Step 1: Student and Self-Assessment

The Self-Assessment stage of the evaluation cycle helps the educator focus on areas of growth for both the educator and students.  Looking at student data and curriculum, educators select areas of focus for improving student learning and performance.  Using the professional practice rubric as a guide, educators individually and/or in teams, determine relative strengths and weaknesses and potential growth opportunities.

Download a copy of the Self-Assessment form here.

Part 1: Analysis of Student Learning, Growth, and Achievement

The materials used for the analysis in Part 1 will depend upon the subject and grade level you teach.  Possible sources include student assessments, curriculum reviews, student feedback surveys, and any other sources of information that reflect strengths and areas of need in student achievement or curriculum.  You may wish to consult the Curriculum Frameworks for your grade level or goals/objectives for your units.

For example, a review of the prior year’s MCAS or end-of-year math assessment may indicate that the incoming students scored lower than desired on computation with fractions.  Your (short) list of strengths and areas of need can be written out or presented as two bulleted lists.  One of these areas of need could become the focus of the current cycle’s goal.

Sample:Screenshot Self-Assessment Example Part 1

Part 2: Assessment of Practice Against Performance Standards

The primary tool used for self-assessment is the same Teacher or SISP Rubric that will be used to evaluate  your professional practice.  This does not need to be shared with your evaluator but is simply for your own use as you determine relative strengths and areas of potential improvement.

Starting with the Proficient level description, determine if your practice meets all of the indicators in the element.  In the example below, the educator feels that she does a pretty good job letting parents know what is going on through newsletters, calls home, and her classroom blog, but perhaps could do more to invite families into the classroom.  She circles the Needs Improvement definition knowing that this is simply a way to keep track of areas where she might want to focus her Professional Practice Goal this year – it is NOT a statement that her performance falls into the Needs Improvement category.

Self Assessment Example

Using the rubric that pertains to your evaluation, circle definitions based on where you see your relative strengths and areas of need.  A brief summary of these and where you want to focus your efforts over the next evaluation cycle should be added to the Self-Assessment portion of your Evaluation Record.  It is not necessary to write in paragraph form if you do not wish to, feel free to create bulleted lists of strengths and areas of need.

Screenshot 2015-09-08 10.20.15

As always, if you have questions or concerns or would like assistance in completing your Self-Assessment, please contact me at or book a time to meet using the “Book Now” link in the sidebar to the right.


One thought on “Step 1: Student and Self-Assessment

  1. Pingback: Step 1: Self-Assessment | BPS Educator Evaluation Support

Comments are closed.