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
 The beginning of my ten years working in
education began in behavioral therapy; I studied
psychology in college, and I planned on staying in
the field for my career until I didn't. I would self-
rate as integrating on these categories due to the
amount of training, certifications, and college
learning I have completed (and continue to
complete) focused on cognitive development,
neurodiveristy, social justice, and equity. I want to continue this strength of mine. I am finishing my
disseration by next year, and the work I am doing with my
 I am currently enrolled in a doctorate program for
colleagues is turning out to be substantial and meaninful. I
transpersonal psychology, wherein I am writing a enjoy working and learning about the educational field.
dissertation about the transformative experiences
of multicultural educators. This entials a great deal
of research and contemplation of the influence of
role models, relationship building, and other
impactful moments in the lives of teachers.
 I do my best to make every student's experience
equitable, whether that means providing
accomodations or making modifcations.

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 my Master's program, I focused one of my major
projects on systems thinking in education. As a
subject teacher, I am always looking for ways to I think I can offer more paths to knowledge. One of the
biggest obstacles to this goal is our school's rigorous
 integrate other dicisplines into my class. This often
curriculum. Lots of reading, lots of work.
comes in the form of mini-lessons about science
and art, as an English/History teacher myself.

Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 1

  I love teaching history because I have always been
interested in it. It has been a hobby of mine since I
was a kid. The students know this, and they think it
is funny– I know this means they think it is
engaging and memorable.

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
 Student engagement is my priority as a teacher. I
do not like being bored, so I make sure that my
lessons, even the ones focusing on slower topics,
have something personal or relatable for everyone
to hang onto.
 Students can expect a weekly quiz or two in all of
my classes, no matter the subject. Studies show Due to the rigor embedded in our curriculum, I want to best
that feedback to students is the most effective find methods to offer alternatives to students. These
teaching invervention for cognitive learning. This includue alternatives for representing, accessing, and
simply cannot be ignored. Students enjoy the engaging with knowledge.
simplicity of my routine: homework is due Friday,
quiz on Friday, and it's as simple as that. The rest of
the days are for learning and working.
 I am a big proponent of teaching students self-
moderation skills and helping them keep track of
their own learning.

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
 While I am not strict in any way, students at my
school have come to recognize that I have high
standards for them when it comes to their conduct.
This has been a difficult element of the work to
improve upon. I was a troublemaker in the
classroom, so I know how difficult it can be to I want to continue to develop my understanding of building
listen or stay in one place. culture as a means to supporting the discplinary attitude in
 As part of my disseration work, I am frequently my classrooms. This means learning about different
reading novel research about multicultural strategies beyond the ones I know about already.
education, cognitive development, and other
imporant currents in education.
 I take my feedback from administration and the
assessment teams seriously, and I do my best to
integrate their comments into my daily practice.


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

Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 2
 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
 I communicate extensively with the families of the
students I teach. This is definitely one of my
strengths. I work hard for all of us to be on the
same page.
 I communicate infrequently with other teachers
from my master's program. This can be useful to This is definitely an area where I could improve. As
learn about their development and other areas of mentioned in the leadership standards, my heavy schedule
education. sometimes makes me feeel isolated from others in my field.
 For school projects, I have sought involvement
from the community to help in creating realistic
environments for students to learn in. For
example, one mini-field trip involved going over to
the public library across the street.

Summary of Strengths and Areas of Possible Growth

I want to work towards a working rpactice that includes more peers, professionals, and other members of the community.
I am capablbe in student engagement and the assessment of student learning. I am excited to learn more and continue to
develop as an educator.

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