Group Leader Self-Evaluation

Group Performance

Excellent--Weak
1--2--3--4--5	Our unit had high expectations that pushed all class members to learn and do their best.
1--2--3--4--5	Our unit was vitally related to the needs of future English teachers.
1--2--3--4--5	Our unit made connections to Critical Inquiry approaches and theories.
1--2--3--4--5	Our unit included a clear and complete syllabus handed out in advance of our teaching.
1--2--3--4--5	Our group met with the professor to discuss a draft of our syllabus in advance.
1--2--3--4--5	Our unit included extensive reading and contained at least one and preferably two or more works of literature that could be taught in a secondary English classroom (7-12).
1--2--3--4--5	Book orders and packets were cleared with the professor in advance and made available to students in a timely way.
1--2--3--4--5	Our unit included extensive writing and implemented the writing process in creative and useful ways.
1--2--3--4--5	Our unit modeled for our classmates a variety of effective teaching strategies.
1--2--3--4--5	Our unit integrated the English 4800 computer conference or another on-line communication tool.
1--2--3--4--5	Our unit integrated other forms of technology, including a group website and other on-line resources.
1--2--3--4--5	Our group shared outstanding models of student work with the rest of the class.
1--2--3--4--5	Our group prepared teachers to work with diverse classrooms including students with a variety of academic skills, cultural backgrounds, and special needs.
1--2--3--4--5	Our unit developed authentic, relevant, and useful feedback and assessment.
1--2--3--4--5	Our unit established guidelines for late work, fostered self-assessment, and used at least three members when assigning a letter grade to a major assignment.
1--2--3--4--5	Members of our group shared responsibilities for designing and implementing teaching.
1--2--3--4--5	Our group reflected together on our teaching, as soon as possible after each session, and examined videos of our teaching.

Individual Performance

1--2--3--4--5	I attended and participated fully in group meetings prior to teaching
1--2--3--4--5	I undertook significant initiative, research, and effort to develop teaching materials.
1--2--3--4--5	I provided leadership by honestly and appropriately sharing my ideas and input.
1--2--3--4--5	I facilitated group decision making by listening, respecting, and depending on others.
1--2--3--4--5	I participated actively and appropriately in front of the class during our team teaching.
1--2--3--4--5	I helped our group reflect critically and constructively on our teaching and group leadership.