Rethinking Appraisals: Lessons from the Educational Sector and Beyond

Appraisals, or performance reviews, are often seen as a key checkpoint between an employee and their line manager to assess progress, set goals, and, ideally, boost morale. But for many, these meetings can be a mixed bag—either something to look forward to or something to dread. In education, where appraisals impact not only individual careers but also student outcomes, it’s worth examining how to make these reviews as effective as possible.

Here’s a closer look at some best practices for appraisals in education, along with insights from other industries to make the most of these reviews:

1. Frequency Matters

A yearly appraisal, supplemented with a six-month check-in, is ideal. Regular reviews keep goals relevant and give teachers the feedback they need to grow and improve. Unfortunately, in practice, workload pressures often mean that appraisals fall by the wayside. Teachers who rely on feedback from their directors of studies (DoS) may miss out on that “pat on the back” they’ve earned, which can lead to feelings of neglect or underappreciation.

Regular, informal check-ins can make a big difference. Yale’s James Baron emphasizes that performance evaluations should go beyond the annual chat. Frequent, casual feedback helps build a workforce that’s prepared to meet the organization's evolving needs (Knight, 2011; Cappelli & Tavis, 2016).

2. Preparation Is Key

For appraisals to be productive, preparation is essential. Many schools use forms or prompts for teachers to reflect on their achievements and challenges before the meeting. This prep work helps both sides enter the conversation focused and aligned. However, it’s important that the appraisal discussion actually reflects this preparation—when meetings overlook teachers' efforts to self-assess, it can feel like a missed opportunity. A well-prepared appraisal ensures that the teacher’s hard work isn’t glossed over and provides a clearer path for future growth.

3. The Meeting Itself: Fair and Focused

The appraisal meeting should be a positive experience, focusing on recording achievements, addressing challenges, and mapping out development plans. Unfortunately, some reviews take a punitive turn, with line managers using the session to “correct” rather than to coach. Such a meeting can feel like an ambush, leaving teachers demotivated. Instead, appraisals should be transparent and agenda-free, with no surprises. The focus should be on supporting teachers’ growth, not penalizing them.

4. Clear and Accurate Documentation

Accurate records are essential. In education, where appraisals may shape career progression, the formal report created from each meeting is an important document. Ideally, this report is clear, thorough, and agreed upon by both parties. But when managers skip the documentation step, the benefits of the meeting are lost, and there’s no official record of the progress made or the training plan established.

5. Aligning Development with Strategic Goals

Appraisals should help teachers envision their future and understand how their development aligns with school objectives. Development goals need to be realistic and supported by available resources. Too often, however, schools promise training that they can’t deliver, either due to budget constraints or mismatched priorities. This disconnect leaves teachers disappointed and disengaged. Research by Guskey (2000) suggests that development should be in line with organizational needs, ensuring that staff training contributes directly to school goals.

Insights from Other Industries

Looking beyond education, other industries can offer useful guidance on improving appraisals:

- Self-Directed Development: teachers can take charge of their own growth. Reflective practice is central to Continuing Professional Development (CPD), with a focus on ongoing learning rather than one-off training sessions (Megginson & Whitaker, 2007; Harding, 2009).

- Purposeful Development Structures: schools should shift from mere performance monitoring to fostering professional growth. Teachers need incentives to pursue continuous learning, supported by structures that encourage growth rather than focusing solely on evaluation (Sparks, 2002; Whitehouse, 2015).

- Frequent Feedback Loops: as seen in corporate settings, regular, informal feedback is becoming a standard for performance management. This shift helps organizations stay competitive by ensuring that employees are always aligned with current goals (Cappelli & Tavis, 2016).

Final Thoughts

Effective appraisals should be frequent, purposeful, and supported by real development opportunities. In today’s remote work environment, these aspects are more important than ever. By taking control of their own growth, aligning training with strategic objectives, and fostering a culture of regular feedback, schools can transform appraisals from a dreaded chore into a meaningful, motivational process. 

For further reading on this topic, explore:

- [Cappelli, P. and Tavis, A. (2016). *The Performance Management Revolution*. Harvard Business Review.](https://hbr.org/2016/10/the-performance-management-revolution)

- [Guskey, T. (2000). *Evaluating Professional Development*. Thousand Oaks, CA: Corwin Press, Inc.]