Teachers’ Reflections of Instructional Improvement When Engaging in Self-Assessment Through a Standards-Based Appraisal Process

• In Event: Reflective Practice

Abstract

This paper presents findings of teachers’ reflections regarding: 1) improving instructional effectiveness through observations of their own lesson using the standards-based Professional Development Appraisal System (1998); 2) comparisons of an external reviewer’s evaluation of the same lesson; and 3) the impact of the appraisal system on their pedagogical views, professional development and actual practice improvement. Data sources were comprised of interviews, teacher reflections and self-assessments, and external reviewer evaluations. Findings indicate that teachers view the appraisal system as evaluative rather than for professional growth, with little impact on their teaching practice. Participating teachers indicated that the self-evaluative reflective process utilized in the study had a greater impact on their professional development than the appraisal system as it is currently structured.

Authors

• Denise M. McDonald, University of Houston - Clear Lake

• Amanda Lynn Davis, Pearland Independent School District