"Self-assessment on Teaching Practice" - Vermont

"Self-assessment on Teaching Practice" - Vermont Download Pdf
Download pdf Fill PDF online

Self-assessment on Teaching Practice is a legal document that was released by the Vermont Agency of Education - a government authority operating within Vermont.

Form Details:

  • Released on August 23, 2016;
  • The latest edition currently provided by the Vermont Agency of Education;
  • Ready to use and print;
  • Easy to customize;
  • Compatible with most PDF-viewing applications;
  • Fill out the form in our online filing application.

Download a printable version of the form by clicking the link below or browse more documents and templates provided by the Vermont Agency of Education.

ADVERTISEMENT
ADVERTISEMENT

Download "Self-assessment on Teaching Practice" - Vermont

Download PDF

Fill PDF online

Rate (4.8 / 5) 13 votes
Show Pagination
219 North Main Street, Suite 402
Barre, VT 05641 (p) 802-479-1700 | (f) 802-479-4313
Self‐Assessment on Teaching Practice
This self‐report inventory
is designed to assist you in reflecting upon your current
1
professional practices. Gaining an accurate picture of your current practices can help
you set appropriate and reasonable professional improvement goals and can help you
decide upon which professional learning opportunities to engage in to help you
improve your practice. This self‐assessment is not a validated instrument; it is only
intended to assist you in considering different areas of your professional practice.
Directions: You can complete this inventory by yourself. Realize, however, that you are
not always the best judge of your practices. Some educators are inappropriately critical
of their work while others aren’t critical enough. To provide greater accuracy, consider
working with a colleague and/or using the feedback you have received from
administrators, coaches, colleagues, mentors, parents and students to help inform your
answers.
Step 1:
For each statement, rate whether you engage in the behavior(s) listed in the statement in
your teaching practice.
Rating scale: Routinely = 4, Frequently = 3, Occasionally = 2, Rarely = 1
For example, if you frequently engage in a behavior, you would circle a “3” next to that
statement.
Step 2: Add up the number of circled numbers in each column.
Step 3: Add up the numbers in each column to create a total for the Learner and
Learning; Content Knowledge and Skills; Instructional Practices; and Professional
Responsibility
Step 4: Graph the total for each of the four areas on the graph on page 6 to create a
profile of your practice in each of the four areas.
Using the Results: Consider exploring the standard, learning progression, and
resources in the area for which you had the lowest total. You’ll find the Core Teaching
Standard indicator referenced the parenthesis after each statement to guide your work.
1
Developed from the Council of Chief State School Officers. (2013). InTASC Lumibook: An Interactive Guide to
Understanding and Applying the InTASC Standards to Teacher Effectiveness and Student Success [ebook].
Washington, DC: Author.
http://www.ccsso.org/Resources/Digital_Resources/InTASC_Lumibook.html#sthash.7uJ2OOa
219 North Main Street, Suite 402
Barre, VT 05641 (p) 802-479-1700 | (f) 802-479-4313
Self‐Assessment on Teaching Practice
This self‐report inventory
is designed to assist you in reflecting upon your current
1
professional practices. Gaining an accurate picture of your current practices can help
you set appropriate and reasonable professional improvement goals and can help you
decide upon which professional learning opportunities to engage in to help you
improve your practice. This self‐assessment is not a validated instrument; it is only
intended to assist you in considering different areas of your professional practice.
Directions: You can complete this inventory by yourself. Realize, however, that you are
not always the best judge of your practices. Some educators are inappropriately critical
of their work while others aren’t critical enough. To provide greater accuracy, consider
working with a colleague and/or using the feedback you have received from
administrators, coaches, colleagues, mentors, parents and students to help inform your
answers.
Step 1:
For each statement, rate whether you engage in the behavior(s) listed in the statement in
your teaching practice.
Rating scale: Routinely = 4, Frequently = 3, Occasionally = 2, Rarely = 1
For example, if you frequently engage in a behavior, you would circle a “3” next to that
statement.
Step 2: Add up the number of circled numbers in each column.
Step 3: Add up the numbers in each column to create a total for the Learner and
Learning; Content Knowledge and Skills; Instructional Practices; and Professional
Responsibility
Step 4: Graph the total for each of the four areas on the graph on page 6 to create a
profile of your practice in each of the four areas.
Using the Results: Consider exploring the standard, learning progression, and
resources in the area for which you had the lowest total. You’ll find the Core Teaching
Standard indicator referenced the parenthesis after each statement to guide your work.
1
Developed from the Council of Chief State School Officers. (2013). InTASC Lumibook: An Interactive Guide to
Understanding and Applying the InTASC Standards to Teacher Effectiveness and Student Success [ebook].
Washington, DC: Author.
http://www.ccsso.org/Resources/Digital_Resources/InTASC_Lumibook.html#sthash.7uJ2OOa
219 North Main Street, Suite 402
Barre, VT 05641 (p) 802-479-1700 | (f) 802-479-4313
Content Category I: The Learner and Learning (Standards 1, 2, and 3)
______ 1. I apply what I know about learners’ growth and development to my lessons and my classroom routines. (1a; 1d,)
______ 2. I consider the development of individual learners when I design learning experiences. (1b; 1e)
______ 3. I communicate regularly with my students’ families in order to better understand students’ development, interests and
instructional needs. (1c; 1k)
______ 4. I incorporate the tools of language development, including academic language, into planning and instruction. (2e; 2o)
______ 5. I address the needs of exceptional learners in my classes by adapting my instruction and modifying materials, resources
and tools. (2b; 2h)
______ 6. I guide learners to take responsibility for their own learning. (2l, 2m; 2n;3i)
______ 7. I communicate verbally and non‐verbally in ways that demonstrate respect for the students in my classes. (2m; 3f; 3r)
______ 8. I involve students in setting expectations for a positive and safe learning climate. (2n, 3c)
______ TOTAL for Content Category I
Content Category II: Content Knowledge & Skills
______ 9. I am aware of common student misconceptions in the subject(s) I teach and use this awareness when planning units and
lessons to ensure accurate student understanding. (4e; 4k 4r; 9d)
______ 10. I expand my personal subject matter knowledge by learning more about the subjects I teach. (4j; 4o; 4r)
______ 11. I engage students in learning activities that focus on real world issues or problems. (5b; 5f; 5o)
______ 12. I engage students in reflecting on the connections between what they are learning and what they already know. (4d; 4r)
______ 13. I engage learners in applying the methods of inquiry for the subjects I teach. (4c)
______ 14. I have learners apply their knowledge in real contexts. (5d; 5k; 5m)
______ 15. I engage students in activities that help them to learn and apply critical thinking skills. (5b; 5d; 5m)
______ 16. I provide opportunities for students to learn and apply literacy and communications skills. (5e; 5h; 5k; 5n; 5s; 8h; 8q)
______ TOTAL for Content Category II
Content Category III: Instructional Practice
______ 17. I use a variety of formative assessments in my classroom to determine what learners know and to provide them with
feedback. (6a; 6b; 6j; 6r; 6t)
______ 18. I use data from assessments to help inform future learning experiences. (6g; 6j; 6l; 6o; 6t)
______ 19. I involve my students in generating criteria by which to assess their work. (6d; 6f; 6m;6n;6o; 6q; 6r; 6s)
______ 20. I match the assessments I use to the type of learning goal(s) I am assessing. ( 6b; 6j; 6k)
______ 21. For non‐standardized assessments, I modify classroom assessments and conditions to enable learners with disabilities to
demonstrate their knowledge and skill. (6e; 6i; 6p; 6t; 6u)
______ 22. I use technology to help teach knowledge, skills and concepts. (7b; 7h; 7k; 8o; 8r)
______ 23. I vary the instructional role I assume based upon the objectives/outcomes of the lesson. (7k; 8a; 8d; 8j; 8s)
______ 24. I guide learners to identify their own strengths and needs as learners and how to appropriately take responsibility for
their own learning. (8c; 8l)
______ TOTAL for Content Category III
Content Category IV: Professional Responsibility
______ 25. I regularly participate in professional learning activities. (5r; 9a; 9b; 9k; 10f; 10t)
______ 26. I engage in non‐required professional learning about the things I feel I need to improve. (9b; 9d; 9l; 9n)
______ 27. I collaborate with my colleagues to review and reflect on a wide range of evidence of student learning to learn
how effective our practices are and to explore ways to improve. (9c, 9l; 10r)
______ 28. I explore and reflect upon how my personal identity affects my perceptions of students and can create bias.(4q; 9e; 9m)
______ 29. I support my colleagues in their professional learning. (9b; 9c; 9h; 9m; 10f; 10i; 10t)
______ 30. I help to establish a climate of trust, critical reflection and inclusiveness in at school. (8p; 10k; 10n; 10o; 10p)
______ 31. I share my plans and instruction and invite feedback from my colleagues. (10k; 10r)
______ 32. I communicate and collaborate with the families of my students through a variety of media (phone, email,
Leadership Self- Assessment Tool Revised 8/23/2016 Page 3 of 4
newsletter, website, etc.) (8h; 10d; 10g)
______ TOTAL for Content Category IV
Teaching Profile Based on Your Self-Assessment:
32
28
24
20
16
12
8
4
The Learner and
Content Knowledge &
Instructional Practice
Professional
Learning
Skills
Responsibility
Directions: Graph the total for each of the four areas on the graph to create a profile of your practice in each of the four areas.
Using the Results: Consider exploring the standards, knowledge, performance, and critical dispositions indicators (noted in
parenthesis) in the area for which you had the lowest total.
Notes to self:
Leadership Self- Assessment Tool Revised 8/23/2016 Page 4 of 4
Vermont Agency of Education Vermont Legal Forms Legal United States Legal Forms

Popular Articles

Most popular documents

Featured Tags

Bill of Sale Form U.S. Department of Veterans Affairs United States Army Vehicle Bill of Sale U.S. Department of Defense Boat Bill of Sale Form Firearm Bill of Sale Form Generic Bill of Sale Form
"Self-assessment on Teaching Practice" - Vermont Download Pdf
Download pdf Fill PDF online

Related forms

Most popular documents

Related Documents

Popular Articles

Download
Fill PDF online
Upload
Page of 4