Delaware TechnicalCommunity College
Self-Evaluation Goal Setting Worksheet
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Directions: This Customized Professional Development Mentoring Plan Self-Evaluation/Goal Setting Worksheet has been designed to help you, the new faculty member, to identify your instructional strengths – as well as your opportunities for improvement.

You can use this self-assessment as a conversation starter between you (the new faculty member) and your mentor. Be sure to ask questions and discuss strategies and tactics. If done properly, this document will help you to uncover your strengths as well as target areas for improvement. The more discussion and reflection this inspires, the better.

Use the information gathered from this exercise as the basis for your Customized Mentoring Plan.

Complete each section of the worksheet. Use the rating key below to assign a numerical value to each statement, and use the space at the end of each section to reflect on your ratings.

Ratings Key:

  1. I could use some coaching/training in this area from my mentor, peer, and/or my department chair.
  2. This area requires my attention, as well as some training.
  3. Some attention is required in this area, but it is not a high priority. I will work on this independently.
  4. I feel that I am sufficiently strong this area. No further attention required.

Part One: Knowledge of Subject and Organization of Subject Delivery
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  1. Material is organized and presented systematically and sequentially.

  1. I deliver the material at a depth, breadth, and pace appropriate for the level of my student groups.

  1. I develop a course calendar that can be effectively delivered in my allotted course time – eg. 8 week, 12 week, 16 week, online, hybrid.

  1. I carefully plan lectures, demonstrations, discussions, and other classroom activities.

  1. I use Blackboard and other technologies effectively to help me deliver my content.

  1. I am able to respond readily to questions from students on the subject matter.

  1. I use real life examples to illuminate core learning concepts and increase subject matter relevance for students.

  1. I use correct grammar and technical terminology while teaching.

  1. As I look at my responses to this section, I would like to work on:

Part Two: Instructional Methods
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  1. I use teaching strategies that help guide students to be independent learners.

  1. I inform students of the intended learning objectives for the course and check that learning outcomes have been met in a review at the end of the course.

  1. I use teaching strategies that challenge and extend students’ assumptions, competence, and understandings.

  1. I encourage cooperation and active learning by encouraging collaborative student activities.

  1. I give my students real life situations to analyze,and offer real-world learning opportunities including: simulations, role-playing, research, and independent study.I provide appropriate supervision and in-the-moment feedback during these activities.

  1. I encourage students to challenge my ideas, the ideas of other students, or those presented in textbooks or course materials. Class discussions are lively and purposeful.

  1. I help students set challenging goals for their own learning.

  1. I use methods to address the needs of each learning style in every class includingwell-planned lectures, illustrated with visual aids and link new concepts back to old concepts or to prior knowledge.

  1. I use planned repetition strategies and regularly check that students understand material before moving on to new material.

  1. Learning experiences are diversified, and I regularly utilize a variety of methods, including lecture, demonstration, group discussion, independent study projects, and hands-on work.

  1. I make use of equipment and supplies during class time including visual aids, PowerPoint’s, models, videos, diagrams, and the chalkboard/whiteboard.

  1. I use new and innovative technologies regularly in the classroom.

  1. As I look at my responses to this section, I would like to work on:

Part Three: General Classroom Management
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  1. Classes start on time and end on time.

  1. I make clear my verbal and written expectations at the beginning of the course and periodically during the course.

  1. I discourage snide remarks, sarcasm, kidding, and other classroom behaviors that may embarrass some students or promote an unsafe learning environment.

  1. I set a positive tone for the class and handle classroom tensions in a timely manner.

  1. I communicate regularly with my students via Blackboard, email, and Wimba.

  1. As I look at my responses to this section, I would like to work on:

Part Four: Feedback for and from students
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  1. I use an efficient system to provide feedback to students on their progress.

  1. I prepare practical exercises that give students immediate, detailed feedback on particular skills and allow them to adjust techniques right away.

  1. I return examinations and homework assignments in a timely manner and take the time to give written feedback on progress.

  1. I follow up with students who are not making adequate progress in class and form learning contracts to help them get back on track.

  1. I reinforce positive behaviors and progress in students.

  1. I utilize the grade book in Blackboard and other early warning/progress monitoring technologies.

  1. As I look at my responses to this section, I would like to work on:

Part Five: Student Relations
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  1. Students perceive me as being helpful and available to discuss their concerns about their progress and difficulties with course content after class and during office hours.

  1. I know my students by name in a reasonable amount of time given method of delivery.

  1. I meet with students who fall behind to discuss their study habits, schedules, and other commitments. I help students brainstorm workable solutions.

  1. I foster an environment that encourages students to speak up when they don’t understand, and I treat students respectfully.

  1. I can balance various student personalities, work with students at many different levels, and be respectful of different cultural identities.

  1. When I look out at my students, they appear attentive, enthusiastic, interested, and focused. I know from their attitudes that I am able to engage them in class content.

  1. I work hard to build a sense of community in the classroom and in Blackboard.

  1. As I look at my responses to this section, I would like to work on:

Part Six: Ideal Teacher Characteristics. I would describe myself as … / 1 / 2 / 3 / 4
  1. Fair to all students and responsive to student needs.

  1. Understanding of students’ commitments and conflicts while upholding the highest standards.

  1. Stimulating. I encourage student to think creatively, to offer opinions, to participate, and to get excited about their learning

  1. Responsible and reliable. I own my mistakes and model accountability. I do not evade students when I may fail to return homework or examinations in a timely manner.

  1. Confident. I know my stuff and it shows. I still allow room for student opinions and exploration.

  1. Innovative. I am dedicated to learning about, and deploying, new and innovative learning technologies.

  1. Adaptable. I always have a plan but can go with the flow if it will improve student comprehension.

  1. Dedicated to integrating class content to other classes, real life experiences, and professional life.

  1. Enthusiastic. I enjoy teaching; I enjoy the students; I enjoy the class content, and I share this enthusiasm with my students.

  1. Aware. I look for and capitalize on “teachable” moments. I look for and capitalize on “a ha!” moments.

  1. Humorous. I use humor appropriately in the classroom to facilitate active learning.

  1. Optimistic. I regularly state high expectations to the students and expect students to meet challenges. I believe in my students’ abilities and I reinforce their capacity to be successful.

  1. As I look at my responses to this section, I would like to work on:

Section Seven: Instructional Goal Setting

This worksheethelps you to classify your strengths, opportunities for improvement, and goals. The purpose of goal setting is to assist you in outlining your course of actions to reachyour goal.This should be accomplished before you meet with a potential mentor. Goalsare not necessarily etched in stone. They need to be revised constantly.

Take about 3 minutes to write, in the space below, the professional and personal values you hold:

  • Write your professional and personal values here
  • Write your professional and personal values here
  • Write your professional and personal values here

As I review this self-evaluation, the goals I would like to work on, and the tasks I will undertake to meet these goals are:

Goal 001:

  • What do I have to do to achieve this goal? (Please list your enabling objectives for this goal)
  • I plan to achieve this goal on or before:

Goal 002:

  • What do I have to do to achieve this goal? (Please list your enabling objectives for this goal)
  • I plan to achieve this goal on or before:

Goal 003:

  • What do I have to do to achieve this goal? (Please list your enabling objectives for this goal)
  • I plan to achieve this goal on or before:

Goal 004:

  • What do I have to do to achieve this goal? (Please list your enabling objectives for this goal)
  • I plan to achieve this goal on or before:

Goal 005:

  • What do I have to do to achieve this goal? (Please list your enabling objectives for this goal)
  • I plan to achieve this goal on or before:

2013 1-17 Self-Evaluation Goal Setting Worksheet REV004

Center for Creative Instruction and Technology