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TEACHER SELF-ASSESSMENT USA

www.educatorsabroad.org
Montgomery, Texas USA; Redhill, Surrey England
CONTEXT & DIRECTIONS
This Teacher Self-Assessmen F!rm USA "ses #ali$ae$ e%&ecai!ns !f effeci#e e$"ca!rs as a 'asis !n (hich &re an$ in-
ser#ice eachers can reflec !n heir !(n &racice) se *!als) an$ im&lemen srae*ies ! im&r!#e heir &erf!rmance+
The knowledge, disositions, and er!ormances deemed essential !or USA teachers regardless o! the sub"ect or grade le#el being
taught are described in ten standards de#eloed by the $nterstate %ew Teacher Assessment and Suort &onsortium '$nTAS&(.
)&omlete details on the *rogram Materials age at www.educatorsabroad.org+
These #alidated exectations ro#ide a guide !or educators who seek to imro#e their e!!ecti#eness and are the basis on which
articiants in EA USA re and in,ser#ice ersonali-ed ro!essional de#eloment rograms are mentored and assessed.
E!!ecti#e educators continually de#elo their ability to guide student learning by.
Accurately assessing their own er!ormance, at their le#el o! exerience, against these #alidated exectations o! e!!ecti#e educators.
/etermining areas !or ersonal de#eloment and imro#ement.
$mlementing ro!essional de#eloment lans that utili-e any0all a#ailable resources.
Direci!ns f!r ,re-Ser#ice Teachers -in$i#i$"als see.in* cerificai!n/licens"re as a eacher0+ Undertake the !ollowing at
aroriate oints as you reare to enter the teaching ro!ession and articularly rior to, during, and at the comletion o! school
based lacements.
1or each standard lace an 2 along the line indicating your knowledge and ability as a ro!essional educator.
3rie!ly '45 words( exlain your decision.
$ndicate the source o! e#idence !or your sel!,assessment 'e.g. obser#ation by suer#isor(.
Share this reort with your course mentors0instructors, classroom cooerating teachers and EA suer#isors as a basis !or discussion
resulting in setting and achie#ing goals.
Direci!ns f!r In-Ser#ice Teachers -in$i#i$"als (h! h!l$ a eachin* cerificae/license0+ $n,ser#ice teachers should comlete this
!orm at aroriate oints in their teaching career and use each assessment as a basis !or discussion with colleagues and to de#elo
and imlement lans through which to achie#e their ro!essional goals.
The e% '!%es in his MS 1!r$ $!c"men e%&an$ as 2!" 2&e 2!"r res&!nses+
3!" can incl"$e m"li&le assessmens !#er ime an$ creae a his!rical rec!r$ !f 2!"r &r!fessi!nal *r!(h+
Share each assessmen (ih !hers an$ 'enefi fr!m heir e%&erience+
SELF ASSESSMENT ,ROCESS

Candidate Cooperating/Mentor Teacher Educators Abroad Mentor/Supervisor
%ae%ae $ntermediate, %6 7anuary 89,March :
School, Country Grade(s), Subjects ates
San$ar$ 456 Learner De#el!&men6 The teacher understands how learners grow and de#elo, recogni-ing that atterns o! learning
and de#eloment #ary indi#idually within and across the cogniti#e, linguistic, social, emotional, and hysical areas, and designs and
imlements de#elomentally aroriate and challenging learning exeriences.
Learner De#el!&men
;nowledge0*er!ormance.
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3asic &ometence Excetional Ability
3rie! exlanation o! sel!,assessment.
Previous to my teaching, I observed many different patterns of social, linguistic, and emotional characteristics
within my students. I also gauged students cognitive learning based on the results of their testing. Based on
these observations, students were paired or grouped with other classmates who would challenge them and
help them to grow and achieve in a developmentally appropriate way.
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San$ar$ 476 Learnin* Differences6 The teacher uses understanding o! indi#idual di!!erences and di#erse cultures and communities
to ensure inclusi#e learning en#ironments that enable each learner to meet high standards.
Learnin* Differences
;nowledge0*er!ormance.
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3asic &ometence Excetional Ability
3rie! exlanation o! sel!,assessment.
Throughout my experience as a student teacher, I have been exposed to the diverse and unique culture in
New ealand as well as students with !nglish as their second language. I have striven to include these
cultures and different personalities in my classroom by learning about each students individual culture and
home life through parent"teacher conferences and one"on"one conferences. #uring my two wee$ teaching,
students were also placed in small groups based on their different learning stages and were coached even
further based on their individual learning needs and styles. !%& students were given opportunities to
incorporate their language through basic, day"to"day tas$s such as orally sharing the date in their own
language.
San$ar$ 486 Learnin* En#ir!nmens6 The teacher works with others to create en#ironments that suort indi#idual and
collaborati#e learning, and that encourage ositi#e social interaction, acti#e engagement in learning, and sel!,moti#ation.
Learnin* En#ir!nmens
;nowledge0*er!ormance.
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3asic &ometence Excetional Ability
3rie! exlanation o! sel!,assessment.
#uring my two wee$ sole charge, I created a positive environment by establishing clear, direct rules and by
organi'ing a time of community sharing during the morning where the students could share things about
themselves and their home life with the class. %tudents were also encouraged to wor$ together as a team and
solve problems together.
San$ar$ 496 C!nen :n!(le$*e6 The teacher understands the central concets, tools o! in=uiry, and structures o! the disciline's(
he or she teaches and creates learning exeriences that make these asects o! the disciline accessible and meaning!ul !or learners to
assure mastery o! the content.
C!nen :n!(le$*e
;nowledge0*er!ormance.
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3asic &ometence Excetional Ability
3rie! exlanation o! sel!,assessment.
(or each lesson or unit I taught, I extensively researched the topic and modeled the outcome or finished result
by creating my own finished product. (or instance, as the students created their own sustainability poster, I
also created a poster based on the rubric I formed for the students.
San$ar$ 4;6 A&&licai!n !f C!nen6 The teacher understands how to connect concets and use di!!ering ersecti#es to engage
learners in critical thinking, creati#ity, and collaborati#e roblem sol#ing related to authentic local and global issues.
A&&licai!n !f C!nen
;nowledge0*er!ormance.
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3asic &ometence Excetional Ability
3rie! exlanation o! sel!,assessment.
#uring my sole charge, I engaged the students in a sustainability poster where they were encouraged to write,
collaborate and research with their fellow group members about the ecosystem they were assigned to.
San$ar$ 4<6 Assessmen6 The teacher understands and uses multile methods o! assessment to engage learners in their own growth,
to monitor learner rogress, and to guide the teacher>s and learner>s decision making.
Assessmen
;nowledge0*er!ormance.
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3asic &ometence Excetional Ability
3rie! exlanation o! sel!,assessment.
#uring my time at NaeNae Intermediate, I was able to both witness and administer firsthand many different
tests and assessment tools. !ach one of the assessment tools was used to place the learner at a certain level
and to gauge their progress within the classroom.
San$ar$ 4=6 ,lannin* f!r Insr"ci!n6 The teacher lans instruction that suorts e#ery student in meeting rigorous learning goals
by drawing uon knowledge o! content areas, curriculum, cross,discilinary skills, and edagogy, as well as knowledge o! learners and
the community context.
,lannin* f!r Insr"ci!n
;nowledge0*er!ormance.
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3asic &ometence Excetional Ability
?
3rie! exlanation o! sel!,assessment.
Previous to my sole charge, I was able to lesson plan individual lesson plans easily and with s$ill, however,
when presented with the entire two wee$ challenge, I was completely overwhelmed and not at all prepared for
the underta$ing. Throughout my teaching, I voiced my concerns that I was falling behind in my planning.
)ltimately, I was shown a better, more productive way to plan and I loo$ forward to using it in my upcoming
placement.
San$ar$ 4>6 Insr"ci!nal Srae*ies6 The teacher understands and uses a #ariety o! instructional strategies to encourage learners to
de#elo dee understanding o! content areas and their connections, and to build skills to aly knowledge in meaning!ul ways.
Insr"ci!nal Srae*ies
;nowledge0*er!ormance.
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3asic &ometence Excetional Ability
3rie! exlanation o! sel!,assessment.
#uring my two wee$ sole charge, I constantly varied my approach to teaching with small group and whole
class teaching. I also varied teaching within the groups using modeling, thin$, pear, share, and other teaching
tactics. *eviewing the material more than once with the students and encouraging them to constantly review
the material again caused deep understanding of the content.
San$ar$ 4?6 ,r!fessi!nal Learnin* an$ Ehical ,racice6 The teacher engages in ongoing ro!essional learning and uses e#idence
to continually e#aluate his0her ractice, articularly the e!!ects o! his0her choices and actions on others 'learners, !amilies, other
ro!essionals, and the community(, and adats ractice to meet the needs o! each learner.
,r!fessi!nal Learnin*
& Ehical ,racice
;nowledge0*er!ormance.
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3asic &ometence Excetional Ability
3rie! exlanation o! sel!,assessment.
#uring the entire placement at NaeNae Intermediate, I participated in numerous staff meeting aimed at
understanding test scores, correcting tests, teaching math, and developing myself professionally as a teacher.
San$ar$ 45@6 Lea$ershi& an$ C!lla'!rai!n6 The teacher seeks aroriate leadershi roles and oortunities to take resonsibility
!or student learning, to collaborate with learners, !amilies, colleagues, other school ro!essionals, and community members to ensure
learner growth, and to ad#ance the ro!ession.
Lea$ershi& an$
C!lla'!rai!n
;nowledge0*er!ormance.
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3asic &ometence Excetional Ability
3rie! exlanation o! sel!,assessment.
+s a teacher at NaeNae Intermediate, I became involved in multiple groups and too$ on several odd ,obs
around the school. I participated in -i"o"rahi, athletics day, leisure ed, and cultural group. Through these many
tas$s, I was able to interact with the student.s families, community members and other school professionals.
Re# 950?598
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