Teachers at Yew Wah International Education School of Shanghai Lingang are required to set a minimum of three SMART targets for the academic year. The targets must fall under four categories: a whole school target linked to the school's principles and practices, a department target reflecting priorities agreed to with their department, a personal target for professional development, and an attainment target for examination classes related to student performance. Success will be measured by targets explicitly focusing on the school's principles and practices, lesson observations showing targets being put into practice, monitoring of teacher performance, ongoing professional dialogue, and principles and practices being evident in curriculum, policies, communications and classroom practice.

1. Embedding Principles and Practices
through Performance Management
Yew Wah International Education School of Shanghai Lingang
Adrian Scarlett (Western Academic Coordinator: Secondary)

2. Embedding Principles and Practices through Performance Management
Teachers are to set themselves a minimum of three
SMART targets for the academic year. These targets
should fall into the following categories:
1. Whole School Target – this target should be linked
to the YWIES Foundation Principles and Practices
2. Department Target – this target should reflect
priorities agreed at department level. Each teacher
in a department may agree to a target agreed at
department level, or set their own target as agreed
with their HOD.
3. Personal Target – this target should be associated
with a teacher’s professional development.
4. Attainment Target – all teachers of examination
classes should set a target that relates to the
attainment of their students at IGCSE or A Level.

3. Success Criteria
• Agreed Performance Management targets are explicitly focused on
the Principles and Practices of the Yew Wah Foundation.
• Lesson Observations and evidence collection confirm that
Performance Management targets are being put into practice.
• Monitoring of teacher performance throughout the process.
• On going professional dialogue.
• Principals and Practices are evident in curriculum planning, school
policies, communications with parents and other stakeholders, and
are embedded in classroom practice.