Self-Assessment. (a) Subject to clause 4.4(b), for Services that are Self-Assessable:
(i) You must self-assess whether those Services are being delivered in compliance with the Quality Standards, using the self-assessment tool available on Our Website and in accordance with the Quality Framework; and
(ii) You must promptly and, in any case, immediately upon request, provide a copy of Your self-assessment to Us.
(b) Clause 4.4(a) does not apply if You hold any current Certification.
Self-Assessment. Each teacher will complete a self-assessment by the end of the first 30 calendar days of the school year. The goal of this step in the process is to provide the person being evaluated with an opportunity to reflect on personal performance and goals moving forward.
Self-Assessment. In conjunction with, or following the completion of, an ancillary staff employee’s annual performance evaluation, the ancillary staff employee shall complete a self-assessment of their professional skills and practice, utilizing the Self-Assessment Worksheet in the “Framework for Professional Practice”. This self-assessment must be completed by the end of September each year but may be completed prior to the conclusion of the previous school year. A non-probationary ancillary staff employee may use the self- assessment to assist in formulating his/her professional growth goals for the ensuing school year. The self-assessment worksheet shall be retained by the ancillary staff employee for reference during the school year. A probationary ancillary staff employee in his/her first year shall not be required to do a self-assessment until at least the conclusion of his/her first year. After his/her first year, a probationary ancillary staff employee shall share the self-assessment with his/her immediate supervisor as they mutually develop new goals for the ancillary staff employee’s Individualized Development Plan (IDP) for the ensuing school year. For an ancillary staff employee on “Track I – Formal” process, there is no self-assessment until the issue(s) is(are) resolved. See the “Framework for Professional Practice” for further details regarding the Self-Assessment process and procedures.
Self-Assessment. This involves the employee assessing themselves against the cultural competency framework as well as providing an assessment of their clinical competence (in line with the requirements of the employee’s position description). It is up to the employee to assemble the evidence that they consider supports their various assessments. It is this self assessment and supporting evidence that forms the basis for the assessments described in b) and c) below.
Self-Assessment. All educators shall complete a self-assessment as part of the performance appraisal process. The educator may at their discretion share the self- assessment with their respective evaluator. Educators are highly encouraged to share the self-assessment as part of professional self-reflection and collaboration in the appraisal process. Return to Table of Contents
Self-Assessment. Teachers may complete a self-assessment form to identify strengths and areas for growth. Completion of the self-assessment is optional and within the teacher’s discretion to share the form with his or her credentialed evaluator.
Self-Assessment. All teachers and certificated support personnel prior to the Goal Setting Conference, will complete a Self-Assessment form. The Self- Assessment shall not be used as an artifact or evidence.
Self-Assessment. Each teacher shall reflect on his/her practice and complete the self-assessment via electronic eVal or hard copy.
Self-Assessment. The teacher self-assesses their instructional practice using the instructional framework and the evaluation rubric to identify an area of focus. The teacher chooses whether to share the results of the self-assessment with their evaluator. The self-assessment may include:
1. An examination of student work, classroom-based assessment data, feedback from students, etc. and reflection on the question: “What are the learning strengths and learning challenges of students?”
2. Consideration of building and district learning goals and instructional initiatives, and reflection on the question: “How do these support the learning challenges of students?”
3. Assessment of instructional practice using the 5D+ instructional framework and the 5D+ teacher evaluation rubric referencing evidence from day-to-day classroom practice to support an assessment for each rubric indicator. Observation and Data collection. Analysis of evidence and reflection. Questions such as “Which indicators are strengths and which are learning opportunities?”
Self-Assessment. (a) Subject to clause 4.4(b), for Services that are Self-Assessable:
(i) You must self-assess whether those Services are being delivered in compliance with the Quality Standards, using the self-assessment tool available on or through Our Website or that forms part of any online self-assessment system that We notify You to use instead and in all cases in accordance with the Quality Framework; and
(ii) You must promptly and, in any case, immediately upon request, provide a copy of Your self-assessment to Us.
(b) Clause 4.4(a) does not apply if You hold any current Certification.
