Teacher's Self Assesment

Teachers' Self Assessment

Use the following 1-4 rating scale to respond to each of the questions on the next page.

1. Novice – I do not do this in my classroom, or my use of the practice is not having positive effects on student learning.

2. Developing – I do this in my classroom, but only notice positive effects on student learning sometimes.

3. Proficient – I do this well and notice consistent positive effects on student learning.

4. Expert – I see this as a strength of mine: I can adapt it to fit my students’ needs and notice consistent and significant positive results in student achievement.

NA Not Applicable – This does not apply to my work in school.

DIMENSION ONE: ORGANIZATION, RULES, AND PROCEDURES How would you rate yourself at…

1.1 Organizing classroom space (e.g., seating, resources, technology, decoration) to ensure safety, maximize learning, and meet your overall goals and objectives?Untitled single choice question

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

1.2 Keeping the flow of activities in the classroom moving smoothly?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

1.3 Establishing manageable classroom rules/procedures and communicating them with students regularly (e.g., posting them, modeling them, explaining the rationale behind them, discussing their applications in the classroom, and refining them as needed)?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

1.4 Providing clear directions for classroom tasks using a variety of modalities (e.g., verbal, visual, physical demonstration) and checking to make sure students understand their roles and responsibilities?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

1.5 Developing an effective plan for managing student behavior that includes positive consequences, negative consequences, and an appropriate level of home involvement?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

1.6 Managing non-instructional duties (e.g., taking attendance, distributing materials and take-home notices, lunch counts) with minimal disruption to classroom learning?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

1.7 Working effectively with other adults in the classroom (e.g., co-teachers, paraprofessionals, aides, student teachers)?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

DIMENSION TWO: POSITIVE RELATIONSHIPS How would you rate yourself at…

2.1 Maintaining a positive and “with it” demeanor that shows students you care about what’s going on in the classroom and are committed to the idea that “we’re all in this together?”

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

2.2 Getting to know your students and incorporating their interests, aspirations, and backgrounds into the curriculum?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

2.3 Differentiating instruction and assessment so students of all styles and ability levels can experience the joys of success?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

2.4 Building a classroom community that insists on respect and mutual support for each student’s learning and provides opportunities for students to become familiar with each other?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

2.5 Designing learning experiences that call for high levels of collaboration, discussion, and interaction among students?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

2.6 Maintaining an open and appropriate level of communication with students and the home?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

2.7 Showing you care about your students as individuals?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

DIMENSION THREE: ENGAGEMENT AND ENJOYMENT How would you rate yourself at…

3.1 Engaging students in diverse forms of thinking (e.g., practical, analytical, creative, exploring feelings and values)?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

3.2 Using key “motivational levers” like controversy, choice, and competition to increase students’ commitment to learning?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

3.3 Employing a wide variety of tools and strategies to keep your teaching fresh and keep your students excited and on-task?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

3.4 Communicating and maintaining a passion for teaching, learning, and quality work throughout your lessons and units?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

3.5 Tapping into the power of “selfhood”: encouraging students to pursue their own interests, make their own choices, develop their own perspectives, and express their values and dreams?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

3.6 Creating a classroom environment that has the capacity to surprise and delight (e.g., through enthusiasm, humor, novelty, color, movement)?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

DIMENSION FOUR: A CULTURE OF THINKING AND LEARNING How would you rate yourself at…

4.1 Challenging students’ minds with rigorous texts and content and equipping them with the skills they need to handle rigorous content?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

4.2 Engaging students in higher-order thinking challenges (e.g., inquiry, investigation, problem-based learning, action research projects)?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

4.3 Encouraging and challenging students to support their written and spoken ideas with evidence?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

4.4 Probing, extending, and clarifying student responses using effective questioning techniques?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

4.5 Encouraging discussion, dialogue, and debate around important ideas?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

4.6 Requiring students to use critical academic vocabulary in their speaking and writing?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

4.7 Using technology as a tool for fostering critical thinking, creative expression, and problem solving?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

4.8 Teaching students how to use strategies on their own, as tools and frameworks for thinking and learning (e.g., moving from using Compare & Contrast to teaching students how to conduct their own comparative analyses)?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

DIMENSION FIVE: PREPARING STUDENTS FOR NEW LEARNING (Knowledge Anticipation) How would you rate yourself at…

5.1 Selecting relevant standards that are appropriate to your content and grade level?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

5.2 “Unpacking” standards and turning them into clear learning goals and targets?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

5.3 Using essential questions to guide learning and promote deep thinking?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

5.4 Beginning lessons and units with engaging “hooks”—thought-provoking activities or questions that

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

5.5 Assessing students’ background knowledge, skill levels, and interests relative to learning goals and

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

5.6 Introducing students to the key vocabulary terms they will need to know and understand to successfully learn the content?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

5.7 Helping students develop insights into the products they’ll be creating, performances they’ll be delivering, and/or tasks they’ll be completing to demonstrate what they’ve learned (providing models of high-quality work, rubrics, checklists, etc.)?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

5.8 Encouraging students to establish personal learning goals and plans for achieving them?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

DIMENSION SIX: PRESENTING NEW LEARNING (Knowledge Acquisition) How would you rate yourself at…

6.1 Designing lessons and units around the way the content is organized (e.g., topic-subtopic, cycle, procedural, comparison, etc.) and breaking the content up into manageable “chunks?”

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

6.2 Incorporating multiple sources of information, including multimedia resources, into lessons to help students acquire new knowledge?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

6.3 Demonstrating high-quality communication skills (e.g., expressive language, rich vocabulary, proper use)?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

6.4 Using a variety of presentation techniques (e.g., visuals, drama, stories, use of imagery, etc.) to make lessons vivid and memorable? (presenting declarative information)

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

6.5 Using modeling and think-alouds to help students understand the thinking skills, processes, and procedures they’ll need to master? (presenting procedural information)

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

6.6 Using a variety of questions and response techniques (e.g., signaling, surveying, whiteboard-response systems, Think-Pair-Share, provisional writing) to check for understanding in real time?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

6.7 Making use of outside resources (e.g., field trips, guest speakers from community, interactive technology) to make learning authentic?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

6.8 Helping students assemble big ideas and important details through notemaking, summarizing, graphic organizers, and/or other forms of linguistic and nonlinguistic representation?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

DIMENSION SEVEN: DEEPENING LEARNING (Practicing and Processing New Knowledge) How would you rate yourself at

7.1 Identifying critical junctures in the learning sequence, establishing targets that students must achieve at each juncture, and using a variety of formative assessment activities to help students assess their progress toward the targets?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

7.2 Engaging students in regular content-based writing that helps them clarify their thinking and deepen their understanding?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

7.3 Building in periodic review and guided practice opportunities to help students master key skills and content?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

7.4 Providing clear and descriptive feedback to help students refine their use of key skills and/or deepen their comprehension?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

7.5 Using heterogeneous and homogeneous groups to maximize student learning (e.g., grouping students according to ability levels, interests, learning styles, etc.)?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

7.6 Providing a wide variety of resources (e.g., manipulatives, models, learning centers, multimedia) to enhance practice and learning?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

7.7 Providing students opportunities to process new knowledge deeply through questions, discussion, and critical thinking activities?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

7.7 Providing students opportunities to process new knowledge deeply through questions, discussion, and critical thinking activities?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

7.7 Providing students opportunities to process new knowledge deeply through questions, discussion, and critical thinking activities?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

7.8 Assigning purposeful and grade-appropriate homework for students to practice and reinforce learning?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

DIMENSION EIGHT: APPLYING LEARNING (Knowledge Application) How would you rate yourself at..

8.1 Aligning your summative assessments with learning goals and targets?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

8.2 Designing culminating assessments that require students to transfer their learning in meaningful ways?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

8.3 Designing tasks around the kinds of writing required for college and career readiness (argument, informative/explanatory, narrative)?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

8.4 Engaging students in research projects that capture student interest and have relevance in the world beyond the classroom?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

8.5 Challenging students to present their findings and defend their ideas?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

8.6 Equipping students with the planning, thinking, and self-assessment skills they need to analyze and address task demands?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

8.7 Making sure students understand what’s expected of them (e.g., examining rubrics, checklists, models of exemplary work, etc.) and providing feedback as they work?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

8.8 Differentiating assessment tasks so that students can show what they know in different ways?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

DIMENSION NINE: HELPING STUDENTS REFLECT ON AND CELEBRATE LEARNING (Reflecting on New Knowledge)

9.1 Celebrating student learning and achievement?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

9.2 Providing students with opportunities to look back on the content so they can make generalizations, develop new insights, and/or formulate questions?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

9.3 Helping students reflect on their own learning process to identify what they did well and where they’d like to improve?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

9.4 Creating an environment that takes metacognition—or thinking about thinking—seriously?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

9.5 Helping students review learning goals and targets, assess their level of achievement, and “close the gap” when goals are unmet?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

9.6 Working with students to set future performance goals?

  • Novice (1)
  • Developing (2)
  • Proficient (3)
  • Expert (4)
  • NA

Dimension Ten: Professional Practice

(Commitment to Professional Growth) 10.1 Self-assessing and working to improve his or her own classroom practice.

  • Novice (Minimal or No Commitment)
  • Developing (Initial Commitment)
  • Proficient (Clear Commitment)
  • Expert (Strong Commitment)

(Commitment to Professional Growth)10.2 Developing and implementing a professional growth plan.

  • Novice (Minimal or No Commitment)
  • Developing (Initial Commitment)
  • Proficient (Clear Commitment)
  • Expert (Strong Commitment)

(Commitment to Professional Growth) 10.3 Seeking out professional development and continuous learning opportunities.

  • Novice (Minimal or No Commitment)
  • Developing (Initial Commitment)
  • Proficient (Clear Commitment)
  • Expert (Strong Commitment)

(Commitment to Professional Growth) 10.4 Working with colleagues to improve practice throughout the building as part of a professional learning community.

  • Novice (Minimal or No Commitment)
  • Developing (Initial Commitment)
  • Proficient (Clear Commitment)
  • Expert (Strong Commitment)

(Commitment to School Community) 10.5 Maintaining open communication with the entire school community (e.g., administrators, teachers, parents, students).

  • Novice (Minimal or No Commitment)
  • Developing (Initial Commitment)
  • Proficient (Clear Commitment)
  • Expert (Strong Commitment)

(Commitment to School Community) 10.6 Assuming appropriate leadership roles (e.g., mentor, instructional coach, teacher-leader).

  • Novice (Minimal or No Commitment)
  • Developing (Initial Commitment)
  • Proficient (Clear Commitment)
  • Expert (Strong Commitment)

(Commitment to School Community) 10.7 Helping maintain and build a positive school culture (e.g., through athletic coaching, volunteerism, and other forms of non-required participation/contribution). Rate your commitment to the school community..

  • Novice (Minimal or No Commitment)
  • Developing (Initial Commitment)
  • Proficient (Clear Commitment)
  • Expert (Strong Commitment)

(Commitment to Professionalism) 10.8 Maintaining a high level of professionalism at all times.

  • Novice (Minimal or No Commitment)
  • Developing (Initial Commitment)
  • Proficient (Clear Commitment)
  • Expert (Strong Commitment)

(Commitment to Professionalism) 10.9 Becoming aware of and adhering to legal responsibilities and current educational policies of the school, district, and state.

  • Novice (Minimal or No Commitment)
  • Developing (Initial Commitment)
  • Proficient (Clear Commitment)
  • Expert (Strong Commitment)