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
 I utilize a system of daily informal formative
assessments in my classes. During these
formatives, students are asked to self-assess their
level of understanding of the concepts covered and
provide an identified "point of confusion." These
assessments allow me to see which students have
a firm grasp of the concepts, which students need
more practice (and with what concepts they are
struggling with), which concepts need to be
reexplained to the whole class. I use these I would like to learn more about my students' cognitive
assessments to gauge my students' mastery of our development. Because I teach students in all grade levels, I
concepts, and adjust my teaching practices want to have a deeper understanding of their brain
accordingly. development at different ages so that I can provide them
 I understand that students develop and learn at with pedagogy appropriate to their development. For
example, when I taught 6th grade math, I had to utilize many
different paces. Since I teach high school math and
physical manipulatives when teaching volume and surface
have classes with all different grade levels, I know area because my students did not have the conceptual ability
that I will have a wide range of students' to perceive three-dimentional shapes when given a two-
achievement levels as well as developmental levels dimentional net of a prism. I understand that high school
(physically, socially, cognitively, etc.). Because of students may be closer in development to adults, but I would
this, I try to incorporate different levels of still like to have a better understanding of this since I do
teach all grade levels at my high school.
differentiation and different types of learning
activities so cater to all of my students.
 As a teacher, I understand that my mission
transcends my classroom and my content. I
understand that I am not only teaching my
students math, but I am teaching them to be
resopnsible, resourceful learners. My goal is to
help students grow their problem-solving skills so
that they can apply these skills to all areas of their
lives.

Proposition 2: Teachers know the subjects they teach and how to teach those subjects to
E/E A I/I
students.
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 1
 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
 Although math may seem abstract to students, I try
to show them examples of where they can see our
content in the real-world and in their other classes
they may be taking. For example, when teaching
about linear and angular speed (in our
trigonometry unit in my Honors Precalculus class), I
gave examples of each of what they can see in
their cars (RPM for angular speed and MPH for
linear speed). These are also concepts that some
students may see in their physics classes.
 I believe that I am a master of my content. I have Although I do consider myself a master of my content, I
an undergraduate degree in mathematics, and I would like to continue to grow my knowledge in how my
content is related to other disciplines. I have a strong
have a graduate degree in education. I am also
understanding of how classes within our math curriculum are
always practicing my content and seeking out new linked (i.e. Algebra 1 to Geometry to Algebra 2 to Precalculus
ways to present the information, so that my to Calculus), but I would like to continue to explore how I can
students know that I am learning alongside them relate my content to my students' Science classes or
as well. English/Language Arts classes as well.
 I understand that there are multiple ways to solve
a problem. I also understand that students have
different learning styles, or have different
preferences in the way they take in new
information. Because of this, I try to present our
content in multiple modalities whenever possible.
This gives my students an opportunity to not only
see our content explained in multiple ways, but
gives my students options as to how they can learn
and practice with our concepts.

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
 I utilize a system of daily informal formative I value and support my students' learning in varied settings
assessments in my classes. During these and groups. However, with the curent COVID guidelines (and
not being able to have students do truly collaborative work in
formatives, students are asked to self-assess their
the classroom while keeping socially distant), I feel that my
level of understanding of the concepts covered and "normal" strategies and tactics are not an option to me. I
provide an identified "point of confusion." These would like to continue to grow in this area by finding new
assessments allow me to see which students have ways for my students to learn in varied settings and groups
a firm grasp of the concepts, which students need by using technology and collaborative applications.
more practice (and with what concepts they are
struggling with), which concepts need to be
reexplained to the whole class. I use these

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

 assessments to gauge my students' mastery of our
concepts, and adjust my teaching practices
accordingly, thus engaging my students in their
learning process.
 I am a teacher that highly values student
engagement in my classroom. I present my
classroom as a collaborative learning environment
- we are all learning together. Because of this, I
welcome students' suggestions and students'
feedback for our class so that I can create a
learning environment that is beneficial to them.
 In a "normal" school year, I definitely try to utilize
different grouping and settings so that my students
can learn in varied environments. However, this
year with COVID guidelines, I do not have the
luxury of doing hands-on assignments or physical
groups. It is very hard to create true group
assignments where they are actively collaborating
because they have to remain seated in their desks
which are 6-feet apart. However, I am doing my
best this year with the activies that I can do with
my students to try and give them some variety
whenever possible.

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
 In my two years of teaching at my school, I have In addition to receiving feedback from colleagues,
been presented with at least one difficult decision department chair, administration, and my students, I would
also like to improve on using this feedback to do further
per semester that tested my professional
research. This will allow me to truly find the best practices
judgement. When presented with these difficult and make pedagogically-sound decisions for my classroom. I
choices, I often consult my mentor, colleagues, and I am always open to finding new ways that I can improve and
department chair to get their advice on the make the learning experience better for my students.
situation. This allows me to hear their suggestions,
as well as hear what solutions they have given in
the past (if they have been presented with a similar
situation).
 I am a life-long learner. I greatly appreciate any
constructive criticism and feedback I can get to
improve my teaching practices, and thus improve
the learning experiences of my students.
Whenever I have the opportunity to get observed
by my department chair, administration, or a
colleague (either formally or informally), I welcome
the opportunity so that I can get their feedback.
 In addition to getting feedback from colleagues, my
department chair, or administration, I also
welcome feedback from my students. This allows

Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 3

 me to hear from them what would help them learn
better and what would be the most effective for
their learning experience in our class. I use their
feedback, in addition to research I do, to
implement changes that positively affect my
students.

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
 As a member of the Curriculum and Technology
Task Force on campus, I had the opportunity to
collaborate with teachers of other departments
and our administration to improve our schools'
effectiveness. We met multiple times per week
over the summer to find the best practices for
curriculum and find new technologies to train our
faculty members on so that we, as a whole school,
can have a cohesive understanding of our practices
going into the school year.
 I believe that my students' academic success is
greatly affected by their support system at home.
This is why I actively collaborate with their
parents/guardians whenever possible. If I notice One area that I would like to focus on growing is how I
that a student is starting to struggle but they are collaborate with the community. Since I teach at a private
school, my students come from all different cities and all
not coming in to see me for help, I reach out to
different areas of our county. However, this should not stop
their parent/guardian and see how I can work with me from involving our communities into my classroom. I
them to assist their student. I do this consistently want to find ways to involve our immediate community
throughout the school year so that students and (around our school) and involve my students' home
their families know that I am here to support and communities.
help them, rather than waiting until the end of the
semester when there is little they can do to
improve their grade.
 As a PLC Lead at my school, I have the opportunity
to work directly with the other PLCs and
department chairs to make decisions that can help
improve our school. Whenever I can participate in
meetings and discussions regarding current
department policies and possible changes, I do.
This allows me to not only represent my subject
team PLCs that I lead, but to also have an active
role in making these decisions that will ultimately
affect my students and my classroom.

Summary of Strengths and Areas of Possible Growth

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

 Areas of Strength:

My areas of strength revolve around the fact that I am a master of my content and that I understand that my role as a
teacher transcends my classroom. Because I am familiar with my content and how to present it, I am able to provide my
students with differentiated learning experiences. I present information in multiple modalities whenever possible, and am
constantly assessing my students so that I can adjust my teaching practices as necessary. I believe that this strength helps
me explain our abstract concepts we are learning in class in a way that my students can conceptualize, understand, and
master.

Areas of Growth:

My areas of growth revolve around continuing to find new ways to understand my students. One of my strengths is in
building community in my classroom, in that I am confident in my skills to get to know my students. However, I would like
to learn more about their age range and their cognitive development. This can allow me to choose the best pedagogical
approaches to presenting our content, and find the best ways to provide differentiation for my students. On a similar
note, I would like to continue to find new ways to give my students varied learning experiences. With the current health
and safety guidelines around COVID this school year, I am not able to utilize the "normal" strategies and activities I do with
my students to promote collaboration and groupwork. I would like to find new ways, using technology, to get my students
to collaborate with each other and to continue to build our sense of community in my classroom. This is also related to
involving my students' communities, and our school community, in my classroom. I rarely collaborate with the
community, partially because I teach at a private school that a large majority of my students commute to. However,
regardless of where my students live, I would stil like to find ways to involve our immediate community and my students'
home communities in our classroom whenever possible.

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