consolidation and closure of the lesson.
lesson
Section B: Teaching Quality
Score
3B
Measures the teacher's Classroom
demonstratedManagement
ability in arranging and organizing the physical classroom environment to create a safe and supportive learning environment that is well-organized and conducive to learning. It looks at
routines and procedures, including but not limited to starting and ending class, checking homework, and moving to book work. It also measures the teacher's ability to effectively manage student behaviour, utilize different
interaction patterns, and create an environment of respect and rapport.

Rating 1-4 Benchmark 2 (Position 1-T1, T2) 3 (Position 1-T3, T4)

Elements Needs Improvement 1 Developing 2 Proficient 3 Distinguished 4
3B.1. Creating a 3B.1. Safety issues in the classroom and/or 3B.1. Most students are greeted by name. 3B.1. All students are consistently called 3B.1. The physical environment is safe, and
safe and supportive the seating arrangement get in the way of The physical environment is safe, and the by name. The physical environment is safe, the teacher purposefully arranges furniture
environment the activities or distracts from student seating arrangement neither supports nor and the seating arrangement supports the and students to maximize learning. There
learning. Students are not greeted by name. distracts from learning. learning. is a strong feeling of ownership and
belonging.

3B.2. Organizing 3B.2. Materials and supplies are completely 3B.2. Materials and supplies are present, 3B.2. Materials and supplies are present 3B.2. Materials and supplies are highly
materials and or partially missing. but not well organized. and well organized. organized, accessible, and managed by
resources students.

3B.3. Managing 3B.3 Teacher ignores disruption, resulting 3B.3. Teacher usually responds to 3B.3. Teacher always responds to 3B.3. Establishes, communicates, models,
student behaviour in loss of teaching time, or does not disruptions in a creative way, minimizing misbehaviour by effectively re-enforcing and maintains high standards of responsible
respond in a constructive way loss of teaching time. classroom rules, preventing loss of teaching student behaviour.
time.

3B.4. Managing 3B.4. Transitions are disorganized and 3B.4. Routines and transitions are present, 3B.4. Routines and transitions are clearly 3B.4. Routines and transitions are efficient
procedures and routines are absent or poorly executed. but not yet clearly understood. evident, understood, and followed by and mainly student directed.
transitions students.

3B.5. Managing 3B.5. Patterns of classroom interactions, [Link] patterns are mainly teacher 3B.5. Patterns of interaction between 3B.5. Patterns of interactions among the
interaction patterns between the teacher and students and to student and teacher to whole class with teacher and students are respectful, fair, teacher and students are highly respectful,
and classroom among students, are sometimes negative, the occasional student to student varied, well balanced, and appropriate for reflecting warmth and caring, and show a
atmosphere inappropriate, or insensitive, OR no S-S interaction. Teacher appears to show the activity. high level of effective S-S and S-C
interaction favouritism. interaction.
Section B: Teaching Quality
Score
4B Giving
Measures the teacher's Instructions
demonstrated andtoError
ability give Correction
clear and concise directions, and utilize a variety of strategies for timely, specific, and effective error correction.
Rating 1-4 Benchmark 2 (Position 1-T1, T2) 3 (Position 1-T3, T4)
Elements Needs Improvement 1 Developing 2 Proficient 3 Distinguished 4
4B.1. Giving 4B.1. Instructions are often unclear, 4B.1. Generally gives clear and concise 4B.1. Gives clear and concise instructions. 4B.1. Consistently gives clear and concise
instructions resulting in student confusion. instructions, but occasional clarification is instructions that anticipate students'
needed. misunderstandings.

4B.2. Modelling 4B.2. Activities are rarely modelled with 4B.2. Models new activities, but sometimes 4B.2. Effectively models, demonstrates, 4B.2. Effectively uses students to model
activities few or no examples provided. provides insufficient examples. and provides examples to activities. and demonstrate activities.

4B.3. Checking for 4B.3. Does not ask questions to check for 4B.3. Asks questions to check for basic 4B.3. Occasionally asks questions to probe 4B.3. Frequently asks questions to probe
understanding understanding. understanding. and deepen students understanding and and deepen students' understanding and
check for misconceptions. check for misconceptions.

4B.4. Correcting 4B.4. Student errors go mainly 4B.4. Provides some feedback to the more 4B.4. Provides timely, specific, and 4B.4. Provides timely, specific, and
Errors and Giving uncorrected. Does not re-teach information common errors, but rarely re-teaches constructive feedback to most errors using constructive feedback to errors using a
feedback regardless of errors or misunderstandings. necessary key information. Feedback appropriate strategies, and re-teaches wide variety of strategies, and re-teaches
applied inconsistently. necessary information. any necessarily information.
 0.00
rade their
of the

Score
 0.00
he level of

Score
 0.00
g. It looks at
ize different

Score
 0.00

Score
Section C: Professional Responsibilities
1C Parent Communication and EFEKTA Events Score 0.00
Measures the teacher's demonstrated ability to develop, nurture, maintain, and grow positive relations with parents in order to support the child's short and long-term learning goals, and ensure customer satisfaction.
Consideration is given to both formal and informal communication with parents and other stakeholders.

Rating 1-4 Benchmark 2 (Position 1-T1, T2) 3 (Position 1-T3, T4)

Elements Needs Improvement 1 Developing 2 Proficient 3 Distinguished 4 Score
1C.1. Interacting 1C.1. Does not make an active effort to 1C.1. Welcoming and friendly toward 1C.1. Takes an active interest in making 1C.1. Actively seeks out prospective
with prospective appear friendly or welcoming. Is not prospective customers. Smiles at and prospective customers feel welcome. customers, advocating on behalf of the
customers cooperative when needed to assist in OPTs or occasionally greets parents. If involved in Volunteers for OPTs and/or MFL if cover is school. Is the, or one of the, go-to people
MFL. OPTs or MFL, communicates with parents in needed. Delivers informative, detailed, for OPTs or MFL.
a positive manner. Covers OPT/MFL when positive feedback directly to customers
asked following OPTs or MFL.
1C.2 Delivery of 1C.2. Occasionally unprepared for Parent 1C.2. Takes the time to prepare for Parent 1C.2. Delivers good quality Parent Teacher 1C.2. Consistently delivers high quality
Parent-Facing Teacher Events. Sometimes unable to Teacher Events although feedback is at times Events that utilize a variety data sources. Parent Teacher Events that utilize all
Events address parents' questions or concerns. lacking in detail. Can answer most parent PTMs engage parents, which can be seen by available data sources. Serves as a model for
Does not regularly communicate with PAs on concerns or questions, but again, these high attendance in subsequent EFEKTA other teachers. Show up rate is generally
student progress for PUs. responses sometimes lack detail. events. Able to answer almost all parent above 75% for SS/HF; 50% for TB/FR. Pre-
Shares relevant information for PUs when concerns or questions to their satisfaction. empts questions by actively anticipating
requested by PAs Proactively keeps PAs updated on student parent concerns.
progress and milestones. Proactively keeps PAs updated on progress
and milestones and seeks parent feedback

1C.3 Efekta Class 1C.3. Efekta class records do not meet 1C.3. Clear notes available in class records. 1C.3. Clear notes available in class records. 1C.3. Efekta class records are complete, in
Records minimum record requirements, with required Most required documents available and All required documents available and full accordance with minimum
documents missing, or highly disorganized. organized. Occasionally documents may be organized. [Link] are highly organized,
Required documents: Parent communication mislabeled or misfiled allowing anything required to be found very
records, student evaluation records, lesson quickly, and serve as a model to other
plans, student coursework teachers.
Section C: Professional Responsibilities
2C Center Support and Contribution Score 0.00

Measures the teacher's contribution and commitment to the success of the center when it comes to providing support for non teaching tasks including, but not limited to Life Clubs, internal and external marketing
events,
Rating and special projects.
1-4 It looks at the level, frequency, and general success rate of the involvement.
Benchmark 2 (Position 1-T1, T2) 3 (Position 1-T3, T4)
Elements Needs Improvement 1 Developing 2 Proficient 3 Distinguished 4 Score
2C.1. Building 2C.1. Difficulties building positive 2C.1. Professional, polite, and respectful 2C.1. Professional, polite and respectful 2C.1. A highly positive and mature influence
relationships with relationships with front-desk staff. toward front-desk staff. Experienced the toward front-desk staff. Offers assistance on all staff. Consistently goes the extra-mile
front-desk staff Experienced repeated conflicts with front- occasional conflict during this review period, when and where needed. to assist the front-desk.
desk staff during this review period. but quickly resolved.

2C.2. Supporting 2C.2. Largely unaware of school marketing 2C.2. Seeks to better understand, and 2C.2. Has a good understanding of school 2C.2. Demonstrates a solid understanding of
center operations plans and does not seek understanding. support school marketing and growth plans marketing plans, is proactively supportive center operations, and actively assists in
Participates in Life Clubs, and other school by asking questions, showing interest, and and frequently relied upon for needed meeting targets and growth plans. Frequently
activities, if required, but involvement is lending support, when time and opportunity assistance. Volunteers for internal and represents the school at high profile events,
limited and mainly passive. allows. Actively participates in Life Clubs, external events. and has a proven track record of success
and other internal events. when it comes to attracting new customers.
Volunteers for internal and external events,
usually in a leadership role.
2C.3. 2C.3. Not open to scheduling changes, even 2C.3. Accommodates schedule changes 2C.3. Volunteers for needed schedule 2C.3. Willing to go above and beyond what
Demonstrating when provided with notice. when asked. changes or additional classes, ensuring is asked and expected to support the STM
flexibility proper coverage of classes. and school operations.

Section C: Professional Responsibilities

3C Professionalism Score 0.00

Measures the teacher's compliance with the policies and regulations set-out in the EF Code of Conduct, EF Dress Code, EF Work Manual and the teacher's Work Contract. It measures, among other things,
compliance with attendance, punctuality, dress code, and conduct. Note 1: Arriving to work less than 30 minutes before the start of the 1st lesson equates to being late; Note 2: Please refer to the specified EF
documents
Rating for full policies
1-4 and regulations Benchmark 3 (position T1, T2, T3 or T4) No relationship between level of experience and score for this section.
Elements Does not meet minimum requirements 1 Meets requirements 3 Distinguished 4 Score
3C.1. Being 3C.1. Does not meet minimum requirements. 3C.1. Occasionally (< 3 x per review period) 3C.1. Very rarely late for scheduled start 3C.1. No recorded lateness or unplanned
punctual and late for scheduled start time. Begins and ends time. Begins and ends classes on time. May absences (sick leave or other) during this
managing abscences classes on time with occasional lapses of a have unplanned absences (usually sick leave) performance period.
few minutes. Few unplanned absences during during this period, but none without proper
this period, produces proper documentation documentation.
when asked.
3C.2. Compliance 3C.2. Does not meet minimum requirements. 3C.2. Minor infractions with the EF Code of 3C.2. Fully compliant with the EF Dress 3C.2. Fully compliant with all policies listed
with EF Policies Conduct, but none that required a verbal or Code, Social Media Policy, IT Policy, EF in "Meets Requirements", and is always
and Procedures written warning during this performance Code of Conduct, and Requesting Leave impeccably dressed and groomed, as well as
period. policies during this period. being highly professional in following
policies and procedures, serving as a model
to other teachers in this regard.

Section C: Professional Responsibilities

4C Participating in a Professional Community Score 0.00

Measures the teacher's commitment to being part of a learning community. This includes developing and maintaining professional relationships that encourage collaboration and planning toward improved teaching
and student learning. 1-4
Rating It also looks at the teacher's self-awareness and ability to be a "reflective teacher."
Benchmark 2 (Position 1-T1, T2) 3 (Position 1-T3, T4)
Elements Needs Improvement 1 Developing 2 Proficient 3 Distinguished 4 Score
4C.1. 4C.1. Relationships with academic 4C.1. Relationships with academic 4C.1. Actively develops relationships with 4C.1. The teacher takes a leadership role in
Building/maintainin colleagues is sometimes marked with colleagues are generally positive. academic colleagues that are characterized by promoting a learning culture among the
g relationships negativity or no attempt is made to build mutual support and cooperation. academic.
within academic relationships.
team
4C.2. Participating 4C.2. Does not actively participate in 4C.2. Actively participates in training and 4C.2. Actively participates in trainings and 4C.2. Beginning to become involved in
in trainings and trainings or workshops or seek out development opportunities designed to development opportunities including any that training and development projects beyond the
workshops professional development opportunities improve teaching and connected with are not required, and successfully integrates role of a participant.
previous feedback or performance review new skills into the classroom. Implements Independently applies research, knowledge,
all prior feedback from STM. and skills gained from professional
development activities into classroom
teaching.
Section D: Teacher Individual Key Performance Indicators
1D Student Achievement (Progress Tests) Score
At date of review run Academic Report for last 6 months and calculate number of classes on pace and average over 70 – target is 80%
Rating Benchmark >=80% of classes have average test score of 70%
Data Source
Academic Report
Elements Needs Improvement Developing Proficient Distinguished
20% - 39% 40% - 59% 60% - 79% >80%

2D OMNI Task Completion Score

Task Completion Report showing average for each sub criteria and overall score – measure is 90% average.
Rating Benchmark >=90% Completion Rate
Data Source
E1Bi: Teacher Task Completion
Elements Needs Improvement Developing Proficient Distinguished
30% - 49% 50% - 69% 70% - 89% >90%

3D Homework Completion Score

Homework Completion currently only looks at SS, HF, TB. No FR
Rating Benchmark >80%
Data Source
E1App, E1Bi
Elements Needs Improvement Developing Proficient Distinguished
<50% 50%-65% 65%-80% >80%
Section D: Teacher Team Key Performance Indicators
4D Customer Referral Willingness (NPS) Score
Most recent 2 quarters NPS results available
Rating Benchmark >60%
Data Source
NPS Survey, E1Bi NPS
Elements Needs Improvement Developing Proficient Distinguished
Quarterly score >50% >55% >60% >62%
5D Student Retention Score
At date of performance review run 2 retention cohort reports SS/HF & TB/FR for last 6 months
Data Source
E1Bi Retention Cohort Report
Elements Needs Improvement Developing Proficient Distinguished
SS/HF & TB/FR 3 month >=97% <90% >92% >95% >97%

SS/HF 12 month >=73% <70% >70% >75% >80%

TB/FR 12 month >=50% <60% >60% >65% >70%