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
 I address the different needs of my students
through varied lesson activities. I do warm ups
with students that address previous learning goals
to ensure each student is giving the opportunity to
demonstrate learning and for other students to I would like to improve in treating students equitably. I feel
practice the skill/content another time. like I do my best to make my lessons, activities, and
 I understand that as a teacher I am teaching the assessments equitable. However, I feel like there is still so
whole student and not just teaching them math. I much more I could learn and add to make my teaching more
equitable for students with special needs and students with
teach students responsibilyty, communication, and
learning disabilities. I allow students to retake assessments
problem solving skills. My main goal is to develop to demonstrate learning. I adovocate for different methods
citizens that can contribute to improving society. to solve problems. I would like to learn more strategies that
 I understand how people learn. I focus on giving can help students retain knowledge in the long term.
students multiple opportunities to demonstrate
learning. I connect ideas we have previously
learned to current learning goals to show students
the relation between mathematical concepts.

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
 I understand how to convey mathematics to
students. I focus on teaching students to observe
I am interested in connecting mathematics to other
givens, unknowns, and think of the tool box we
disciplines. There is a big connection between math and
have built together to help them proceed in solving science, but I need to work on teaching this connecition
problems. I teach students to think of certain more explicity so students can transfer skills they learn in my
things when encountering certain equations such class to another. Math also has a huge communication
as quadratics, lines, and exponential functions. For component which is important in language and social science
quadratics, students should think of multiple courses. I would like to improve in connecting math to these
subjects as well.
solutions, axis of symmetry, symmetric, y-
intercepts, and other main characteristics.

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

  I teach my students through the use of the 8
mathematical practice standards. I teach students
to develop a growth mindset, communicate ideas,
problem solving, and much more.
 I give students different ways to demonstrate
learning through traditional assessments and
through peformance tasks and 1-1 conversations.

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
 I use different methods to meet my instructional
goals. I will directly teach, have studetns work on
error analysis activities, and have students work on I am interesed in learning better ways to create effective
groups where students can construct learning. I have created
group tasks that address dok levels.
groups and have had a group rubric. However, I feel like I
 I see myself as a facilitator. I feel like lessons are need to improve in this area because at times it feels like my
the most successful when students are the ones students do not get as much as they should out of
producing the work and discussions when solving collabrating. I have also engaged students in the learning
problems. I focus on directing conversations and process through reflection of learning goals. I have students
sharing students work with each other. identify parts of learning goals they have reached and areas
they still need help in. I think I need to improve in teaching
 I continuously assess student learning. I asses
students effective study techniques and ways to better learn
learning through warm ups, questions directed at
content.
specific students, student conversations,
homework, and through weekly assessments.

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
 I assess whether the teaching strategies I chose to
teach content were effective and determine
whether I should change my approach. I have let
students know when I make mistakes to show
them the importance of admitting them and
correcting them to improve I would like to read more research on increasing student
 I talk with different teachers weekly to reflect on learning and teaching students better ways to study
my teaching practice. I ask other teachers to help effectively. I also want to give students the opportunity to
me identify whether I chose the right course of share feedback and to provide ideas to help facilitate their
action when disciplining students and approaches learning.
to teaching content.
 I focus on identifying learning goals and having
students put learning goals in their own words.
Research has shown that students are more
successful when they know the end goal.

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

1. Teachers Collaborate with Other Professionals to Improve School Effectiveness

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

 2. Teachers Work Collaboratively with Families
3. Teachers Work Collaboratively with the Community
Three Examples of Proposition 5 Experiences Areas of Interest in Growth
 I collaborate with the other Algebra Foundations 2
teachers at my school and in the district to make
lesson materials and assessments. I have not
collaborated with other professionals online or not I would like to collaborate with other teachers through
from my school or district. professional learning communities. I often read other
teachers blogs and model activities I see other teachers have
 I talk with families to suggest ways to help their
done with their students in my class. I also want to imrpove
student be successful in my math class or in school my connection with students families by getting their
in general. families more invovled with their student's education.
 I provide tutoring after school which helps our
school as a whole. I help students that have
different teachers.

Summary of Strengths and Areas of Possible Growth

I am strong in creating different lessons that help facilitate learning. Within those lessons, I assess student learning and
provide multiple opportunities and ways for students to demonstrate understanding. I teach students by implementating
research that shows how people learn best. I want to improve in providing more equitable lessons because I feel that I
have a good foundation, but I would like to continue improving to help more students. I also teach students to think like
mathematicians. I have students focus on the 8 mathematical practices even if they do not realize it. I would like to focus
on students becoming more aware of when they use the different practices. I would also like to improve in making more
connections between math and other disciplines. I like to think of myself as more of facilitator that focuses on students
constructing learning over me directly teaching most of the time. I would like to improve in creating groups that are more
effective that reach the learning goals and teach better study techniques. I also feel that I am great at reflecting on my
teaching practice on my own and with others. I would like to learn more research based techniques and collaborate with
colleagues in broader professional learning communities.

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