Staff Appraisal and Professional Development Policy
1. Purpose
The purpose of this policy is to ensure that all staff at The Independent School of Jakarta (ISJ) are supported, developed, and held accountable in a fair, transparent, and constructive manner. The appraisal process is designed to:
- Improve the quality of teaching, learning, leadership, and support services
- Promote professional growth and reflective practice
- Align individual performance with ISJ's vision, values, and strategic priorities
- Support staff wellbeing, motivation, and retention
- Ensure accountability while fostering a culture of trust and continuous improvement
Appraisal at ISJ is developmental rather than punitive and is rooted in the school's commitment to high-quality, child-centred education.
2. Scope
This policy applies to all staff employed by ISJ, including teaching staff, leadership staff, learning support staff, and administrative and operational staff. Separate procedures may apply during probationary periods, but these align with the principles outlined in this policy.
3. Principles of Appraisal at ISJ
The appraisal and development process at ISJ is based on the following principles:
- Professional Growth: Focus on improvement and development rather than judgement
- Fairness and Consistency: Applied equitably across the school
- Transparency: Clear expectations, processes, and outcomes
- Collaboration: Built on professional dialogue and shared responsibility
- Wellbeing: Recognises workload, balance, and staff wellbeing
- Safeguarding: Upholds the highest standards of safeguarding and professional conduct
4. Appraisal Cycle
The appraisal process operates on an annual cycle and consists of the following stages.
4.1 Appraisal Planning (Beginning of Academic Year)
- Each member of staff meets with their appraiser (line manager or designated leader)
- Review of previous appraisal outcomes (where applicable)
- Agreement of SMART objectives, typically three targets, linked to: teaching and learning or role-specific responsibilities; professional development; contribution to the wider life of the school; ISJ strategic priorities
- Identification of professional development needs and support required
4.2 Ongoing Professional Dialogue (Throughout the Year)
- Regular informal check-ins and professional conversations
- Lesson observations, learning walks, work scrutiny, or role-specific monitoring
- Coaching and mentoring opportunities
- Adjustments to targets where appropriate due to changing circumstances
4.3 Mid-Year Review (February)
- A formative review meeting to reflect on progress
- Identification of successes and challenges
- Refinement of targets or support as needed
4.4 End-of-Cycle Review (End of Academic Year)
- Formal appraisal meeting
- Review of evidence and progress against agreed objectives
- Reflection on professional strengths and areas for development
- Agreement of next steps and recommendations for future development
5. Observation and Evidence
Appraisal evidence may include a range of sources, appropriate to role, such as:
- Lesson observations (formal and informal)
- Learning walks and drop-ins
- Pupil progress and outcomes (where relevant)
- Professional dialogue and reflection
- Contribution to teams, initiatives, or leadership
- Feedback from colleagues, pupils, or parents (where appropriate)
- Self-evaluation
No single piece of evidence will be used in isolation.
6. Professional Development
ISJ is committed to high-quality professional learning for all staff. Professional development may include:
- In-house training and INSET
- Coaching and mentoring
- Peer observation
- External courses, conferences, or qualifications
- Leadership development opportunities
- Safeguarding and compliance training
Professional development plans will be aligned with individual appraisal targets, school improvement priorities, and career aspirations.
There is a CPD budget and staff can apply for courses by completing a form, agreeing it with their line manager and then getting approval from the Academic Director.
7. Support and Capability
Where performance concerns are identified:
- Early support and guidance will be provided
- Clear expectations and support strategies will be agreed
- Timescales for review will be reasonable and transparent
If concerns persist, procedures will align with ISJ's Capability and Disciplinary Policies.
8. Confidentiality and Records
- Appraisal records are confidential
- Documentation will be stored securely
- Access is limited to the appraisee, appraiser, and senior leadership where appropriate
9. Roles and Responsibilities
- The Board / Proprietor: Ensure the policy is implemented fairly and effectively
- Head of School / Academic Director: Overall responsibility for the appraisal system; appraisal of senior leaders
- Line Managers / Appraisers: Conduct appraisals professionally and consistently; provide ongoing support and feedback
- Staff: Engage positively with the appraisal process; take responsibility for professional growth
10. Monitoring and Review
This policy will be reviewed every two years or sooner if required, to ensure continued relevance and effectiveness.