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 ☐ X ☐
2. Teachers Understand How Students Develop and Learn ☐ ☐ X
3. Teachers Treat Students Equitably ☐ ☐ X
4. Teachers Know Their Mission Transcends the Cognitive Development of Their Students ☐ ☐ X
Three Examples of Proposition 1 Experiences Areas of Interest in Growth
● I use research-based methods to provide a natural
approach to language learning that is more suited
to how students develop and learn.
● Class is set up in such a way that what students put
in participation-wise dictates what they will get out
of the class (I call this “doing your 50%”). Students -I would like to continue to build relationships with my
students in order to recognize their differences and make
are held to the same rigorous expectations, with
adjustments to differentiate for specific needs.
specific accommodations made for those who
require them.
● I have extensively studied the process of language
acquisition both as a communicative disorders
major and as I continue to seek ways to improve
my craft as a language teacher.

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
☐ X ☐
Disciplines
6. Teachers Command Specialized Knowledge of How to Convey a Subject to Students ☐ ☐ X
7. Teachers Generate Multiple Paths to Knowledge ☐ X ☐
Three Examples of Proposition 2 Experiences Areas of Interest in Growth
● I teach the language in a very natural way, through
everyday conversations and story-telling, much in
the same way we acquire language as babies.
● I tie-in to other disciplines (science, culinary arts, I would like to do more collaborative lessons with other
etc.) as often as possible. disciplines.
● I use songs, free-choice reading, traditional
grammar lessons, and student-created stories and
characters to teach language in various ways.

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 ☐ ☐ X
2. Teachers Support Student Learning in Varied Settings and Groups ☐ X ☐
3. Teachers Value Student Engagement ☐ ☐ X

1
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/).
 4. Teachers Regularly Assess Student Progress ☐ X ☐
5. Teachers Engage Students in the Learning Process ☐ ☐ X
Three Examples of Proposition 3 Experiences Areas of Interest in Growth
● I use many different methods of instruction in my
classroom every day, including songs, reading,
note-taking, creating stories, and interpreting
video clips
● I include formative checks in the form of “quick -I would like to come up with lessons that involve more
quizzes,” whole-class responses, and “dictees,” and varied settings on a more regular basis. I do various types of
group work from time to time, but switching up the
do summative assessments of reading
setting/groupings more often could lead to students feeling
comprehension, listening comprehension, more supported and engaged.
speaking, and writing
● I keep students engaged by asking them questions
and involving them in the process of creating
stories and characters based on their own ideas.

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 X ☐ ☐
2. Teachers Use Feedback and Research to Improve Their Practice and Positively Impact Student Learning ☐ X ☐
Three Examples of Proposition 4 Experiences Areas of Interest in Growth
● I have used the feedback I receive from
administrators and from professional development
representatives to positively impact my teaching
strategies. I have never been put in a position where I had to make a
particularly difficult choice involving my professional
● I use my professional judgement on a daily basis
judgement. I hope to have the opportunity to use my good
when making important decisions about how to
judgement in the future.
pace my lessons.
● I take student feedback on activities to assess their
effectiveness from multiple standpoints.

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

1. Teachers Collaborate with Other Professionals to Improve School Effectiveness ☐ ☐ X
2. Teachers Work Collaboratively with Families X ☐ ☐
3. Teachers Work Collaboratively with the Community ☐ X ☐
Three Examples of Proposition 5 Experiences Areas of Interest in Growth
● I collaborate with my colleagues on site, with
colleagues in the district, and with professionals in
my subject area on a regular basis.
● I collaborate with the French department and -I would like to find more ways in the future to collaborate
with families of students.
Fullerton College when they do their French Film
-I would like to do more in the community to bring
Festival every year.
awareness to the French program.
● I collaborate with families during IEP meetings to
find the most effective solutions for their students’
specific needs.

Summary of Strengths and Areas of Possible Growth

2
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/).
 I believe my top areas of strength are proposition 1 and proposition 3. I am incredibly committed to my students and their
learning. I believe my main areas to improve are being more involved in the community and with the families of students.

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