Self+Evaluation+Guide


 * SELF EVALUATION GUIDE ||
 * A PEER OBSERVATION PROGRAM ||
 * ** ﻿ Purposes and individual functionalities ** || ** Component within this design for this purpose ** ||  Web stuff I needed to learn how to do
 * Teachers are able to identify with elements and the process of the peer observation program. || The home page introduces the objectives of the programand provides the primary documents used to hold reflective conversations. || Integrating files and establishing hotlinks. ||
 * Teachers are able to understand the purpose of the website. || Teachers are able to download documents that illustrate the purpose of the program || Create a survey and put it online. ||
 * Teachers are able to browse the website and become enthused because the website is appealing and engaging. || A clear menu has been established || Needed to understand how to use colour, embed widgets, create links, upload files and design page layout so it is aesthetically pleasing. Participants can access a range of resources for their practice. ||
 * Teachers are able to access information from the website with little or no confusion || A menu and title page are provided for members to navigate. || A table of contents helped me to provide clear directions to navigate members to where they wanted to go.. ||
 * Information is relevant, practical and easy to access. || PDF and word documents relating to the program can be found easily under the appropriate pages. Research papers are also available to download. || The coaching page provided useful links and video footage to inform teachers how to observe lessons. I learnt ||
 * Teachers can click on links that are relevant and provide support to their practice. || Links to coaching websites for teachers to explore. Links to a range of relevant websites such as instructional rounds.Links to video. || Understanding how to embed video and how to create links. ||
 * Teachers can participate in the reflective space allowed for on the discussion page and the on line forum || Need more participants to be involved in this discussion page. Many expressed reservations at getting online to make reflective conversation. Most considered time as the impinging factor. || I learnt how to set up a discussion page for people to reflect on observations. I learnt how to create a peer evaluation survey and a poll widget. ||
 * Teachers can participate in the reflective space allowed for on the discussion page and the on line forum || Need more participants to be involved in this discussion page. Many expressed reservations at getting online to make reflective conversation. Most considered time as the impinging factor. || I learnt how to set up a discussion page for people to reflect on observations. I learnt how to create a peer evaluation survey and a poll widget. ||