CAP: Self-Assessment Form

Recommended Form

Candidate Self-Assessment Form

Directions: Independently, reflect on your performance in each dimension of an element. Use the performance descriptors
from the CAP Rubric to help ground your assessment. Consider the following in rating your current level of performance (as
applicable):
• Skills acquired in coursework • Evidence of impact with students
• Experiences in pre-practicum
• Targeted feedback you have received about your practice

Name: Scott Brooks Date: 02-01-2021

I.A.1: Subject Matter Knowledge

Unsatisfactory
Demonstrates limited
knowledge of the subject
matter and/or its
pedagogy; relies heavily
on textbooks or
resources for
I-A-1.
development of the
Subject
factual content. Rarely
Matter
engages students in
Knowledge
learning experiences
focused on complex
knowledge or subject-
specific skills and
vocabulary.
Quality
Scope Leave all ratings blank.
Consistency
Needs Improvement Proficient
Demonstrates factual Demonstrates sound
knowledge of subject knowledge and
matter and the understanding of the
pedagogy it requires by subject matter and the
sometimes engaging pedagogy it requires by
students in learning consistently engaging
experiences that enable students in learning
them to acquire complex experiences that enable
knowledge and subject- them to acquire complex
specific skills and knowledge and subject-
vocabulary. specific skills and
vocabulary, such that
they are able to make
and assess evidence-
based claims and
arguments.
Exemplary
Demonstrates expertise
in subject matter and the
pedagogy it requires by
consistently engaging all
students in learning
experiences that enable
them to acquire,
synthesize, and apply
complex knowledge and
subject-specific skills and
vocabulary, such that
they are able to make
and assess evidence-
based claims and
arguments. Models this
practice for others.

1
Dimensions of Readiness: Quality: ability to perform the skill, action or behavior; Scope: the scale of impact (e.g.,
one student, subset of children, all students) to which the skill, action or behavior is demonstrated with quality;
Consistency: the frequency (e.g., all the time, sometimes, once) that the skill, action or behavior is demonstrated with
quality.
 CAP: Self-Assessment Form
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I.A.3: Well-Structured Units and Lessons

Unsatisfactory Needs Improvement Proficient Exemplary
Delivers individual Implements lessons and Adapts as needed and Adapts as needed and
lessons rather than units of instruction to implements standards- implements standards-
units of instruction; address some knowledge based units comprised based units comprised of
constructs units of and skills defined in state of well-structured well-structured lessons with
instruction that are not standards/local curricula lessons with challenging tasks and
aligned with state with some elements of challenging tasks and measurable outcomes;
standards/local appropriate student measurable outcomes; appropriate student
curricula and/or engagement strategies, appropriate student engagement strategies,
I-A-3.
designs lessons that but some student engagement strategies, pacing, sequence,
Well-
lack measurable outcomes are poorly pacing, sequence, resources, and grouping;
Structured
outcomes, fail to defined and/or tasks are resources, and purposeful questioning; and
Units and
include appropriate not challenging. grouping; purposeful strategic use of technology
Lessons
student engagement questioning; and and digital media; such that
strategies, and/or strategic use of all students are able to
include tasks that technology and digital learn and apply in authentic
mostly rely on lower media; such that contexts the knowledge and
level thinking skills. students are able to skills defined in state
learn the knowledge standards/local curricula.
and skills defined in Models this practice for
state standards/local others.
curricula.
Quality
Scope Leave all ratings blank.
Consistency

I.B.2: Adjustments to Practice

Unsatisfactory Needs Improvement Proficient Exemplary
Makes few May analyze some Analyzes results from a Regularly organizes and
adjustments to assessment results but variety of assessments analyzes results from a
practice based on only occasionally adjusts to determine progress variety of assessments to
formal and informal practice or modifies toward intended determine progress toward
assessments. future instruction based outcomes and uses intended outcomes and
on the findings. these findings to adjust uses these findings to adjust
practice and identify practice in real-time and in
I-B-2.
and/or implement upcoming lessons or units
Adjustments
differentiated by (a) identifying and/or
to Practice
interventions and implementing appropriate
enhancements for differentiated interventions
students. and enhancements for all
students, and (b) making
appropriate modifications
to lessons and units.
Models this practice for
others.
Quality
Scope Leave all ratings blank.
Consistency

2
Dimensions of Readiness: Quality: ability to perform the skill, action or behavior; Scope: the scale of impact (e.g.,
one student, subset of children, all students) to which the skill, action or behavior is demonstrated with quality;
Consistency: the frequency (e.g., all the time, sometimes, once) that the skill, action or behavior is demonstrated with
quality.
 CAP: Self-Assessment Form
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II.A.3: Meeting Diverse Needs

Unsatisfactory Needs Improvement Proficient Exemplary
Uses limited and/or May use some Uses appropriate Uses a variety of
inappropriate practices appropriate practices to inclusive practices, such appropriate inclusive
to accommodate accommodate as tiered supports and practices, such as tiered
differences. differences, but fails to scaffolded instruction, supports and scaffolded
address an adequate to accommodate instruction, to address
range of differences. differences in students’ specific differences in
II-A-3. learning needs, abilities, individual students’
Meeting interests, and levels of learning needs, abilities,
Diverse readiness, including interests, and levels of
Needs those of academically readiness, creating
advanced students, structured opportunities
students with for each student to
disabilities, and English meet or exceed state
learners. standards/local
curriculum and
behavioral expectations.
Models this practice for
others.
Quality
Scope Leave all ratings blank.
Consistency

II.B.1: Safe Learning Environment

Unsatisfactory Needs Improvement Proficient Exemplary
Maintains a physical May create and Uses rituals, routines, Uses rituals, routines,
environment that is maintain a safe physical and appropriate and proactive responses
unsafe or does not environment but responses that create that create and
support student inconsistently maintains and maintain a safe maintain a safe physical
learning. Uses rituals, routines, and physical and intellectual and intellectual
II-B-1. inappropriate or responses needed to environment where environment where
Safe Learning ineffective rituals, prevent and/or stop students take academic students take academic
Environment routines, and/or behaviors that interfere risks and most risks and play an active
responses to reinforce with all students’ behaviors that interfere role—individually and
positive behavior or learning. with learning are collectively—in
respond to behaviors prevented. preventing behaviors
that interfere with that interfere with
students’ learning. learning. Models this
practice for others.
Quality
Scope Leave all ratings blank.
Consistency

3
Dimensions of Readiness: Quality: ability to perform the skill, action or behavior; Scope: the scale of impact (e.g.,
one student, subset of children, all students) to which the skill, action or behavior is demonstrated with quality;
Consistency: the frequency (e.g., all the time, sometimes, once) that the skill, action or behavior is demonstrated with
quality.
 CAP: Self-Assessment Form
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II.E.1: High Expectations

Unsatisfactory Needs Improvement Proficient Exemplary
Does not communicate Occasionally Clearly communicates Effectively
specific academic and communicates high standards for communicates high
behavior expectations expectations for student work, effort, standards for student
to students, and gives student work, effort, and behavior, and work, effort, and
up on some students or and behavior in the consistently reinforces behavior such that
communicates that classroom, but the expectation that all students take
II-E-1. some cannot master inconsistently enforces students can meet ownership of meeting
High challenging material. these expectations these standards them; models and
Expectations and/or does little to through effective effort, reinforces ways that
counteract student rather than innate students can master
misconceptions about ability. challenging material
innate ability. through effective effort,
and successfully
challenges
misconceptions about
innate ability. Models
this practice for others.
Quality
Scope Leave all ratings blank.
Consistency

IV.A.1: Reflective Practice

Unsatisfactory Needs Improvement Proficient Exemplary
Demonstrates limited May reflect on the Regularly reflects on the Regularly reflects on the
reflection on practice effectiveness of lessons/ effectiveness of lessons, effectiveness of lessons,
and/or use of insights units and interactions units, and interactions units, and interactions
gained to improve with students by with students, both with students, both
IV-A-1.
practice. oneself, but not with individually and with individually and with
Reflective
colleagues and/or rarely colleagues, and uses colleagues; uses and
Practice
uses insights to improve insights gained to shares back with
practice. improve practice and colleagues insights
student learning. gained to improve
practice and student
learning.

Quality
Scope Leave all ratings blank.
Consistency

4
Dimensions of Readiness: Quality: ability to perform the skill, action or behavior; Scope: the scale of impact (e.g.,
one student, subset of children, all students) to which the skill, action or behavior is demonstrated with quality;
Consistency: the frequency (e.g., all the time, sometimes, once) that the skill, action or behavior is demonstrated with
quality.
 CAP: Self-Assessment Form
Recommended
Form

Self-Assessment Summary Sheet

Directions: In the table below, please record your self-assessment rating for each element. Use the following key:
Exemplary (E), Proficient (P), Needs Improvement (NI), Unsatisfactory (U)

Name: Scott Brooks Date: 02/01/2020

Based on your Self-Assessment, briefly summarize your areas of strength and high-priority areas for growth.

Area(s) of Evidence/Rationale Element/Dimension

Strength
Subject Matter I have exhibited sound knowledge and understanding of the 1.A.1
Knowledge subject matter as evidenced in my past teaching opportunities. In
one evaluation from a math my Pre-Practicum, my Supervisor from
AMC, Joanne McDonnell, noted that I, “used terminology through
the lesson and used it consistently.” During a math Pre-Practicum
lesson, my Supervising Practitioner stated that I “Used math
vocabulary throughout the lesson and used it consistently when
modeling or reviewing a problem.” While modeling, I was sure to
incorporate the use and review of subject vocabulary and include
students in the modeling to demonstrate acquisition of
terminology and the ability to use those knowledge and subject
specific skills. This is also an important part of formative
assessment. I understand that I will need to be able to create and
execute well designed lessons that exhibit a strong subject matter
knowledge so that students are able to make and assess evidence-
based claims and arguments. I know that I am not there yet. and I
will have to continue to challenge myself to develop a richer
understanding of all subject matter.to ensure that students stay
engaged and have all the tools needed to be successful learners.
Safe Learning I recognize that creating a safe learning environment allows 2.B.1
Environment students to feel comfortable taking risks. I feel like I was able to
accomplish this during my Pre-Practicum lessons. An example of
this was noted by my Supervising Practitioner who stated, “In your
remote interactions with students, it was evident that it was a
safe, positive environment where students were encouraged to
participate in class discussions. Students participated in the chat,
answered questions and showed their slates.” I recognize that
students need to feel safe and comfortable while learning. This
helps them take learning risks they might otherwise not take. I
take a pro-active role in creating an environment that limits
behaviors that interfere with learning. Classroom behavior
expectations are posted in the room and students are reminded of
these expectations during transition periods, group work, and
general classroom participation (i.e., raising hands) Students are
reminded to not interrupt me if I’m speaking to another student. I
will often have the students repeat expectations as a way to
ensure they are always cognizant of behavior expectations. This
limits behaviors that may interfere with learning and creates an
environment where all students feel safe to take academic risks.
5
Dimensions of Readiness: Quality: ability to perform the skill, action or behavior; Scope: the scale of impact
(e.g., one student, subset of children, all students) to which the skill, action or behavior is demonstrated with
quality; Consistency: the frequency (e.g., all the time, sometimes, once) that the skill, action or behavior is
demonstrated with quality.
 CAP: Self-Assessment Form
Recommended
Form
Area(s) of Evidence/Rationale Element/Dimension
Strength
After a Pre-Practicum lesson Joanne McDonnell, my Pre-Practicum
Supervisor, suggested that I, “Start the lesson by greeting students
as they enter the Google Meet. Even if nervous. I’d recommend
you smile more and show your enthusiasm.” This is something I
feel I will improve on as I feel more comfortable in the classroom. I
realize that this helps students become and stay engaged and
focused. I hope to use this element in my class to create a
classroom where students help take an active role in creating and
maintaining a safe learning environment.

Area(s) for Evidence/Rationale Element/Dimension

Growth
Well-Structured Making sure that materials are prepared in advance, and 1.A.4
Lessons engagement strategies are appropriate and effective: will help me
provide students with challenging tasks and measurable outcomes.
In an evaluation from my Anna Maria College Pre-Practicum
Supervisor Rebecca Miller, she noted that I, “have a very calm style
and clearly articulated the goal to students and your lesson
activities/plan aligned with the objective,” This feedback shows
that I am often able to engage students through appropriate
strategies. After teaching a lesson, I was reminded by my
Supervising Practitioner. of the importance of practicing ahead of
time how I will model. This is certainly an area that I can grow in.
My use of technology needs to improve, and I need to be able to
use technology while engaging students. asking questions, and
modeling. It’s an area that I hope to get better at through
experience. This will help me become a better teacher by giving
students the knowledge and skills they need to apply in authentic
contexts.
Adjustment to Although I felt like I had planned my lessons well. I could have had 1.B.2
Practice more manipulatives and enhancements available and used the
wait time strategy to allow students to use their own strategies
before I modeled strategies for them. I have to give struggling
students the time they need. These are areas I hope to improve
on. I believe that these skills will be strengthened through practice
and experience, I was able to use this skill to enhance my teaching
overall. In my Pre-Practicum, it was noted by my Pre-Practicum
Supervisor, Joanne McDonnell, that I, “adapted my practice as
needed and utilized technology to help pace the lesson.” I used
the ELMO to project to students various examples, model new
concepts, and work through problems together. I understand that
this is an element that evolves throughout the lesson and requires
using different strategies based on ongoing assessments of
students understanding.
6
Dimensions of Readiness: Quality: ability to perform the skill, action or behavior; Scope: the scale of impact
(e.g., one student, subset of children, all students) to which the skill, action or behavior is demonstrated with
quality; Consistency: the frequency (e.g., all the time, sometimes, once) that the skill, action or behavior is
demonstrated with quality.
 CAP: Self-Assessment Form
Recommended
Form
Area(s) for Evidence/Rationale Element/Dimension
Growth
Meeting Diverse I know that all elements need to be work on so I continuously look 2.A.3
Needs for effective strategies that work to differentiate for all learners.. I
was asked by my Supervising Practitioner. “How can you address
students who are struggling?” This is an area that I need to
improve in. I may need to slow down the lesson to address their
needs or let students know that further support is available. It was
also suggested by Joanne McDonnell, my Pre-Practicum Supervisor
at AMC, that I use hand signals as a way to check in with students.
Having extender activities for students who have advanced needs
will help to ensure I’m meeting the needs of all students. The use
of visuals can’t be understated. It was noted during one of my Pre-
Practicum lessons when my Supervising Practitioner stated, “You
visually projected the problems in your presentation to support
the auditory learning as you discussed the problems with your
students.” Having worked in the ABA field for over two years, I
have seen students need tiered instruction and scaffolding for
them to be successful. That scaffolding took many forms.
Sometimes it involved modeling through demonstration, think-
alouds, using visual aids, or just having structured discussions. I will
continue to improve in this area by modifying strategies so that all
students benefit, not just those with disabilities or ELL students.
High Expectations One of the many ways that I can improve in this area is to review 2.D.2
the lesson that I teach before having students do independent
work. A prefix lesson I taught during my Pre-Practicum Supervising
Practitioner Rebecca Miller reminded me that I need to,
“Remember the value of the closing of the lesson.” Joanne
McDonnell, Pre-Practicum supervisor also reminded me to add
“relevance” in a math lesson I was teaching. It was something I
hadn’t thought of and will use that moving forward. She suggested
using such phrases as “What did you learn about today?”, “When
would you use this skill?”, and “Why is it important to know how
to…?” I recognize that these are important questions to ask when I
am trying to illicit higher-order thinking. Mastering challenging
material using effective strategies is the goal for the students I
teach. One of the ways I achieve this is by asking higher order
thinking questions. Examples of this include such phrases as,
“Explain how you got that.” or “What other ways can you think
of?” I recognize that I need to keep creating strategies and ways to
probe students thinking to reach higher-order levels.
Reflective My Pre-Practicum lessons have demonstrated the inherent value 4.A.1
Practice of reflection. I have shown improvement, but I lack the experience
needed to steadily progress through reflective practice. It is
something that I plan to do daily to help not only me as a teacher
but my students as well. My Pre-Practicum Supervising Practitioner
gave me some great point to reflect on when she stated, “I’d
recommend showing your enthusiasm…You did praise your
students, but you want to be even more enthusiastic in a remote
setting because students are connecting virtually.” This was not
7
Dimensions of Readiness: Quality: ability to perform the skill, action or behavior; Scope: the scale of impact
(e.g., one student, subset of children, all students) to which the skill, action or behavior is demonstrated with
quality; Consistency: the frequency (e.g., all the time, sometimes, once) that the skill, action or behavior is
demonstrated with quality.
 CAP: Self-Assessment Form
Recommended
Form
Area(s) for Evidence/Rationale Element/Dimension
Growth
something I had thought of. I was grateful for the advice and I will
do better going forward. In my effort to improve my teaching
abilities. I realize that it can be hard to recognize areas that need
growth when you are on the inside looking out. I depend on
feedback in order to assess my own development as a potential
teacher. I know that I will be a constant learner throughout my life
as a teacher. I value the opinion and judgement of those that
possess the experience that I lack. I know that I have improved
from lesson to lesson as proposed by my Anna Maria College Pre-
Practicum Supervisor, Joanne McDonnell, when she noted, “In this
lesson you projected more confidence in your teaching and with
using technology.” I will continue to harness insight from
colleagues and students to improve my practice and student
learning.

Please share your Self-Assessment as well as the Goal Setting & Plan Development Forms with your Program
Supervisor and Supervising Practitioner at least three days in advance of the initial Three-Way Meeting, or earlier
upon request.

8
Dimensions of Readiness: Quality: ability to perform the skill, action or behavior; Scope: the scale of impact
(e.g., one student, subset of children, all students) to which the skill, action or behavior is demonstrated with
quality; Consistency: the frequency (e.g., all the time, sometimes, once) that the skill, action or behavior is
demonstrated with quality.