ERIC Number: ED241460
Record Type: Non-Journal
Publication Date: 1984-Jan-30
Reference Count: N/A
Linking Pre-Service and In-Service Teacher Self-Assessment: A Model for Instructional Improvement.
Scholl, Robert L.
A model for preservice and inservice teacher self-assessment, which fosters improved performance, is divided into two phases. Phase 1 begins at the preservice level, and phase 2 is carried out during the time the teacher is under contract in a school setting. During phase 1, the teacher candidate explores the answers to three questions in coursework: (1) How can effective teaching be defined? (2) What constitutes clear, meaningful standards (criteria) of effective teaching? and (3) What would be an appropriate method (process) for self-assessment? Each teacher candidate explores available literature and research through six instructional modes: (1) becoming familiar with the self-assessment concept; (2) exploring effective teaching practice; (3) identifying standards for effective teaching; (4) analyzing teacher behavior; (5) designing a self-assessment system; and (6) implementing a self-assessment system. The second part of phase 1 is implementation of the self-evaluation system during student teaching. Phase 2 deals with inservice teachers. Each school district should develop a comprehensive plan of evaluation. In due time, the first year teacher develops a personal approach to self-assessment within district guidelines. (JMK)
Descriptors: Evaluation Criteria, Evaluation Methods, Inservice Teacher Education, Preservice Teacher Education, Program Development, Research Utilization, Self Evaluation (Individuals), Student Teacher Attitudes, Student Teachers, Teacher Education Curriculum, Teacher Effectiveness, Teacher Evaluation, Teacher Improvement
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A