Self-Evaluating Performance and Using Evidence to Plan Improvements
You want to engage in self-evaluation of your professional performance at the midpoint in the term, so you can identify any areas of needed improvement and make necessary enhancements to your online instructional practices during the remainder of the term. You know that a midterm evaluation is especially useful because enough data is available to complete an in-depth evaluation, and enough time remains for students to beneﬁt from the improvements you make.
You already use an online course quality rubric. To avoid replicating the ﬁndings you gather using that tool, you’ve decided to focus on the following categories for your self-evaluation:
Subject Matter Expertise
Knowledge of the content area in which you teach and of pedagogy
Interaction with students, parents, and colleagues
Classroom Management Practices
Managing the learning environment and handling student behavioral issues
Content delivery and facilitation of learning, including
Personalizing learning for all individual student needs.
Your online course quality rubric covers the following categories, so they should be excluded from your self-evaluation of professional practice:
Online Course Quality Categories
Instructional Design and Technology
Criteria related to the design of the course like learning activities, paths to content mastery, interaction and communication
Criteria related to technology tools used in the course
Content and Instructional Materials
Criteria related to providing students with instructional materials, resources, and assignments that promote content mastery and student engagement and are in alignment with state/national content standards
Criteria related to assessment of student progress and learning, including feedback methods
You will create a tool to self-assess your professional practice in these categories, and you will use it to identify areas of needed improvement based on your actual online teaching situation or the data provided in the Supporting Materials section. Finally, after completing the tool, you will develop a detailed plan to make necessary improvements.
Use the data in the Teacher Data template (attached). All areas are already filled out, it will only be used for information needed to completed all 3 parts.
Part 1: Self-Reflection Strategy
Your ﬁrst step is to research the attributes of eﬀective online teaching and analyze the options and tools other teachers use for self-evaluation of professional practice. Based on that research, you will design an original self-evaluation tool to assess your performance. Please note that you must complete the self-reﬂection strategy before you can complete the remainder of the project.
Your self-reﬂection strategy must include the following sections outlined below.
A Standards of Professional Practice section that contains:
A description of the standards of professional practice for online teachers, based on reliable research sources, as they relate to each of the following:
Your subject matter
Online instructional practices for both synchronous and asynchronous teaching activities
Professional Practice in this context excludes instructional design and technology, content and instructional materials, and student assessment, as explained in the Scenario section.
A Self-Evaluation Options and Tools section that contains:
A summary of the potential options to gather data for self-evaluation of teaching performance, including but not limited to data available in the learning management system (LMS), self-reﬂection, and input from colleagues
An analysis of existing teacher self-evaluation tools, including but not limited to your school’s performance assessment tool, your department of education standards, and those provided in this course
Your uniquely created self-evaluation tool with:
At least 3 standards for each required category
At least 3 performance indicators for each standard
A rating scale
Justiﬁcation for the eﬀectiveness of the uniquely created self-evaluation tool, based on your research ﬁndings in the Standards of Professional Practice section and your analysis of existing teacher self- evaluation tools
A Methods for Improvement section that contains:
A description of your speciﬁc strategy to build a “performance improvement team” in order to get useful input from classmates/peers and others
Your strategy should include each individual’s ﬁrst name, their role, the types of data and information they can provide, and why their input is of value to improving your professional practice
Your strategy should also include an analysis of the feedback methods used to get input from “performance improvement team members,” based on credible research sources, such as those provided for you in this course
A description of the professional development options known to be eﬀective for online teachers, based on credible research sources, such as those provided for you in this course
These professional development options are those other than a “performance improvement team”
Part 2: Self-Evaluation
Once your self-evaluation tool is complete, you will use it to evaluate your professional practices, using the data in your completed Teacher Data template (attached). Your self-evaluation must include the following:
Your completed Teacher Data template
Completion of your original self-evaluation tool (from deliverable Part 1: Self-Reﬂection Strategy)
You will ﬁll out your original self-evaluation tool based on the data in the Teacher Data template, and submit that completed tool with this portion of the project
A summary of your current strengths, as reﬂected in the completed self-evaluation tool
A summary of all areas needing improvement, as reﬂected in the completed self-evaluation tool
Identiﬁcation of the three areas that will provide the greatest impact if improved
A description of why these three areas will have the greatest impact if improved, based on the degree of performance shortfall and on the school’s mission, vision, and values that you deﬁned in the Teacher Data template
Part 3: Improvement Plan
Based on your self-evaluation and identiﬁcation of the three areas that will provide the greatest impact if improved, you will outline a plan to make two of those needed improvements. Your improvement plan must include the following:
Use of one of the feedback methods provided in the course resources to get input on how to improve from at least one colleagues (or a peer/classmate) identiﬁed as part of your “performance improvement team” (part 1 of the project)-for this, I will need to have the plan to be able to get feedback from a colleague to finish this part-unless you have one you can get feedback on.
A completed Instructional Practices Development Plan (attached) with:
Goal statements for the top three improvement areas, identiﬁed in part 2, using the format deﬁned in the Instructional Practices Development Plan template
Detailed development plans for two of the three top improvement areas, using the format deﬁned in the Instructional Practices Development Plan template, and including:
A description of the speciﬁc development activities you will engage in and how they will help you improve
How you will engage with your “performance improvement team” during your eﬀort to improve
The speciﬁc methods you will use to measure improvement
Justiﬁcation for the viability eﬀectiveness of your improvement plan, based credible research sources, such as those provided in this course
Recap of what is needed:
You will write a paper that contains three sections:
Standards of Professional Practice, with your descriptions of the standards of professional practice and of best practices for synchronous and asynchronous teaching; and
Self-Evaluation Options and Tools, with your summary of data options to inform your self-evaluation, your analysis of existing tools for self-evaluation, and your uniquely created self-evaluation tool; and
Methods for Improvement, with your strategy to create a “performance improvement team,” with your analysis of feedback methods and your description of professional development options.
Your self-reﬂection strategy should be at least 10 and no more than 13 pages in length (plus a cover page and references) and should follow APA style for formatting and citations. Use double spacing, 12-point Times New Roman font, and one-inch margins.
A completed Teacher Data template along with a self-evaluation.
You will complete a self-evaluation that contains four components:
A completed self-evaluation using the tool you created and based on the data in the Teacher Data template; and
summary description of your current strengths, based on the completed self-evaluation; and
summary description of your current areas needing improvement, based on the completed self-evaluation; and
identiﬁcation of the three areas that will have the greatest impact if improved.
In addition to the completed Teacher Data template and completed self-evaluation tool, your self-evaluation should be at least 3 and no more than 4 pages in length (plus a cover page and references) and should follow APA style for formatting and citations. Use double spacing, 12-point Times New Roman font, and one-inch margins.
You will submit your completed Instructional Practices Development Plan template with your Improvement Plan deliverable (see component 2 in the next paragraph).
You will complete an improvement plan that contains three components: 1) feedback on how you may improve from one of the colleagues on your identiﬁed “performance improvement team”; 2) a completed Instructional Practices Development Plan template; and 3) justiﬁcation for the eﬀectiveness of your improvement plan.
In addition to the actual feedback you receive from a colleague and the completed Instructional Practices Development Plan template, your improvement plan should be at least 2 and no more than 3 pages in length (plus a cover page and references) and should follow APA style for formatting and citations. Use double spacing, 12-point Times New Roman font, and one-inch margins.
Self-Evaluating Performance and Using Evidence to Plan Improvements