Professional Self-Assessment Form

Teacher Candidates Name: Elanna Worthy

Date: ________________________

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
___________________________________________________________________________________
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 4: Establishing and Maintaining High
Expectations for Learners. I accredit some of my success in this ADEPT Standard to my mentor
teacher because she established, clearly communicated, and maintained appropriate expectations for
student learning, participation, and responsibility before I even began my Field Experience. In
addition to my mentor teacher, I must acknowledge my students because they are constantly striving
to excel and master each concept that I am teaching. Throughout my teaching, I am constantly
communicating to my students that they need to put forth all effort and try their best to succeed in all
subject areas. Since my students are classified as Gifted & Talented students, so I am constantly
trying to challenge them to think past what the question is actually asking. I ask them questions that
make them reason and explain their answer. My students know that if Ms. Worthy asks them a
question, she is going to ask a follow-up question, such as Why, How do you know, or Explain. I
understand that my students are seven and eight years old, but I know their ability in the classroom,
and I try to challenge them to be the brightest seven and eight year olds that they can be. I am
constantly communicating the learning objectives to my students, so that they have a clear
understanding of what is expected of them. My students are in second grade and they are seven and
eight years old, but they know that they each have a responsibility when they are in school and
especially while in the classroom. My students understand that they have a responsibility of
participating in class and of their own learning. I am frequently encouraging the students to take the
initiative of their own learning. Yes, I am the one at the front of the class teaching, but the students
have to reciprocate my energy and accept the knowledge being given to them. I feel like I have truly
established and maintained high expectations for my students. I plan to continue to have the bar held
high for my students. I do not plan on lowering the bar, even if the students claim the content is
getting harder. I intend on challenging them for the remainder of my time, but I also plan on providing
appropriate opportunities for the students to engage in self-assessment and reflection on their
learning. In addition to communicating and maintaining high expectations for student achievement
and student participation, I will insist on developing a metacognitive awareness of their own strengths
and weaknesses. If the students recognize their own strengths and weaknesses, they will know how

to address their own learning. Students need to know what deserves more attention and how they
can strengthen their weaknesses. Overall, I think that APS 4: Establishing and Maintaining High
Expectations for Learners is my professional strength, thus far.

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 APS 6: Providing Content for Learners. The content
is definitely one of my struggles thus far in my Student Teaching Experience. 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, but I believe the second grade curriculum and content is challenging. 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
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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. 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 find myself not giving them the best answer. 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 am not confident whether the content is appropriate for their
academic level. I am confident that I am making my lessons fun, interesting, and engaging for my
students, but I sometimes worry that my lessons are either too easy or too hard. I am constantly
pulling lessons from various sources, whether that be previous lessons that I have written/taught,
fellow teachers, or online. Since I am not 100% confident in the content and material, I am not sure if I
am presenting the concepts in a logical sequence and in clear and sufficient detail. I find myself
second guessing myself a lot when I am giving information to my students because I understand the
importance of my job. I have the responsibility of relaying the information from me to them, and if I
relay the message wrong, they will learn it wrong. That is partially why I am constantly second
guessing my words. 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, the 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. 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 APS 6: Providing Content for Learners. 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.