Appendix G: Checklist of Self-evaluation Criteria for Substitute Teachers

Self-evaluation is the process whereby teachers examine their teaching in terms of effective behaviours, attitudes and feelings. The express purpose of this process is professional growth. It is viewed by teachers as the most effective method of examining one’s teaching. This process may be used to initiate the teacher’s development of professional growth plans.

As a substitute teacher, the extent to which I




Not Applicable

1. daily check in and out of the school’s main office is





2. introduce myself to staff and students is





3. am prepared to start promptly on time is





4. become familiar with school operation is





5. am familiar with the school’s Substitute Teacher’s Handbook is





6. get to know key personnel is





7. am knowledgeable about current developments in curriculum
and instruction is





8. closely follow the lesson plans prepared by the regular teachers is





9. maintain an atmosphere conducive to learning is





10. provide for and monitor necessary resources is





11. maintain normal classroom rules and procedures is





12. circulate among students as they work is





13. praise students appropriately is





14. consult with school administration about student illness or injury is





15. follow directions left by the classroom teacher regarding procedures for
handling students with medical dependencies or other special needs is





16. instruct students regarding any dangers inherent in a given activity is





17. make use of the substitute teacher information kit provided by the
classroom teacher is





18. mark extra work that I assign is





19. effectively carry out the supervisory duties of the classroom teacher is





20. leave a clear account of the day’s happenings for the classroom teacher,
including problems and materials covered, is






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