GUIDE TO SELF ASSESSMENT on the Continuum of Teacher Abilities Who does self-assessment? • All certificated staff self-assess on the Continuum of Teacher Abilities twice yearly. (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 employees.) 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. 8/02 4/03 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 appropriate choices for learning.
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