Self Evaluation Checklists

Prepared by Max Darby in May 2009

This file contains questions to assist in evaluating your current performance and future options.

It might be used for formal school purposes or to provide personal guidance for your future. It might be used for educational purposes or to assist you to make the translation to a career outside of education.  In addition to considering your performance yourself, you might seek input from other people. By working through the questions, documenting responses and suggesting solutions to issues that arise, you will have the basis of a sound response to your own performance and to possible future directions you might take.

Why undertake self-evaluation?

The major reasons are to

determine where you are in terms of your own expectations and those of others

determine what you need to do to meet those expectations

improve your personal standing in the school

improve the standing of your subject, faculty or department in the school

improve your self image as an effective teacher

determine the strengths, positives, and possible weakness, shortcomings, oversights of your performance as a teacher

improve the achievements of your students

determine future directions you might like to explore in terms of your career path.

Current teaching checklist

Teacher Questions

How would you describe your feelings about your career as it now stands?

What do you think are your major strengths?

What do you think are your major shortcomings (if any)?

What things about your job make you most satisfied?

What things about your job make you least satisfied?

How can you maintain and further develop the things with which you are already satisfied?

How might you improve the things with which you are least satisfied?

What are the work requirements under which you are employed?

Are you meeting all of these?

Which are you meeting and which are you not meeting?

Are there particular reasons for any of them not being met?

How might any shortcomings be addressed?

How might you monitor the actions you take?

Is there a person (s) to whom you need to report the results of your evaluation?

Is there a person who can assist in monitoring the actions you take?

Would you consider surveying your students about your performance as a teacher? (See list of possible questions below that you might ask students should you decide to enlist their input).

Student survey questions

How students learn is more important than how you teach. Learning is the primary objective of education, not teaching. The use of the well used Educational term Teaching and Learning needs to be reversed to Learning and Teaching. How students learn needs to be considered before teachers decide how they teach. If students are not learning, maybe teachers need to consider a change to how they teach.

Education is not one of those things that students earn a right to. All students have a Democratic right to education regardless of whether they deserve it or not. They also have a right to education, regardless of whether they want it or not. In fact, it’s the most basic Democratic right of all people. In that, surely a teacher has a responsibility to ensure a quality education for all students. (Darby, 2002).

This survey is designed to give your students an input to what happens educationally in your classes.

It should not be seen as threatening to you or your students. Rather, it should be considered a challenging process of evaluation.

There are sometimes things you think happen or don’t happen in class, and surveying students might allow you to discover aspects of your teaching about which you made incorrect assumptions or had little knowledge.

Regardless of how effective you are, there are always aspects of your role that could be improved.

It should make student learning more effective and, hopefully more interesting.

It will also provide you with important feedback about your role as a teacher.

Students need to be encouraged to be honest in their responses.

There are no rights or wrongs suggested by the questions.

Students should not be required to include their name on the response form.

If you wish you could provide response yes/no boxes or lines on which students can write their comments, or both.


Student Questions

Do you think I am an effective teacher?

Do I explain what each lesson is about?

Do I explain what I want you to learn?

Do I set clear goals that I expect you to achieve?

What things do you think I do best?

What things do you think I could improve?

Are my lessons interesting?

How could I make them more interesting?

What things do you enjoy doing in class?

What things don’t you enjoy doing in class?

Do you feel you learn important things in my classes?

Do I provide enough help and assistance in class?

Do I share my time fairly with all students?

Do I provide variety in my teaching styles?

Does my teaching style suit everyone in class?

Do I listen to you?

Do I encourage you?

Do I appear to be well-prepared for my classes?

Do I hand out enough pre-prepared notes?

Do I summarize the things we’ve covered in each lesson?

Do I provide enough feedback about the work you do?

Do I set a reasonable amount of homework?

Do I correct and hand back homework or class set work quickly?

Is there anything different you’d like me to do in class

Is there anything you’d prefer I didn’t do in class?

Is there anything else you’d like to comment on concerning my teaching?

Future employment checklist

This checklist provides some direction for teachers who wish to be doing something other than teaching art in the future.

Teacher Questions

Where would you like to be in 5 years time career wise?

Do you wish to still be in education (in a leadership role or in a similar role to what you are now doing)?

Do you wish to be in a different position in education (for example, as a Level coordinator, a Faculty head, a Deputy Principal etc.)?

What kind of options in education are thee for you?

Do you wish to be in a position outside of education

What kind of position would you like to be doing?

What specifically do you need to do to achieve your wishes?

How does your current job relate to what you want to do in the future?

Are there skills and knowledge you already posses that are transferable to whatever it is you want to do?

How can you repackage your current skills, knowledge and experience to suit a new situation?

What new skills and techniques do you need to learn and develop?

Do you need to upgrade your qualifications and training, or undertake a totally new course?

Where/how can you find out?

Where can such training or qualifications be undertaken (Online, Tertiary, workplace etc)

What entry requirements are there and do you meet them

How long will it take you to gain new qualifications, skills or knowledge (short or long time)?

Can it be done in stages?

Can you afford it and how will you pay for it?

If you want to stay in education, are there additional or different tasks you need to take on at school to demonstrate your potential (for example, if you want a different role to art teaching).


Have you consulted anyone in a more senior position at school (for example, the Principal or careers adviser?

Can someone assist you to gain any new skills or knowledge that is required? (e.g. IT skills, studio skills, consultancy skills etc).

Can you exchange help or knowledge with anyone else (that is, you teach them something while they teach you something?)

You can cross reference this checklist with information from other checklists e.g.

–           Job Application Checklist

–           Preparing a Resume or Curriculum Vitae

–           Writing a Job Application

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2 Responses to “Self Evaluation Checklist”

  1. max says:

    I’m happy you liked it. Max

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