Self-Assessment of National Board Standards

Directions:
● Save this file as LastFirstName_NBPTSInitial.docx (KnowlesBeyonce_NBPTSnitial.docx)

● For each element, rate yourself in one of the following three categories (E/A/I). Be honest.
This is an opportunity to document growth
● Mark each box with an X

● Provide examples of your experiences in the leadership domain

● Identify areas within each domain where you are interested in growing as a teacher leader.

● Summarize your strengths and areas of possible growth.

● Boxes will expand as needed.

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)
● I collect detailed data on each I see opportunities to more deeply embrace
student's academic history, the belief that my mission transcends solely
assessments, diagnostics, surveys, developing students' academic abilities.
 and direct feedback. This shows a While I make content accessible, going
commitment to understanding forward I aim to integrate additional
individual students' needs in order to activities and conversations that explicitly
better support their learning. The support social-emotional development so
data is used to create targeted students can be intentional about building
resources and small group instruction. skills like resilience, leadership, and
● I incorporate students' backgrounds character. My goal is for students to develop
and interests into lessons, such as not just academically, but to grow
using the films "Puss in Boots: The confidence, empathy and other intangible life
Last Wish" and "Coco" to teach about skills. This involves facilitating more class
narrative elements. This rituals, modeling vulnerability, and giving
demonstrates a commitment to students ownership.
making content relevant and
meaningful to students' lives.
● I advocate for students by providing a
variety of instructional strategies,
resources, and technologies to
accommodate different learning
needs. For example, the teacher
creates study guides with videos, text,
audio, visuals and more. This shows a
dedication to making knowledge
accessible for all students.
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)
● I regularly read books, articles, and I recognize the need to enhance my ability to
attend professional development on generate multiple paths to knowledge for my
topics like literary criticism and students. I want to get better at facilitating
linguistics to stay current in the ELA student-driven inquiry through projects,
field. This knowledge then informs debates, and other activities. While I
the innovative lessons, assessments, currently have students engaging with texts
and resources created for students. forming their own questions in response to
● The teacher sequences curriculum their reading assignments, I want students to
and assessments purposefully using go further and design investigations, and
frameworks like backwards design to draw conclusions rather than passively
scaffold skills. This shows an receiving content I deliver. Going forward, I
understanding of how to organize aim to provide more opportunities for
instruction to build student students to collaborate, research self-
 knowledge. selected topics, and engage with texts in
● The teacher incorporates subject- creative ways they initiate. This will require
specific strategies like game-based relinquishing some control and giving
vocabulary reviews, allowing student students more voice and choice.
choice in gameplay modes. This
demonstrates knowledge of
pedagogical methods that align with
ELA goals of building vocabulary.
Students are more engaged through
the games.
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)
● I actively monitor student chats and I want to expand my ability to support
collaboration boards during class. This student learning across diverse settings and
allows the teacher to maintain a groups. I aim to provide more structured
positive climate by filtering small group learning opportunities for
inappropriate content and privately students to connect and create together. It
redirecting students. would involve learning our new upcoming
● I monitor student assessment LMS to create customized assessments.
submissions for plagiarism and Though my school context is virtual, there
enforce the school honor code are still many opportunities for student
agreement. This demonstrates collaboration using various platforms like
responsibility for promoting academic Miro.
integrity and addressing concerning
behaviors directly.
● I continually monitor student learning
during instruction to make real-time
adjustments. Checks for
understanding and observations
inform the updating of resources like
study guides. This shows a dedication
to responding to student needs.
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)
● I set professional learning goals to I recognize a need to improve my ability to
explore new pedagogical approaches make difficult professional judgments that
involving technology. They reflect on test my decision-making skills. Currently, I’ve
the effectiveness of new tools like been focusing heavily on following
Canva and Prezi presentations in established curriculum, resources, and school
order to improve practice. policies. Moving forward, I want to increase
● I attend regular one-on-one meetings my capacity for responding to complex
with their supervisor to receive situations involving student needs, family
performance feedback, track dynamics, or ethical dilemmas.
progress, and set professional
development goals. This allows them
to systematically improve.
● I continually modify assessments and
instruction based on student
performance data and new
educational tools learned through
conferences and colleagues. This
adaptation allows them to better
tailor instruction to student needs.
Proposition 5: 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)
● I maintain contact with the EL I see room for improvement in expanding my
coordinator and special education collaborative efforts to engage families and
staff to collaborate on monitoring the local community. Currently, my outreach
student progress and needed focuses on school initiatives like canned food
accommodations. This supports drives or standardized communication
student learning. through newsletters. Moving forward, I want
● I partnered with the National Junior to be more proactive in soliciting ongoing
Honor Society to promote their contributions and feedback from caretakers
canned food drive during lessons. This on instructional decisions, and tapping into
demonstrates community community experts that could enrich our
collaboration and teaches students work. This could involve surveys to capture
about civic engagement. family perspectives, inviting grandparents to
 ● I identify mental health resources to share traditions, arranging student panels
support students, sharing them with with professionals, and forging partnerships
families via email. Providing these with local nonprofits. Pursuing authentic
additional supports shows collaboration requires courage and
commitment to collaboration for the vulnerability as I relinquish sole control over
well-being of the whole child. the curriculum. However, the benefits for
student learning outweigh the risks as we
collectively harness our strengths. I am
reminded that collaboration is the heart of
Proposition 5.
Summary of Strengths and areas for growth
I demonstrate considerable strengths aligned with the 5 propositions. Specifically, I utilize
data analysis, personalized instruction, interventions, assessments, reflective modification,
goal setting, community partnership, and more. With these demonstrated strengths
reflecting the propositions, I foster positive student outcomes.

Reviewing my practices reveals opportunities to enhance my approach across the

propositions, including facilitating student-driven inquiry; integrating social-emotional
competencies; increasing online small group work; strengthening judgment anchored in
values when facing tradeoffs; and collaborating with families and partners. Pursuing this
growth requires courage to challenge my traditional approach. However, leaning into the
propositions will help me empower students, meet needs, and elevate potential.