Nbptsselfassessment

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
 Lesson plan design considers individual learning
needs and styles.
 Distance learning students are provided the same
Interested in learning creative ways to broaden the support
learning opportunities as students receiving in
for remote learners.
person instruction.
 Assessment types are varied and designed
specifically to support all students.
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
 Integrates cross-curricular content areas.

 Incorporates a variety of activities to teach subject
Improve lesson delivery, specific to allowing for more
matter.
engaging lecture options.
 Uses multiple assessments, classroom activities, and
assignment options for students.
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
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 1

 Multi-tiered approaches implemented.
 Consistently allows for student voice, inviting Analyze data as it pertains to assessment results and its
student input and ideas. influence on instruction.
 Ongoing formative and summative assessments.
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
 Decisions made regarding assessments to most
appropriately meet student needs.
 Implementation and pace of curriculum aligns with
Continue to research best practices.
student needs as opposed to time requirements.
 Feedback from students is used to influence both
instruction and opportunities for learning.
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
 Meets regularly with families regarding student

progress and performance.
Improve working with colleagues whose philosophies of
 Includes family in classroom activities, such as
teaching and learning differ from my own.
Mock Trial.
 Collaborates with colleagues weekly through PLCs.
Summary of Strengths and Areas of Possible Growth
As an educator, I strive to continuously meet the needs of students and families. Using intentional lesson design and
delivery, the varied and multiple needs of students are met. I am purposeful in the construction of assignments and
assessment options to provide all students with the opportunity to demonstrate mastery and develop their skills.
Growth areas include continuing to research best practices, work collaboratively with a broader range of colleagues, and
increase knowledge in the area of technology and its use.
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 2

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Self-Assessment of NBPTS

 Integrates cross-curricular content areas.

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

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

 Meets regularly with families regarding student

Summary of Strengths and Areas of Possible Growth

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

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