Academic journal article K@ta

Teacher Self-Evaluation Models as Authentic Portfolio to Monitor Language Teachers' Performance*

Academic journal article K@ta

Teacher Self-Evaluation Models as Authentic Portfolio to Monitor Language Teachers' Performance*

Article excerpt

Abstract: Teachers may not feel satisfied with the feedback they have got from their superiors' evaluation. This paper aims at inspiring teachers with ideas of self-learning to improve their teaching performance for professional development. The writer shares his own experience as a principal and a head of the English department in exploring self-evaluation models to monitor language teachers' performance in the classroom.

Key words: self-evaluation, feedback, reflection, teacher-diary, teacher portfolio, teacher performance.

This paper aims at inspiring language teachers as well as language supervisors or principals with fruitful ideas on teacher self-evaluation models as teacher portfolio to monitor language teachers' performance. This teacher portfolio is used as evidence of what the teachers are able to do and how they do it. The collection of the teacher's work as portfolio depends on how the portfolio will be used and what the purposes of the portfolio will be. As a matter of fact, portfolio is useful for language teachers and their supervisors/principals.

The aim of using portfolio for language teachers is to raise the awareness of becoming reflective teachers, to develop independent, selfdirected learner-teachers, and to achieve the best performance for their teaching effectiveness. The aim of using portfolio for language supervisors or school principals is to provide alternative ways to evaluate both products and processes of the teachers' learning and teaching efforts and to facilitate the professional development of the language teachers. The teacher portfolio is authentic and more objective data for school principals or language supervisors to use better judgments or decisions for their teachers. Therefore, teacher portfolio could be as alternative ways to overcome the shortcomings of the subjectivity of the traditional teacher evaluation which lacks authentic evidence of their teachers' performance or efforts.

Further, it is expected that language teachers become self-directed learners as well as researchers by using teacher self-evaluation models to improve their own teaching performance. This activity will also help teachers become more critical and aware of their actions and values given to their students. These critical behavior and awareness of doing their best in class would enhance the teacher's professional development. By using this portfolio, it would also help language teachers step their own ladder career as academics as well as professionals.

Moreover, it is advisable that language teachers choose their preferred self-evaluation model to monitor and improve their own performance in class. Therefore, this paper would discuss some instruments of teacher self-evaluation model, that is, teacher selfevaluation, student feedback, peer observation feedback, teacher reflection and teacher diary, and teacher self-evaluation models, advantages of using teacher portfolio and the results of the survey.

INSTRUMENTS OF TEACHER SELF-EVALUATION MODELS

Language teachers may monitor their own teaching performance by using teacher portfolio. In order to get more objective information on their performance, they use some instruments, such as teacher self-evaluation, student feedback, peer-observer feedback, teacher reflection, and teacher diary. Here, the writer would like to suggest these five instruments of teacher portfolio as follows:

First, teacher self-evaluation is used as an instrument for evaluating teachers' performance. After teaching sessions in the classroom, language teachers could use self-evaluation checklists they need. The selfevaluation checklist is used by language teachers to reflect upon their teaching performance. The teachers may also ignore the unnecessary items in the questionnaire and add other necessary items or modify the self-evaluation checklists.

Second, student feedback could also be used as a monitoring instrument for the teacher self-evaluation to enhance the objectivity of the feedback. …

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