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Teacher Self-Evaluation Models As Authentic Portfolio To Monitor Language Teachers’ Performance

Teacher Self-Evaluation Models As Authentic Portfolio To Monitor Language Teachers’ Performance. A Research by: Singgih Widodo. Presented by: Lusi Mardiana. OUTLINE. Background of the Study Aims of the Study Methodology Research Settings Literature Review Findings Conclusions.

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Teacher Self-Evaluation Models As Authentic Portfolio To Monitor Language Teachers’ Performance

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  1. Teacher Self-Evaluation Models As Authentic Portfolio To Monitor Language Teachers’ Performance A Research by: Singgih Widodo Presented by: Lusi Mardiana

  2. OUTLINE • Background of the Study • Aims of the Study • Methodology • Research Settings • Literature Review • Findings • Conclusions

  3. Background of the Study • The school principals need to monitor and evaluate the teachers’ performance. • The principals’ feedback may not satisfy the teachers due to some reasons. • Self-evaluation models is one of way to meet the teachers’ need for improving their skills.

  4. Aims of the Study • To find out teachers opinions on supervising checklists and self-evaluation models. • To inspire the language teachers as well as the head of schools with fruitful ideas on teacher self-evaluation models as teacher portfolio to monitor language teachers’ performance.

  5. Methodology Survey: • Interviewing 40 SHS English teachers in Surabaya via telephones. • Asking 2 volunteer English teachers from different SHS in Surabaya to try out Teacher-Self Evaluation models after teaching.

  6. Research Settings 1st Survey • Participants : 40 English Teachers • Place : Surabaya • Time : August and September 2003

  7. Research Settings 2nd Survey • Participants :2 volunteer English teachers • Place :SMU Kr.Petra 2 and SMUN IX • Time :August and September 2003

  8. Literature Review Instruments of Teacher Self-Evaluation Models Teacher Teaching Performance Checklists Students Peer-Observer Reflection A Teacher Diary

  9. Teacher’s Name : Third Model Designed byDate : John Partington and PatriciaLuker (1984)Self-Evaluation Checklist For English Teacher After A Teaching Session

  10. Give mark 1 (lower) to 4 (Highest)

  11. Findings 1st Survey Results

  12. Findings 2nd Survey Results 1. Rina Heriyani

  13. Findings 2nd Survey Results 2. Albert Tupan

  14. Conclusions • Most of teachers did not feel satisfied with supervising checklists and never used self-evaluation models. • Self-Evaluation models are very beneficial for both the teachers and the school principals.

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