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INDIVIDUAL INDUCTION TPA SELF-ASSESSMENT 1 of 3

Name: Mat Bigham

This form is designed to assist you in assessing your performance on the TPA, the last semester of teacher
preparation portfolio tasks and teaching experience.
The self-assessment is also designed to help you to determine your professional development needs in relation
to the CSTPs/elements.
You will use this self-assessment and reflection to inform your Initial Individual Induction Plan.
Finally, complete the reflective questions on page three and four of this form.

Your score in the box indicated ! TASK 4 TEACHER PERFORMANCE SELF-


ASSESSMENT

Teaching Notes on Notes on


Performance Domain Ta Teaching Strength Areas Teaching Growth Areas
Expectation sk Describe evidence Describe evidence
4

TPE 1 Observation, organization Incorporating lessons with


Specific Pedagogical
CSTP 3:
Understanding & and reflective techniques. content standards
Skills for Subject Matter
Instruction
Organizing Subject Matter Demonstration, open-ended
For Student Learning
questioning
TPE 2 - Monitoring Observation and reflection. Uses of various assessment
Student Learning During Task orientation. Scheduling tools and what they measure.
Instruction
CSTP 5: and positive examples.
Assessing Student Learning
TPE 3 - Interpretation
and Use of Assessments

TPE 4 Making lessons available to Finding ways to incorporate


Making Content all students. Use of more EDL opportunities.
Accessible
technology and various forms Student engagement for
TPE 5 of educational tools. Visual longer periods of time.
Student Engagement demonstrations and self-
CSTP 1:
Engaging and Supporting evaluation tools.
TPE 6 -
All Students in Learning
Developmentally
Appropriate Teaching
Practices

TPE 7 - Teaching
English Learners

TPE 8 Weekly department Developing relationships


Learning About Students CSTP 4:
Planning Instruction &
collaborations. Lesson with families and
TPE 9 - Instructional Designing Learning planning and follow through. community. Utilizing
Experiences For All Developing relationships assessment in the planning
Planning
Students
with students. process.
TPE 10 - Instructional Utilizing different areas of Planning and implementing
Time the school grounds for time more effectively.
CSTP 2:
Creating and Maintaining lessons. Setting tone for Keeping students engaged for
TPE 11 Effective Environments for
School Environment
learning and educational longer periods of time.
Student Learning
environment.
INDIVIDUAL INDUCTION TPA SELF-ASSESSMENT

Name: Mat Bigham

TPE 12 Attends professional Further education with legal


Legal, and Ethical development regularly. and ethical obligations.
Obligations CSTP 6: Technology with Apple Grant
Developing As A
TPE 13 - Professional Professional Educator and certified Apple Teacher. 2 of 3
Growth

1. What aspects of TPA 4 did you find to be the most challenging and why? Identify which CSTPs
apply. Discuss the challenge you faced.

2. For the most challenging CSTPs, how were you able to improve and grow in your performance and
what resources did you use to do so?

3. In your last semester of teacher preparation, please describe in detail any aspects of your classroom
teaching experience that you found relatively challenging? Explain why in detail.

4. In your last semester of teacher preparation how were you able to improve and grow in your
classroom teaching performance and what resources did you use to do so?
INDIVIDUAL INDUCTION TPA SELF-ASSESSMENT

Name: Mat Bigham

5A. Multiple Subject candidates: What subject area (English/language arts, mathematics, social science/
history, science) do you find to be the most challenging? Describe why in detail.
5B. Single Subject candidates: For your subject area, _______________________, describe the subject
matter strand that you find to be the most challenging? Describe why in detail

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6. Identify a few key CSTP/elements that you believe represent areas of teaching strength and discuss
what evidence supports your thinking in this area.

7. Identify a few key CSTP/elements that you believe represent areas of needed teaching growth and
discuss what evidence supports your thinking in this area.

8. Think about the growth areas you have identified for yourself. Discuss the identified growth areas
in regards to District Instructional Priorities (see page 6 of your Handbook) and the unique needs of
your school and class.

9. Finally, narrow your identified growth areas to one area of focus that matches your needs, the needs
of the District, and your class.