Reflection Self-Assessment Tool

When planning for a lesson, I...

• A

  Consult the pacing guide and the teacher’s edition of the textbook in order to follow the lessons and activities as recommended/provided.

• B

  Begin with the content standards/pacing guide and activities that we will be covering. Occasionally prepare

  specific teaching strategies.

• C

  Utilize recent student assessment data to determine what I’m going to teach and how

  I’m going to teach it.

• D

  Spend most of my time deciding which instructional methods/strategies I’ll use to meet the specific

  needs of my students relying on unit plans to determine the content.

When considering how often I reflect on my teaching, I...

• A

  Reflect after grading student data or when prompted by an administrator, coach, or

  colleague.

• B

  Occasionally reflect after grading assignments or quizzes.

• C

  Routinely reflect after teaching a lesson and/or analyzing an assessment.

• D

  Continuously reflect, including during the lesson itself.

When planning to address student misconceptions, I...

• A

  Follow the established plan for the lesson from beginning to the end.

• B

  Address them when they occur, because it is difficult to tell where students struggle.

• C

  Plan for check-ins throughout the lesson, so I can provide support as necessary.

• D

  Analyze student work to determine what struggles students are having then plan to

  address them.

When I encounter students who struggle in a lesson, I....

• A

  Can’t always tell why they struggle, because there are so many variables.

• B

  Realize I have little control over how some students perform, so I continue to encourage

  them.

• C

  Look at my teaching strategies to see if changing them might have a better effect.

• D

  Analyze each student’s specific struggles to determine a course of action designed to

  address them.

When attempting to reengage students who are off-task, I...

• A

  Use ideas from the lesson plan I’m following and/or power through in hopes that

  students will reengage.

• B

  Stop the lesson, regroup students, and resume the lesson when I’m ready.

• C

  Employ a strategy that I am most comfortable with and have used before with success.

• D

  Address the situation with a variety of preplanned engagement strategies.

When I ask questions in class, I...

• A

  Ask questions that are included (as written) in the lesson plan.

• B

  Ask questions that come to me while I’m teaching and that will continue to move the

  lesson forward.

• C

  Ask questions that I have prepared in advance.

• D

  Ask questions from a collection I have prepared, varying my asking/answering

  strategies.

When describing the students I teach each day, I...

• A

  Identify student personalities, behavioral patterns and overarching descriptive

  traits.

• B

  Identify students who are most/least successful, who struggle with assignments, and

  who are the first to finish.

• C

  Identify individual academic profiles and cite the latest assessment data.

• D

  Explain the latest assessment data, including anecdotal information, and

  describe how they are grouped for instruction.

When students are struggling in a lesson, I...

• A

  Stick with the lesson plan and pacing guide to make sure we cover the required material.

• B

  Go back and reteach the problems they got wrong.

• C

  Attempt to address the learning gaps by modifying the following day’s lesson.

• D

  Adjust my instructional approaches immediately.

When determining the level of success in a particular unit, I...

• A

  Monitor performance by administering an end-of-unit test and noting student scores.

• B

  Monitor class performance on lesson assignments and/or quizzes to see if students are

  “getting it.”

• C

  Monitor class progress through formative and summative assessments strategies.

• D

  Monitor the progress of individual students through continuous formative and

  summative assessment strategies.

When reflecting on my students' assessment performance levels, I...

• A

  Check the grade book to see how the students fared.

• B

  Provide information about how the class did as a whole.

• C

  Explain with detail how groups of students performed.

• D

  Can describe individual students and the specific concepts they have mastered.