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 integrate visual learning, technology, auditory
learning, and hands on activities into my lessons
because I recognize that students learn differently.
I would like to learn more and apply understanding of how
 I assess students in multiple ways to give them students develop and learn. Child development and brain
different opportunities to show their learning. development is a personal interest of mine, and I would like
 Students are treated equitably, not the same. They to actively research and learn more about it. The more I learn
are treated equitably based on their individual about child development, the more my students will directly
needs and strengths. All students in my classroom benefit from my accrued knowledge. I would like to share
this knowledge with my grade level team.
are respected and given access to the curriculum
and learning in a variety of ways based on their
individual learning 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
 My grade level team spends time analyzing the
common core state standards and looking at the
grade levels below and above us to understand
better what mastery students are coming to us
with and what mastery they are working towards
in the future. I would like to become a leader in integrating various
 In my classroom, we use Thinking Maps to organize disciplines into core standards and curriculum in order to
and explain our thinking. This helps students create support students in making connections and engaging in
a visual of what they are learning and interact with learning in creative and collaborative ways.
the curriculum in a purposeful organized way.
 Students are given many opportunities to show
their learning in a variety of ways. They engage in
white board activities, digital technology tools,
partner collaboration, small group collaboration,

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

 independent problem solving, and whole group
learning.

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
 My grade level team utilizes common formative
assessments to collect and analyze data in order to
inform instruction and track student progress.
 Students have a weekly data tracker in which they
record and reflect on their progress towards their
weekly AR and iReady goals. I would like to continue to learn new methods to increase
student engagement. I would love to become a leader in this
 Students engage in learning in all kinds of group
area and be able to share new ideas and strategies with my
settings. Students engage in think-pair-share, small colleagues.
group reading, whole group learning, white board
activities, and independent learning. I set
expectations for each setting/group and students
are able to successfully navigate learning in each
setting.

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 work with families and other professionals at my
site in SSTs to collaboratively determine how to best
support struggling students and make difficult
choices.
 I ask for suggestions and strategies from my
colleagues including the special education teacher,
the school Marriage and Family Therapist, the
school psychologist, the Title 1 Interventionist, other I would like to grow in my leadership abilities in proactively
engaging in research and bringing that new knowledge to my
more experienced teachers, and my principal when
colleagues.
a student is struggling in my classroom and I need
more ideas on how to best support them. I also ask
for feedback when having to make a difficult choice.
 I engage in research based professional
development to positively impact student learning.
We discuss research during our staff meetings and
PLCs.

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
 In staff meetings, we engage in vertical group
discussions which means we are grouped in a way
that allows each group to have one grade level
representive from TK-5th in a group together. This
is important for school effectiveness because we
discuss our best practices like Thinking Maps and
Close reading. We discuss what that looks like in
each grade and how we can better implement
those tools and strategies to prepare students
better for the next grade.
 Once a month, I help host a family reading night in I want to be a leader in collaborating with the greater
which students and families are invited to come to community in which my school resides. I am not very
knowledgable about what resources community members
our school library to read together and work to
can offer my students and what my students and I can offer
meet their AR goals. It is a positive environment in return.
where students can engage in reading with their
parents and win prizes.
 I provide families with a progress report twice a
month to openly communicate student progress
and success. I also send out updates on Remind and
communicate through notes home, Remind
messages, emails, and phone calls based on parent
preference. I work to openly communicate with
parents and work together to support student
learning and growth.

Summary of Strengths and Areas of Possible Growth

Some of my strengths include inclusive instruction, differentiating instruction as needed, data analysis, and multiple forms
of assessment. In most areas I ranked my self as applying. As I grow in confidence and experience, I feel like I will push
myself more into that innovating stage of leadership. Some ways I would like to grow is actively engaging in reading new
research about student learning and success. I would also like to grow in my confidence with facilitating discussions
amongst my colleagues and taking on a more leadership role.

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