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NMTEACH Teacher Self-Assessment

Implied Consent

Filling in the form below affirms that you are over 18 years of age, and that you consent to have your answers to this questionnaire included in our research, evaluation, and/or technical assistance processes. Your responses on this questionnaire will be held in strict confidence and your name/identity is NOT requested and will NOT be included in any reports provided to the district or the public. If you have any questions or concerns, please contact: Dr. Joseph P. Martinez (Project Evaluator) at j@nmcpp.com /505-252-3121.

Thank you!

THANK YOU very much for taking the time to fill out this self-assessment questionnaire. It is part of an ongoing planning and assessment process being conducted by the Center for Positive Practices (CPP), in association with the Center for the Education and Study of Diverse Populations (CESDP), and the Española Public School District. The information you provide here may be used to provide continuous improvement feedback to the CESDP for improving its professional development and technical assistance program, and/or to assess for evidence of program effectiveness. The group-level data may also be used to provide information and technical assistance to the state education agency, your local district, and/or the people in your school, but you personally will not be identified in any reports.

Instructions. Below are several questions designed to help you express your level of confidence for successfully completing the designated tasks. Remember, this questionnaire is fully anonymous, and we need to know the true feelings of all participants, so please be as humble and honest as you can. The tasks-related questions are derived from the upper levels of the NMTEACH Educator Effectiveness system. Each question is based on a scale of 1 to 100, with 1 being no confidence and 100 being complete confidence. Number questions are preset at 0 (zero) which would count the same as leaving the question blank.

Please scroll below to begin answering questions...

Domain 1: Preparation and Planning No Confidence..... ..... ..... ..... ..... .....Some Confidence..... ..... ..... ..... ..... .....Complete Confidence 0.......... 10.......... 20.......... 30.......... 40.......... 50........... 60.......... 70.......... 80.......... 90.......... 100
Example: I feel confident that I can demonstrate to observers that... I can convince parents to set aside adequate time in the evening for their children to do their homework. Please enter a number between 0 and 100.	53
1A. Demonstrating knowledge of content. I feel confident that I can demonstrate to observers that... My teacher plans reflect my extensive knowledge of the content in core areas, and, my instructional plans incorporate research and resources related to the NM adopted standards.
1B. Designing coherent instruction. I feel confident that I can demonstrate to observers that... I design pedagogical practices, including student grouping and differentiated instruction based on student level; and, I prepare questions to reinforce and extend student learning to include real world, application-based experiences.
1C. Setting Instructional Outcomes. I feel confident that I can demonstrate to observers that... My instructional targets are aligned to NM adopted content, and are translated into student accessible learning objectives; and, my instructional process and learning activities are rigorous and aligned to NM adopted standards and instructional outcomes, and include plans for modifications to ensure students are able to complete the targeted objective.
1D. Demonstrating knowledge of resources. I feel confident that I can demonstrate to observers that... I seek out and use resources beyond my school and district, from professional organizations, from the internet, and from the community to enhance my content knowledge, to use in teaching, and to individual assist students who demonstrate need.
1E. Demonstrating knowledge of students. I feel confident that I can demonstrate to observers that... I have extensive knowledge of students' backgrounds, cultures, skills, academic language development, interests, and special needs; and, I incorporate culturally-sensitive strategies into instructional planning and practice.
1F. Designing student assessment. I feel confident that I can demonstrate to observers that... I utilize full alignment between the instructional outcomes, the success criteria, and the assessment tools; and, I use clear criteria that show where each student is in his/her learning.
Domain 2: Creating an Environment for Learning No Confidence..... ..... ..... ..... ..... .....Some Confidence..... ..... ..... ..... ..... .....Complete Confidence 0.......... 10.......... 20.......... 30.......... 40.......... 50........... 60.......... 70.......... 80.......... 90.......... 100
2A. Creating an environment of respect and rapport. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... My classroom interactions and discourse with individual students are as follows: highly respectful; reflect warmth and caring; and, reflect sensitivity to their cultures and levels of development.
2B. Organizing Physical Space. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... My classroom is safe; my students contribute to the use or adaptation of the physical environment to advance learning; and, I skillfully use technology as appropriate to the lesson.
2C. Establishing a culture for learning. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... My classroom engages in a culture of learning, and... I am passionate about the subject; my students are highly engaged in the content; my students hold themselves to high standards of performance; and, my students initiate improvements to their efforts.
2D. Managing Classroom Procedures. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... My students contribute to the seamless operation of the classroom, as evident by... the use of student routines and procedures; that there are effective transitions and use of supplies; and, that students lead effective routines for transition.
2E. Managing Student Behavior. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... In addition to standards being clear to students... students participate in setting conduct standards; my monitoring of student behavior is highly effective; my response to student misbehavior is sensitive to individual needs; and, my students take an active role in monitoring the standards of behavior.
Domain 3: Teaching for Learning No Confidence..... ..... ..... ..... ..... .....Some Confidence..... ..... ..... ..... ..... .....Complete Confidence 0.......... 10.......... 20.......... 30.......... 40.......... 50........... 60.......... 70.......... 80.......... 90.......... 100
3A. Communicating with Students. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... My expectations for learning, as well as my directions, procedures, and explanation of content are clear, and that I anticipate possible student misconceptions.
3B. Using questioning and discussion techniques. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... I promote consistent analytical and collaborative approaches to understanding; I use questioning techniques that scaffold instruction for deeper understanding; and, I allowing for discussion and debate of key concepts.
3C. Engaging students in learning. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... My activities, assignments, materials, and grouping of students are designed to support challenging instructional outcomes; my students are highly intellectually engaged; my lessons are adapted as needed to the readiness of each student and the structure and pacing allow for students’ reflection and closure; and, my lessons allow for formative assessment.
3D. Assessment in Instruction. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... My assessments are used in a relevant and logical manner to inform instruction; and, I establish, support and model the use of continuous assessment strategies that inform all stakeholders of how well my students are progressing.
3E. Demonstrating flexibility and responsiveness. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... I will seize an opportunity to enhance learning by building on a spontaneous event or based on students' immediate interests; I apply students interests to the current learning goal; and, I ensure the success of all students, using an extensive repertoire of instructional strategies.
Domain 4: Professionalism No Confidence..... ..... ..... ..... ..... .....Some Confidence..... ..... ..... ..... ..... .....Complete Confidence 0.......... 10.......... 20.......... 30.......... 40.......... 50........... 60.......... 70.......... 80.......... 90.......... 100
4A. Communicating with Families. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... I successfully engage families in the instructional program; my communications with students are interactive and sensitive to cultural traditions; and, I frequently communicate effectively with families.
4B. Participating in a Professional Community. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... I make a substantial contribution to the professional community, to school/district events and projects; and, I assume a leadership role among stakeholders.
4C. Reflecting on Teaching. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... My reflection on instructional practices is thoughtful and accurate with specific evidence; I draw on an extensive repertoire to suggest alternative strategies and predicting the likely success of each; and, my reflection is ongoing and immediate.
4D. Demonstrating Professionalism. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... I am proactive and assume a leadership role in ensuring the highest-level of professional practices by all colleagues; I help ensure that school practices honor all stakeholders; and, I help colleagues comply with rules and regulations.
4E. Growing and Developing Professionally. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... I actively pursue professional development opportunities; I initiate activities to share expertise with others; and, I seek out feedback from supervisors and colleagues.
4F. Maintaining Accurate Records. I feel confident that I can demonstrate to observers that... I feel confident that I can demonstrate to observers that... My students contribute to the maintenance of the efficient and successful systems for both instructional and non-instructional records; and, my records are accurate, up to date, and used constructively by me and my students.
Miscellaneous
The questions below are NOT part of NMTEACH
5. Please enter the name of your school: Enter district name if you are not assigned to a single school:
6. Human -versus- Robot Test Question Most fastfood restaurants sell a round sandwich called a... (hint: not a hotdog):
7. During the current school year, did you participate in the CESDP provided Literacy Training? Please choose an answer from the list below: Yes No Don't Know

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2015-04-27

This form is LIVE and accepting new responses! Thanks for your participation!

NMTEACH Teacher Self-Assessment

Implied Consent

Domain 1: Preparation and Planning

Domain 2: Creating an Environment for Learning

Domain 3: Teaching for Learning

Domain 4: Professionalism

Miscellaneous

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