Teacher self-evaluation encourages teachers to examine their personal teaching activities in order to understand and improve their practices. This publication explains what teacher-self evaluation is, why it is important, self-evaluation methods and procedures, the role of the principal's evaluation, influential factors, self-evaluation standards and criteria, and barriers. Common strategies used in teacher self-evaluation are explored; 19 examples of simple, formal self-evaluation processes are provided to help teachers learn about their teaching beliefs, knowledge, practices, and effectiveness. Suggestions for getting started with self-evaluation are offered covering eight teacher-oriented activities that enhance the conduct of self-evaluations: (1) volunteering; (2) focusing on awareness of practice; (3) starting small; (4) delimiting the focus of self-evaluation; (5) allocating time; (6) employing explicit criteria and standards; (7) making use of available resources; and (8) learning about self-evaluation. Three appendices present formal self-evaluation strategies, self-evaluation planning resources, and the Guilford County Formative Teacher Evaluation Plan. (Contains 15 references.) (ND)