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Self-Assessment Tool For Teachers

This document contains a self-assessment tool for teachers to rate themselves on 10 areas of classroom management on a scale of 0 to 3. The areas include maximizing structure, establishing expectations, managing behavior through instruction, engaging students, evaluating instruction, maximizing positive interactions, acknowledging behavior, responding to violations, developing relationships, and teaching responsibility. The teacher completes the ratings and identifies areas of strength, goals for improvement, and strategies for maintenance and improvement.

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721 views3 pages

Self-Assessment Tool For Teachers

This document contains a self-assessment tool for teachers to rate themselves on 10 areas of classroom management on a scale of 0 to 3. The areas include maximizing structure, establishing expectations, managing behavior through instruction, engaging students, evaluating instruction, maximizing positive interactions, acknowledging behavior, responding to violations, developing relationships, and teaching responsibility. The teacher completes the ratings and identifies areas of strength, goals for improvement, and strategies for maintenance and improvement.

Uploaded by

api-366491968
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TEACHER NAME DATE

FINAL YEAR TEACHING STUDENTS CLASSROOM MANAGEMENT SELF-


ASSESSMENT TOOL (SACM Tool, Washburn adapted version, 2010).

Rate yourself on each of the items in 10 areas of classroom management


0 = I have not yet implemented -- the element described has not been a part
of my management plan.
1 = I have made some attempts at implementation, but overall my effort has
not been strong or sustained.
2 = I have planned and implemented, but struggled with follow-through or
improvements along the way. My initial planning could have been better.
3 = YES, I have implemented and followed through, monitoring and
improving my use of the strategy as needed.

Rating
0=Not yet implemented
Classroom Management Practice 1=Some attempt to implement
2=Implement but struggle w/follow-through
3=Implement, follow-through, monitor and improve

1. Maximize structure and predictability in the classroom


Sect. total /3 =
a) I establish and explicitly teach student procedures. 0 1 2 3
b) I arrange my room to maximize (teacher to-student) proximity
0 1 2 3
and minimize crowding and distraction.
c) I actively supervise (move, scan, interact, reinforce). 0 1 2 3

2. Establish, teach, and positively stated classroom expectations.


Sect. total /4 =
a) My rules are stated as dos instead of nos or donts. 0 1 2 3
b) My classroom rules are aligned with the school-wide
0 1 2 3
expectations.
c) I actively involve students in establishing classroom rules. 0 1 2 3
d) I explicitly teach and review the school-wide expectations in the
0 1 2 3
context of routines and as broad concepts.
3. Manage behaviour through effective instructional delivery.
Sect. total /4 =
a) I conduct smooth and efficient transitions between activities. 0 1 2 3
b) I am prepared for lessons/activities (materials readied, fluent
0 1 2 3
presentation, clear directions, anchor activities).
c) I provide a clear explanation of outcomes/objectives. 0 1 2 3
d) I end lessons/activities with specific feedback. 0 1 2 3
TEACHER NAME DATE

Rating
0=Not yet implemented
Classroom Management Practice
1=Some attempt to implement
2=Implement but struggle w/follow-through
3=Implement, follow-through, monitor and improve
4. Actively engage students through use of varied instructional
strategies. Sect. total /3=
a) I use varied engagement techniques and offer multiple
engagement opportunities during teacher directed instruction
0 1 2 3
(i.e. Response cards, choral responding, think-pair-share,
movement, manipulatives, writing, and other methods)
b) I regularly implement a variety of student centred instructional
strategies (i.e. Cooperative learning, critical thinking skills, 0 1 2 3
culturally responsive teaching, and differentiated instruction)
c) Students are frequently and observably engaged in instruction
(students are doing things that can be seen, i.e. communicating, 0 1 2 3
manipulating, creating, reflecting etc.)
5. Evaluate Instruction. Sect. total /3=
a) At the end of the activity, I know how many students have met
0 1 2 3
the objective(s).
b) I provide extra time and assistance for students who struggle. 0 1 2 3
c) I consider and note needed improvements (to lesson) for next
0 1 2 3
time.
6. Maximize positive interactions. Sect. total /3=
a) I maintain a ratio of 4:1 positive interactions 0 1 2 3
b) I positively interact with every student at least 2-3 times per hour
0 1 2 3
on average.
c) After correcting rule violations, I use acknowledgement and
0 1 2 3
positive reinforcement for rule following
7. Use a continuum of strategies to acknowledge expected behaviour. Sect. total /3=
a) I provide specific and immediate contingent acknowledgement
0 1 2 3
for following classroom expectations.
b) I also use multiple systems to acknowledge expected behaviour
(teacher reaction, group contingencies, behaviour contracts, or 0 1 2 3
token systems).
c) I use differential reinforcement strategies to address behaviour
0 1 2 3
that violates classroom rules.
TEACHER NAME DATE

8. Use a continuum of strategies to respond to rule violations.


Sect. total /3=
a) I provide specific, contingent, and brief corrections (i.e. stating
0 1 2 3
expected behaviour) for academic and social errors.
b) In addition, I use the least restrictive procedure to discourage
rule-violating behaviour (non-verbals, proximity, anonymous
0 1 2 3
corrections, re-teaching, etc.) and proceed to more restrictive
procedures.
c) I respond to rule violating behaviour in a calm, emotionally
0 1 2 3
objective and business-like manner.
9. Develop caring and supportive relationships.
Sect. total /4=
a) I learn, use and can correctly pronounce student names by the
0 1 2 3
end of week 2.
b) I use explicit activities to learn about students and their cultural
0 1 2 3
backgrounds.
c) I communicate with students/families before school starts and
0 1 2 3
continue frequent contact.
d) I speak to students with dignity and respecteven when
0 1 2 3
providing correction!
10. Teach about responsibility and provide opportunities for students
to contribute to the functioning of the classroom. Sect. total /4=
a) I use general classroom procedures and student jobs to enhance
0 1 2 3
student responsibility.
b) I provide students with self-control and self-monitoring strategies. 0 1 2 3
c) I provide social skills instruction and problem solving strategies. 0 1 2 3
a) I provide specific activities for students to get to know one
another and solve problems collaboratively. 0 1 2 3

Current Strength Area Maintenance Strategies

Goals Improvement Strategies (Specific Action Steps)

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