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

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

  Knowing the individual differences of my students'
personalities, homes, families, interests, abilities,
and dreams helps shape the interactions and
support students will need. Understanding their
prior knowledge and past performance can also
incite how to adjust the educational experiences
they may engage in. The strategies I use to get to
know my students is something I share within my
school site and outside of it.
 Understanding how a student develops or learns is
vital for their learning experiences in the classroom.
It is of paramount importance that I continue to reflect on
I provide multiple opportunities for students to
my own implicit bias and treat each student equitably. I avoid
demonstrate their knowledge and make learning favoritism and actively work towards providing all students
relevant to their lives. In addition, understanding with the tools they need to learn. Although this does not
how they develop or change will assist in creating mean treating all students the same, I ensure that I develop
lessons and an environment for learning. The strategies that make all learning accessible and equitable
strategies I use within the classroom are shared with across all students. As I continue to do this as an educator, I
new teachers in my coaching programs, and in my can grow in my ability to teach this in a broader setting to
other educators. I attempt to model this with my student
professional learning community outside our school
teachers, but I can be more explicit in this practice.
campus.
 Creating an environment where students
understand that they can take risks, persevere
through failure, and develop resiliency is an
essential element of my classroom culture. In the
PLC that I am a part of, we model and reflect on
practices that encourage these behaviors in and out
of our classrooms. Through lesson studies, we
provide data to teachers in a broader community to
encourage this environment in multiple classrooms
nationwide.

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
 Engaging in PBL creates an interdisciplinary Although I feel confident in creating an engaging curriculum
curriculum for students to learn. Students engage in that is accessible, I’m not confident to say that I know the
multiple perspectives and interpretations of content most appropriate experience to impact students the most
based on content. I know strategies that are effective for
in the science classroom when engaging in
specific grade levels or students, but in science, there are
economic, ELA, and persuasive lenses. Leading PBL many ways to teach content. Some years, labs are successful,
curriculum development in the summers published while multimedia videos and stations may be more effective
through CSUDH helps teachers use and learn from in other years.
the created curriculum.
 Focusing on the NGSS Science and Engineering

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

 Practices helps students see how they use the skills
in the Science classroom in other disciplines and in
life. Assisting student teachers in their acquisition
and practice around implementing these skills helps
students see the relevance to their lives.
 Inquiry and problem-solving are essential to
advance student learning. Students develop critical
thinking, computational thinking, and discovery
skills that can be used in their lives. In coaching new
teachers or student teachers, the curriculum is
developed to pose problems so that students can
ask questions and explore independently.

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
 To meet instructional goals, I utilize a multitude of
strategies and structures in the classroom. Various
teaching methods, groups, physical layouts, and
strategies are utilized in the classroom with fluidity.
Purposeful labs, activities, readings, lectures,
discussions, etc., are designed to meet the lesson's goal.
These practices are practiced and taught to new
teachers as they develop their toolbelt of strategies.
Reflection helps student teachers understand the
success and reasons for specific activities/strategies for
specific content/skills.
Social norms are modeled and created for specific group
 Enabling a growth mindset, normalizing mistakes, and settings. Students engage with teachers and their peers in
celebrating risks in the classroom is crucial for student ways that are appropriate for the setting. Expectations are
success. Students develop intrinsic motivation and delivered to students in a way that is consistent and
perseverance through rigorous lessons and challenging accessible. However, these opportunities for expectations
content. In my educational community, we discuss and are shown to student teachers, but a greater focus could be
cognitively coached.
research productive struggle, supporting students, and
creating a classroom culture of safety.
 With my PLC and teaching community, data analysis of
student learning is a consistent practice. We monitor
student learning through informal and formal
assessments to understand successes and growth areas
in curriculum and strategies in the classroom. In addition
to the data analysis on an individual level and
professional community level, engaging students in their
own self-monitoring and engaging their families in
progress is also essential.

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
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 3
 Three Examples of Proposition 4 Experiences Areas of Interest in Growth
 Often it would be easier to continue to move forward in
a lesson sequence or unit sequence rather than reteach
or revisit content/skills that were not mastered;
however, reteaching is an integral part of education.
When students cannot master a standard or skill, I
ensure that I revise and adjust plans to include
reteaching. I model this for my student teachers and
practice this in lesson studies. Instead of going forward
with what we hoped would be a great lesson, we take
time to revise and fill in our plans' gaps. As implicit bias and anti-racist education are not learned
 Involving different people in my learning is essential. I overnight, I will continue to participate in professional
development and my own research to further my teaching. I
value the feedback I receive from curriculum specialists
will model some of the practices I learn for my students and
and administrators. In addition, I ask student teachers my student teachers. I later hope to facilitate professional
and new teachers that I coach to offer constructive development or groups in my department and grade level at
criticism, as well. Through the reflection of feedback, I my school site.
can grow as an educator and model this practice to new
teachers and colleagues.
 I involve myself in professional development
opportunities that further my teaching and further my
knowledge of research. For example, I encouraged my
professional learning community to take various
workshops on Implicit Bias and Anti-Racist Education to
further our practice and create a more inclusive
community in the classroom.

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
 Through the last two years, I have collaborated with I want to improve my involvement with outside student
multiple teachers in similar and different disciplines services and the community. When students need support, I
to create curricula and coordinate instruction to would like to know where they can get the assistance that is
beyond the walls of our school. In addition, as a senior
improve student learning the most effectively. We
teacher, communication with parents is minimal. We have
continue to strive towards equitable learning developed a mission that encourages seniors to take
experiences and integrate plans for students to be ownership of their learning and advocate for themselves.
successful. These teachers are within my school site, However, I would like to include parents in the classroom
as well as through CSUDH’s STEM programs. The more and to continue to reinforce parents/families as
lessons and curriculum we create are published and partners in education for the students.
are shared with teachers in other districts.
 In our grade level, we work together as a cohesive
group to identify students who need additional
support or identify successful strategies for specific
students. Together, we create strategic plans to
improve student learning.
 In collaboration with Special Education Resource
Teachers and English Language Learner Leads on
campus, I create instructional experiences that
support my classroom students. I work to develop a
high-quality curriculum that is accessible for all
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 4
 subgroups. I model this for my student teachers and
encourage them to lead their own collaborations
with the same colleagues.

Summary of Strengths and Areas of Possible Growth

My classroom strengths lie in the belief that all students can be successful with the right supports, curriculum, and
environment. Although all students are different, equitable education can be provided by getting to know students, engaging
them in their own learning, building motivation and perseverance, and supporting to ensure all learning is accessible to all
students. Continuing my education and reflection will ensure that students get the education and assistance they deserve to
ensure success in and outside the classroom. Researching best practices in my content, strategies in the classroom, and
young adults' development will help me grow as an educator. I will continue to work with the mentor programs, lesson
studies, and PLCs to effect change and growth in a broader sense than my classroom or school site.

To continue to grow, I will engage my student’s families and their communities to strengthen the education in my classroom.
Students will find resources in their towns and learn how science can be applied to their local environment. Understanding
their culture and how their community influences them will also strengthen the curriculum and learning inside my classroom.

Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 5