LESSON 5:  TEACHER SELF-ASSESSMENT

As previously mentioned, the teacher being evaluated should complete a Self-Assessment form early in the beginning of the evaluation year.  The Self-Assessment will not be shared with the evaluator until the Collaborative Summary Conference at the end of the evaluator’s data collection and analysis process.  This procedure enables the teacher to update the form throughout the year as he/she completes professional learning activities and compiles additional data/information for consideration.

At the time of the Collaborative Summary Conference, the evaluator will share his/her initial draft of the Collaborative Summary Report (CSR) and the data/information used to designate the teacher’s level of practice in each of the 39 performance indicators.  As this process is carried out, the teacher should share his/her self-assessment in each indicator and the data/information he/she has used to arrive at each self-determined level of practice – particularly where there are discrepancies between evaluator and teacher levels of practice designations.  Discrepancies can be resolved in the final version of the CSR.  In some cases, the teacher may introduce data/information of which the evaluator has not been aware.  In other cases, the evaluator’s data/information may be more comprehensive than that used by the teacher.  The Collaborative Summary Conference should be a meaningful conversation between the evaluator and the teacher to determine Indicator areas of strengths and weaknesses and to develop a plan for improvement.

The final CSR and the teacher’s Self-Assessment will then become the basis for developing the professional Learning Plan.  Every teacher will have a Professional Learning Plan and be engaged in its completion at all times.  Professional learners are always learning and improving practices. 

To access the “Teacher Self-Assessment” Form (five pages) click on the following link: Self Assessment.  When reviewing this form, you will notice that you are asked to designate a level of practice for yourself in every performance indicator (1.1, 1.2, etc.).

Notice, too, that there is space on each of the five Self-Assessment forms (Standards 1-5) in which you can provide rationale for your decisions about practice ; i.e., brief explanation of your perceived strengths and weaker areas in this standard and note information that you may want to bring to your evaluator’s attention in the Collaborative Summary Conference, if he/she is not aware of it.  Remember, EDUCATEAlabama is not so much about assigning a level to practice, but describing areas of practice related to strengths and areas for improvement.  A person’s practice does not fit into a box.