Chapter 12



12.11.1Legislative and Policy Framework


  • The South African Schools Act, No. 84 of 1996 [SASA]
  • The National Education Policy Act, 1996 (Act No. 27 of 1996) [NEPA]
  • South African Council for Educators Act 31 of 2000 [SACE]
  • Employment of Educators Act 76 of 1998 [EEA]



  • ELRC Collective Agreement: No 1 of 2003 – Evaluation procedures, processes and performance standards for institute based educators [CA 1/2003]
  • ELRC Collective Agreement: No 8 of 2003 – Integrated Quality Management System (IQMS) [CA 8/2003]
  • ELRC IQMS Training Manual [CA IQMS]
  • ELRC Collective Agreement: QMS for School Based Educators No 2 of 2020 [CA 2/2020]



  • KZN HRM Circular No 31 of 2009 dated 26 March 2009: Effective Management of Work Performance [Reference B4 31/2009]
  • KZN HRM Circular No 49 of 2011 dated 25 May 2011: Manual for the Management of Poor Performance [Reference B4 49/2011]



  • The Integrated Quality Management System (IQMS) Minute No. DQA/0001/2005 [Reference B9 DQA/0001/2005]
  • Summative Evaluation of institution-based educators remunerated by the WCED Minute No. DQA/0002/2005 [Reference B9 DQA/0002/2005]
  • Baseline scores of all first-time implementers – IQMS 2006 DQA/ 0012/2006 [Reference B9 DQA 0012/2006]
  • School Self-assessment of the IQMS Process DQA/0013/2006 [Reference B9 DQA/0013/2006]

12.11.2Framework for the Development of School Policy on Educators: Appraisal and Development – The Integrated Quality Management System (IQMS)

  1. What is the IQMS?
    • The IQMS is an integrated quality management system that consists of three programmes, which are aimed at enhancing and monitoring performance of the education system. These are:
      • Developmental Appraisal;
      • Performance Measurement; and
      • Whole School Evaluation.
    • The purpose of Developmental Appraisal (DA) is to appraise individual educators in a transparent manner with a view to determining areas of strength and weakness, and to draw up programmes for individual development.
    • The purpose of Performance Measurement (PM) is to evaluate individual teachers for salary progression, grade progression, affirmation of appointments and rewards and incentives.
    • The purpose of Whole School Evaluation (WSE) is to evaluate the overall effectiveness of a school as well as the quality of teaching and learning.
    • These three programmes are implemented in an integrated way in order to ensure optimal effectiveness and co-ordination of the various programmes.
  2. Purpose of IQMS
    • To identify specific needs of educators, schools and district offices for support and development;
    • To provide support for continued growth;
    • To promote accountability;
    • To monitor an institution’s overall effectiveness; and
    • To evaluate an educator’s performance.
  3. Guiding Principles of IQMS
    The implementation of the IQMS is guided by the following principles:

    • The need to ensure fairness, for example, there can be no sanction against an educator in respect of his/her performance before providing meaningful opportunities for development.
    • The need to minimise subjectivity through transparency and open discussion.
    • The need to use the instrument professionally, uniformly and consistently.
    • The need to be developmental rather than judgmental.
    • The need to be open, inclusive and transparent.
    • The need to focus on growth and not deficits.
  4. Roles and responsibilities of individuals and structures involved in implementing the IQMS
    • The Principal
      • Has the overall responsibility to ensure that the IQMS is implemented uniformly and effectively at the school.
      • Must ensure that every educator is provided with a copy of this document and other relevant IQMS documentation.
      • Ensures that all documentation sent to the District/local office is correct and delivered in time.
      • Responsible for internal moderation of evaluation results in order to ensure fairness and consistency.
    • The Educator
      • Must undertake self-evaluation of his/her performance.
      • Identifies his/her personal support group – Development Support Group (DSG).
      • Develops a Personal Growth Plan (PGP) and finalizes it together with the DSG.
      • Attends INSET and other programmes in terms of areas identified for development.
      • Engages in feedback and discussion.
    • School Management Teams (SMT)
      • SMTs inform educators of the INSET and other programmes that will be offered and make the necessary arrangements for educators to attend.
      • Assist with the broad planning and implementation of IQMS.
      • Ensure that school self-evaluation is done in terms of the WSE policy and in collaboration with the SDT.
    • The Staff Development Team (SDT)
      The SDT is made up of the principal, the WSE co-ordinator, democratically elected members of the school management and democratically elected post level 1 educators. The school should decide on the size of the SDT.  It is suggested that the number could be up to about 6 depending on the size of the school. In schools with only one or two educators such educators make up the SDT but the District / Circuit provides the support.
      Roles and Responsibilities of the SDT

      • Ensures that all staff members are trained on the procedures and processes of the IQMS.
      • Coordinates all activities pertaining to staff development.
      • Prepares and monitors the management plan for the IQMS.
      • Facilitates and gives guidance on how DSGs have to be established.
      • Prepares a final schedule of DSG members.
      • Links Developmental Appraisal to the School Improvement Plan (SIP).
      • Liaises with the department in respect of high priority needs such as INSET, short courses, skills programmes or learnerships.
      • Monitors effectiveness of the IQMS and reports to the relevant persons.
      • Ensures that all records and documentation on IQMS are maintained.
      • Oversees mentoring and support by the DSGs.
      • Develops the School Improvement Plan (SIP) based on information gathered during Developmental Appraisals.
      • Coordinates ongoing support provided during the two developmental cycles each year.
      • Completes the necessary documentation for Performance Measurement (for pay or grade progression), signs off on these to assure fairness and accuracy.
      • Submits all the necessary documentation (e.g. SIPs) to the District/Local Departmental office in good time for data capturing.
      • Deals with differences between appraisees and their DSGs in order to resolve the differences.
      • Coordinates the internal WSE processes.
      • Ensures that the IQMS is applied consistently
      • Liaises with the external WSE Team to coordinate and manage the cyclical external WSE process.


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