NEVADA EDUCATOR PERFORMANCE FRAMEWORK

TEACHER SELF-ASSESSMENT TOOL

INSTRUCTIONAL PRACTICE AND PROFESSIONAL RESPONSIBILITIES STANDARDS

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Teacher Name: Frederick Smith School Name: West Preperatory Academy

. Evaluator: Damon Farramond Date:
The educator uses the Standards and Indicators rubric and levels of performance to reflect on practice and identify strengths
and areas for growth/improvement based on supporting evidence. Information from this tool is discussed and utilized to
inform the development of one Student Learning Goal (SLG) and one Professional Practice Goal (PPG) on the Goal Setting
and Planning Tool document.

INSTRUCTIONAL PRACTICE STANDARDS

Standard 1: New Learning is Connected to Prior Learning and Experience
Indicators Level of Performance and Evidence
Indicator 1 3: I use pre-assesment tests that center around vocabulary and
Teacher activates all students’ initial understandings of new general content knowledge
concepts and skills
Indicator 2 3: I ask student's to demonstrate prior knowledge using models and
Teacher makes connections explicit between previous equipment. Then, I introduce new skills via tutorials and google slides
learning and new concepts and skills for all students
Indicator 3 3. Tasks are connected to overall goals of the lesson, unit,
Teacher makes clear the purpose and relevance of new or standard
learning for all students
Indicator 4 Teacher serves all students well regardless of family
Teacher provides all students opportunities to build on or background, socio-economic status, or ability.Teacher has
challenge initial understandings an expectation that all children can achieve at high levels.
Areas of Strength and Growth for Standard 1
I would like to continue to focus on growth as a teacher and understanding how to apply standards daily.

Standard 2: Learning Tasks have High Cognitive Demand for Diverse Learners
Indicators Level of Performance and Evidence
Indicator 1
Tasks purposefully employ all students’ cognitive abilities 3. Tasks are connected to overall goals of the lesson, unit, or standards
and skills
Indicator 2
3. Tasks are connected to overall goals of the lesson, unit, or standards
Tasks place appropriate demands on each student
Indicator 3
Tasks progressively develop all students’ cognitive abilities
3. Tasks are connected to overall goals of the lesson, unit, or standards
and skills
Indicator 4 3.
Teacher operates with a deep belief that all children can Teacher serves all students well regardless of family background, socio-economic status, or ability.
Teacher has an expectation that all children can achieve at high levels.
achieve regardless of race, perceived ability and socio-
economic status
Areas of Strength and Growth for Standard 2
I would like to continue to focus on growth as a teacher and understanding how to apply standards daily.

Nevada Department of Education – NEPF – July 2017 – TEACHER SELF-ASSESSMENT TOOL - Page 1 of 5
Standard 3: Students Engage in Meaning-Making through Discourse and Other Strategies
Indicators Level of Performance and Evidence
Indicator 1
Teacher provides opportunities for extended, productive 3: I provide tasks at a generally appropriate level of challenge for most
students, largely enabling most students to advance their learning of
discourse between the teacher and student(s) and among subject-matter content and processes
students
Indicator 2
Teacher provides opportunities for all students to create and
interpret multiple representations 3:
Indicator 3 3:
Teacher assists all students to use existing knowledge and
prior experience to make connections and recognize
relationships
Indicator 4 3:
Teacher structures the classroom environment to enable
collaboration, participation, and a positive affective
experience for all students
Areas of Strength and Growth for Standard 3
I would like to continue to focus on growth as a teacher and understanding how to apply standards daily.

Standard 4: Students Engage in Metacognitive Activity to Increase Understanding of and Responsibility

for Their Own Learning
Indicators Level of Performance and Evidence
Indicator 1
Teacher and all students understand what students are 3 : Teacher provides tasks at a generally appropriate level of challenge for most students,
largely enabling most students to advance their
learning, why they are learning it, and how they will know if earning of subject-matter content and processes

they have learned it

Indicator 2
Teacher structures opportunities for self-monitored learning 3: Teacher provides tasks at a generally appropriate level of challenge for most students,
largely enabling most students to advance their l
earning of subject-matter content and processes
for all students
Indicator 3
Teacher supports all students to take actions based on the 3:Teacher provides tasks at a generally appropriate level of challenge for most students,
largely enabling most students to advance their l
students’ own self-monitoring processes earning of subject-matter content and processes

Areas of Strength and Growth for Standard 4

I would like to continue to focus on growth as a teacher and understanding how to apply standards daily.

Nevada Department of Education – NEPF – July 2017 – TEACHER SELF-ASSESSMENT TOOL - Page 2 of 5
Standard 5: Assessment is Integrated into Instruction
Indicators Level of Performance and Evidence
Indicator 1
Teacher plans on-going learning opportunities based on 3:
evidence of all students’ current learning status
Indicator 2
Teacher aligns assessment opportunities with learning goals
and performance criteria 3:
Indicator 3 3:
Teacher structures opportunities to generate evidence of
learning during the lesson of all students

Indicator 4
Teacher adapts actions based on evidence generated in the
lesson for all students 3:
Areas of Strength and Growth for Standard 5
I would like to continue to focus on growth as a teacher and understanding how to apply standards daily.

Nevada Department of Education – NEPF – July 2017 – TEACHER SELF-ASSESSMENT TOOL - Page 3 of 5
 PROFESSIONAL RESPONSIBILITIES STANDARDS

Standard 1: Commitment to the School Community

Indicators Level of Performance and Evidence
Indicator 1
The teacher takes an active role on the instructional team and 3: Following all policies regulations and proceedures
collaborates with colleagues to improve instruction for all
students.
Indicator 2
The teacher takes an active role in building a professional 3: Following all policies regulations and proceedures
culture that supports school and district initiatives.
Indicator 3
The teacher takes an active role in cultivating a safe,
learning-centered school culture and community that 3: Following all policies regulations and proceedures
maintains high expectations for all students.
Areas of Strength and Growth for Standard 1
I would like to continue to focus on growth as a teacher and understanding how to apply standards daily.

Standard 2: Reflection on Professional Growth and Practice

Indicators Level of Performance and Evidence
Indicator 1
The teacher seeks out feedback from instructional leaders 1: 1st Year Teacher no feedback yet from peers
and colleagues, and uses a variety of data to self-reflect on
his or her practice.
Indicator 2
The teacher pursues aligned professional learning
opportunities to support improved instructional practice 1: 1st Year Teacher no feedback yet from community
across the school community.
Indicator 3
The teacher takes an active role in mentoring colleagues and 1: 1st Year Teacher no feedback yet from peers
pursues teacher leadership opportunities.
Areas of Strength and Growth for Standard 2
I would like to continue to focus on growth as a new teacher and understanding how to apply standards daily.

Standard 3: Professional Obligations

Indicators Level of Performance and Evidence

Indicator 1
The teacher models and advocates for fair, equitable, and 1: 1st Year Teacher no feedback yet from community
appropriate treatment of all students and families.
Indicator 2
The teacher models integrity in all interactions with 1: 1st Year Teacher no feedback yet from community
colleagues, students, families, and the community.
Indicator 3
The teacher follows policies, regulations, and procedures
3: Following all policies regulations and proceedures
specific to role and responsibilities.
Areas of Strength and Growth for Standard 3
I would like to continue to focus on growth as a new teacher and understanding how to apply standards daily.

Nevada Department of Education – NEPF – July 2017 – TEACHER SELF-ASSESSMENT TOOL - Page 4 of 5
Standard 4: Family Engagement
Indicators Level of Performance and Evidence
Indicator 1 1st year teacher no data as of yet.
The teacher regularly facilitates two-way communication
with parents and guardians, using available tools that are
responsive to their language needs, and includes
parent/guardian requests and insights about the goals of
instruction and student progress.
Indicator 2 1st year teacher no data as of yet..
The teacher values, respects, welcomes, and encourages
students and families, of all diverse cultural backgrounds, to
become active members of the school and views them as
valuable assets to student learning.
Indicator 3
The teacher informs and connects families and students to 1st year teacher no data as of yet..
opportunities and services according to student needs.
Areas of Strength and Growth for Standard 4
I would like to continue to focus on growth as a new teacher and understanding how to apply standards daily.

Standard 5: Student Perception

Indicators Level of Performance and Evidence
Indicator 1
The students report that the teacher helps them learn. 1st year teacher no data as of yet..
Indicator 2
The students report that the teacher creates a safe and
supportive learning environment. 1st year teacher no data as of yet..
Indicator 3
The students report that the teacher cares about them as 1st year teacher no data as of yet..
individuals and their goals or interests.
Areas of Strength and Growth for Standard 5
I would like to continue to focus on growth as a teacher and understanding how to apply standards daily.

Nevada Department of Education – NEPF – July 2017 – TEACHER SELF-ASSESSMENT TOOL - Page 5 of 5