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 have students who vary in their learning abilities,
interests, and supoprt at home. I support them in
different way to reflect those individual
differences, like providing additional support
during recess and lunch for certain students who
need more "mothering."
 I have students who will learn more when I relate
concepts to sports and other students who learn How to be more effective in teaching
regardless of how I present the concepts. I use my
knowledge of my students to teach effectively
 My students are more than just learning machines.
They have feelings and thoughts and their own
convictions. Tapping into their whole mind and
their person, I try to prepare them to not only
learn, but be caring and effective adults.

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
 There's been many a times where the content Knowing how to implement multiple paths to knowledge
being covered was able to be bridged to another
facet of life and linked in such a way that it made
sense to students who had those specific life
experiences.
 In knowing how to bridge a certain aspect of real
life to the content at hand requires me to know my
content well enough to make that link.
 Having studed psychology, I have more
understanding about how the brain connects new

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

 learning to prior knowledge.

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 formative assessments to be able to see
student progress and understanding of new
concepts.
 I engage students in new learning by giving
opportunities to talk about their new learning so
that auditory learners can hear themselves talking supporting students in varied setting and groups.
about what they are learning
 I let students retest and award students for
learning concepts even if it is after the formal
assessment. Learning, whenever it is that it occurs,
should be praised.

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 use assessment data as a reflection of my
teaching
 I ask colleagues with their own children in my
classroom to give feedback on how I am doing What kind of difficult choices test professional judgement?
from a parent's perspective
 I consider student feedback to evaluate my
teaching

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 often converse with the principal to brainstorm
ideas on how to stay effective as a teacher and
mentor to students
 Whenever I have trouble with specific students in
More community involvement
the classroom, I like to ask families what strategies
work (or not work) in their home
 I look for opportunities to bring in community
members to make new learning more relevant

Summary of Strengths and Areas of Possible Growth

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

      

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