What Is Teacher Appraisal?

Published

22 December 2025

Contents

Teacher appraisal is a structured, supportive process used in UK schools to review a teacher’s performance, set professional objectives, and plan ongoing development. It takes place each academic year and provides an opportunity for reflection, discussion, and professional growth.

For early career teachers and experienced colleagues alike, understanding the appraisal process helps reduce anxiety, clarify expectations, and ensure the experience is constructive and meaningful.

Appraisal is not simply a formal assessment or a judgement on performance. According to the Department for Education’s (DfE) (opens in a new tab) guidance on appraisal and capability, appraisal is designed to improve teaching quality by fostering a professional dialogue that helps teachers develop their practice and better meet pupils’ needs.

When implemented thoughtfully, appraisal strengthens professional relationships, increases confidence, and enables teachers to contribute effectively to whole-school priorities.

Key Takeaways

Teacher appraisal is a yearly performance and development process used in UK schools to support teacher growth, improve teaching quality, and align with school improvement goals.
Evidence used in the appraisal process may include observations, pupil progress information, planning, work scrutiny, or CPD records, although schools are encouraged to keep evidence proportionate.
Appraisal outcomes can influence pay progression, development opportunities, and career advancement within the UK education system.
Understanding the appraisal cycle helps teachers prepare effectively, engage confidently, and use the process to support their professional development.

What Is the Purpose of Teacher Appraisal?

The main purpose of teacher appraisal is to support the improvement of teaching and learning. According to the Department for Education, appraisal exists to ensure that teachers receive high-quality feedback, useful professional development, and clear objectives that link directly to their role and the wider priorities of the school.

The aims of teacher appraisal include:

Improving teaching quality - Appraisal helps teachers understand what is working well and identify areas for further development. High-quality teaching is recognised in the Education Inspection Framework (opens in a new tab), published by Ofsted, as one of the most significant factors influencing pupil outcomes. Appraisal creates a structure for teachers to refine their practice, understand expectations, and access support.
Supporting ongoing professional development - Appraisal encourages teachers to engage with meaningful continuing professional development. This might include training courses, coaching, mentoring, research-informed practice, or subject knowledge development. Schools are expected to provide access to Continuing Professional Development (CPD) that supports teachers in meeting their objectives.
Aligning individual practice with school priorities - Teachers’ objectives are linked to school or departmental priorities, such as improving outcomes in reading, strengthening behaviour routines, developing curriculum models, or increasing provision for pupils with SEND. This ensures that teacher development contributes to whole-school improvement plans.
Creating a fair and consistent system for reviewing performance - Appraisal offers a standardised, transparent approach to reviewing teacher performance. This helps teachers understand what is expected of them and provides clarity on how their work will be evaluated over the course of the year.
Supporting decisions about pay and progression - Many UK schools use appraisal outcomes to inform pay progression decisions. Teachers on the Main Pay Range and Upper Pay Range typically move up the scale when they meet objectives, engage with professional development, and demonstrate sustained performance aligned with the Teachers’ Standards.

How the Teacher Appraisal Process Works

Most UK schools follow a similar appraisal cycle. Although the details may vary depending on the type of school or trust, the core stages typically include objective setting, classroom observation, ongoing monitoring, and a final review meeting.

The appraisal cycle usually begins in the autumn term and concludes the following summer or early autumn.

Objective Setting

Objective setting takes place near the start of the academic year during a discussion between the teacher and their appraiser. The appraiser is often a line manager, phase leader, subject head, or member of the senior leadership team.

The DfE (opens in a new tab) states that appraisal objectives should be specific, measurable, achievable, relevant, and time-bound. Objectives must also be linked to the Teachers’ Standards (opens in a new tab) and to the priorities identified within the school’s improvement plan.

Common appraisal objectives include:

Improving outcomes for a specific group of pupils.
Strengthening an identified aspect of teaching such as modelling, questioning, or feedback.
Developing curriculum resources or leading an initiative.
Engaging with targeted CPD such as an NPQ or a subject knowledge programme.

Objective setting should be a collaborative and supportive process. Teachers are encouraged to bring ideas, reflect on past development, and discuss any areas where they would value support or training.

Classroom Observation

Classroom observations are a key part of the appraisal process. Observations contribute to the evidence base for the review and help teachers receive timely, constructive feedback.

Observations may include:

Planned formal observations.
Shorter drop-ins or learning walks.
Reviews of pupils’ work.
Scrutiny of planning or assessment materials.
Informal conversations with pupils about their learning.

Observations are usually carried out by line managers, senior leaders, or subject specialists. Some schools or trusts also use external reviewers to support consistency.

Feedback should be provided promptly and should highlight strengths as well as areas for improvement. This aligns with Ofsted’s emphasis on developmental feedback as a key factor in improving teaching quality.

Review and Feedback

The formal appraisal review meeting takes place at the end of the cycle. During this meeting, the teacher and appraiser review progress made against each objective, discuss evidence, and reflect on overall performance.

A review meeting typically includes:

Discussion of what went well.
Reflection on challenges or changes in context.
Review of pupil progress information.
Consideration of professional development undertaken.
Agreement on new objectives for the following year.
Discussion of any pay progression recommendations.

Teachers should receive a written appraisal report summarising the discussion. The DfE (opens in a new tab) states that this report should include performance against objectives, strengths, areas for development, and recommended CPD.

The review meeting should feel constructive and reflective, not punitive. Teachers should feel confident to share their own evidence, insights, and reflections on their practice.

What Evidence Is Used in Teacher Appraisal?

Schools differ in the type and volume of evidence they require. The Department for Education encourages schools to keep evidence proportionate, manageable, and directly related to teaching quality.

Common types of evidence include:

Lesson observations.
Pupil progress data.
Work scrutiny.
Planning or assessment materials.
CPD logs.
Feedback from learning walks or curriculum reviews.
Teacher self-reflection.
Contributions to wider school life such as mentoring or extra-curricular leadership.
Feedback from parents or pupils where appropriate.

The purpose of evidence is to support professional conversation rather than create unnecessary workload. Teachers are not expected to produce excessive documentation or large folders of evidence.

How Does Appraisal Affect Pay and Progression?

In many schools, appraisal outcomes are directly linked to pay progression. Pay recommendations are typically made in line with the Teachers’ Standards and the school’s pay policy.

Teachers on the Main Pay Range or Upper Pay Range may move up the scale when they demonstrate:

Sustained performance.
Progress towards or achievement of objectives.
Engagement with CPD.
Positive contribution to the wider school.
High-quality teaching that meets professional standards.

The decision is usually made by the appraiser and then reviewed by a senior leader or governing body committee.

Some schools also use appraisal outcomes to identify teachers for new responsibilities, leadership roles, or opportunities such as subject leadership or mentoring early career teachers.

Common Concerns and Misunderstandings

Teachers sometimes worry about the appraisal process, particularly when they are new to the school system or early in their career. Some common concerns include:

Feeling judged rather than supported - Good appraisal systems focus on development rather than judgement. The DfE (opens in a new tab) encourages schools to ensure that appraisal is a constructive process rooted in improving teacher practice.
Targets that feel unachievable - Objectives should be realistic, measurable, and appropriate for the teacher’s role. Teachers can discuss concerns during objective setting to ensure expectations are fair and manageable.
Too much emphasis on pupil data - Pupil progress is one part of the evidence picture, but it must be considered within context. Ofsted guidance emphasises that data should not be the sole indicator of teacher performance.
Worry about pay progression - Pay progression should not be a surprise. Ongoing discussions throughout the year help ensure teachers understand how they are progressing.
Excessive workload linked to evidence gathering - Schools are encouraged to adopt proportionate methods for collecting evidence. Teachers should not be asked to produce unnecessary paperwork or large portfolios.

Tips for a Successful Appraisal

Teachers can take several practical steps to approach appraisal with confidence and clarity.

Prepare in advance - Keep simple notes about successful lessons, interventions, or initiatives throughout the year. This makes it easier to refer back to specific examples during the review.
Reflect on your objectives - Consider what has gone well, what has been challenging, and what factors may have affected your progress. Honest reflection strengthens the professional conversation.
Engage with CPD - Record any training, coaching, mentoring, or subject knowledge development. CPD logs help demonstrate professional commitment.
Use feedback effectively - Apply feedback from observations and learning walks to refine practice. Small, steady improvements over time are more meaningful than one-off changes.
Discuss needs openly - If you need support, resources, or CPD, mention this during review meetings. Appraisal should help identify what teachers need in order to thrive.
Link your work to school priorities - Consider how your teaching contributes to wider aims such as curriculum development, behaviour routines, or SEND provision. This strengthens alignment with school improvement goals.

Frequently Asked Questions

How often do teacher appraisals happen?

Teacher appraisals typically take place once per academic year. Some schools hold mid-year reviews to check progress and provide additional support.

What happens if I don’t meet my appraisal targets?

Not meeting a target does not automatically indicate poor performance. Context, progress made, and professional reflection are taken into account. Appraisal should lead to support rather than punishment.

Can I appeal a teacher appraisal outcome?

Yes. Schools must have a process for teachers to appeal an appraisal decision. This is usually outlined in the school’s appraisal or pay policy.

Do early career teachers have appraisals?

Early career teachers follow the Early Career Framework (opens in a new tab) rather than the standard appraisal cycle. However, they still receive regular reviews, mentor guidance, and formal assessments in line with ECF requirements.

What’s the difference between performance management and appraisal?

In UK schools, appraisal refers to the annual review and development process. Capability procedures are separate and used only in cases of serious, ongoing concerns. Appraisal should be supportive, developmental, and focused on improvement.

Final Thoughts

Teacher appraisal is an important part of professional life in UK schools. When rooted in the principles of support, fairness, and development, it helps teachers grow in confidence, refine their practice, and make a strong contribution to whole-school improvement. Understanding the process makes the experience clearer, less daunting, and far more valuable.

Ultimately, appraisal is not just a performance review. It is an opportunity to reflect on achievements, address challenges, and plan the next steps in a teacher’s professional journey, with the shared goal of improving outcomes for pupils and strengthening teaching across the school.

References

Teacher appraisal and capability (opens in a new tab)

Education inspection framework (EIF) (opens in a new tab)

Teachers' standards (opens in a new tab)