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
 For some students, I understand that not every
project needs to be an essay or multiple choice
test. Some students would refer to act, draw, or
give an oral presentation on a particular subject.
Now I provide a wide range of assessments such as
a Google Slides presentation as well as poster
boards to discern student learning.
 Based on my student interactions, I can determine
what assignments can be modified and what
assignments can stand as-is. For my EL student, I My biggest area of growth is understanding how students
develop and learn. It is a nuanced area and requires more
modify her assignments by providing her with
time on my half to understand.
extra time as well as use of a translator for some
assignments. I am more focused on her
understanding of the content as opposed to her
knowledge of English since she works closely with
our resource and EL teachers.
 Along with content, I act as a moral compass for
students in explaining the appropriate way to
interact with adults and how to politely discuss
issues they have with their other teachers.

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
 In the beginning of the school year, I place a heavy
emphasis on primary and secondary sources since I can start connecting my discpline of history with other
disciplines such as science or literature. Although I do bring
they are paramount to the understanding of
up those subjects, I often focus on the historical elements
history.
such as the role Frederick Douglass played as opposed to his
 In order to teach the fine nuances in history, I can autobiography.
particulary pertinent but paramount documents
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 1
 that will help engage students such as primary
sources from Ibn Batttuta that are generally not
found in the curriculum.
 In my free time, I look for fun and unique
documents that students may enjoy.

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 routinely call on students throughout the lesson
to check for understanding. I also have a bell ringer
assignment as well as an exit ticket.
 Students are always assessed throughout the class
and I allow multiple forms of assessments such as In terms of growth, I can add more group assignments since I
tend to save group assignments for either assessments or
project-based assessments.
primary souce analysis of pictures.
 In group projects, students are given specific tasks
that correlate to whatever group activity is being
conducted such as a writer, the organizer, and the
taskmaster.

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
 Throughout the year we are observed by admin
where they provide us with feedback on our
lessons.
 On some occassions, I'll talk to my colleagues about
I can always read more academic journals about best
particular strategies they've used in the past and
practices and how I can implement them in my classes.
how it helped them.
 In terms of professional judgement, I sometimes use
high school level material due to my students being
able to engage with the material.

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 school, we meet together on the last For growth within communities and families, I tend to send
Wednesday of the month to go over material for emails however; I don't collaborate with them aside from
the next month. During this time, we often have planning parties and field trips.
some form of professional development.
 Once we're finishing as a staff, we break down into
smaller grade level units to discuss problems we're
having and how we can rememdy them.
 In terms of families, I do collaborate with my room
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 2
 parents to help organize and facilitate class parties
and functions.

Summary of Strengths and Areas of Possible Growth

Overall, my biggest area of strength is my content level knowledge. I understand the role primary sources serve in regard
to history as a discipline. From my own experience over the past four years, I believe I developed a solid system that
students can easily engage with due to the structure and rigor it provides. Students are aware of m bell-ringers, type of
classwork, and expectations I have for them. My biggest area I need to improve upon is my collaborate with parents. I
generally don't see a purpose of collaborating with parents since I'm unsure what we can collaborate about. I will
collaborate in terms of IEPs and 504s however, I don't include parents in my lesson planning because they are not content
experts nor do they have a background in education. Recently, our school did receive an email from a parent about the
perceived connotation of the "quiet coyote" symbol. Due to my ignornace, I didn't it represented a ultra-nationalist group
in Turkey. Once I learned what it meant, I stopped using it in my class immediately. I have no problem collaborating with
parents to create a safe and inclusive environment. However, I do take issue with parents dictating how the curriculum
should be taught.

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