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
● 1.1: I do my best to find ways to give students choice in my
classroom. Choice boards are one way of doing this. By
giving my students choice, they are able to pick a task that
aligns to their interests, strengths, and learning needs while
still learning the content.     
     1.2: I would like to continue growing in my
● 1.3: All of my students have an equal opportunity in my
knowledge of how students learn outside the obvious.
classroom. For example, some require extra time to take
At the beginning of the year, I give my students a
tests/quizzes which I accommodate either in my room or in
learning styles test and use that to develop my
the counselor’s office. All of my students must receive the
curriculum for the year. However, I would like to go
same care and attention no matter what.      
beyond this. I want to look into how language spoken
● 1.4: I recognize that, of course, it is very important for
at home, personality type, culture, family dynamics,
students to master content. However, it is just as, if not
and so much more impact how my students learn.
sometimes more important, for students to develop into
good, healthy people. When doing a writing assignment, for
example, I always include a post-grade reflection so that
they can learn how to cope with failures/mistakes and
practice growing from them.

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
● 2.5: Before reading anything in class, we discuss the
author’s personal history as well as the historical context of
the text. It is most easy for me to connect knowledge to
     I would like to grow in 2.7. It can sometimes be
History.
a challenge to find ways to allow students multiple
● 2.6: In certain units, I try to play up the drama of a text in
ways to gain knowledge when the core of my classes
order to draw students in. This helps them to become more
are reading and writing. I would like to find other ways
engaged and access the text.
to help students through the writing process that may
● 2.6: In all units, I find as many ways as I can to help students
draw on other areas of strength, for example.
connect to the content. If students are able to personally
relate to the content, they are much more engaged and
likely to master it.

Proposition 3: Teachers are responsible for managing and monitoring student learning. E/E A I/I
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Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/).
 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
● 3.2: I try to keep my students in mind when planning lesson
activities. For example, in my diverse classes I will give
students the option of working independently or with a
partner on certain assignments. This allows both
introspective and interpersonal learners to access content
     3.5: I believe that I need to engage students in
in the best way for them.      
the learning process much more. Particularly in my AP
● 3.3: I really value student engagement because having deep
courses, it is a challenge to not become overwhelmed
discussions is one of my favorite parts of teaching! I often
by the amount of information my students need to
allow students a chance to answer discussion questions
know before the AP Exam. Because of this, I can
beforehand so they are prepared with things to say when it
sometimes get so set on my plans and my own
comes to discussion time.
instructional goals that I do not involve my students in
● 3.4: I try to find multiple ways to assess student progress.
the process as well.
Obviously writing assignments and tests/quizzes but also in
class discussions, forum posts, homework assignments, and
more. This variety gives me a chance to fully check for
understanding and pinpoint where I may need to go back
and reteach.

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
● 2.1: In my AP Literature course, I have to make difficult
choices in terms of what content will be covered. It is next
to impossible to read every suggested book for the exam in
class. I have to give my students enough outside resources
to study/read on their own. I also have to choose how to
best cover as much as possible with the time I have, even
though it might mean sacrificing good content (Ex. reading
     2.2: I would like to do more outside research to
one major long text from each era).
find ways to positively impact student learning. I know
● 2.2: After every assessment, I look at the results to
there is SO much data out there that I could be using
determine how well the students seemed to grasp the
to better my classroom policies and increase student
concepts. If the scores are low, I will find another way to
learning. Sometimes my colleagues will bring this to
reteach the content in a way that students will be able to
meetings but I would like to explore this research on
understand. This is particularly true of any sort of writing
my own as well.
assessment I give in class.      
● 2.2: At the end of each semester, students are given a
survey that asks questions about each course. We then use
this data to make any necessary changes to our curriculum,
class policies, and more. This allows me as a teacher to hear
directly from the students what is or is not working for
them.

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

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Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/).
 ● 2.2:  There is a core group of parents who are regularly on
campus helping out with a wide variety of things. I most
often engage with them as ASB Moderator. I am able to
teach my students how to delegate tasks to these parents
and how to appropriately address them, since some      2.1: We do some collaboration but it is usually
students do not know this type of etiquette.      in negative circumstances. For example, if a student is
● 2.2:  When a student is struggling, families usually are not turning in her work, I might collaborate with her
receptive to me reaching out and offering suggestions for Class Dean to figure out how we can help her get her
how their child can improve. Sometimes they give their work done on time. I would like to explore ways to
own suggestions for how their daughter can be working on collaborate with my colleagues in a more positive
things at home.      light. I definitely think there are opportunities to bring
● 2.3: The environment at my school is very much community my class together with the History class for
focused. In my role as ASB Moderator, we run several cross-curricular work.
fundraisers and events that fundraise for local charities. We
also have several events that put students actually in the
community serving those around them (Griffith Park clean
up, making lunches for homeless shelters, etc.).      

Summary of Strengths and Areas of Possible Growth

     From looking at my areas of strengths, it seems that I am strong when considering student needs and interests. I
genuinely enjoy finding activities/texts that my students are interested in and incorporating those into my curriculum. In
terms of my areas of possible growth, it seems that most center around doing more outside research and collaboration. For
the next school year, I think focusing on both of these areas would really help me grow as an educator.

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