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 strive to treat my students equitably based on
their individual needs and areas of expertise. This
can be as simple as having student sit in a specific
classroom or providing alternative assessments for
students to demonstrate comprhension of content
based on their skills (art, writing, presentations).
 I also know that my role as a teacher goes beyond
the classroom. Just this week I had a student come As previously stated, I want to ensure that I adjust my
to talk to me about their personal struggles at practice towards meeting the individual needs of students
home and how that was impacting their grades and support their differences. I also want to continue to
heading into the progress report. I offered my develop better methods of gathering information that will
assitance with their work, but told them that we help me understand how develop lessons and techniques
would figure out a solution that would not necessary to help students learn effectively. This is
particuarly the case when it comes to their reading level
supercede their emotional well being.
where they need the most support.
 I do recognize the individual differences of my
students will adjust, but I feel that I can go beyond
what I am doing now. I know that many of my
students are striving readers and need extra support. I
have been looking into different tools and
technology that will help support them as they read
and ensure that I can identify what areas they
struggle with.

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 always implement reading, writing and English I want to continue to find efficient ways my students can gain
language standards into my history classes. I also an understanding of content through various methods. I feel
am sure to include math when necessary for like I have settled on 5-6 methods and have become too
Economics such as the Stock Market unit I am comfortable/reliant on them. I also want plan out my
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 1
 currently teaching. I try to work with the other
subjects to develop a streamlined approach to
formatting and outlining essays so that it easier for
students to monitor their progress.
 I offer alternative methods for completing my
summatives, but I want to focus on generating
mulutple paths to knowledge in my formative
assessments. Some of my students really struggle
with expressing their thoughts in writing which is a allegories, metaphors and examples a little further out then I
typically do when lesson planning. This usually comes to me
significant aspect of my history class. I am trying to
shortly before the lesson is taught. I do want to find more
offer more opportunities for them to demonstrate visual methods of demonstrating ideas. I find that I had to
compentency verbally or through alternative readjust to using the white board now that we returned to in
presentations. class instruction.
 I also think that I have gained a stronger
understanding of how to convery a subject to my
students. I really try to emphasize real life examples
to connect students to content such as connecting the
Armenian Genocide to the neighborhood they live in
or comparing the relationship between federal and
state governemtns to the school administration and
teachers.

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 support student learning in various settings and I am seeking new and effective ways to assess learning.
differenrt groups throughout our school. I do my Engagement and organization are big issue at my school and
best to support students individually and in small this makes it difficult to measure competency if students
miss deadlines or fail to complete an assignment. I want to
groups during classtime to ensure that they are
focus on varied assessment tools, particuarly verbal cues to
getting the support they need. I also reguarly indicate comprhenesion. Maybe focus on 1 on 1 interviews
communicate and meet with members of the SPED where students present ideas for me to assess their
department to ensure that I am doing what I can to understanding.
help support students in their tutoring sessions. I
also do my best to support our ThinkTogether
tutoring program which works with students 1 on
1. I include any mateial they need for the support,
but also offer my personal time and assitance
when necessary to ensure that students
understand the task they are given and how they
can accomplish it.
 I also value student engagement during class
dicussions. I make sure that I thank students and
provide positive reinforcement for correct
answers. I also do my best to acknowledge
students when they attempt to answer a question,
but miss the mark. I often ask students to help
them finish their response and then repeat the
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 2
 complete answer another student offered. This
helps ensure that they understand that answer
before moving on.
 I also try to include students in the learning process
by helping them create learning goals based on
what the content standards or unit goals are. For
example, I provide studnets with a learning goal at
the beginning of each lesson to show them what
they should be able to do by the end of the day.
Students are then asked to rewrite these learning
goals and present them. I then will write these on
the board to help include them in the learning
process where they create their own goals.

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
 One example of a difficult choice I had to make was
cutting a lesson that I loved to teach about for my
unit on Imperialism because I wanted to ensure
students had enough time to work on their
summative before grades were due at the end of
the semester. I am sad that I didn't get to teach a
lesson that I wanted to, but it encouraged me to
revaluate its value to students as a fun activity
compared to their learning. I want to continue to find research that will provide insight
 Another example woud be the feedback I ask for into how I can improve my practices. I find that I tend to let
the infromation come to me through PD meetings and
students to provide for better future lessons. I ask
credential work. I want to be able to seek out this
students to complete written/video reflections at information on my own and stay up to date on modern
the end of each unit using guided questions to help techniques and lesson planning.
them examine what they want me to change in the
future.
 Another example would be the instructional
coaching I receive from admin following formal and
informal observations. Just this week I had a
meeting to debrief an informal observation where I
was evaluated on my approach to student centered
learning.

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
 I have attended workshops and online conferences I want to increase my involvement in the community so that i
over the last 2 years t help improve my can build a stronger relationship to parents. I find that many
effectiveness in the school as an instructor but also of our students operate indepdently without a lot of support
working with C3 and building connections with at home. I want to build these relationships to make sure
students to support their emotional needs. that we are all in communication and aware of what we can
 I also try to work with families as much as possible. all do to support struggling students.
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 3
 Just this week I reached out to a parent regarding
helping a student focus in class, possibly removing
their phone from them during the course of the
period. Another example would be how a parent
reached out to me to help write a letter to help her
prove her child has been improving in his
attendance, grades and behavior. She needed
proof he was doing this and I am happy to provide
that evidence.
 I also have been working to integrate myself in the
community. I was able to support students in their
creation of an exhibit for Dia de Los Muertos and
helped them set up/spend time with students on
the weekend for a school project. I also attend
sports and other events to help show our students
that they are supported and make myself a member
of their community.

Summary of Strengths and Areas of Possible Growth

Strengths:
Treating student equitably, understanding the role of a teacher goes beyond the content, connecting my subject to other
disciplines, valuing and encouraging student engagement and collaborating with other professionals to improve school
effectiveness (knowing what we need to do for students and their emotional well being).

Areas for Growth:

Providing various methods of gaining knowledge for students, finding new and effective ways for assessing students
(identifying the gaps easier), finding my own research to share with others, and working more closely with parents to stay
on the same page/communicate together with students.

Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 4