1. Teacher Self-Evaluation Tool Kit
Peter W. Airasian
Arlen R. Gullickson

2. The following beliefs are important to start our presentation:
Teachers need professional growth opportunities.
Teachers want to improve their practice and knowledge.
Teachers are capable of assuming the responsibility for much of their own professional growth and development, given time, encouragement, and resources.
Collaboration enriches professional growth and development.

3. Why is it so important? It is a professional responsibility!
Focuses professional development and improvement on the classroom or school level where teachers have their greatest expertise and effect.
Recognizes that organizational change is usually the result of individuals changing themselves and their personal practices, not of “top-down” mandates.
Gives teachers voice, that is, a stake inn and control over their own practice.
Makes teachers aware of the strengths and weaknesses of their practice` it grows from immediacy and complexity of the classroom, as do teachers’ motives and incentives.
Encourages ongoing teacher development and discourages unchanging classroom beliefs, routines, and methods.
Treats the teacher as a professional and can improve teacher morale and motivation.
Encourages collegial interactions and discussions about teaching.
(Airasian & Gullickson, 1994; McColskey & Egelson, 1993)

4. Why should we do it ourselves?
All teacher decisions are self-evaluations! The majority are a result of spontaneously occurring flow of classroom activities – termed by Schon (1983) as: “reflection in action”.
Many of the evaluation methods (such as self-reflective questionnaires and checklists, audio or videotaping, student feedback, portfolio preparations, etc.) are not widely used because of the demands of teaching.
Principal or supervisor evaluations lack the understanding of the classroom setting and culture, and therefor they are limited.

5. The process of evaluation:
Clear focus!
Collect information that will provide teachers with an objective awareness of their practice.
The actual process can be described in four steps or stages:
Problem Identification or delineation: What will be evaluated? The questions that arises due to a problem or a discomfort that the teacher feels. In this stage the teacher gathers the information, observes and focuses on the issue. He may try to find the criteria that can lead him to success or progress toward reaching the desired end.
Information gathering and obtaining: What information will be gathered?
Reflection and decision making: What is the meaning of the information for my teaching?
Application and change: What action, if any, is needed?
Provide opportunity for teacher reflection
Result in a decision about the practice which will lead to creating strategies to improve teaching.

6. Strategies of self-evaluation:
1. Teacher self reflection tool
2. Media recording and analysis
3. Student feedback tool
4. Teacher portfolio
5. Student performance data
6. External observation
7. Journaling
8. Collegial dialogue and problem solving

7. Overcoming Barriers
1. Volunteering – you must be willing to participate and change accordingly.
2. Focusing on awareness of practice – you must understanding the teacher’s own practice
3. Starting small- the goal is to improve a long term habit therefore:
Engage slowly.
Identify strengths as well as weaknesses.
Take pride in undertaking your own professional development.
4. Delimiting the focus of self-evaluation –narrow and focus the evaluation
5. Allocating Time- make a designated time for evaluation throughout the busy day.
6. Employing explicit criteria and standards – focus attention on the important aspects of teaching activities, products, and outcomes.
7. Making use of available resources – don’t be shy, ask for help and available resources that can benefit yourself and others.
8. Learning about self-evaluation – to improve and refresh your evaluation.