Faculty Evaluation: Checklist

Teacher_____________________________ Date____________________

Purpose: The evaluation represents desired traits for successful and effective teaching. Instructors normally complete a self-evaluation followed by an administrator's evaluation based on informal and formal observations, reviews of the instructor's written work, and input from division heads. Whenever an instructor has less than a satisfactory comment, immediate every effort should be made to make immediate improvements.

Key: 1=Consistently superior performance and worthy of emulation by others; 2=Very good to superior performance with observed desire/effort to be superior; 3= Good performance with awareness and effort to be even more effective; 4=Exhibits awareness that improvement is needed; 5=Unsatisfactory with immediate attention needed; N=Not applicable or not observed

Professional Qualities Self Administrator
  • Is a team player
   
  • Adheres to school policies
   
  • Contributes to staff meetings/staff development
    
  • Evidences enthusiasm for teaching
    
  • Accepts responsibility
    
  • Evaluates self realistically
    
  • Deals well with constructive criticism
    
  • Skilled in human relations with students, parents
    
  • Maintains confidentiality
    
  • Punctual to work and meetings
    
  • Maintains attendance records, grades, etc.
    
  • Participates on committees
    
  • Attentive to details
    
  • Enjoys students and courses assigned
    
  • Volunteers effort to help others, cover classes, etc.
    
  • Enjoys respect of colleagues
    
  • Seeks advice when needed
    
  • Engages in on-going professional development
    
     
Teaching Performance Self Administrator
  • Develops objectives in terms of individual skill levels, attitudes, understanding
    
  • Creates varied, stimulating learning situations
    
  • Adapts approach for individual differences
    
  • Challenges students academically
    
  • Gives clear, concise directions
    
  • Maintains varied, pleasant speaking tone
    
  • Avoids sarcastic or cynical remarks
    
  • Maintains reasonable standards for evaluations
    
  • Keeps administration informed of problems, needs
    
  • Uses good diction and effective vocabulary
    
  • Uses library and Internet resources
    
     
Classroom Management Self Administrator
  • Promotes & secures cooperation/respect of students
    
  • Seeks to avoid possible disruption to other classes
    
  • Uses time and materials wisely
    
  • Keeps students productive
    
  • Avoids idle gossip with students
    
  • Posts/distributes classroom rules if appropriate
    
  • Maintains students' attention
    
  • Maintains awareness of classroom observers/visitors
    
  • Avoids preaching or nagging about behavior
    
  • Documents student misbehavior
    
  • Works to preventing potential problems
    
  • Returns student work promptly
    
  • Calls on all students in the class if appropriate
    
  • Teaches students organizational skills
    
     
Personal Qualities Self Administrator
  • Is poised
    
  • Is emotionally mature
    
  • Maintains good relationship with colleagues
    
  • Serves as positive role model for students
    
  • Does not allow personal problems to affect performance
    
  • Has appropriate sense of humor
    
  • Dresses professionally and appropriately
    
  • Embraces College's  mission
    
     
Teaching Qualities and Sensitivity Self Administrator
  • Avoids and discourages racist, sexist, physical and other stereotyping in classroom organization, interactions with students, curriculum materials, language use, etc.
    
  • Counsels students & parents appropriately
    
  • Documents conversations & conferences
    
  • Keeps administrator informed
    
  • Seeks to create a positive professional impression
    
  • Identifies problems; provides solutions
    
  • Uses knowledge of and accommodates students with different learning styles
    
  • Cooperates with division or all-College projects
    
  • Provides positive self-esteem among students
    
     
Specialized Areas or Areas teacher/administrator wish also to evaluate Self Administrator
     
     
     
     
     
     

Date of Evaluation_________________

Instructor  ____________________________________________

 

Self-Evaluator's Comments/Explanations to Administrator (may attach separate page if needed):

 

 

 

 

Administrator's Response or Explanatory Remarks:

 

 

 

Instructor's  Response to Administrator's Evaluation or Remarks: I understand the purpose of this evaluation, and I have reviewed evaluation areas with the goal to make improvements or continue to maintain the professional standards desired. I would, however, like to make the following comments.

 

 

 

 

 

Copy maintained in personnel file; retain copy for your records.

Instructor's Signature____________________________________ Date Submitted____________

Evaluator's Signature__________________________________ Date_____________________

Evaluator/instructor Conference Held______________________

 

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Original Author: Catherine Cook School, Mr. Paul Stockhammer, Headmaster, 226 W. Schiller Street, Chicago, IL 60610-1808, Tel. 312-266-3381

Modified by: Dana Lee Ling, College of Micronesia-FSM, January, 2001.