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Teacher Self-Analysis
The importance of teacher self-analysis is a vital component to ensure a dynamic and successful learning environment. In addition, this tool should be utilized by professional educators to assess his/her aptitude, techniques, and motivation to successfully impart education and culture to his/her students. According to the Pittsburgh Rise Teacher Evaluation Rubric, there are four domains, which should be addressed when evaluating the professional educators’ proficiency. The four domains specified are as follows, Domain 1: Planning and preparation; Domain 2: The classroom environment; Domain 3: Teaching and learning and Domain 4: Professional responsibilities. Each of these domains defines the objective and identifies various components required to successfully achieve these objectives. The teacher self-analysis is graded by the successful realization of the components. All components are graded as, unsatisfactory, basic, proficient or distinguished. This paper will address these domains, and their components, and how they are utilized in teacher self-analysis. The first domain addresses planning and preparation. In planning and preparation, the teacher should demonstrate knowledge and understanding of the subject material he/she is presenting. Additionally, the teacher should be aware of the students’ knowledge of the subject matter and any presenting limitations. The educator should utilize various formal/informal assessment instruments to evaluate students’ comprehension and proficiency of the subject material. The learning objective should be clear and the activities should require the students to utilize and develop their cognitive abilities. The effective planning and preparation of the lesson will result in the ability of the student to demonstrate his/her adeptness of the subject material utilizing their receptive and productive skills. There are five components of assessment in this domain and they are as follows, demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, setting instructional outcomes, demonstrating knowledge of resources and planning coherent instruction. The second domain addresses the classroom environment. As addressed in the TEFL curriculum the classroom environment is an integral factor in advancing a successful learning environment. The educator assumes the roles of manager, controller and facilitator. In this domain, the effective educator utilizes various techniques, which promotes learning in all students. The educator cogitates the culture, nationality and level of the student. An effective educator will understand that these elements play a vital part in how the student learns, in addition to, his/her perception of the learning process. It has been demonstrated, that if a student lacks self-confidence, it can deter the learning process. An indication that the educator has fostered/created a learning classroom environment is the ability of the students to assist in the operative management and learning environment of the classroom. The student assumes responsibility for their learning environment. There are five components of assessment in this domain and they are as follows, creating a learning environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behavior and organizing physical space. The third domain addresses, teaching and learning. In this domain, the educator is responsible for assessing the proficiencies and needs of the students. The educator works with the student to help him/her discern what is hindering their acquisition of the material, implementing different teaching techniques and learning activities according to the students’ needs. As a result, the student has an active part in the learning process and attainment of the material. The learning and teaching process also addresses the students’ behavioral and social skills. There are seven components of assessment in this domain and they are as follows, communicating with students, using questioning and discussion of techniques, engaging students in learning, using assessment to form instruction, demonstrating flexibility and responsiveness, assessment results and student learning and implementing lessons. The fourth domain addresses, professional responsibilities. In this domain, the educator conducts a self-assessment on his/her teaching performance by comparing their students learning attainment. The students are able to effectively and confidently demonstrate their proficiency of the subject material. In addition, goals of the educator are focused towards continual self-development. This is evidenced by the “distinguished” work in the three previous domains. There are six components of assessment in this domain are as follows, reflecting on teaching and student learning, system for managing students’ data, communication with families, participating in a professional communication, growing and developing professionally and showing professionalism. In summary, using a teacher self-analysis tool will facilitate in the development of a successful learning environment for the student, as well as, the educator. BIBLOGRAPHY “Pittsburgh Rise Teacher Evaluation Rubric.” Version 6. 10 May 2009http://www.pps.k12.pa.us/14311059122535553/lib/14311059122535553/Education%20Committee/2010/April/Teacher-Self-Assessment-Rubric.pdf Marshall, Kim. “Teacher Evaluation Rubrics.” Revised May 16, 2009 http://ecologyofeducation.net/wsite/wp-content/uploads/2009/09/teacher-eval-rubrics-may-16-09.pdf

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