ASHLAND UNIVERSITY DWIGHT SCHAR COLLEGE OF EDUCATION
OFFICE OF FIELDS AND PARTNERSHIPS
OTES Self-Assessment (12/19)
As an educator, it is important to self-assess yourself to identify areas you need to develop and also to see
areas of strength. At this point in your career, it is okay to have many areas which need to be improved. There
should never come a point in which you think you have it all mastered and there is nothing else to learn. There
is always room for growth and improvement.
Use the following table (based on the Ohio Standards for the Teaching Profession) to respond to each
standard. Thoughtfully consider each component within the standards to determine a 1-4 rating. It is okay to
give yourself a “1”. The purpose of this self-evaluation is to show areas in which you can develop.
These are the same standards you will evaluated on once you have your own classroom. It will be important to
be able to provide evidence/data for each component. When you are in the field, discuss the types of data
classroom teachers are sharing with their administrators to document these standards.
(1 = rarely, 2 = sometimes, 3 = frequently, 4 = always)
Standard 1: Students
1
2
3
4
Knowledge of how students learn and of student development




Understanding of what students know and are able to do




High expectations for all students




Respect for all students




Identification, instruction and intervention for special populations




Evidence indicating strengths and areas for growth:
Standard 2: Content
1
2
3
4
Knowledge of Content




Use of content-specific instructional strategies to teach concepts and skills




Knowledge of school and district curriculum priorities and Ohio academic content
standards




Relationships of knowledge within the discipline to other content areas




Connection of content to life experiences and career opportunities




Evidence indicating strengths and areas for growth:
Standard 3: Assessment
1
2
3
4
Knowledge of assessment types




Use of varied diagnostic, formative and summative assessments




Analysis of data to monitor student progress and to plan, differentiate and modify
instruction




Communication of results




Inclusion of student self-assessment and goal-setting




Evidence indicating strengths and areas for growth:




Standard 4: Instruction
1
2
3
4
Alignment to school and district priorities and Ohio academic content standards




Use of student information to plan and deliver instruction




Communication of clear learning goals




Apply knowledge of how students think and learn to instructional design and delivery




Differentiation of instruction to support learning needs of all students




Use of activities to promote independence and problem-solving




Use of varied resources to support learner needs




Evidence indicating strengths and areas for growth:
Standard 5: Learning Environment
1
2
3
4
Fair and equitable treatment of all students




Creation of a safe learning environment




Use of strategies to motivate students to work productively and assume responsibility
for learning




Creation of learning situations for independent and collaborative work




Maintenance of an environment that is conducive to learning for all students




Evidence indicating strengths and areas for growth:
Standard 6: Professional Responsibility and Growth
1
2
3
4
Clear and effective communication




Shared responsibility with parents/caregivers to support student learning




Collaboration with other teachers, administrators, school and district staff




Collaboration with local community agencies




Evidence indicating strengths and areas for growth:
Stand 7: Professional Responsibility and Growth
1
2
3
4
Understanding of, and adherence to, professional ethics, policies and legal codes




Engagement in continuous, purposeful professional development




Desire to serve as an agent of change, seeking positive impact on teaching quality and
student achievement




Evidence indicating strengths and areas for growth:
Step 2: Self-evaluation summary and planning: Now that you have identified where you fall for each standard,
take the time to reflect. This is the most important part. The quality and thoroughness of the responses will
determine your overall rating. Use the rubric to help guide your responses.
Summarize the findings of the self-evaluation and determine two focus areas.
Design a course of action based on your focus areas.
How will your work in these focus areas improve student learning?
How will success be measured?
Step 3: Scoring the Self-Evaluation (completed by the Supervisor):
The rubric below needs to be used to determine a holistic rating. The rating is based on the quality and
thoroughness of the responses. Circle the description which best fits for each area.
1
3
4
The TC has attempted to
analyze the performance
standards or student
growth data to determine
strengths and areas for
improvement. The
analysis is either
incomplete or lack
objectivity.
Rarely collects data to
support the analysis.
The TC has objectively
analyzed performance
standards and student
growth data to
determine strengths and
areas for improvement.
Consistently collects
data and identifies
essential evidence to
support the analysis.
The TC has objectively
and collaboratively
analyzed performance
standards and student
growth data to
determine strengths and
areas for improvement.
Frequently collects data
and identifies essential
evidence from multiple
sources to support the
analysis.
Summary and plan of
action are incomplete.
Timeline is unclear.
The response
incompletely explains how
the plan will result in
improved teacher practice
and student learning
The success metric is
based on analysis of
incomplete data and
unclearly measures the
expected results of the
plan of action.
Summary and plan of
action are satisfactory.
The timeline is
adequate.
The response
adequately explains
how the plan will result
in improved teacher
practice and student
learning.
The success metric is
based on analysis of
important data and
reasonable measures
the expected results of
the plan of action.
Summary and plan of
action are articulate,
clear and include a
reasonable timeline.
The response clearly
explains how the plan
will result in improved
practice and student
learning, along with
contributing to learning
within the organization.
The success metric is
based on analysis of
critical data and
comprehensively
measures the expected
results of the plan of
action.
Supervisors need to consider the indicators above. Choose the one for each area that most accurately
describes the quality and thoroughness of the TC’s responses to help determine a final score.
Holistic
rating
1 point
2 point
3 point
4 point
Minimal
Partial
Thorough
Extensive
Course # __________________________________ Semester: Fall or Spring Year: _______________
Date of OTES Self-Evaluation Conference: ________________________________________________
Teacher Candidate Signature: __________________________________________________________
Supervisor Signature: _________________________________________________________________
RETURN TO STUDENT
SAVE THIS EVALUATION: YOU WILL SHARE THIS WITH YOUR NEXT FIELD SUPERVISOR
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