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)