The Appraisals section in the Appraisal & Growth menu has 3 pages — School Visits, School Appraisals, Teacher Appraisals — that share one appraisal system with two halves: School Appraisal (five domains, 33 aspects, for each partner school as an institution) and the Eduversal Teacher Appraisal Framework v2.1 (for each teacher). Many people across Eduversal and partner schools will use this. On a first read it can look like a lot. This page walks you through it in plain English. If a word looks new, Section 7 — Glossary explains it.
What is the Appraisals section?
A small workspace for the people running Eduversal's annual professional review cycle. School Visits is the planning + logging layer. School Appraisals and Teacher Appraisals are the two scoring layers — one for the partner school as a whole, one for each individual teacher.
Who uses it?
The Appraisal & Growth dropdown is open to every central_user — the 3 Appraisals pages are then gated per-page via Page Access. In practice the Appraisals section is read and used by Eduversal Directors, the central_admin team, and the Subject Specialists who run the School Appraisal visits. Teacher appraisal scores come only from each school's own appraisers; Specialists observe lessons to give formative feedback and never score a teacher. Partner school leadership sees the school's side in Academic Hub.
One important separation. Appraisal is a summative system — it grades a teacher or a school once a year against a published rubric. It is not the same as Induction (a year-1 mentee journey, in the Teacher Programs section) or Coaching (a confidential cycle, in the Leadership Programs section). Charter Non-Negotiable #1 (NN1) keeps Induction data out of the appraisal score on purpose — coaching needs psychological safety, appraisal needs evidence.
This is the teacher half of the system: the Teacher Appraisal Framework v2.1 (Teacher Appraisal: Handbook 26-27). School Appraisal has its own five-domain framework — see the School Appraisals card in Section 4. Here is the one-page version of the teacher framework.
Four weighted frameworks (+ one Lead-only block)
F1
20%
Teacher Administration
Planning, records, calendars, gradebooks. 9 items, scored from the teacher's paperwork.
F2
50%
Class Observation
The big one. Scored only by the school's own appraisers — at least three formal observations per semester; the annual F2 is the mean of all valid observations. 4 domains — planning, management, instruction, assessment.
F3
20%
Work Inspection
Professional conduct, contribution beyond the classroom, end-of-year conference review.
F4
10%
Student Survey
Students' own feedback at the end of each semester. Scored: the annual F4 is the mean of Semester 1 and Semester 2, and it counts for 10% of the composite.
Early Years teachers are weighted differently: F1 20% · F2 60% · F3 20%. The Student Survey (F4) is not given at Early Years, so its 10% moves to Class Observation.
F3L · Leadership Responsibilities — six extra items appraised only for Lead-level teachers (Subject Leaders + Heads of Department): subject expertise and knowledge sharing, coaching and mentoring, curriculum leadership, data-informed departmental decisions, professional community building, and communication with stakeholders. They are averaged with F3 into one 20% score. Doesn't apply to Post-Induction / Developing / Proficient teachers.
Scoring scale + Predicate band
Every item is rated 1–4. The weighted total is then mapped to a final letter band A–F. Both labels show up on the teacher's report card. The composite and band are calculated only when every applicable framework is complete, at the End-of-Year Conference.
| Item score | Label | Predicate band | Composite | Meaning |
|---|---|---|---|---|
| 4 | Distinguished | A | 86 – 100 | Excellent |
| 3 | Proficient | B | 66 – <86 | Good |
| 2 | Basic | C | 51 – <66 | Satisfactory |
| 1 | Unsatisfactory | D | 36 – <51 | Needs Improvement |
| F | below 36 | Unsatisfactory |
Four appraisal levels (differentiated rubric)
v2.1 is a level-aware system. The items a teacher sees on their appraisal depend on the level set on their profile. A Post-Induction teacher is not measured against the same Lead-level mentoring items as a Head of Department. A teacher moves up a level only on the appraiser's recommendation, when the minimum thresholds are met and school management confirms it with Eduversal — never automatically, and never down.
Post-Induction
First appraisal cycle after the 3-semester induction programme. Induction itself is never scored (NN1). Core items only.
Developing
Has completed the Post-Induction stage. Adds depth items in observation + planning.
Proficient
Established classroom practitioner. Full F1 + F2 + F3 + F4 visible.
Lead
Subject Leader / HoD. Adds the F3L leadership block on top.
v2.1 also adds 3 new fields per item —
coaching_focus, feedback_prompts (Grow + Go), follow_up_indicators. These don't change the score. They turn the appraisal into a coaching artifact: the school's appraiser uses them for the Glow / Grow / Go post-observation conference, and the follow-up indicators are the things to look for next time to know the teacher actually moved.
📁 Where this comes from. The full framework spec — every item, every rubric level, every Cambridge cross-reference — lives in
shared-design/frameworks/appraisal-framework-v2.json (synced byte-identical to AH + TH resources/ and exposed read-only via /references → Frameworks → Appraisal v2.1). When this page says "F1.4 Lesson Plan Quality and Format", that is item frameworks[0].items[3] in the JSON. Don't edit the framework here; edit the JSON, re-sync, and every page picks it up.
A teacher's appraisal moves through four steps in a year, all run by the school's own appraisers (Teacher Appraisal: Handbook 26-27, "Full Appraisal Cycle"). The School Appraisal cycle — Phase 0 to Phase 4 — runs alongside it and is explained below the steps.
1
Step 1
Document review
The school's appraiser reads the teacher's lesson plan and background before observing. There is no face-to-face pre-conference. Teacher Administration (F1) evidence is collected by school management and checked by the appraiser.
Teacher Appraisals →
2
Step 2
School observation cycle
The Subject Leader / Head of Department, Principal, or Academic / Cambridge Coordinator observes at least three times per semester. The annual F2 is the mean of all valid observations. Walkthroughs are developmental and never enter F2.
Teacher Appraisals →
3
Step 3
Post-observation debrief
After each observation the appraiser and teacher talk it through using Glow / Grow / Go: a specific strength, a growth question, and an agreed next step.
Teacher Appraisals →
4
Step 4
End-of-Year Conference
Later in Semester 2. The appraiser scores Work Inspection (F3, plus F3L for Leads), the annual F4 is calculated, and only then are the composite and band calculated and the record finalised.
Teacher Appraisals →
Where Eduversal comes in. School Appraisal runs Phase 0 (Kickoff) · Phase 1 (Teaching Quality Visit) · Phase 2 (Progress Check-in) · Phase 3 (Validation Visit) · Phase 4 (Impact Review). Phases 0–3 finish in Semester 1; Phase 4 runs in May–Jun. During the two on-site visits an Eduversal Subject Specialist observes lessons and gives Glow / Grow / Go feedback directly to the teacher. That feedback is formative only: it never produces or changes an F2 score, the composite or a teacher's level. It is used to check the school's Domain 2 picture on School Appraisals. Visits are logged on School Visits.
Student Survey (F4) sits outside the observation steps. Students fill it in through their own accounts at the end of each semester. The appraiser enters the aggregated results, and the annual F4 is the mean of Semester 1 and Semester 2 — 10% of the composite. F4 is not given at Early Years. Students never see the appraisal page.
Three pages — one card each. The cards follow the same order they appear in the Appraisal & Growth dropdown.
School Visits
/school-visits
What it is
The planning + logging layer for the School Appraisal cycle. Visit types follow the School Appraisal: Handbook 26-27: Kickoff Session (Phase 0, online), Teaching Quality Visit (Phase 1, on-site), Progress Check-in (Phase 2, online), Validation Visit (Phase 3, on-site), Impact Review (Phase 4, online), plus Follow-up Sessions and Coordinator Notes. Every entry creates a doc in
school_visits.Why we built it
A school's rating is only as good as the visits behind it. Before this page, visit dates lived in emails and findings arrived without context. Now each visit is logged with its date, school, purpose and outcome (On Track / Needs Support / Critical Attention), so every School Appraisal record traces back to specific visits.
Day 1 view
A strip showing where the network is in this year's cycle, then a table of every logged visit across the partner schools. Filters: school · visit type · outcome. Click "Log Visit / Note" to add one.
What to do
Before any Eduversal visit to a partner school, log it here first. It is also the central read for "how many times have we visited Pondok Indah this year?" type questions.
- The same
school_visitscollection is also written to by HQ Subject Coordinators via the Coordinators-menu School Visits page (their personal walkthrough lens). Those rows are taggedvisitType: 'specialist_walkthrough'and stay confidential under Charter NN2 — they do not appear in the Appraisal layer. - Operations-side School Visits is for formal appraisal context; Coordinators-side is the Specialist's private apprenticeship walkthroughs. Same collection, two lenses.
School Appraisals
/school-appraisals
What it is
The whole-of-school appraisal layer. Partner schools rate themselves on 33 aspects across five domains — D1 Leadership & Governance · D2 Teaching & Learning Quality · D3 Curriculum & Academic Programs · D4 Student Achievement & Learning Outcomes · D5 School Culture & Community — in Academic Hub. Eduversal rates the same aspects at the Phase 1 and Phase 3 visits on this page, and the Visit I Supervisor writes the Annual School Quality Report within three weeks of Phase 3. Each domain gets its own Development Rating; there is never a single overall school score (ES 17.8).
Why we built it
Partner schools need a quality signal at the institutional level, not just the per-teacher level. Self-appraisal alone is unreliable; scoring imposed from outside is heavy-handed. This page is the both-sides view — the school self-rates first, Eduversal validates second, and both views sit next to each other.
Day 1 view
A table with one row per school and year: the two supervisors, the record's status, how many aspects each side has rated, and a dot per domain. Open a row to see the five domains side by side, the visit findings per phase, the report, the School Development Plan and any appeal.
What to do
If you are on a visit team, open the school's row, pick the visit (Phase 1 or Phase 3) and rate the aspects you saw. Where you differ from the school, say why. The school sees Eduversal's ratings once the report is published. Within two weeks the school turns the two agreed School Development Priorities into its School Development Plan, and the Phase 4 Impact Review in May–Jun checks them without creating a new rating.
- School self-appraisal is launched by partner school leadership on Academic Hub → /school-self-appraisal.
- School Appraisals is not the same as the per-teacher Appraisal Framework v2.1 — it is a separate 5-domain instrument for the institution. The School Appraisal: Evidence Guide 26-27 workbook is the scoring document of record.
Teacher Appraisals
/teacher-appraisals
What it is
A read-only roll-up of the formal teacher appraisal records across every partner school. The records are written by each school's own appraisers and carry the Framework v2.1 scoring — F1 (20%) + F2 (50%) + F3 (20%) + F4 (10%), F3L for Leads; Early Years F1 20 / F2 60 / F3 20 — plus the appraiser's Glow / Grow / Go notes.
Why we built it
Eduversal needs one place to see "who has been appraised, by whom, with what outcome" across the network, and to check each school's Domain 2 picture for School Appraisal. Schools need the per-teacher record to plan next year's development. The Glow / Grow / Go notes turn a number into a coaching record — what to celebrate, what to grow, what to do next.
Day 1 view
A network-wide table of appraisal records (paginated), with filters such as school, subject, level (Post-Induction / Developing / Proficient / Lead), status and band (A–F). Click any row to open the full per-item scorecard.
What to do
Read the records; you do not score teachers here. If you are an Eduversal Subject Specialist on a School Appraisal visit, use New Entry to record your formative lesson observation with Glow / Grow / Go feedback for the teacher. It never produces or changes an F2 score, the composite or the teacher's level.
- Submitted scorecards are immutable at the rule level. Don't expect a "reopen" button — that is intentional (audit). If the score needs correction, central_admin handles it via the rules console.
- The Glow / Grow / Go follow-up indicators are what the school's appraiser checks at the next observation to know coaching actually landed.
- Teacher Appraisal does NOT consume Induction data (Charter NN1) or Coaching data (a coaching-framework confidentiality rule). The two streams stay separate by design.
Eduversal runs four professional development systems on the same Cambridge anchor. Appraisal is the summative one. The other three are formative — they exist to help people grow and they deliberately do not feed appraisal scoring. New users mix these up. This is the cheat-sheet.
Appraisal — what this page is about
Summative. Annual. Scored 1–4 + composite A–F. Source:
appraisal-framework-v2.json. Feeds: a teacher's formal record. Charter NN1: nothing from Induction is allowed in here.Induction — Year 1 onboarding
Formative. Year-1 hires get a mentor + 4 windows + walkthroughs + a private journal. NEVER feeds appraisal scoring (NN1). HQ never reads named journal entries (NN2). Surface: Teacher Programs → Induction Admin.
Competency — CPD ladder
Formative. 4-level CPD ladder per Cambridge-aligned competency. Teacher-led. Surface: Teacher Programs → Competency Admin. Tracked in
user_competencies/{uid}.No standalone KPI system
Quantitative operational indicators sit inside the Appraisal Suite, not in a separate KPI system (Academic Services: Start Here). The Scorecard Layer reports them for D1, D3, D4 and D5 with 0% weight in 2026-27. The old KPI pages are archived; their data is kept.
Cambridge cross-references run through all four. Click any CTS X.Y chip in any page (including this one) to see the full Cambridge Teacher Standard 2023 text in a popover. The chip wiring is shared across the three rating systems via
cambridge_crossref/index.
Pick the card that matches your role. The page detects your profile and reveals only the relevant card — but you can also read the others to understand what your colleagues see.
Every appraisal-flavoured word, defined in one sentence. If a word here still isn't clear, it's a candidate to bring up in the next Coordinators meeting.
Appraisal— the summative review itself
A once-a-year scored review of a teacher against a published rubric. Produces a number + a band + a coaching narrative. Different from coaching (private + ongoing) or competency (formative + per-skill).
Framework v2.1— the rubric itself
Eduversal Teacher Appraisal Framework, version 2.1. The full JSON spec sits at
shared-design/frameworks/appraisal-framework-v2.json and is published read-only on /references.F1 / F2 / F3 / F4— the four scoring lenses
Teacher Administration (20%, paperwork) · Class Observation (50%, the school's own formal observations) · Work Inspection (20%, End-of-Year Conference) · Student Survey (10%, end of each semester). Early Years: 20 / 60 / 20, no F4. Weighted sum = composite score → A–F band.
F3L— Lead-only block
Six extra Leadership Responsibilities items inside Framework 3, appraised only for Lead-level teachers (Subject Leaders + Heads of Department). Doesn't apply to Post-Induction / Developing / Proficient.
Level— the teacher's career stage
One of Post-Induction · Developing · Proficient · Lead. Each item in the framework declares its
visible_from level — that's how the appraisal sheet is narrowed for the right person. (The stored level id for Post-Induction is still induction.)Predicate band— A–F letter grade
The final letter mapping. A = Excellent (86–100), B = Good (66 to below 86), C = Satisfactory (51 to below 66), D = Needs Improvement (36 to below 51), F = Unsatisfactory (below 36). Both the number and the letter appear on the report.
Glow / Grow / Go— the v2.1 feedback protocol
The 3-part structure of every post-observation conference. Glow = a specific strength. Grow = a question about what to develop. Go = an agreed, time-bound next step + the indicator to check next time. The school's appraisers use it after each formal observation; Eduversal Subject Specialists use it for their formative feedback on visits, which never enters the score.
Composite score— the final number
Each framework score is (mean item rating ÷ 4) × 100. Then (F1 × 0.20) + (F2 × 0.50) + (F3 × 0.20) + (F4 × 0.10); Early Years (F1 × 0.20) + (F2 × 0.60) + (F3 × 0.20). Lead teachers' F3 component includes F3L. Calculated only when every applicable framework is complete. The composite is what maps to the predicate band.
CTS— Cambridge Teacher Standards
The 2023 27-item teacher standards. Every appraisal item carries
cambridge_standard_refs[] so you can see which CTS the item is testing. Click any CTS chip for the verbatim popover.Validation— School Appraisals only
Eduversal's own rating of the same 33 aspects at the Phase 1 and Phase 3 visits, checked against the school's self-rating. The school receives it in the Annual School Quality Report: a Development Rating for each of the five domains, never one overall school score.
Charter NN1— Non-Negotiable 1
"Year-1 induction data NEVER feeds network appraisal scoring." Rule-enforced. Mentioned here because new users sometimes ask "can I see the induction journal to inform the appraisal?" — no.
School visit— the physical event
A School Appraisal touchpoint, logged on /school-visits: Kickoff (Phase 0, online) · Teaching Quality Visit (Phase 1, on-site) · Progress Check-in (Phase 2, online) · Validation Visit (Phase 3, on-site) · Impact Review (Phase 4, online), plus follow-up sessions. Anchors the school's record to a date, a school and a team.
Immutable— rule-level
Submitted appraisal scorecards cannot be edited via UI by anyone — central_admin included. This is by design (audit). Corrections require a manual rules-console operation, intentionally rare.