Towards Self Evaluation of A Teacher

TOWARDS SELF
EVALUATION: A
FRAMEWORK FOR
TEACHER DEVELOPMENT
( MAUREEN T. STA. ANA)
What is self-evaluation and why is it
important?
Self-evaluation is one of the most
overlooked forms of explicit evaluation.
Ideally and logically, this should precede all
other forms of the evaluation of teaching
effectiveness.
• For professional educators, the goal is
always the same: monitor and adjust
instruction to increase the learning of all
students. Conscientious faculty members
subject their teaching strategies,
instructional techniques and style to their
own critical evaluation on an almost
constant basis. This evaluation often does
not have a formal structure but even a
simple checklist can help to focus ideas.
Self-evaluation of teaching can range
from personal reflection to formal
assessment intended for promotion,
tenure, or salary committees. The
results of self-evaluation frequently
feed into discussion with Department
Chairs at the time of the annual
reviews.
A key objective of teacher evaluation is to identify
areas of improvement for individual teachers,
leading to the preparation of individual
improvement plans (including professional
development) which take into account the overall
school development plan. Without a link to
professional development opportunities, the
evaluation process is not sufficient to improve
teacher performance, and as a result, often
become a meaningless exercise that encounters
mistrust – or at best apathy – on the part of
teachers being evaluated (Danielson, 2001;
Milanowski and Kimball, 2003; Margo et al. 2008).
The General Teaching Council for Scotland (GTCS) has
developed very useful guidance on self-evaluation
indicating that it should be a useful process that is
rigorous and enables you to be critically reflective about
yourself as a professional and your practice.
• Self-evaluation should support you to:
• Reflect on what you have done
• Think about what you might do next
• Consider your own progress and development
• Deeply understand your professional practice, your
professional learning and the impact of this on your
thinking, professional actions, those you work
with/support and the pupils and their learning
The central role of self-evaluation
processes is exemplified in the
visual:
GTCS (General Teaching Council of Scotland) was the first
professional registration body for teachers in the United Kingdom,
and one of the first teaching councils in the world. Its functions
include the following:
• establish and review the standards of education and training
appropriate to school teachers
• establish and review the standards of conduct and professional
competence expected of a registered teacher
• investigate the fitness to teach of individuals who are, or are
seeking to be, registered
• keep itself informed of the education and training of individuals
undertaking courses for the education and training of teachers
• education, training, career development and fitness to teach as
well as the supply of teachers
• keep such registers of other individuals working in educational
settings as it thinks fit
• GTCS has a duty to carry out these functions in the interests of
the public and in a way that appears to GTCS to represent best
regulatory practice.
• has a significant role to play in shaping the teaching profession of
Scotland and maintaining and improving professional standards.
It does this by developing and monitoring the strategic direction
and policy of GTCS by determining entry standards to teaching,
accrediting courses of teacher education and by setting clear
expectations of the profession in its range of published Codes and
Professional Standards.
USING COACHING WHEEL FOR SELF-EVALUATION
• A coaching wheel is a valuable tool for supporting self-
evaluation, exploring current reality and helping you to critically
reflect on yourself as a professional and your practice.
Consider each point on the wheel in turn
Think about where you might gauge yourself on the wheel: 0
= really not confident/lots of areas to develop or work on; 10
= feel very confident/accomplished in this area. Think about
‘why’ you place yourself on that point
Looking at areas you have identified, what should/could be
your next steps to help take PU forward?
PEDAGOGY, LEARNING AND SUBJECT KNOWLEDGE
• demonstrate deep subject knowledge and pedagogical
leadership;
• lead curriculum development with a deep understanding of
the place of subject knowledge and the wider purposes of
education;
• demonstrate a critical understanding of approaches to
teaching and learning, pedagogy and practice;
• deploy an enhanced understanding of pedagogy and how
constructive relationships with learners can be developed;
• demonstrate a critical understanding of digital technologies
and how these can be used to support learning;
• understand and develop the most appropriate contexts and
environments for learning including outdoor learning, and be
able to apply appropriate pedagogies for these environments.
CURRICULUM AND ASSESSMENT
• understand and apply the principles of curriculum and
assessment design to address changing educational needs;
• lead and collaborate with others to plan innovative
curricular programmes;
• lead and work with others to ensure effective practice in the
assessment of learning, including a deep knowledge and
understanding of the policies and practices of assessment as
required by awarding bodies.
CURRICULUM AND ASSESSMENT
• understand and apply the principles of curriculum and
assessment design to address changing educational
needs;
• lead and collaborate with others to plan innovative
curricular programmes;
• lead and work with others to ensure effective practice in
the assessment of learning, including a deep knowledge
and understanding of the policies and practices of
assessment as required by awarding bodies.
• ENQUIRY AND RESEARCH
• develop and apply expertise, knowledge and
understanding of research and impact on
education;
• develop and apply expertise, knowledge,
understanding and skills to engage in
practitioner enquiry to inform pedagogy,
learning and subject knowledge;
• lead and participate in collaborative practitioner
enquiry.
• LEARNING FOR SUSTAINABILITY
• understand the environmental, social and economic conditions
of learners to inform teaching and learning;
• have a critical understanding of and engage with the ways in
which natural, social, cultural, political and economic systems
function and are interconnected;
• develop the knowledge, skills and practices needed to take
decisions which are compatible with a sustainable future in a
just and equitable world;
• connect learners to their dependence on the natural world and
develop their sense of belonging to both the local and global
community.
• PROFESSIONAL VALUES AND PERSONAL COMMITMENT
• How are the Professional Values reflected in my Professional
Actions?
• How have my professional values been developed and informed
by knowledge and experience?
• How do I critically reflect on my own assumptions, beliefs and
values?
• Who am I as a teacher? What has influenced me? What sustains
me?
• How do I critically reflect on my own assumptions, beliefs and
values?
• Who am I as a teacher? What has influenced me? What sustains
me?

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