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Teacher Evaluation: 3 Types of Self-Evaluation (and one way to do it better).

The Self-Evaluation process in teacher evaluation usually entails looking at the rubric that was assigned and rating yourself according to where you feel you are at the point in time. While this is beneficial in getting a feel for what the language the rubric is built on, is it the best way to Self-Evaluate?

It seems when doing a Self-Evaluation, there are three categories of people:

  1. The first group is those teachers that feel they are at the top end of each and every indicator.
  2. The second group is those teachers that feel that they are good teachers, but they mark themselves lower than what they really are because they don’t want to come across as thinking they are better than what the administrator might think they are. It feels better to have the administrator tell them they are better than acknowledge it in the first place. Neither of these types of Self-Evaluations are helping the teacher truly reflect on their teaching, where improvements are needed, and setting goals to make those improvements.
  3. The third group, which is the minority by far, takes the time to think about their teaching, how it relates to the rubric and scores themselves accordingly. This small group will more than likely make a few changes to their teaching to improve their practice, but since it is tied to the indicators, they focus on just a small part of their teaching practice.

A different way of thinking about how the Self-Evaluation can improve practice will result in a change on how the typical Self-Evaluation is done.

Have the teacher get away from rating themselves against the rubric.

Instead, have them answer some thought-provoking questions instead as this article contends.

The teacher will answer the questions that are given to them, think about their practice, see where they feel improvement is needed and then can set goals based upon their answers where they feel they need to improve their teaching.

By using thought provoking questions, the teachers will focus on their whole practice and not just small snippets of the rubric.

This seems like a much better use of teachers time than simply marking themselves at the top end of each indicator or thinking about which indicators they should mark themselves lower so they don’t come across as thinking they are better – or worse – teachers than what they acttually are.

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