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
 The majority of teachers have IEP/504 & ELL students.
This means all teachers should be strong at recognizing
individual differences in their students and adjust
practice accordingly. The last year and a half in the BTSA
program allows us to truly demonstrate that through the
POP Cycle where we identify 3 different students and
address their unique learning needs. When I first began teaching I made the realization that
 Since I became a teacher 8 years ago, I have held firm teachers tend to give a lot of attention to far ends of the
the belief that it is part of our job to instill "real life" skill spectrum of their classes. We give attention to our "A"
sets into our students. Because I teach AP Government students because we are impressed with them. We give
and AP Macroeconomics, I have an older demographic attention our "D" and "F" students because we want to help
and this is much easier for me to do. We talk about the them improve. The neglect given to "B" and "C" students
future, college plans, career goals, and personal finance makes me wonder if these are an untapped resource that
quite regularly. It is my job to arm my students with the could serve as the innovators and leaders of the next
skills to thrive in the "real world" not simply what is generation. The question is how does a teacher acquire the
mentioned in the content standards. bandwidth to give this particular demographic equitable
 The concept of understanding how students develop and attention?
learn is built upon the concept of zero base knowledge
and scaffolding from there. I think this is where many
new teachers mistake and assume students have a base
knowledge to work off of. This assumption often leads to
a few students being left behind or forces them to fend
for themselves.

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
Three Examples of Proposition 2 Experiences Areas of Interest in Growth

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

  The ideal way to generate multiple paths to
knowledge is through multiple exposures and
repetition utilizing the different senses. I always
exposue my students to important concepts visually,
through audio, and ideally through kinesthetics or
actions, etc. This strengthens the neural pathways
and increases retention and understanding.
 AP Macroeconomics is closely related to Algebra II. I need to get a better understanding of what type of
But as a social studies teacher I am not sure what or mathematical background 12th grade AP seniors have when
going into my class. AP Macroeconomics is a graph and
how much information my students should have
Algebra II heavy course. Understanding this may allow me to
acquired from Algebra II. This is a weakness of mine focus more class time on other concepts rather than the
and I plan to work on this. mathematical aspects.
 Another weak area of mine is commanding
"specialized" knowledge of how to convey a subject
to students. I do believe in starting with a zero
baseline, scaffolding from there, and delivering
information in a clear way that builds upon prior
knowledge. I do not necessarily consider this
"specialized" however.

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
Three Examples of Proposition 3 Experiences Areas of Interest in Growth
 Strong teachers utilize informal and formal
assessment to gauge student progress and
determine if reteaching or differentiation is
necessary to further student understanding. I hold
informal polls (quizzes) in class to assess
immediately understanding. I also use data driven
instruction utilizing test data to assess student
understanding as well (formal assessment).
 Student engagement is a major reason I love I am a virtual teacher. My school utilizes a program called
teaching. I am a virtual teacher that uses Blackboard Blackboard Collaborate to hold class sessions. This limits the
Collaborate to teach. After teaching a difficult way in which I can structure my classes. This creates a
weakness in my teaching style in that I am not very strong at
concept I have all students demonstrate their
utilizing group work. There are possibilities for this in regards
understanding by having them type something to to the program allowing it, but as a teacher I do not feel at
me, or use an emoji. This engagement demonstrates ease allowing my students to be in groups in this program
the student is at their desk, attentive, and due to my lack of ability to moderate.
understands the concept currently being learned.
 I am a virtual teacher. My school utilizes a program
called Blackboard Collaborate to hold class sessions.
This limits the way in which I can structure my
classes. This creates a weakness in my teaching style
in that I am not very strong at utilizing group work.
There are possibilities for this in regards to the
program allowing it, but as a teacher I do not feel at

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

 ease allowing my students to be in groups in this
program due to my lack of ability to moderate

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
Three Examples of Proposition 4 Experiences Areas of Interest in Growth
 I believe systems are essential in maintaining
fairness, effectiveness, and to remove emotion and
subjectivity from different scenarios teacher
encounter regularly. The school structure
sometimes allows students leniency in allowing
students to submit work late. This is not a good
habit to acquire at a young age. When asked for
extensions, etc. I maintain a system and canned
responses that are fair. So long as the teacher/adult
does his/her best to set their students up for
success, then extensions in this context are not This is probably one of my biggest strengths. I would like to
necessary and would be unfair to the other 198 systematize points in which I have to check in with myself to
students who completed work on time. ensure complacency is not setting in, especially in regards to
 Whenever I feel a lesson did not go well, I discuss it the AP courses I teach.
with my students, reteach, clarify, and ask what or
how I could clarify further for them. I let them know
honestly that if I can clarify it for them, I will use
that methodology in the years to come.
 Another way I use feedback and research to
improve my teaching is through instructional
coaching, sharing of best practices with peers, and
through end of year google surveys I send out to
seek student feedback. All of this allows me to
tweak, modify, and improve my teaching practice.

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
Three Examples of Proposition 5 Experiences Areas of Interest in Growth
 My school encourages professional development by
having teachers meet with their departments a
minimum of once every two months. This allows us
to discuss our class, see what we can improve, what
worked, what did not work, etc.
 Teaching at a virtual independent study program
puts me in a position where I must work I do not work collaboratively with the community and am
hoping to discover ways in which this could become a
collaboratively with families. It is up to the teacher
possibility.
to monitor the student remotely and the parent to
monitor the student locally.
 I do not work collaboratively with the community
and am unsure exactly on tangible steps I could
personally take in accomplishing this since I teach
virtually.
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 3
 Summary of Strengths and Areas of Possible Growth

Strengths: I am very systematic and self-reflective as a teacher.

Areas of Growth: I want to utilize group work more often (even if limited by my school platform) and would also like to work
collaboratively with the community.

Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 4