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 ☐ ☐x ☐
2. Teachers Understand How Students Develop and Learn ☐ x☐ ☐
3. Teachers Treat Students Equitably ☐ x☐ ☐
4. Teachers Know Their Mission Transcends the Cognitive Development of Their Students ☐ x☐ ☐
Three Examples of Proposition 1 Experiences Areas of Interest in Growth
● Proposition 1.1: Using choice in assignments and
and scaffolding for students who need the aid. Also
for students who need to be pushed ahead these
same techniques are used in terms of choice and
requiring more rigor and sophistication in their
responses     
● Proposition 1.1: This year I have begun focusing on
● Proposition 1.2 : When teaching, different types of individual student learning because I have taught
learning from auditory to visual are addressed and most of my students for multiple years I can
students may be asked to demonstrate learning in recognize their individual strengths and when they
various methods in order to address how students are not putting in their usual effort as well. This
develop and learn in multiple ways  allows me to cater to their needs in a way I couldn’t
● Proposition 1.3 and 4: Going back to individual when I first began teaching them. 
● Proposition 1.4: I would like to discover more ways
differences I try to meet each student where they are
to use the classroom and literature in particular to
as best as I can to create a more equitable classroom
address the whole student and allow them a place
and also take into account the social emotional issues
to develop their voice and learn in a deeper way
of each student in order to address students more who they are.
holistically than simplybasing the classroom
experience on cognitive development. This may be
done through writing prompts that has them relate
their own experience to material and through creative
writing that allows them to express another part of
themselves      

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
☐ x☐ ☐
Disciplines
6. Teachers Command Specialized Knowledge of How to Convey a Subject to Students ☐ x☐ ☐
7. Teachers Generate Multiple Paths to Knowledge ☐ x☐ ☐
Three Examples of Proposition 2 Experiences Areas of Interest in Growth

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Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/).
 ● Proposition 2.5: In class, it is acknowledged that
texts are not written in a vacuum and we explore
what was happening in the world at the time as well
as explore other disciplines like art and how they
relate to literature. For example we have been
exploring the concentration camps of WWII in order
to understand the context of the novel,Night. Also,
during our poetry unit I used the art of Picasso and
Jean-Michel Basquiat to aid students in using ● Proposition 2.5: I would like to create a more
imagery in their poetry unified method of how my lessons are organized
● Proposition 2.6: Research helps to learn various and the presentation of the subject is more
ways of presenting the subject knowledge to organized as well.
students and I use student feedback as well to help
● Proposition 2.6: I want to increase the amount of
me navigate what works and what needs work. An
techniques at my disposal of how to convey subject
example of how I use specialized knowledge about to students
how to convey subject matter to students is the use
of questions. In helping students write essays I have ● Proposition 2.7: I would like to find a way to
used questions to help guide them through the incorporate more kinesthetic learning in the
structure and content. Students also write original classroom, but haven’t quite figured out how in an
poems featuring the literary devices studied and I English class yet. Stations and creating some
activities for them have been the closest.
use a questionnaire to help guide them through the
process.   
● Proposition 2.7: As mentioned earlier, I have tried to
use various methods for students to access the
subject matter. This includes checking for
comprehension by asking students who might be
more visually inclined to create an image to interpret
the theme or the meaning of a passage or event in a
story.  

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 ☐ x☐ ☐
2. Teachers Support Student Learning in Varied Settings and Groups x☐ ☐ ☐
3. Teachers Value Student Engagement ☐ x☐ ☐
4. Teachers Regularly Assess Student Progress ☐ x☐ ☐
5. Teachers Engage Students in the Learning Process ☐ x☐ ☐
Three Examples of Proposition 3 Experiences Areas of Interest in Growth
● Proposition 3.1: Multiple methods are incorporated
to meet instructional goals by embedding visual,
auditory and creativity in the instruction. Also, ● Proposition 3.1: The interset of growth for this area,
through the week there are different assignments to is to expand the methods of close reading to meet
incorporate the focus skills for the class the instructional goal of creating more invested and
critical readers
● Proposition 3.3: Student engagement is valued
● Proposition 3.5: After seeing the benefits of the
through incentives like Bulldog Bucks which they can
student feedback and the stake they feel like they
exchange for different items at the school. I also use have in the class, I want to use student reflection
positive narrative to encourage student engagement more so that they can not only feel like stake holders
but feel a deeper connection to their own work.   
● Proposition 3.5: To engage students in the learning
process my mentor suggested gathering student

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Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/).
 feedback at the end of each unit rather than waiting
until the end of the course. This has become a great
way to adjust to the needs of the students as we
continue through the year. It also allows students to
realize they have a voice in their learning which they
do.  

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 x☐ ☐ ☐
2. Teachers Use Feedback and Research to Improve Their Practice and Positively Impact Student Learning ☐ x☐ ☐
Three Examples of Proposition 4 Experiences Areas of Interest in Growth
● Proposition 4.1: I have attempted to bring more
creative assignments into the classroom which can
make me question if it’s justified but from the
results it seems to be improving students’ critical
thinking and in many cases engagement
● Proposition 4.1: I want to keep exploring how to
● Proposition 4.1: A difficult choice that has tested my make students the central focus and find better
professional judgment is feeling like adapting ways to individualize their learning experience in
structures adn scaffolding to individual student combination with the standards and skills
learning needs and even considering altering development
assignments to meet what the student needs while
keeping within the standard ● Proposition 4.2: In the coming months, student
feedback will help guide the student learning
● Proposition 4.2: As mentioned in the prior post I experience to a greater degree to create a more
have begun to use student feedback to improve positive learning experience for studednts
teaching and create a positive impact on student
learning by giving them a voice in their learning
which also may include choices within their
assignments and allowing them to choose the novel
to read in class.

Proposition 5: Teachers are Members of Professional Communities E/E A I/I

1. Teachers Collaborate with Other Professionals to Improve School Effectiveness ☐ x☐ ☐
2. Teachers Work Collaboratively with Families x☐ ☐ ☐
3. Teachers Work Collaboratively with the Community x☐ ☐ ☐
Three Examples of Proposition 5 Experiences Areas of Interest in Growth
● Proposition 5.1: Our PDs have been a great way to
collaborate with colleagues to improve school
effectiveness and give our input to the how the ● Proposition 5.2: I want to communicate more with
school is managed       families and want parents/guardians to feel
● Proposition 5.2: Parents are great collaborators comfortable reaching out. I have developed that
because they know their child and hopefully what with a few but want to expand that dialogue
will work to hel them. There are a group of parents
● Proposition 5.3: This semester I would like to bring
that I enlist their help to keep the student on track more members of the community into the
and we communicate back and forth with ideas classroom and have them share their knowledge
with the students
● Proposition 5.3: Our school throws community
events and we attend and helo with that outreach. I
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Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/).
 have also had an organization come into speak on a
topic we were studying  
     

Summary of Strengths and Areas of Possible Growth

As a developing teacher I believe one of my strengths is introducing choice into the classroom and focusing on providing
students with a voice in their learning. I want to continue to expand their voice and ability to choose in class because I
believe it builds agency for the students. This is also a way to keep students as the central focus of the class which is also
an area of growth. I want to create an increasingly student centered classroom where they continue to take on more of the
responsibility for their learning. I want to expand my strategies to create a classroom that is student centered and they
begin finding a way to do the heavy lifting for themselves and helping their classmates as I shift more towards a guiding
role.   

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