Professional Self-Assessment Form

Teacher Candidates Name: Elanna Worthy

Date: November 13, 2014

Mentor Teachers Name: Ms. Williams

School: Brookdale Elementary School

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Grade Level (s)/Subject Area(s): 2 Grade Gifted & Talented all subjects: ELA, Math, Science, and Social
Studies
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Instructions to the teacher candidate: Please reflect on your professional performance, and
respond to each of the following prompts.
1.

In terms of the ADEPT Performance Standards, what are your professional strengths?
How have you built on these strengths so far, and how do you plan to do so in the future?

Throughout my time on the field and in the classroom completing my Professional Clinical Practice, I
have noticed that there are some professional ADEPT Performance Standards that I succeed in and
there are some ADEPT Performance Standards that I could grow in. The ADEPT Standard that I
believe are one of my professional strengths is APS 3: Providing Strengths and Using Data. When
planning lessons for all four subjects, I have thought thoroughly on the content mandated for each
standard and developed or selected and administered a variety of appropriate assessments. I ensure
that all the assessments are technically sound indicators of students progress and achievement.
Some of the things that I do while configuring the assessments for the students are making sure they
align to the unit objectives, the grade level (G&T program level) academic standards, and the student
achievement goals. Throughout my time student teaching, I consistently facilitated student
achievement by assessing and analyzing student performance and using this information to measure
student progress and guide instructional planning. I think is one of the most important aspects of
teaching because the assessments impact the students grade and the students grades impact their
futures. I have not relied on already made assessments during my time in the classroom; I made a lot
of the assessments that I used in the four core subjects. I also made certain that all my assessments
were appropriate for the ability and developmental levels of the students in the class. Since my
students are Gifted & Talented, most of them are above grade level in at least one subject, so I found
myself adjusting the assessments to the level of my students. For some assessments, I had to make
accommodations for individual students. For example, some students work slower than average, so I
allotted them a larger amount of time to finish the assessment. I realize that to be an effective
teacher, I must make the appropriate accommodations in order for my students to succeed. On a triweekly basis, my mentor teacher and I gathered and accurately analyzed student performance data
and used this information to guide instructional planning. While examining the students assessment
grades, we analyzed the data to determine student learning needs. During these routine intervals, I
analyzed student performance on informal assessments and formal assessments to determine the
extent to which students are progressing toward accomplishing the learning objectives. This is a very
important aspect of giving students assessments; the assessments would be irrelevant if there were
no adjustments or improvements to instructions made afterwards. I used assessment data to assign
grades that accurately reflect student performance, progress, and achievement on the basis of
explicit expectations that clearly align with the learning objectives and achievement goals, the
assessments, and the students level of ability. In the beginning of my student teaching experience, I
used some of the assessments that my mentor teacher had used in previous years and I found a lot
of them online on teacher websites, but as my time on the field increased, I began creating my own
assessments and scoring rubrics because I had a vision of what my assessment should look like.

There was definitely growth in this aspect of my teaching experience. I plan on using what I learned
about assessments from my mentor teacher in the future. She really coached me through the
assessment process; she explained to me how the Mondays and Tuesdays are never good days to
assess, even informally, because the information is fresh. She also explained how Wednesdays are
good for informal oral assessments to see if the students are comprehending the concept and how
Thursdays and Fridays are usually appropriate for formal assessments, in which students have had
time to retain and digest the information. Overall, I plan on using what my mentor teacher taught me
and what I learned on the field building my own assessments for the future when I have my own
classroom of students.

2.

In terms of the ADEPT Performance Standards, what are your professional challenges?
How do you plan to meet these challenges?

Throughout my time on the field and in the classroom completing my Professional Clinical Practice, I
have noticed that there are some professional ADEPT Performance Standards that I succeed in and
there are some ADEPT Performance Standards that I could grow in. The ADEPT Standard that I
believe are one of my professional challenges is still APS 6: Providing Content for Learners. The
content has definitely been the largest struggle throughout my Student Teaching Experience.
Mastering the content continued to be the toughest part of teaching because the teacher has to know
everything in the realm of the content area because students are prone to ask any questions, and as
the teacher, it is my responsibility to answer and explain all the questions asked. I find it comical that
this is the ADEPT Standard that I claim challenging because I have earned a high school diploma and
almost a college degree. I believe that the problem is not necessarily the entirety of the content, but it
is that I am unsure on how to answer all of my students questions. Sometimes I feel like I do not
have a full understanding of the content and that prevents me from properly answering the students
questions appropriately. The students do not intimidate me, nor overwhelm me with questions, but I
do not always feel like my answers are strong, solid, and sound. I do not always feel confident while
teaching my students because I sometimes do not feel like I have an in-depth knowledge of the
content. Prior to standing in the front of the classroom and teaching my students, I always plan, study,
and prepare to teach, but I never feel fully comfortable with the content. I explained this to my mentor
teacher, and she explained to me that knowledge of the content comes with years in the classroom.
She elaborated on how she understands how I feel because that is how she felt when she first
became a teacher. Studying the content, researching different lesson plans on particular content
areas, and exchanging ideas with fellow teachers has definitely been a priority of mine while teaching
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this semester, but I have yet to feel like I mastered the content. I always review the South Carolina 2
Grade Pacing Guide, but the pacing guide does not contain enough detail about the students prior
knowledge. Sometimes, I find myself not knowing where to begin with teaching and writing my lesson
plans. I am constantly striving to explain conceptual relationships among content in different subject
areas, but I not feel like the students have a full comprehension after I explain the relationship. As the
semester progressed, I watched my students soak up and retain the content, and this constantly
encourages me to master the content even more for their benefit. Another aspect of my professional
challenge involves with my responses to students questions. My students regularly ask questions
pertaining to the content and beyond, but I found myself not giving them the best answer. Therefore, I
met with my mentor teacher, and she explained to me the best way to answer the students thoughtprovoking questions. The content of my lessons are aligned with the applicable curriculum
requirements, grade-level academic standards, and student objectives. Since I am working with the
Gifted & Talented program, the curriculum is different than the normal second grade curriculum. I find

myself adding, researching ideas, and revamping the curriculum to make appropriate for my
advanced students. I think because I am writing my own lesson plans without a strict guide, I was not
confident whether the content is appropriate for their academic level. After reviewing their most recent
Star Math and Star Reading scores, I am more than happy with their growth and academic progress.
With 92% of the class scoring at least Above Average, I was very content with my teaching and
knowledge of the content. I understand that I need plenty of growth on this ADEPT Standard. To gain
more confidence in the content, I plan on gaining more knowledge on the content with the help of the
Internet, fellow teachers, and more research, in order to meet these challenges. I would hate for my
imperfect teaching and non-knowledge of content to impair any of my students learning or education.

3.

Describe your students overall progress and achievement. What insights have you
gained into ways to improve student progress and achievement?

My students are constantly making progress on a daily basis. My situation is quite unique compared
to most of the student teachers in South Carolina, or more specifically in Orangeburg. I am placed in
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a 2 Grade Gifted & Talented classroom, in which all of my students are performing on or above
grade-level. My students began the year mastering concepts and fully engaged in all subject areas;
most classrooms do not have the same circumstances, I am truly grateful for all of my students and
mentor teacher because I feel blessed to have been placed with such great people. My students
started the year off trying their best, fully engaged, and 100% on task. . I have noticed since the year
has progressed, some of my students fade in and out mentally. They are fully zoned into the content
one minute, but the next minute, certain students are playing in their desk or talking to a neighbor. My
students are constantly mastering concepts, so when this zoning out occurs, I reflect on my own
teaching and come to the conclusion that I may not be challenging some of them enough. In every
lesson I teach in all four subject areas, I usually have all mastery, if I teach it well. My students truly
absorb information exceptionally well. It honestly astounds me how I only have to teach my class one
concept between one and two class periods before they have mastered. My class makes leaps
weekly with their knowledge. Our students have vocabulary words weekly, but I do not give them
sight words or basic words that the normal second grade class receives. I give my students
challenging words that can be difficult to spell with an in-depth meaning. My students are given an
assignment each night of the week regarding their spelling words, such as definition, writing them in a
sentence, writing them in a paragraph, and writing them in ABC order. This repetition of the words
results in my students using these vocabulary words in their everyday language and writing. This is
just one example of the progress and achievement that my students are making weekly. Another
abnormal and advanced task that my students are privileged enough to partake in is reading a
chapter book as a class. My students had the opportunity of choosing between two novels How To
Eat Fried Worms, which is a 3.5 RL and Frindle, which is a 4.8 RL. We read the novel aloud sectionby-section in class, but the students have a novel packet, in which the students are assigned about
five questions daily. The students sometimes have to reread and reflect back on the reading to
answer the questions. The students thought this task was hard in the beginning, but the students
adapted to this type of homework, studying, and the assortment of reading comprehension questions
quickly. I am constantly thinking of ways to challenge and keep my students engaged. I understand
that the root of student progress and achievement is student engagement. Every day I strive to create
a culture of achievement in the classroom because I understand that teachers are key components in

fostering student engagement. I am continuously developing interactive and relevant lessons and
activities and being encouraging and supportive to students, in order for them to progress
academically. I realize that creating an environment, in which the classroom where construction is
challenging, students feel comfortable asking questions, and students are expected to do their best,
are all ways to improve student progress and achievement. Questions are huge for seven and eight
year olds. These students constantly have questions running through their head, so it is important
that the student feels comfortable enough to ask any question, any time, in front of anyone. I try to
keep a positive environment, where all types of learning are accepted. Thus far, I am so proud of all
my students overall progress and achievement.

4.

How will you use the knowledge you have gained through this professional selfassessment to promote your continuous professional growth and collaboration?

I think that the knowledge I have gained through this professional assessment will definitely promote
my continuous professional growth and collaboration. Now that I have actually evaluated the specific
ADEPT Professional Standards that are my professional strengths and challenges, I have a better
idea of where I stand as a future educator. First and foremost, I plan on strengthening my weakness,
which is still APS 6: Providing Content for Learners. I do think I have grown tremendously on this
standard, but I still have more growing to do. I have to build my content knowledge in all subject
areas, so that I am the best possible teacher for my students. This content knowledge will build the
confidence in my teaching. I will continue to work hard to master all of the ADEPT Professional
Standards. In addition to becoming the politically correct teacher, I intend on being a role model,
supporter, mentor, helper, and supporter for my students. I will reflect on my professional selfassessment weekly as I complete my Professional Clinical Practice to ensure that I am taking the
right steps to success. An effective teacher will continue on striving to master all ADEPT Standards
throughout the time in the classroom because the students are receiving what we put in as teachers.
The students are the ones being effected and impacted, so I will use what I learned and gained
through this Professional Self-Assessment to promote my own continuous professional growth and
collaboration.