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Determining the standard of one's teaching is a critical aspect of professional growth and continuous improvement in the field of education. Teachers play a pivotal role in shaping the minds of future generations, making it essential to assess the effectiveness of their instructional methods. This article delves into the process of self-assessment and external feedback as means to determine the standard of teaching.


Self-reflection is a cornerstone of assessing one's teaching standards. Taking the time to analyse lessons, interactions with learners, and overall classroom dynamics provides valuable insights. Here are some key aspects of self-reflection:

  • Lesson planning and execution: Review lesson plans to assess whether they align with learning objectives and learner needs. Reflect on the execution of lessons, evaluating engagement, clarity, and learner participation.

  • Learner outcomes: Analyse learner performance, assignments, and assessments. Identify areas of improvement and celebrate successes.

  • Teaching strategies: Reflect on the variety of teaching strategies employed. Consider if they cater for diverse learning styles and engage all learners effectively.

  • Classroom management: Evaluate classroom management techniques and the overall learning environment. A well-managed classroom fosters a conducive learning atmosphere.

  • Feedback and adaptation: Reflect on how learner feedback is incorporated into teaching practices. Adaptation based on learner input demonstrates responsiveness.

  • Professional development: Assess the extent to which you engage in ongoing professional development. Continuous learning enhances teaching effectiveness.


Apart from self-assessment, external feedback offers a well-rounded perspective on teaching standards. Here are sources of external feedback:

  • Peer observation and collaboration: Colleagues can provide valuable insights through peer observations. Collaborative discussions offer opportunities to share best practices and receive constructive feedback.

  • Learner feedback: Soliciting feedback directly from learners offers a learner-centered view of teaching effectiveness. Anonymous surveys can encourage honest responses.

  • School management team (SMT) evaluation: Formal evaluations conducted by the SMT provide an objective assessment of teaching practices against established criteria.

  • Professional development workshops: Attending workshops and seminars exposes educators to diverse teaching methodologies and enhancing their ability to self-assess.

  • Parental involvement: Engaging parents in the learning process can yield insights into teaching standards from a different angle.


To determine the standard of teaching, educators should embrace data-driven insights gained through both self-assessment and external feedback. This approach enables teachers to:

  • Identify strengths and weaknesses: By evaluating teaching practices from multiple angles, educators gain a holistic understanding of their strengths and areas that need improvement.

  • Set goals: Data-driven insights help teachers set realistic and relevant professional development goals that focus on enhancing teaching standards.

  • Tailor instruction: Armed with accurate feedback, educators can tailor their instructional strategies to cater to individual learner needs effectively.

  • Build accountability: Engaging in regular self-assessment and seeking external feedback build accountability. Teachers take ownership of their growth and actively work to improve.


Determining the standard of teaching is an ongoing process rooted in self-reflection and external feedback. The commitment to assessing one's teaching practices and seeking multiple perspectives ensures continuous growth and improvement. Embracing data-driven insights allows educators to refine their instructional methods, contribute positively to learner outcomes, and uphold the high standards of education they are entrusted with.



  • Stronge, J. H., & Grant, L. W. (2016). What Makes Good Teachers Good? A Cross-Cultural Comparison of the Relationship between Teacher Effectiveness and Learner Achievement. Journal of Teacher Education, 67(6), 407-420.

  • Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching. ASCD

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