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
● Designing mechanisms for gathering feedback and ● Holding students more accountable (deadlines,
data on student learning (EX: Google Forms surveys, attendance, academic dishonesty)
peer evaluations during group presentations and ● Making assessments more rigorous
● Ensuring fairness in protocols and procedures
activities) 
(marking, workload, accommodations)
● Analyzing feedback and data to adjust teaching (EX:
changing warm up activities based on student
opinion survey)
● Providing options for how students can express their
learning (textual, visual, performative) 

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
● Reading professional journals and ● Introducing more complex texts and designing
activities to make them accessible
subject-appropriate periodicals  
● Designing/adapting multi-stage group activities for
● Observing subject-area colleagues exploring complex ideas and texts
● Multimedia and multimodal approach to presenting
content and assessments (text, images, video,
interactive resources)

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

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Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/).
 ● Mix of individual, small group, and whole-class ● Increase student engagement with texts and
activities and assessments   materials
● Refining and adjusting activities and materials to ● Foster greater sense of ownership of work in
students
make them more student centered
● Make students enthusiastic about reading
● Giving students flexibility and choice (texts,
assignment due dates, types of 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
● Observations by school’s head of academics and ● Increasing voluntary compliance with policies and
head of English department with follow up protocols
debriefings ● Conveying greater sense of consequences for
out-of-compliance behavior and breaches of trust
● Observations by and of subject-area peers
● Observations by and of peers in other subject fields
● Soliciting feedback from colleagues on issues of
discipline, compliance, and academic integrity

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
● Attending outside PD opportunities and then sharing ● Interacting more with parents and families
with colleagues what has been learned in in-school ● Engaging Student Services (counseling) office more
PD seminars (EX: FOTIP) proactively
● Gather more data on students lives and interests in
● Daily collaboration and sharing with subject-field
order to make classroom experience more engaging
colleagues via Google Drive   and relevant
● Assessment of language, materials, and references
for cultural and age-level appropriateness and
relevance
● Meeting with parents and students on dedicated
Parent-Teacher Conference days

Summary of Strengths and Areas of Possible Growth

Strengths:
● Responsiveness to feedback from students and colleagues
● Receptiveness to new ideas and materials suggested and/or shared by colleagues
● Sensitivity to students’ needs and home situations (EX: many students have long commute to/from school)
● Continual evaluation, adjustment, and updating of materials and activities towards the goal of greater
student-centeredness and engagement

Areas of Possible Growth:

● Better classroom management to foster compliance and discipline
● Rigorousness of assessments and evaluation of student work against rubrics
● Proactively approach issues of academic integrity and behavior

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