Boonthavorn Technology College

Teacher’s Self-Assessment Record (SAR)

In Language Department

School Year 2019-2020

Prepared by: Mr. Sanders M. Alinabon

English Communication Teacher
 TEACHER PERFORMANCE EVALUATION PROCEDURES

OVERVIEW

The county’s philosophy of performance evaluation states that the evaluation process exists to
facilitate the improvement of instruction. The evaluation procedures and associated instruments
provide the framework for assessing teacher performance as it relates to the adopted performance
criteria. Through the objective and unbiased application of this process, performance strengths and
areas for improvement will be identified. This data will be communicated to the teacher in a
constructive way and, through interaction, a professional growth plan will be developed to support
and enhance professional development. The principal is responsible for evaluation at the school site.
The principal may, however, delegate the responsibility to an assistant principal, when applicable.
The teacher or administrator may, at any time, request the support and assistance of other
management personnel as part of the evaluation or instructional supervision process. This may
include the principal, assistant principal(s), subject area supervisors and/or administrators from the
central office. In addition, the teacher may, at any time, request informal non-evaluative assistance
from other qualified teachers, department chairpersons or other non-administrative personnel.

These personnel would not be part of the formal evaluation process, but the evaluator may, at any
time, recommend such assistance and/or suggest specific personnel.

Performance evaluation for teachers is a continuous process that takes place in three-year cycles. It
consists of two complementary types of evaluation: formative and summative. The former is the
process of gathering performance data, analyzing it, and using the results to provide feedback for
the purpose of improving teaching. The latter is the process of using performance data to judge the
quality of teaching in the light of the county’s established criteria for teacher performance.
 TEACHER PERFORMANCE EVALUATION

CRITERIA AND DESCRIPTORS

The following criteria and descriptors are designed to let teachers and administrators know what the
performance expectations are for teachers in the system. They were formulated after the committee
reviewed considerable research on teachers’ performance that identified specific practices that
characterize the most effective instructors.

A teacher’s performance will be judged in terms of 16 criteria. The descriptors are included as
guidelines for what is meant by a particular criterion. Their function is to illustrate and provide
examples for a given criterion. They are not, nor were they intended to be, all-inclusive. They are
intended to help teachers and administrators develop a common understanding about the
expectations and provide a common language for discussing performance as it pertains to the
following criteria:

1. Plans Instruction

• Follows prescribed curriculum

• Uses available materials and resources

• Chooses activities relevant to the prescribed curriculum

• Chooses activities appropriate to student abilities

• Chooses activities, materials, and resources appropriate for students with special needs

• Considers time available in planning

• Demonstrates flexibility in planning

• Plans student grouping according to instructional needs

• Develops long-range plans and daily lessons

2. Implements the Lesson

• Focuses student attention

• Informs students of objective of the lesson

• Relates the lesson to previous and future lessons

• Presents new material clearly and logically

• Models, demonstrates and provides examples

• Monitors student learning continuously

• Provides feedback and re-teaches when necessary

• Provides opportunities for students to practice under direct supervision of the teacher
• Provides opportunities for students to practice independently

• Conducts smooth transition from one activity to the next

3. Motivates Students

• Shows concern for students

• Establishes feeling/tone

• Establishes a level of difficulty which encourages success

• Uses student interest and background

• Uses extrinsic/intrinsic rewards

4. Communicates Lesson

• Uses variability in presentation

• Demonstrates enthusiasm, vigor, involvement, and interest in lesson presentation

• Speaks clearly

• Puts ideas across logically

• Praises, elicits, and responds to student questions

5. Demonstrates Knowledge of the Curriculum

• Teaches accurate and up-to-date information

• Coordinates learning content with instructional objectives

• Uses effective examples and illustrations

• Presents learning content in a logical sequential order

6. Sets High Expectations for Student Achievement In Accordance With Needs And Abilities

• Communicates expectations of performance to students

• Uses objective student data to set expectations

• Uses evaluative feedback to determine level of skill acquisition

• Encourages participation from all students

• Uses higher order questioning techniques to promote critical thinking skills

7. Maximizes Time on Task

• Schedules learning time according to policy for the subject area

• Begins class work promptly

• Minimizes management time

• Minimizes transition time

• Makes effective use of academic learning time

• Gives clear and concise directions

8. Integrates Materials and Methodology

• Demonstrates ability to conduct lessons using a variety of methods

• Organizes materials, supplies and equipment prior to the lesson

• Integrates materials and resources smoothly into a lesson

• Identifies available supplemental resources

9. Plans And Uses Evaluative Activities

• Makes methods of evaluation clear and purposeful to students

• Monitors student progress through a variety of appropriate evaluation techniques

• Prepares assignments which reflect the material which has been taught

10. Provides Specific Evaluative Feedback

• Provides feedback on assignments as quickly as possible

• Gives written and oral comments, as well as points or scores

• Makes opportunities for one-to-one conferences to discuss student progress

• Interprets test results to students and parents

11. Manages the Classroom

• Manages discipline problems in accordance with administrative regulations, school board policies,
and legal requirements

• Establishes and clearly communicates parameters for student classroom behavior

• Promotes self-discipline

• Manages disruptive behavior constructively

• Demonstrates fairness and consistency

• Arranges the classroom for effective instruction

12. Interacts With Students

• Gives criticism and praise which are constructive

• Makes an effort to know each student as an individual

• Provides opportunities for each student to meet success regularly

• Promotes positive self-image in students

• Communicates with students accurately and with understanding

• Creates a climate in which students display initiative and assume a personal responsibility for
learning

13. Interacts With Parents and Community

• Encourages community involvement with the school

• Provides a climate which opens up communication between the teacher and parent

• Communicates with parents in the best interest of the students

• Supports parents/teacher activities

• Provides information related to support resources

14. Interacts With Administration and Other Educational Personnel

• Cooperates with other teachers, the administration, and other educational personnel

• Makes use of support services as needed

• Shares ideas and methods with other teachers

• Informs administration and/or appropriate personnel of school related items

15. Is involved In Professional Growth Activities

• Is involved in professional associations

• Participates on district/state committees, etc.

• Participates in professional workshops

• Attends professional meetings

• Keeps current in subject area

• Engages in continuing education

16. Supports and Implements School Regulations, Policies, Procedures and Accepted Practices

• Adheres to authorized policies

• Selects appropriate channels for resolving concerns/problems

• Participates in the development and review of school policies and regulations

• Strives to stay informed regarding policies and regulations applicable to his/her position

• Exercises responsibility for student management throughout the entire building

• Uses discretion in handling confidential information

 TEACHER'S SELF-EVALUATION GUIDE

Every teacher consciously or unconsciously evaluates his daily and yearly performance. This guide
provides an approach in organizing self-evaluation

.Six major "areas of teacher responsibility" have been established by the committee. Our goal was to
provide a simple, concise instrument which you may use to assess your overall performance as a
teacher. Self-evaluation is not intended to replace methods of assessment used by local boards. Your
copy of this guide is a confidential personal device to help you analyze your overall performance and
to set goals for self-improvement. .

INSTRUCTIONS FOR COMPLETION OF THE GUIDE AND THE SUMMARY

(1) Each of the six "areas of responsibility" has been subdivided into several major statements.
The sub statements are meant to further explain and expand the major statement. Evaluate yourself
on each major statement using the following scale as a guide.

5 - excellent
4 - Very good; very effective in this part of my work.
3 - Good; an acceptable level of performance.
2 - Fair; needs my attention; must update my performance in this part of my work.
1 - Poor; dissatisfied with this part of my work; must take immediate steps to improve in this regard.

It is probable that you will give yourself a range of ratings from 1's to 5's . Remember that the ratings
are for your use alone. Only honest "face-the-facts" appraisal will help you complete, a valid
summary.

(2) Having completed all the ratings, enter them in the summary chart on page 8. Follow the
instructions above the chart for completing the "profile" of your work .

(3) Last and most important, complete the action summary on page 9, outlining your assessments
and goals for self-improvement.
 TEACHER EVALUATION GUIDE

AREA OF RESPONSIBILITY No. 1 - TEACHING SKILLS

Definition;

No matter what learning activities are used, teachers perform in certain ways. For example,

a teacher will praise, ask questions, give directions, and explain. This section deals with "the act of
teaching"

1(A) I CREATE AND MAINTAIN AN ATMOSPHERE FOR LEARNING.

-I encourage pupils to express and examine their ideas, opinions and values.

-I attempt to develop empathy among the members of the class.

-I encourage a reasonable measure of humor in my classes.

-I encourage students with praise, commendation and constructive criticism . 1A 4

1(B) I PROVIDE A MOTIVATIONAL ENVIRONMENT FOR MY STUDENTS.

-I approach my lessons and the class with enthusiasm.

-I am conscious that certain aspects of teacher performance such as drama and tonality of voice
affect student motivation.

-I make use of desirable digressions and discussions on topics of student interest and current events.

-I encourage students to develop the attitude that a job worth doing is worth doing well. 1B 4

1(C) I MAINTAIN A JUDICIOUS BALANCE BETWEEN TEACHER-CENTERED AND PUPIL-CENTERED

ACTIVITIES.

- I endeavor to involve every pupil in the activity of each class.

- I avoid excessive "teacher-talk”. 1C 4

1(D) I USE EFFECTIVE QUESTIONING TECHNIQUES.

-I seldom have to interpret my questions or give additional information in order to elicit satisfactory
responses.
-The type of questions I ask require students to use a variety of cognitive processes in answering.

-I use methods that effectively spread questions throughout the class.

-I accept answers in such a way as to encourage further student participation. 1D 5

1(E) I USE TECHNIQUES THAT MAKE CLEAR THE PURPOSE AND CONTENT OF EACH LESSON.

-I use summaries, reviews and overviews to ensure that students are able to place units in
perspective.

-I emphasize clearly the important points in a lesson.

5
-I ensure that an adequate summary is made at the end of each class or unit of work. 1E

5 - excellent
4 - Very good; very effective in this part of my work.
3 - Good; an acceptable level of performance.
2 - Fair; needs my attention; must update my performance in this part of my work .
1 - Poor; dissatisfied with this part of my work; Must take immediate steps to improve in this regard.

AREA OF RESPONSIBILITY No. 2 - TEACHING STRATEGIES

Definition,

Teachers, independent of their individual skills and personalities, use varied methods to achieve the
objectives of their program. This section deals with the strategies employed in effective teaching.

2(A) I USE VARIED AND EFFECI IVE METHODS OF PRESENTATION APPROPRIATE TO THE LESSON
CONTENT.

-In planning my lessons, consideration is given to relating my strategy to the objectives of the lesson.

-I make use of Socratic questioning, group discussions, laboratory techniques, panels,

demonstrations, lectures, role playing, team teaching, independent study, debates and simulation
games where suitable.

-I use audio visual aids and illustrative materials where available and appropriate. 2A 5
2(B) I PROVIDE WRITTEN AND ORAL ASSIGNMENTS REQUIRING ANALYTICAL AND CRITICAL
THINKING.

-I recognize the necessity to individualize assignments.

-I use assignment sheets and programmed learning materials when and where appropriate.

-I use problem solving techniques where appropriate.

-My assignments require students to comprehend ideas, apply these ideas, analyze, synthesize and
evaluate information rather than simply memorize and reproduce facts. 2B 5
2(C) I EVALUATE EFFECTIVELY, THEREBY IMPROVING BOTH TEACHING AND LEARNING.

- I use student achievement as one measure of my teaching effective,-s.

- Tests are used for both diagnosis of student problems and evaluation of their progress.

- The evaluation methods which I use place emphasis on the growth of the individual toward specific
goals and objectives.

- The results of evaluation are used to determine the suitability of my objectives in planning further
instruction.

- My testing procedures are constantly modified and improved.

- At the end of the year, I give students an opportunity to evaluate the program by means of
constructive criticism. 2C 4
2(D) I UTILIZE COMMUNITY RESOURCES TO ENRICH THE CLASSROOM PROGRAM.

-I invite, as guests of the school, members of the community who have expertise and/or special
experience.

-I make use of the environment of the school or area to enrich the regular classroom program,
always ensuring that the objectives of each field trip have been clearly formulated and are
understood. 2D 4

5 - excellent
4 - Very good; very effective in this part of my work.
3 - Good; an acceptable level of performance.
2 - Fair; needs my attention; must update my performance in this part of my work.
1 - Poor; dissatisfied with this part of my work; must take immediate steps to improve in this regard.
AREA OF RESPONSIBILITY No. 3 - CLASSROOM MANAGEMENT

Definition;

The effective teacher develops; methods of dealing verity disciplinary and administrative matters
which will maximize the learning situation.

3(A) MY CLASSROOM PROCEDURES ARE DESIGNED TO DEVELOP A POSITIVE LEARNING

ENVIRONMENT.

-Each student is aware of the standards of behavior I expect to be followed in my classroom.

-I encourage each student to develop self-discipline.

-My disciplinary procedures are based on respect for the rights of others.

-I avoid destructive criticism, ridicule and sarcasm and minimize the use of fear as a motivator.
5
-I set and maintain a high standard of decent and courteous language. 3A

3(B) I HAVE AN EFFECTIVE METHOD FOR DEALING WITH CLERICAL MATTERS.

-In addition to procedures outlined by the school or department, I have developed effective
methods for distributing instructional materials and for recording student attendance and marks.

-I keep accurate records of administrative matters and am prompt in replying to office requests.
5
-I use school equipment in such a way as to give full consideration to other staff members . 3B

5 - excellent
4 - Very good; very effective in this part of my work.
3 – Good; an acceptable level of performance
2 - Fair; needs my attention; must update my performance in this part of my work.
1 - Poor; dissatisfied with this part of my work; must take immediate steps to improve in this regard.
AREA OF RESPONSIBILTY No. 4 - SUBJECT COMPETENCE AND PROFESSIONAL GROWTH

Definition;

The teacher enters the profession with a certified academic or vocational background. He grows
professionally when he takes advantage of opportunities to improve his knowledge and instructional
qualifications.

4(A) I STRIVE TO UPGRADE MY PROFESSIONAL COMPETENCE.

-Within the past year I have participated in activities designed to improve myself and the educational
system, such as additional university courses, subject councils, workshop, federation offices and
committees.

-I attempt to broaden my perspective through professional study, research, reading, writing, travel, 4
and try to enrich my teaching through the experience gained. 4A

4(B) I MAKE USE OF AVAILABLE MEANS OF EVALUATION TO IMPROVE MY TEACHING.

-I am receptive to the suggestions of my colleagues.

-I take part in intervisitation programs with a view to exchanging ideas. 4B 5

4(C) I TAKE AN ACTIVE PART IN CONTINUING CURRICULUM DEVELOPMENT.

-I have attained a working knowledge of the new H .S. 1 format.

-Through discussions with colleagues and through reading professional literature I am aware of
curriculum innovations in my subject area.

-I have been involved in the planning and updating of courses of study in my subject .area.

-I evaluate the effectiveness of the courses of study that I teach with sensitivity for student interest
and relevance to the modern scene. 4C 4

4(D) I RECOGNIZE THE MAJOR OBJECTIVES TO BE ACHIEVED IN MY SUBJECT AREA AND WORK
TOWARDS THEIR ATTAINMENT.

-I have participated in staff and department discussions regarding philosophy and objectives.

-I have established objectives for each course that I teach and they are consistent with the overall
objectives of the department.
-I question critically the methods, procedures and materials employed in terms of their value in
5
achieving the objectives of the program. 4D

5 - excellent
4 - Very good; very effective in this part of my work.
3 - Good; an, acceptable level of performance.
2 - Fair; needs my attention; must update my performance in this part of my work .
1 - poor; dissatisfied with this part of my work ; must take immediate steps to improve in this regard
.

AREA OF RESPONSIBILITY No. 5 - INTERPERSONAL RELATIONSHIPS - with students, staff & other
adults

Definition;

Through his daily interpersonal relationships the teacher has a unique opportunity to help young
people develop and mature through his example and direction. In addition, he can be a positive
influence on other staff members and can establish valuable contacts with the parents and other
concerned adults in the community.

5(A) I AM CONSISTENTLY FAIR AND IMPARTIAL WITH STUDENTS.

-I respect the dignity of each young person.

-I respect the students' point of view even though I may disagree with it.

-I criticize in a discreet and private manner, concentrating on correcting the improper behavior.
5
-I try to ensure that any rewards and punishments used are appropriate to the situation. 5A

5(B) I RECOGNIZE MY RESPONSIBILITIES IN HELPING STUDENTS TO MATURE SOCIALLY AND TO

ACHIEVE SELF-REALIZATION.

-I try to build self-confidence in each student.

-I provide support and encouragement when students experience disappointment and failure .

-I make it clear that I am concerned with habits, attitudes and values.

-I try to understand the special needs and interests of each of my students.

-I try to be "APPROACHABLE" : a person who is available with a sympathetic ear when needed. 5B 4
5(C) I RECOGNIZE THAT MY ATTITUDE AND Efficiency IN MY WORK HAS AN EFFECT ON OTHER
STAFF MEMBERS.

-I share school equipment, facilities and ideas willingly.

-I am considerate of the workload and feelings of secretarial, custodial and paraprofessional staff.

-I conscientiously avoid action which could inconvenience others, such as detaining students at the
4
conclusion of a class and giving inadequate notice of field trips. 5C
5(D) 1 TRY TO PROMOTE A POSITIVE CLIMATE IN THE SCHOOL.

-I make a genuine effort to meet and help new staff members.

-I participate in staff, social and recreational activities.

-I am discreet in discussing problems of a personal nature regarding students and staff.

5
-I smile at all staff members once a week, even if it hurts ! 5D
5(E) I MAKE USE OF MY CONTACTS WITH PARENTS AND OTHER CONCERNED ADULTS TO PROMOTE
CONFIDENCE AND GOODWILL TOWARDS THE SCHOOL PROGRAM AND STAFF.

-I notify parents well in advance of student out-of-school activities.

-I recognize the inter-dependence of the school and the parents in child development, and ensure
that parents are informed of situations requiring special attention.
3
-In my public statements I present my school and the teaching profession in a positive light. 5E

5 - excellent
4 - Very good; very effective in this part of my work.
3 - Good; an, acceptable level of performance.
2 - Fair; needs my attention; must update my performance in this part of my work.
1 - poor; dissatisfied with this part of my work ; must take immediate steps to improve in this regard

AREA OF RESPONSIBILITY No. 6 - CONTRIBUTION TO THE TOTAL SCHOOL EFFORT

Definition;

It has been said that the "tone" of a school is affected by the attitudes and action of each teacher
"above and beyond the call of duty". This section deals with these extras required of the teacher
beyond his classroom work.
6(A) IN ADDITION TO MY REGULAR DUTIES AS A CLASSROOM TEACHER I ACCEPT WILLINGLY EXTRA
DUTIES WITHIN THE SCHOOL.

-I participate in committee work in the school such as commencement committee, assembly

committees.

-My colleagues know by my attitude that I am prepared to assist whenever necessary.

-I make my time and talents available beyond the classroom helping students through extra
academic assistance, coaching or managing of teams, clubs or other activities. 6A 3

6(B) MY CONCERN FOR MY STUDENTS EXTENDS BEYOND THE TEACHERPUPIL RELATIONSHIP.

-I encourage the students to take action to improve the school environment, to respect the school
property and that of others.

-In all contacts with students in the halls, on the playing-field or wherever, I encourage goodwill
towards the school.

-I show concern for the total welfare of my students rather than achievement in a particular subject.

-I take corrective action outside of my classroom when necessary. 6B 5

6(C) I ACCEPT ADMINISTRATIVE DECISIONS IN GOOD FAITH AND MAKE USE OF THE PROPER
CHANNELS TO SUGGEST MODIFICATIONS TO THOSE DECISIONS WITH WHICH I DISAGREE.

-I discourage harmful gossip and chronic complaining in the staff room.

-I support the policies of the school and ensure that my students understand and adhere to these
policies.

-I bring student reaction to school policy to the attention of the administration, and suggest
5
modification where applicable. 6C

5 - excellent
4 - Very good; very effective in this part of my work.
3 - Good; an, acceptable level of performance.
2 - Fair; needs my attention; must update my performance in this part of my work.
1 - poor; dissatisfied with this part of my work ; must take immediate steps to improve in this regard
 SUMMARY CHART

By reading through this guide you have been reviewing the many facets that go together to
produce good teaching. You have also evaluated your own performance in each of the areas of
responsibility. This is but the first step; the procedures below are designed to help you make a
valuable summary which will help you to focus on areas of strength and areas needing
improvement.

(1) Enter your self-ratings in the appropriate spaces in the chart below.

(2) Add up the total and average scores for each area as indicated.

(3) Compare your average score for the six areas, and also note the individual scores which are
particularly high or low.

Then complete the "Action Summary" on Page 9.

Area of Responsibility Self-Rating Total Score in This Area Average Score

in This Area

No. 1 1A……….4
Teaching 1B……….4 12 95%
Skills 1C……….4
1D……….5
1E……….5

No. 2 2A………..5
Teaching 2B..........5 18 98%
Strategies 2C…………4
2D………..4

No. 3 3A………..5 10 100%

' Classroom 3B…………5
Management

No. 4 4A………..4
Professional 4B………..5 18 98%
Growth 4C………..4
4D………..5

No. 5 5A………..5
Interpersonal 5B…………4 16
Relationships 5C…………4 96%
5D………..5
5E…………3

No. 6 6A………..3
Total School 6B………..5 13 95%
Effort 6C………..5
 ACTION SUMMARY

More important than where are you now is what you plan to do to improve yourself in the areas that
you, as a professional, believe are in need of improvement. Now fill out items 1,2, 3 and 4 below .

(1) Aspects of my work being carried out well.

Knowledge, This is a multifaceted aspect to learning since it relates not only to the specific content
of the curriculum but also to teaching strategies, different types of learner intelligences, and even
interpersonal and intrapersonal skills. The teacher who is equipped with a wide understanding of
these topics can create an environment that truly supports every learner in their quest to discover
the truth. Skills, this is the “tool belt” that is the arsenal for any good teacher. The tools include
different modes of engaging students such as, but not limited to, project based learning, cooperative
learning, and peer review. Educators should be skillful enough to alter any style of teaching to meet
the specific learning needs of the students.

(2) Those aspects being conducted on a less desirable level.

A Sense of Priority

Be selective in what you read. A lot of titles and headlines promise thinking and utility that just isn’t
delivered in the content itself, whether it’s a book, blog post, video, or other media. And some of it
may be from reputable sources.

Be selective. There is only so much information you can consistently use. Pare down the sources—
anywhere from five to ten blogs or social channels should be more than enough to support your
growth as an educator and allow for change.

(3) Specific areas in need of improvement.

Diverse Ideas & Perspectives

You may tend towards content that justifies your own opinion—confirmation bias being what it is.
And there’s nothing wrong with that. The bulk of your content should likely reflect the tone and
philosophy of your teaching and learning worldviews.

But don’t be afraid to challenge yourself by diversifying—confronting new possibilities with a critical
eye and an open mind. This is how you grow.

And as mentioned in item #1 (Balance), diversify in terms of types of content as well. Curricula,
curricula, frameworks, dialogic content and conversations, and so on.
(4) My goals for self-improvement for the coming year.(Outline in detail what you intend to do,
how you will go about it, what help you will seek to do it, etc. .)

Adjust your mindset

If you wish you see the change in the way you teach, you need to first change the way you think
about it. To keep up your exposure up to date, you must read books, blogs and articles on methods
to transform your teaching and you will start noticing a difference in the way you process the daily
challenges of teaching. Connect with other teachers, make groups and share knowledge of the
changes that have been made. Practice this in your routine.