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
 Certain students don't need to be checked in on as
frequently other students.
 I adhere the to accomodations necessary for my
How do I help students who miss extended periods of time
sttudents' success as outlined in their IEPs.
while moving forward?
 2nd and 3rd period need more scaffolding to start new
concepts versus 6th period where students show
knowledge of connecting old topics to new content.

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
 Every lesson students answer the question, "why
am I learning this?" The answer ties the concepts
learned to real world context.
 As a esports coach I try to tie in connections
between math concepts and video games, i.e. I would like to incorporate alternative approaches to
parabolas and Angry Birds. solutions, I just don't know what they are yet.
 During polynomial operations I taught the
distribution method and the box method. Last year I
only did the distribution method. Different methods
proved beneficial to my students.

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

  Every two weeks students play video games that
assess their conceptual knowledge. A break from
the typical worksheets.
 Participate rotates between volunteering, ping-
ponging, and popcorn. Students always know what Formal assessments are not graded yet can be used as notes
for summative assessments. How can I get more buy in from
they will be asked before selected to respond.
my students without having to grade more?
 Students rotate between solo work (notes/blooket),
partner work (worksheets/desmos), and group work
(white board examples) depending on the task
given.

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
 Developing standards based grading based on
research and colleague input.
 PLC meetings to align teaching practices with
What constitutes a "difficult choice?" How do I prepare
curriculum. Currently working on common
myself for something that infrequently occurs?
assessments.
 Designing Esports CTE pathway based on current
research.

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
 PLCs are biweekly to collaborate with fellow
content team members.
 Attended school events of out of district campuses
I would like to involve myself better with communicating
to observe and adapt for my site.
with families.
 Scheduling field trips with companies and colledges
in the esports industry to provide additional
pathways to students.

Summary of Strengths and Areas of Possible Growth

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

 I collaborate and communicate with colleagues near daily to learn how to best help my students and foster their success.
This includes open communications with IEP case carriers, PLCs with content members, district PD days on curriculum, and
department check in meetings. I believe that my next focus for growth is strengthing the relationship with parents and
families. I don't communicate frequently with households and typically that communication is initiated on negative terms
from student performance.

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