Adult educators can use this optional self-assessment to determine areas for professional development. To complete this survey, fill out the form below and print it, or print out a copy and complete it manually. Because CALPRO does not store the information you enter, you must keep a copy if you want to refer to it in the future. Feel free to complete this survey periodically and thus note how your priorities and skills have changed over time.
Competency. Review each of the competencies in the column labeled "Competency." For each competency, using the Likert Scale in the column labeled "Relevant to My Teaching," indicate how relevant the competency is to your teaching. A "1" indicates very little relevance while four indicates great relevance. For each competency, select the appropriate number from the available radio buttons.
Self-Assessment. In the column labeled "Self-Assessment," assess your proficiency with the competency. Use the Likert scale to indicate the degree to which you need to improve your skills in this competency. A "4" indicates very proficient and a "1" indicates a need for improvement. Select the appropriate number from the available radio buttons.
Priority Level. In the column labeled "Priority Level," assess the degree to which the competency is important to you. Use the Likert scale to rate this, where a "1" indicates a low priority while a "4" indicates a high priority.
Potential Professional Development Activities. In the column labeled "Potential Professional Development Activities," brainstorm the types of professional development you would like for high-priority areas.
Relevance to
My Teaching | Self-Assessment
| Priority Level
| Professional Development Activities | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Not Relevant <-> Relevant
| Needs Improvement <-> Excellent
| Low Priority <-> High Priority
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| I. Maintains Knowledge Base and Pursues Own Professionalism | |||||||||||||
| 1. Develops and maintains a knowledge base in adult learning and development. |
1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 2. Develops and maintains an in-depth knowledge base in own content area and in other relevant areas. |
1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 3. Knows how to instruct and/or refer adults who have learning disabilities and other special needs. |
1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 4. Knows and is sensitive to demands of adult responsibilities as workers, family members, citizens and community members. |
1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 5. Knows how technological systems work and how to apply that knowledge to instructional and administrative functions. |
1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 6. Knows about and/or knows how to access information about own organization, community resources and issues, relevant laws and regulations. |
1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 7. Assesses own need for professional growth and develops and monitors own professional development plan. |
1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 8. Engages in a variety of self-directed and collegial professional development activities and incorporates new skills and knowledge into the learning environment to enhance the quality of instruction. |
1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
Relevance to
My Teaching | Self-Assessment
| Priority Level
| Professional Development Activities | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Not Relevant <-> Relevant
| Needs Improvement <-> Excellent
| Low Priority <-> High Priority
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| II. Organizes and Delivers Instruction | |||||||||||||
| 9. Plans instruction that is consistent with the program's mission and goals. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 10. Identifies and responds to learners’ individual and group needs, interests, and goals when developing instructional plans. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 11. Creates a physical and interpersonal climate that is conducive to learning by drawing on adult learners’ cultures and interpersonal dynamics. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 12. Applies knowledge of teacher-directed and learner-centered instruction. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 13. Models communication, navigation, decision-making, and problem-solving skills for learners. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 14. Employs individual group and team learning. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 15. Sequences and paces lessons appropriately. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 16. Is sensitive to and accommodates diverse learning styles, abilities, cultures, and experiences, including learners who have disabilities and other special needs.
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1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 17. Provides frequent and varied opportunities for students to apply their learning. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 18. Monitors and adjusts teaching strategies according to student needs and performance. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 19. Effectively integrates current and appropriate media and technology as a tool for instruction. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 20. Integrates employment, family, and community-related activities into instruction. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
Relevance to
My Teaching | Self-Assessment
| Priority Level
| Professional Development Activities | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Not Relevant <-> Relevant
| Needs Improvement <-> Excellent
| Low Priority <-> High Priority
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| III. Manages Instructional Resources (Time, Materials, Space, People) | |||||||||||||
| 21. Selects and uses a variety of resources for the learning environment (print, human, and technological). | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 22. Acquires, assesses, and uses technology for effective adult learning. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| IV. Continuously Assesses and Monitors Learning | |||||||||||||
| 23. Works with learners to identify their needs, strengths, and goals and advises or refers them to appropriate programs and levels of instruction. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 24. Uses results of assessment data (diagnostic and needs) on a regular basis to plan lessons, develop curricula, monitor progress towards objectives, and goals, and to verify learning. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 25. Monitors learning beyond simple recall of information, using a variety of assessment strategies. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 26. Structures and facilitates ways for learners and peers to evaluate and give feedback on their learning and performance, through reflection and self-assessment. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 27. Guides learners in the development and ongoing review of their educational plans. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
Relevance to
My Teaching | Self-Assessment
| Priority Level
| Professional Development Activities | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Not Relevant <-> Relevant
| Needs Improvement <-> Excellent
| Low Priority <-> High Priority
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| V. Supports Program/Organization Requirements and Responsibilities | |||||||||||||
| 28. Collects and manages accurate data for program improvement and accountability. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 29. Suggests and/or collaborates in modifying the program organization and in developing program alternatives. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| VI. Provides Learner Guidance and Referral | |||||||||||||
| 30. Shares information with learners and colleagues about additional learning resources, educational opportunities and options for assessing support services. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
| 31. Make referrals to appropriate resources when guidance and counseling needs are beyond own expertise. | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | ||||||||||
After you have completed this assessment, you can print it out and keep for your records.