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
 Classes begin with an initial diagnostic of both
writing and speaking/listenting proficiency. One
intial levels are identified, students are then
instructed and assessed mostly on growth from
beginning of the semester to the end.
 Repetition without redundancy is the most This entire proposition is simultaneoulsy something I feel the
effective means of improvement, due to the fact strongest in while also knowing I must get better at. It in
infinitely perfectible. As committed as I am to the students, I
that English is more about the acquisition and
am certain that there is still so much more for me to learn in
development of skills, rather than information. this regard. Specifically, I would like to create more time to
Students are given time to practice and revise both get to know them individually, which would allow me to
in and out of class make their instruction/assessment even more equitable.
 All class lessons are designed and implemented so
as to be connected to the students' experiences
and individual development. English needs to be
connected to their own lives for it to really
resonate.

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
 As English is about expression, the course material While I tend to do better with the broad brush strokes of
is invariably linked to other disciplines, most writing and expression, where I tend to struggle is in the
more logistical aspeects of language, such as grammar and
specifically psycgology and history. Both are simply
proper formatting. More command of the more technical
about the study of people, which will always carry areas of English instruction would benefit me more going
weight and find relevance in any and every formward.
meaningful work of literature.
 As a writer myself, this specialized knowledge of
structure, flow, and discipline is promoted front
and center. Students must go beyond merely
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 1
 checking off the boxes of essay construction; they
must do so in such a way that engages and clarifies
for the reader
 As previously stated, teaching English is merely the
art of coaching students in the ways of human
expression, which comes down to four basic skills:
reading, writing, speaking, and listening. As such,
this set up easily facilitates multiple paths to
knowledge when one takes advantage of these
opportunities, specifically through use of
presentations and Socratic seminar.

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
 My support of student learning involves open
ended office hours, as well as constant availability
via email over the weekend. Students can seek
clarity and assistance in a variety of different ways
and at different times.
 Whether or not my students are engaged is an While monitoring student learning is a strenghth, managing it
ablsolute requirement for me, which is why I assign is sometimes difficult, in terms of knowing what adjustments
to make for which students and when. Specifically, I am
them journal activities where they get to honestly
much more on top of this area when it comes to students
reflect on course material, their own level of effort, who are able to advocate for themselves, but those who do
and my performance. not often fall through the crack. I wish to improve upon
 All student reading assigments are followed up seeking out those students who are not inclined to seek me
with a quiz and annotation check, making sure they out.
remain on task, doing their own work. Likewise,
essay are broken up into workshop days, where
students can work incrementally in the class
setting, seeking feedback from both themselves
and me.

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
 Adjusting instruction due to wildfires, power I do not seek out peer feedback, save for my mentor teacher,
outages, and school closures has been a challenge anywhere near as much as I need to, which needs to be
remedied.
mostly successfully met. Students, on the whole,
have continued to learn while course content as
well as assessments were modified.
 Qualitative data is collected in the form of journal
entries and student self assessment, which is
coupled with the initial semester diagnostic take so
as to monitor student growth.
Self-Assessment of NBPTS (adapted from NBPTS (http://accomplishedteacher.org/preface/). 2
  Quantitative data is collected in the form of
averaged class quiz and exam scores, which is then
used to determine whether or not more review of
the material is required.

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
 I have begun to take a more active, contributory
role in faculty and departments meetings recently,
which has obviously allowed for more
collaboration.
 At staff development days, I have also made my It is most definitely the area of engaging the community and
families. That is not something I have incorporated much into
voice more heard, especially when it comes to
my practice, if at all; I spend too much time on just the
facilitating greater equity for and amongst the curriculum, as well as my individual students and class
students. dymanics. This needs to be remedied going forward.
 My partner teachers and I have begun a much
more pervasive and powerful sense of
collaboration, in terms of how best to instruct and
assess our shared classes.     

Summary of Strengths and Areas of Possible Growth

My strengths are easily that I connect with my students and engage them with the material, while also allowing for
individual growth, in terms of developing their reading, writing, speaking, and listening skill sets. Above all else, my
students walk out of my classes as better communicators, as well as are better able to connect the material learned with
both their own experience and the greater world as a whole.

However, as previously stated, I still struggle with the more technical aspects of English instruction, and sometimes feel I
do not do a good enough job of preparing my students for other English classes, especially those that are centered more
around areas like formatting and grammar. I would like to raise my proficiency and performance in this area, so that I will
be better able to cover both areas well for all classes.l

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