GUIDE TO SELF ASSESSMENT on the Continuum of Teacher Abilities by guy23


									GUIDE TO SELF ASSESSMENT on the Continuum of Teacher
Who does self-assessment?
• All certificated staff self-assess on the Continuum of Teacher Abilities twice
(Each year the Continuum will be given to new certificated employees. Continuing
certificated employees are expected to use the same Continuum to self-assess each year
during their employment in P.V.U.S.D. unless it has been revised and reprinted for all

Why do I self-assess?
• The Continuum of Teacher Abilities is meant to be used by certificated staff to
  support the development of your Area of Investigation and to guide ongoing
  professional growth.
•   The purpose of the first self-assessment is to create a baseline. Subsequent self-
    assessments are to analyze and reflect on professional growth and to answer the
    question, “Where is the next step in my professional growth?”

When do I self-assess?
• All certificated staff are required to do a self-assessment twice yearly on the
  Continuum, at the beginning and ending of the school year (Partner, Portfolio,
  Administrative Choice, Self-Assessment.) There is no paperwork required for your
  administrator regarding self-assessment for Partner, Portfolio, Administrative Choice,
  Self-Assessment. (Please Note: Administrators and all certificated staff are
  responsible for maintaining Professional Standards at all times. Consequently, as
  administrators observe in classrooms or work settings they also have the right and
  responsibility to identify any concerns related to the Professional Standards while
  they are observing formally or informally. In addition, Administrators always have
  the right and the responsibility to observe classrooms or work settings at any time.)

What domains do I self-assess in?
Certificated Assignment          123456         78      9 10 11 12 13 14 15    16 17 18 19 20 2122
Classroom Teachers               xxxxxx
Special Education Teachers       xxxxxx         xx
School Nurses                                           x x x x x x x
School Psychologists                                                           x x x
Bilingual Resource Teachers                                                              x x x x
How do I self-assess?
• Take your copy of the Continuum of Teacher Abilities and read each Domain, row
  by row.
• On each row mark & date the box that best describes where you are currently.
• Notice and reflect upon your strengths and areas for professional growth.
  (Marking in the same box for more than one self-assessment or marking a box to the
  left of a previous mark does not necessarily show a lack of professional growth,
  although it might. It can also mean that there is now a deeper understanding of what
  is described in the box and a correspondingly deeper awareness of your practice or
  that you’ve had a particularly challenging class/work load or that you’ve had a major
  change of assignment, etc.)
•   As you do your self-assessment twice during the year, you may want to reflect in writing on
    your markings as indicated on your personal copy of the Continuum of Teacher Abilities. A
    way to do this would be to keep a professional journal or log along with your Continuum
    during your employment in P.V.U.S.D. Any written comments you’ve made will be helpful
    to you when meeting in collegial discussion groups during the year. These notes would be
    for your personal use.

The following page shows an example of a self-assessment over a year.
                     Engaging and Supporting All Students in Learning
                   Beginning           Emerging               Applying                 Integrating            Innovating
Connecting         Opens lesson        Asks questions that    Implements activities    Uses questions and     Creates a context
students’ prior    to capture          elicit students’       and elicits questions    activities to extend   for students to
knowledge, life    students’           prior knowledge,       that help students       students’ abilities    synthesize learning
experience and     attention and       life experiences and   make connections         to integrate what      goals and
interests with     interest.           interests. Some        between what they        they know with the     objectives with
learning goals.    Teacher             connections are        already know and the     learning goals and     what they know
                   recognizes the      made to the            learning goals and       objectives. Makes      and develop their
                   value of            learning goals and     objectives.              adjustments during     own
                   students’ prior     objectives of the                               lesson to ensure       complimentary
                   knowledge           lesson.                                         that all students      learning goals.
                   and life                                                            meet the learning
                   experiences.                                                        goals.
Using a variety    Uses a few          Varies instruction     Elicits student          Uses a repertoire of   Uses extensive
of instructional   instructional       to increase student    participation through    strategies and         repertoire of
strategies and     strategies.         participation.         a variety of             resources. Selects     strategies to meet
resources to       Delivers            Selects strategies,    instructional            and differentiates     students’ diverse
respond to         instruction         resources, and         strategies intended to   learning to            academic and
students’          with available      visuals with some      match students’          accommodate            linguistic needs
diverse needs.     resources and       consideration of       academic and             students’ diverse      and
                   materials.          students’ academic     linguistic needs.        learning styles.       ensure fullest
                                       and linguistic         Checks for student                              participation and
                                       needs.   8/02          understanding.                                  learning for all
                                                              4/03                                            students.
Facilitating       Directs             Varies learning        Provides learning        Uses a variety of      Integrates a variety
learning           learning            experiences to         experiences utilizing    learning               of challenging
experiences that   experiences         include work in        individual and group     experiences to         learning
promote            through whole       large groups and       structures to develop    assist students in     experiences that
autonomy,          group and           small groups with      autonomy and group       developing             develop students’
interaction, and   individual          student choice         participation skills.    independent            independent
choice.            work with           within learning        Students make            working skills and     learning,
                   possibilities for   activities.            choices about and        group participation    collaboration and
                   interaction and     8/02                   within their work.       skills. Supports       choice.
                   choice.                                    4/03                     students in making
                                                                                       choices for

To top