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
 Accommodating SSN students who may need more
time, more guided instruction, and more
communication to complete assessments and
learning objectives.
 Accommodating ELL students with front-loaded
vocabulary knowledge (both academic and Recognizing that students bring different language
content-area domain words) and partnering these understandings and proficiencies to the group as a whole and
students with a strong native speaker or student incorporating these perspectives and experiences into my
who shares a common home language. ELA curriculum. Also using this sense of shared diversity to
 Acknowledging differences in students' enrich the learning environment for all my students.
personalities (outgoing, reserved, stubborn, eager
to please, etc.) and encouraging these students in a
range of skill sets (collaboration, speaking
presentations, discussion groups, writing, reading
comprehension, etc.) to take risks in their learning.

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
 Understanding the cross-curricular skills that
bridge different parts of ELA subject matter within
activities and assessment opportunities (ex/
relationships between reading, writing, speaking, Modeling learning processes for students to pose problems
and work through alternative solutions and examine the
and listening in connection to overall literacy).
answers that others have found to similar problems
 Exposing students to different aspects and modes especially in regards to creating a presentation or in writing.
of critical thinking to reason analytically about a
text and conduct thorough research within a
subject area.

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

  Posing open ended problems and allowing
students to practice inquiry to make discoveries
and advance their own learning.

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
 Supporting instructional learning objectives by
incorporating a variety of teaching methods, group
and independent work settings, and customizing
the physical layouts of desks in the classroom to
achieve learning goals for all students (ex/
grouping high, middle, and low achieving writers
together to write a collaborative essay to co-learn
writing strategies). Monitoring student behavior and progress as they work
 Acting in a facilitator role to encourage students to through an ongoing assessment such as a long-term project
take ownership of their own learning and make or writing assignment.
independent discoveries within a text or discussion
group.
 Monitoring student progress through formative
and summative assessments within a unit of study
(ex/ pre-test followed by a final quiz which will be
graded and included in the gradebook as part of a
student's overall grade).

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
 Backwards planning, identifying learning
objectives, and modifying these outcomes within
instructional plans as the course of study unfolds,
allowing for re-teaching, review, and more or less
time on certain objectives to ensure student Making compromises in curriculum that allow for adequate
understanding. test preparation for the AP Language and Composition Test
 Sharing resources with colleagues, especially those but also meet the requirements of teaching American
who teach a common grade level, to seek feedback literature texts for junior year high school ELA.
on my teaching practice and materials.
 Learning from any constructive feedback from my
mentor teacher, department chair, or
administrator who observes my practice.

Proposition 5: Teachers are Members of Professional Communities E/E A I/I

1. Teachers Collaborate with Other Professionals to Improve School Effectiveness
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 2
 2. Teachers Work Collaboratively with Families
3. Teachers Work Collaboratively with the Community
Three Examples of Proposition 5 Experiences Areas of Interest in Growth
 Analyzing common assessment data in grade level
teams during PLC meeting times.
 Advocating for necessary changes to school sites Taking on more of a professional leadership role in regards to
such as increased access to technology to improve my school's instructional programs. I currently advise the
Yearbook Staff and while this is a valuable addition to my
digital literacy, collaboration, and creativity skills.
teaching practice for the school and community at large, I
 Acting as a reinforcement to the values and would like to take on more responsibility for the academic
education students receive at home from their aspects of the school.
families while taking into account cultural
differences.

Summary of Strengths and Areas of Possible Growth

STRENGTHS:
i am confident in my abilities to plan for and accommodate diverse student needs, encourage students to take ownership
over their own learning through choice, discovery, and inquiry, and sharing resources and feedback with colleagues to
participate in a shared vision of improving academic and skill-based learning within the ELA curriculum.
AREAS OF POSSIBLE GROWTH:
Taking on more responsibility in the academic aspects of my school site to participate in a leadership role to improve the
overall rigor and success rate of students in their learning. Additionally, taking action in bringing students' diverse
perspectives and language use into my curriculum and making compromises in my curriculum between AP test prep and
American literature exposure.

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