Self-Assessment of NBPTS

Directions: For each element, rate yourself in one of the following three categories. Then provide examples of your experiences in the
area of the NBPTS. Finally, identify areas within each domain where you are interested in growing. On the last page, summarize your
strengths and areas of possible growth. Boxes will expand as needed.
• Exploring/Emerging (E/E) - a level of practice in which the teacher relies on ongoing assistance from more experienced colleagues for
support, guidance, and survival. The teacher is moving toward becoming more self-directed and independent in her/his practice.
• Applying (A) - a level of practice in which the teacher is able to provide independent instruction and easily applies what s/he has
learned about educational practice.
• Integrating/Innovating (I/I) - a level of development in which the teacher is fully skilled and confident. The Integrating/Innovating
teacher is contributing to the broader educational community through staff development, research, or publication in professional
journals.

Proposition 1: Teachers are committed to students and their learning. E/E A I/I
1. Teachers Recognize Individual Differences in Their Students and Adjust Their Practice Accordingly
2. Teachers Understand How Students Develop and Learn
3. Teachers Treat Students Equitably
4. Teachers Know Their Mission Transcends the Cognitive Development of Their Students
Three Examples of Proposition 1 Experiences Areas of Interest in Growth
• Constantly observe student partcipation in class.
Make modifications when necessary and reteach
content to insure mastery for all studens.
• Make sure students have all resources they need in I would like to work closer with SAI and SPED specialists in
order to be successful. Use resources like videos order to better understand student needs.
and educationa games to encourege student
learning.
• Support students on their individual academic needs

Proposition 2: Teachers know the subjects they teach and how to teach those subjects to
E/E A I/I
students.
5. Teachers Appreciate How Knowledge in Their Subjects is Created, Organized, and Linked to Other
Disciplines
6. Teachers Command Specialized Knowledge of How to Convey a Subject to Students
7. Teachers Generate Multiple Paths to Knowledge
Three Examples of Proposition 2 Experiences Areas of Interest in Growth
• Work with curriculum specialists to plan out
instructional schedules that align with standards
that students need the most help in to reach
mastery.
• Attend professional development and geade level I would like to attend professional development workshops
meetings. Get greater understaning of curriculum outside of work. Take the initative in improving my skills.
and share different resources to use in the class.
• Use different teaching strategies and resources to
hlpe students understand new content. Share with
colleages the resoruces that have been successful.

Proposition 3: Teachers are responsible for managing and monitoring student learning. E/E A I/I
1. Teachers Call on Multiple Methods to Meet Their Instructional Goals
2. Teachers Support Student Learning in Varied Settings and Groups
3. Teachers Value Student Engagement
4. Teachers Regularly Assess Student Progress
5. Teachers Engage Students in the Learning Process
Three Examples of Proposition 3 Experiences Areas of Interest in Growth

Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 1

 • Use a variety of teaching strategies and technology
resources.
• Set up different instructional small group sessions
and whole groups sessions based on student I would like to work on setting up a learning environment
that is student centered which has been a challenge in an
needs.
online school environment.
• Constantly observe student engagment and
participation as another form to assess their
learning.

Proposition 4: Teachers think systematically about their practices and learn from experience. E/E A I/I
1. Teachers Make Difficult Choices That Test Their Professional Judgment
2. Teachers Use Feedback and Research to Improve Their Practice and Positively Impact Student Learning
Three Examples of Proposition 4 Experiences Areas of Interest in Growth
• Had to deceide if it was necessary to exempt
students from certain courses or assignments.
• Had to consider time value or time student has
spent online working in their courses. If the time I want to work on fidning more ways to impact student
value does not met our compliance I must decide to learning. Helping them make more connections to what they
mark them absent. learn to what they have personally experienced.
• Meet with instructional coach that observes me and
meets with me afterwards to go over what went
well and what can be improved.

Proposition 5: Teachers are Members of Professional Communities E/E A I/I

1. Teachers Collaborate with Other Professionals to Improve School Effectiveness
2. Teachers Work Collaboratively with Families
3. Teachers Work Collaboratively with the Community
Three Examples of Proposition 5 Experiences Areas of Interest in Growth
• Use different forms to technology to communicate
and collaborate with collueages. (Email, Skype,
Google Drive)
• Make monthly student connect call to check how I would like to work on ways to work with my students
community. This is a challenge because I have students that
they are doing. Communicate through email and in
live in different areas.
class connect sessions.
• Conference with learning coaches every quarter and
send emails to keep them updated on important
dates and upcoming events.

Summary of Strengths and Areas of Possible Growth

Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 2

 I connect well with my students and I encourage them to be activly engaged in my classes because I believe this is
important for their learning. I would like to work on getting my students to take a bigger role in their learning. Participate
more in CC Sessions and run student led Sessions.

Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 3