Methods are suggested that can be used to varying degrees by the teacher for a self-evaluation, which is independent of any other procedures that might be used by a school system. Three sources of information can be used as the basis for self-evaluation: (1) scaled instruments, questionnaires, and narrative reports; (2) videotapes; and (3) data on student performance. The first source requires value judgments, and covers all aspects of the art of teaching. Often a combination of scaled instruments and some sort of narrative is used. The evaluative process using the videotape recorder calls for the taping of one or more class sessions that can be analyzed later by the teacher. One advantage of this procedure is that the teacher can practice self-observation in private. The third approach involves using student performance on tests and interpreting data in relation to the adequacy of the prior teaching. Appendices include examples of self-evaluation/observation report forms, categories of the teaching act, and a videotape observation form. (AMH)