NAME________________________
TEACHER COMPETENCY CHECKLIST
Directions:
Before the semester begins, please read the list of expected research based
competencies carefully. These competencies have been proven to be effective in the
teaching-learning process. As you develop course materials and daily lessons, try to
incorporate these teaching competencies into your teaching style.
Using the attached pages assess your progress (formative self-evaluation) at three
different points the semester.
1. Within the first two weeks of the semester, assess yourself in light of your
teaching experiences to date.
2. At midterm, repeat this process. Then complete Questions 1, 2.
3. At the end of the semester, complete the checklist a third time. Write a
comprehensive summary of your perceptions about your teaching at this point,
highlighting both your teaching strengths and your teaching challenges.
4. Share this checklist with your departmental supervisor.
Dates of assessment.
1st assessment__________________________
2nd assessment__________________________
3rd assessment__________________________
USE DIFFERENT COLORS FOR EACH ASSESSMENT
Teacher Competency Checklist
NAME__________________________
DATE______________________
COURSE ________________________
Rubric for scoring:
5 – excellent – strong evidence in my teaching
4 – good – good evidence in my teaching
3 – average – some evidence in my teaching
2 – needs improvement – little evidence in my teaching
1 – no evidence in my teaching
Personal Skills
1. Uses a clear voice including appropriate voice intonations when needed for class
control.
1
2
3
4
5
2. Shows enthusiasm for teaching knowledge, skills, and/or dispositions.
1
2
3
4
5
3. Is well-groomed and appropriately attired for teaching class.
1
2
3
4
5
4. Shows initiative in teaching responsibilities.
1
2
3
4
5
4
5
5. Shows maturity in class situations.
1
2
3
Management Skills
6. Exhibits ability to exercise routine matters with efficiency (passing out papers,
equipment, roll-taking)
1
2
3
4
5
7. Utilizes available time and/or space for maximum participation by students.
1
2
3
4
5
8. Efficiently organizes students and class to maximize learning for instructional
purposes.
1
2
3
4
5
9. Exhibits anticipation by having available necessary materials required for learning
to occur. (handouts, PowerPoint presentations, Web CT)
1
2
3
4
5
10. Prepares learning experiences and lessons that serve to enhance interest and
decrease student disinterest.
1
2
3
4
5
11. Creates appropriate environment for learning.
1
2
3
4
5
Instructional Planning
12. Demonstrates an ability to project voice and use verbal instructions effectively.
1
2
3
4
5
13. Designs appropriate learning objectives for each lesson and class.
1
2
3
4
5
14. Designs effective course materials and daily lesson plans using appropriate
resources.
1
2
3
4
5
15. Designs quality tasks which are based on learning progressions and student needs.
1
2
3
4
5
16. Assesses student needs and abilities and designs learning experiences accordingly.
1
2
3
4
5
17. Evaluates the effectiveness of personal teaching practices in terms of objectives .
1
2
3
4
5
18. Uses critical thinking to evaluate daily lessons and makes needed revisions.
1
2
3
4
5
Teaching Effectiveness
19. Utilizes a variety of teaching strategies and methods rather than one method.
1
2
3
4
5
20. Understands and implements various motivational techniques.
1
2
3
4
5
21. Understands learning styles by develop lesson materials that accommodate
various types of learners.
1
2
3
4
5
22. Understands the teaching spectrum by planning and teaching both direct and
indirect types of lessons.
1
2
3
4
5
23. Exhibits ability to develop cooperative learning opportunities within lessons.
1
2
3
4
5
24. Involves each student in maximum participation in each lesson.
1
2
3
4
5
25. Provides accurate group and individual feedback at appropriate times.
1
2
3
4
5
4
5
26. Uses praise to recognize progress.
1
2
3
27. Uses performance and prescriptive feedback appropriately.
1
2
3
4
5
28. Uses questions at various levels to stimulate student thinking.
1
2
3
4
5
29. Supports student progress in performance through non-verbal behavior such as
nods, smiles, gestures, etc.
1
2
3
4
5
30. Demonstrates ability to permit students to assess themselves in learning
situations.
1
2
3
4
5
31. Consistently and regularly checks for student understanding using various
techniques.
1
2
3
4
5
32. Uses student evaluation techniques that are consistent with objectives.
1
2
3
4
5
33. Displays an ability to adapt plans and modify as needed while teaching.
1
2
3
4
5
Professionalism
34. Displays behaviors appropriate to professional status (attendance, punctuality,
dependability, meeting timelines, language, appearance)
1
2
3
4
5
35. Displays an interest in self-improvement in quality of teaching through
observation, questions, and maximum effort.
1
2
3
4
5
1.
List three personal teaching issues or questions.
a.
b.
c.
2.
List your three main teaching goals for the future and a specific plan for
achieving each.
a.
b.
c.
3.
Summarize your main teaching achievements and goals yet to be achieved in
your teaching.