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 created a curriculum that is centered on who the
students are with respect to their unique cultural
identities.
 I foster an environment where every student is I would like to learn more about the developmental abilities
of students of varying ages. Having a K-12 credential, I feel
treated equitably and fairly with accommodations
that I need more education on what is expected at
when needed. benchmarks in age.
 I believe that the education of the students go beyond
musical concepts and skills, and SEL is reflected in
lesson design.

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
 I stay current on trends in music education and
attend professional development whenever
possible.
 I received a Masters degree in Music Education I would like to expand my subject matter knowledge to
which best prepared me for the delivery of include more informal and nontraditional music education
content. practices.
 I vary assessments to accommodate various learning
styles, as well as how students can respond to
prompts.

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
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 1
  I use varied methods of delivering instruction to
ensure all learning styles are met (visual, audio,
kinesthetic, aesthetic, and praxial.
 I strive to maintain positive relationships and I would like to become better at assessing the students'
progress more individually, which is at times hard in a large
create fun activities with my students to help to
ensemble setting in music performances.
keep them engaged during lessons
 I have quarterly assessment data prepared to
display student progress.

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 create a curriculum that represents the students
as both learners and cultural identities.
 I rely on assessment data and knowledge of the I hope to diversify my professional development
students' progress when having evaluation meetings opportunities to include programs outside of music
with colleagues and parents. education. Perhaps DEI work, SEL, and project-based
 I review yearly evaluations of my teaching practices learning.
to ensure I am growing as an educator, as well as
stay current with research in music education.

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
 I meet regularly with colleagues and administration
to maintain positive relationships and to share best
practices.
 I am in constant communication with families in
I hope to join more affiliations and networks to remain a part
either informal meetings at events, or during
of the greater educational community.
conferences regarding student progress.
 I aim to keep our school and the music program at
the school a part of the larger community with Open
Houses and local performances.

Summary of Strengths and Areas of Possible Growth

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

 Strength:
I am proud of the learning environment I create for my students, which aims to be positive and inclusive. I work hard to be
as fluent in music education as possible through constant learning. I assess students well and keep records of their
progress. I value feedback from peers and the administration. I am an active member of the school community.

Growth:
I would like to learn more about the developmental abilities of students of varying ages. Having a K-12 credential, I feel
that I need more education on what is expected at benchmarks in age.
I would like to become better at assessing the students' progress more individually, which is at times hard in a large
ensemble setting in music performances.
I would like to become better at assessing the students' progress more individually, which is at times hard in a large
ensemble setting in music performances.
I hope to diversify my professional development opportunities to include programs outside of music education. Perhaps
DEI work, SEL, and project-based learning.
I hope to join more affiliations and networks to remain a part of the greater educational community.

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