Teacher Self-Evaluation Models as Authentic
Portfolio to Monitor Language Teachers’ Performance
Singgih Widodo
Many
principals or heads of English departments usually use supervising checklists
to monitor or evaluate their teachers’ performance. As a matter of fact,
teachers may not feel satisfied with the feedback they have got from their
superiors. This paper aims at inspiring them with ideas of self-learning to
improve their own teaching performance for professional development. In this
paper, the writer would like to share his own experience as a principal and a
head of the English department by exploring self-evaluation models to monitor
language teachers’ performance in the classroom. For this purpose, it is
necessary to identify the needs of language teachers and later this teacher
portfolio may also help principals or head of the department evaluate their
teachers’ performance.
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Widodo, S. (2004).
Teacher self-evaluation models as authentic portfolio to monitor language
teachers’ performance. TEFLIN Journal, 15(1).
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