The document discusses teacher effectiveness for language learning. It focuses on providing comprehensible input to students in the target language. The document contains a self-assessment for teachers to rate themselves on how well they provide comprehensible input using strategies like using the target language for at least 90% of communication, using gestures and visuals to convey meaning, and checking for understanding verbally and non-verbally. Teachers are prompted to reflect on evidence from their practice and set goals to improve their performance in making input comprehensible for students.

1. Teacher Effectiveness for Language Learning
TEACHER LANGUAGE USE
S E L F - A S S E S S M E N T
Teacher: Date:
One of the most important factors in how much language is acquired by a learner is the amount of comprehensible input to which the
learner is exposed. The input should be both meaningful and of interest to the learner. What strategies are most effective when providing
comprehensible input to students? During this self-assessment, be sure to consider evidence from your practice to support your reflections.
Once you have completed the self-assessment, review the outcomes with a critical friend, mentor, or supervisor. An open and honest
conversation about your performance vs. ratings helps to clarify rationale for levels selected and will help you to set realistic goals.
Reflect on your current performance level of the indicators below.
N = I do not do this. S = I do this sometimes. M = I do this most of the time. C = I do this with confidence.
1. At least 90% of what the teacher says and/or materials the teacher shares with students are in the target language.
o N o S o M o C o My Goal
2. The teacher does not translate the target language into English nor does the teacher ask students to translate.
o N o S o M o C o My Goal
3. The teacher uses gestures and body language that clearly convey meaning to make input comprehensible.
o N o S o M o C o My Goal
4. The teacher uses visuals to make input comprehensible. (Reflect on the strategies you use. Not all my apply.)
o N o S o M o C o My Goal
5. The teacher frequently uses non-verbal strategies to check for understanding.
o N o S o M o C o My Goal
6. The teacher frequently uses verbal strategies to check for understanding.
o N o S o M o C o My Goal
7. The teacher modifies input by using a variety of strategies to clarify meaning.
o N o S o M o C o My Goal
REFLECTION NOTES
What evidence did you consider that led to your rating? What steps might you take to better meet the identified indicators?
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