Self-Assessment of Teacher Leader Qualities (NBPTS)

Adapted from https://www.accomplishedteacher.org/

Exploring/Emerging (E) - a level of practice in which the teacher leader relies on ongoing
assistance from more experienced colleagues for support, guidance, and survival. The
teacher leader is moving toward becoming more self-directed and independent in her/his
practice.

Applying (A) - a level of practice in which the teacher leader is able to provide
independent leadership and easily applies what s/he has learned about leadership.

Integrating/Innovating (I) - a level of development in which the teacher leader is fully

skilled and confident. The Integrating/Innovating teacher leader contributing to the
broader educational community through staff development, research, or publication in
professional journals
Proposition 1: Teachers are committed to students and learning. E A I
Accomplished Teachers:
1. Recognize Individual Differences in Their Students and Adjust Their X
Practice Accordingly
2. Understand How Students Develop and Learn X
3. Treat Students Equitably X
4. Know Their Mission Transcends the Cognitive Development of Their X
Students
Three examples of experience (i.e., if you Area of interest for growth
scored A or I, give examples)
1. Use student backgrounds and ability - Use and model a growth mindset to
levels to inform instruction encourage greater risk-taking and
2. Monitor students’ access to resources and resilience in students
advocate for greater equity
3. Familiar with learning and developmental
theories and use them to inform my
practices
Proposition 2: Teachers know the subjects they teach and how to teach E A I
those subjects to students.
Accomplished Teachers:
1. Command Specialized Knowledge of How to Convey a Subject to Students X
2. Generate Multiple Paths to Knowledge X
Three examples of experience (i.e., if you Area of interest for growth
scored A or I, give examples)
1. Utilize a wide variety of tasks (traditional, - Learn about new curricular resources,
project-based, and technology-based) technological advancements, and
2. Using the Socratic method for classroom pedagogical methods that are specific to
discussions subject matter competency
3. Employ inquiry-based curriculum and
instruction (ex: Amplify Science)
Proposition 3: Teachers are responsible for managing and monitoring E A I
student learning.
Accomplished Teachers:
1. Call on Multiple Methods to Meet Their Instructional Goals X
2. Support Student Learning in Varied Settings and Groups X
3. Value Student Engagement X
4. Regularly Assess Student Progress X
5. Engage Students in the Learning Process X
Three examples of experience Area of interest for growth
(i.e., if you scored A or I, give examples)
1. Frequent checks for understanding - Create and use more flexible small groups
(informal) are utilized during instruction to build constructive communication and
to inform instruction student autonomy in their learning
2. Uses a wide range of instructional
strategies (ex: direct instruction, GLAD
model, UDL)
3. Students are actively engaged in learning
through involvement (ex: digital
discussion boards Jamboard, “Fishbowl”
discussions, “Jigsaw” cooperative
learning strategy)
Proposition 4: Teachers think systematically about their practice and learn E A I
from experience.
Accomplished Teachers:
1. Make Difficult Choices That Test Their Professional Judgment X
2. Use Feedback and Research to Improve Their Practice and Positively X
Impact Student Learning
Three examples of experience Area of interest for growth
(i.e., if you scored A or I, give examples)
1. Create grade-level SMART goals each - Work on reflecting on prioritizing or
trimester to reflect and build on student reprioritizing instructional plans based on
data to improve student learning the needs of students (ex: pausing
2. Participate in POP cycles with mentor academic instruction for SEL or
teacher and administration to hone reteaching a critical concept students need
instructional practices to be successful in future units)
3. Creates and implements ILPs based on
teacher inquiry
Proposition 4: Teachers are members of learning communities E A I
Accomplished Teachers:
1. Collaborate with Other Professionals to Improve School Effectiveness X
2. Work Collaboratively with Families X
3. Work Collaboratively with the Community X
Three examples of experience Area of interest for growth
(i.e., if you scored A or I, give examples)
1. School site representative for district-wide - pursue information about diverse cultures and
SEL Task Force, where we work social influences within our school community
 collaboratively to create, adapt, and - learn more about multiculturalism and how to
implement SELF programs for students promote acceptance and celebration of students’
and staff similarities and differences
2. Inform and discuss student successes and
challenges with families via regular
ClassDojo messages, progress reports,
and trimester conferences
3. Plan and facilitate field trips within the
local community (ex: community college
planetarium) and volunteer at community
events
Summary of Strengths and areas for growth
When reflecting on my Self-Assessment of Teacher Leader Qualities from the National Board
for Professional Teaching Standards, I found that my strengths fall within Proposition 1
(teachers are committed to students and learning) and Proposition 3 (teachers are
responsible for managing and monitoring student learning). These strengths can be observed
in my innovation in regularly assessing student learning and recognizing individual
differences within my students to inform my instructional practices.

An area of growth I observed when reflecting on my initial self-assessment is commanding

specialized knowledge of how to convey a subject to students within Proposition 2. I would
like to grow in this area by learning about new curricular resources, technological
advancements, and pedagogical methods specific to subject matter competency.
Additionally, another area of growth is making difficult choices that challenge my
professional development within Proposition 4. I would like to grow in this area by working
on prioritizing or reprioritizing instructional plans based on the needs of students. For
example, pausing academic instruction for SEL opportunities or reteaching a critical concept
students need to be successful in future units