Professional Profile · v20 · 2026–27
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Step 0 — Declarations

Declarations

Please read and acknowledge both declarations before proceeding. These form part of your conditions of employment and are recorded with your Professional Profile each year.

Part A

Community Safeguarding Declaration

I, —, acknowledge that I have read and understood the 'IST Community Safeguarding Framework Overview' (including Code of Conduct), and promise to strictly follow the professional standards and guidelines outlined within this document as a condition of employment at the International School of Tianjin. In addition, I agree to: comply with mandatory reporting regulations related to suspected child abuse; cooperate fully in any investigation into the abuse of a child, or children, or other community member/s. My signature confirms that I understand that any behavior inconsistent with the IST Community Safeguarding Framework or any failure to take action as mandated by the IST Code of Conduct may result in disciplinary action up to and including termination of my employment with the school and possible civil/criminal investigation by the relevant authorities of the People's Republic of China.
Part B

Professional Presentation Standards

Dress and attire. Staff must conform to appropriate standards of dress and personal grooming at all times. Clothing must be clean, neat, and suitable for the discharge of professional duties; it must not conflict with the standards expected of students and must comply with standards of modesty. Hair must be well-kept and clean; male staff are expected to be clean-shaven or to maintain any facial hair in a neatly trimmed condition. Full dress code details are set out in the Faculty Handbook and the IST Community Safeguarding Framework (Section C, 3.2b).

Personal hygiene. Staff are expected to maintain a standard of personal hygiene appropriate to a professional working environment and to the close proximity of students and colleagues that characterizes school life.

Punctuality and attendance. The standard workday is 7:30am–4:00pm, with an extended day to 4:30pm on Wednesdays. Regular attendance and timely arrival are basic professional obligations. Persistent or unexplained absences or tardiness will be addressed through normal supervisory and performance review processes.

CSF Section C, 3.2b · Faculty Handbook Dress Code · Personnel Policy and Procedure Manual, 5.7b
IST Professional Profile
International School of Tianjin  ·  2026–27  ·  Version 20
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Step 1 — Cover Details

Your Profile

Complete your details below. Your strand determines the structure of your appraisal year — read the description carefully before selecting.

Teacher Information

Professional Development History

Your most relevant PD experiences over the past five years. Include workshops, courses, conferences, IB training, or other significant professional learning.

Workshop / Course / Program Organization / Provider Location Year
+ Add row
Step 1 — Self-Assessment

Criteria A–G

For each criterion: select the tier that best describes your current practice, read the descriptors, then write your reflection. The Leading descriptor is always shown — that is where excellent practice leads. Your tier selections will automatically populate the ratings table in Step 3.

Step 2 — Focus & Ratings

Focus Criteria

Having reflected on all seven criteria, identify where you intend to direct your professional energy this cycle. Select a criterion and guidance will appear to help you shape your thinking and your goals.

Strand 2: Identify one or two focus criteria. One well-chosen focus is more valuable than two superficial ones.
i

Focus Criterion 1

Before you write, ask yourself: how will your goal take shape? How will it help showcase your depth of skills and talents? Then use these questions to shape your thinking:
Consider:
    Reflect on your current practice in this criterion. What is the gap between where you are and where excellent practice leads? What will you work toward this year?
    ii

    Focus Criterion 2 (optional for Strand 2)

    Before you write, ask yourself: how will your goal take shape? How will it help showcase your depth of skills and talents? Then use these questions to shape your thinking:
    Consider:
      Reflect on your current practice in this criterion. What is the gap between where you are and where excellent practice leads?
      iii

      Focus Criterion 3 (Strand 1 only)

      Before you write, ask yourself: how will your goal take shape? How will it help showcase your depth of skills and talents? Then use these questions to shape your thinking:
      Consider:
        Reflect on your current practice in this criterion. What is the gap between where you are and where excellent practice leads?
        Your principal may assign an additional goal — this will appear here when your profile is reviewed.

        Principal-Assigned Goal

        Active in Principal Mode
        Principal note Use this field to assign an additional focus goal where required. This may relate to a criterion not selected by the teacher, a specific area of concern, or a school-wide priority that needs to be formally recorded in the appraisal.
        State the assigned goal clearly. Include what is expected, what evidence will demonstrate progress, and any agreed timeline.
        A note on specific intentions

        Your reflection above is your primary record. If it helps to also frame a specific, time-bound intention — something you can point to later as evidence of concrete action — consider these markers of a useful goal:

        • Name a specific aspect of the criterion descriptor you are working toward
        • Describe what changed practice will look like in your classroom
        • Include a timeline — by mid-year, or by the end of a specific unit
        • Point to evidence you would expect to see — in student work, in your planning, or in feedback from students
        The descriptor — not the intention — remains your measure of progress. A goal that could be completed without your teaching improving is not useful to you or your principal.

        On focus and direction

        A reference for your reflection

        The Leading descriptor for each criterion is your point of reference — not a checklist, but a description of where sustained professional effort leads.

        Name a genuine gap. Describe what movement toward the descriptor might look like in your specific context, with your specific students.

        If it helps to frame a specific intention or timeline, write it in your reflection. The descriptor — not a task list — remains your measure of progress.
        IST Learner Profile
        Friendly
        We cheerfully engage with all members of the community, showing genuine interest and goodwill towards others. We speak positively and charitably with and about each other to foster sincere and inclusive relationships.
        Inquirers
        We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
        Knowledgeable
        We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
        Thinkers
        We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
        Communicators
        We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
        Reflective
        We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
        Principled
        We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
        Open-minded
        We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
        Caring
        We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
        Courageous
        We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
        Balanced
        We understand the importance of balancing different aspects of our lives — intellectual, physical, and emotional — to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
        Step 2 — Focus & Ratings

        Ratings

        Your self-assessment tier selections from Step 2 have been automatically entered below. Review and confirm. In Principal Mode, the P column and overall commentary become active.

        Teacher ratings (T) are pre-filled from Step 2 tier selections. The Principal column (P) is active in Principal Mode.

        Tier Ratings

        T = Teacher self-assessment  ·  P = Principal rating

        TierABCDEFGOverall
        T PT PT PT PT PT PT PT P

        Principal Commentary — Self-Assessment

        Active in Principal Mode

        Writing prompts Where do your ratings agree or differ from the teacher's — and why? · Which criterion shows genuine strength? · What is the single most important focus for this teacher this year? · Any matters to formally place on record.
        Step 3 — Mid-Year Reflection

        Mid-Year Reflection

        Return to your focus criteria. What did you try? What did you notice? Where do you see yourself now in the language of the criterion?

        i

        Focus 1

        What did you try? What did you notice? Where do you see yourself now in the language of the criterion?
        ii

        Focus 2

        What did you try? What did you notice? Where do you see yourself now in the language of the criterion?
        iii

        Focus 3 (Strand 1)

        What did you try? What did you notice? Where do you see yourself now?
        Step 3 — End-of-Year Reflection

        End-of-Year Reflection

        Return to your focus criteria for the final time. Where did you get to? What will you carry forward?

        i

        Focus 1

        What did you try? What did you notice? Where do you see yourself now in the language of the criterion?
        ii

        Focus 2

        What did you try? What did you notice? Where do you see yourself now in the language of the criterion?
        iii

        Focus 3 (Strand 1)

        What did you try? What did you notice? Where do you see yourself now?

        Principal Commentary — May

        Active in Principal Mode

        Writing prompts Has the teacher's practice measurably changed in their focus area? · Where do you agree or disagree with their end-of-year self-placement? · What should carry forward into next year's focus? · Strand placement for next cycle and any matters for the record.
        Step 3 — May Review

        Final Ratings

        End-of-year ratings reflecting the full cycle. In Principal Mode, complete the P column and the strand disposition below.

        Final ratings reflect where the teacher has landed at the end of the year. These may differ from the mid-year ratings. The Principal completes the P column and the strand disposition below.

        Final Tier Ratings — May

        T = Teacher end-of-year self-assessment  ·  P = Principal final rating

        TierABCDEFGOverall
        T PT PT PT PT PT PT PT P

        Strand Disposition — Next Cycle

        Principal only — active in Principal Mode. This decision is formally recorded and carries into the following year.

        Note — Strand 3 Placement Moving a teacher to Strand 3, or continuing Strand 3 into the next cycle, automatically brings the Director into the process. This is not a unilateral principal decision — placement and continuation require Director awareness and sign-off. Use the Disposition Notes field to document context, agreed conditions, and any matters for the Director's attention before this profile is finalized.
        Continue — Strand 2
        Teacher meets expectations. Standard appraisal cycle continues.
        Continue — Strand 1 to Strand 2
        First-year teacher has met expectations. Moves to standard cycle.
        Move to Strand 3
        Concerns identified. Probationary process to begin. Director involvement required.
        Continue — Strand 3
        Strand 3 not resolved. Process continues into next cycle.
        Profile Snapshot

        Profile Snapshot

        Your complete Professional Profile — everything in one view. Print or save as PDF for your review conversation.

        Sign-off Declaration

        By submitting this profile I confirm that the reflections recorded here are my own honest account of my professional practice. I understand this document will be reviewed in conversation with my principal and forms part of the IST appraisal process.