Mesa Vista Teacher Self-Assessment Scales

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Implied Consent

Filling in the form below affirms that you are over 18 years of age, and that you consent to have your group-level responses to this questionnaire included in our technical assistance processes, research, and/or technical reports.

If you have any questions or concerns, please contact us.

Thank you!

THANK YOU very much for taking the time to fill out this self-assessment questionnaire. It is part of an evaluation and technical assistance process being conducted by the Mesa Vista Consolidated Schools in association with the Center for Positive Practices. Your responses to this questionnaire will be held in strict confidence and your name/identity is NOT requested and will NOT be included in any related reports provided to the project sponsor or the public. Only group-level data may be used by the provider for planning and implementing its services, and for assessing program effectiveness.

INSTRUCTIONS. Below are several questions designed to help you express your level of confidence for successfully completing the designated tasks. The tasks-related questions are derived from the upper levels of the NMTEACH Classroom Observation Protocol/Rubric. Keep in mind, this questionnaire is fully confidential, and we need to know the true feelings of all participants, so please be as honest as you can.

Any reference to “all students” includes culturally and linguistically diverse students, English learners (ELs), and students with disabilities (SWD). Any reference to New Mexico adopted standards includes the 2012 Amplification of WIDA English Language Development (ELD) Standards when serving English language learners (ELL), and using Individualized Education Program (IEP) goals when serving students with disabilities.

Each question is based on a scale of 1 to 100, with 1 being no confidence and 100 being complete confidence. If you enter a zero, it may be counted as a blank, or non-response. Similarly, simply entering 90 or 100 across the board may cause the statistical system to discard the entire set of responses as not sufficiently variable.

Each question is preceded by the stem 'I feel confident that I can demonstrate to observers…' which is not necessarily an assessment of your future potential but rather your own self-assessment of your confidence to successfully demonstrate to observers the specified tasks at this point in time.

    Domain 1: Preparation and Planning

    Domain 1 Overview: To what level is content communicated in the lesson plan and resulting lesson?
    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.Your answer here ->   
    1A.  Demonstrating Knowledge of Content.  I feel confident that I can demonstrate to observers that my lesson plans…
    • reflect extensive knowledge of the content area(s) being taught, including academic language demands, and that they correlate IEP objectives with lesson plans, when applicable;
    • incorporate research and resources related to all NM adopted standards as well as evidence-based specialized instruction according to the IEP, when applicable;
    • create opportunities for students to contribute to the lesson design and content; and
    • include opportunities for modifications in the IEP or language proficiency levels to be implemented across content areas, when applicable.

    Please enter a number between 0 and 100.

    This is a required question
    1B.  Designing Coherent Instruction.  I feel confident that I can demonstrate to observers that my lesson plans contain…
    • pedagogical practices that include flexible grouping and differentiated instruction, based on student levels and IEP goals, as applicable;
    • questions to reinforce and extend student learning and engagement to include real-world and application-based experiences, while including purposeful scaffolding of questions based on students' level of academic language;
    • learning activities that, when possible, incorporate students' use of their first and second languages to make connections to real-world application and include learning activities that progress coherently, are research-based, and are relevant to students and the instructional/IEP goals, as applicable;
    • opportunities to incorporate student-centered learning as an instructional tool; and
    • research-based practices, including sheltered and differentiated instructional strategies, with a variety of specially designed instructional materials.

    Please enter a number between 0 and 100.

    This is a required question
1C.  Setting Instructional Outcomes.  I feel confident that I can demonstrate to observers that my lesson plans contain instructional outcomes that…
  • align rigorous instructional processes and learning activities to all NM adopted standards and to IEP goals, as applicable;
  • contain modifications, as required to ensure students are able to complete the instructional outcomes;
  • include differentiated language demands based on individual students' academic language proficiency levels;
  • involve students in the process of developing instructional outcomes, based on all NM adopted standards; and
  • address IEP goals, reflect high expectations, are clearly stated, and can be measured, as applicable.

Answer must be a number between 0 and 100.

This is a required question