Professional Self-Assessment Form

Teacher Candidates Name: JeLisa Ashby

Mentor Teachers Name: Mary Robinson

Date: October 14th, 2015

School: Whittaker

Grade Level (s)/Subject Area(s): 4th grade science, reading

Instructions to the teacher candidate: Please reflect on your professional performance, and
respond to each of the following prompts.
1.

In terms of the ADEPT Performance Standards, what are your professional strengths?
How have you built on these strengths so far, and how do you plan to do so in the future?

In terms of the ADEPT Performance standards I feel that my strengths lie within
standard numbers four and five. I believe that I set high expectations for all of my
students every day. For example, for students that are reading below grade level, I
still expect them to read and achieve their weekly and quarterly Accelerated Reader
goals but I may provide a little extra support by orally questioning them about the
books content and having them read with a reading buddy. Another example of
establishing high expectations is the way I explicitly delivery directions before an
activity or transition. I make the class give me their undivided attention, give
directions step by step, and asking if anyone has questions or is confused
afterwards. This is so I can assure that everyone is on the same page and so that
students understand what it is I expect from them.
I also feel that I teach through exceptional strategies. For example, I am currently
teaching the properties of light. We were focusing on light and color. We conducted
an experiment outside where the class had to use a prism and observe what they
saw through that prism. When we came back inside, I asked each group to explain
what they saw. The entire class said rainbow. As we went through the colors that
they observed, I stated that I would enhance their vocabulary by replacing the word

rainbow with the word spectrum. After their observations I had them watch a video
that explained our experiment and solidified ROYGBIV. Lastly, we completed a
hand-out where the students had to label the colors of the spectrum in the correct
order and the overall grades were 90% and above. I believe that I provided multiple
avenues for instruction that aided in their understanding of light and color, and the
grades proved that.

2.

In terms of the ADEPT Performance Standards, what are your professional challenges?
How do you plan to meet these challenges?

Based on the ADEPT Performance Standards I feel as if my professional

challenges are in APS one. I find it difficult to plan so far ahead for concepts and
standards that some students do not grasp within the allotted time frame. I am working
diligently on monitoring and adjusting in this matter. Overall concepts are more tangible
to me that specific standards, but I understand that, that is required of us per district. I
can work on this by adhering to the pacing guides and working with veteran teachers
asking them what they have done or observed as far as planning.

3.

Describe your students overall progress and achievement. What insights have you
gained into ways to improve student progress and achievement?

I believe that my students overall progress and achievement is steady and

progressing for the majority of my students. I can assess this statement through daily
formative assessments, as well as, summative assessments with our weekly tests and
their Accelerated Reader achievement. Some insight that I have gained about ways to
improve student progress and achievement are, to meet the students at their learning
levels but still challenging them in the same sense. I have also learned that students will
perform according to the expectations that you set for them. If I were a teacher that did
not take homework seriously, even though it is not graded, then my students would not
complete it and I would miss out on that enhancement of my lesson for that day. I also
believe that you can gauge a students progress through their participation and
willingness to learn. For example, I have a student that reads well below grade level, but
I call on him when he raises his hand to acknowledge that fact that he is thinking and
trying. I noted this as an improvement for this student because typically my cooperating
teacher would scold him in front of the class and he would immediately shut down.
When I began to teach I stuck to what I believe would bring the best out of that student
and I have seen immediate results. He willingly participates, he does not go to sleep,

and he is excited to tell me that he has completed his homework. Those happenings are
definitely progressive in my book.

4.

How will you use the knowledge you have gained through this professional selfassessment to promote your continuous professional growth and collaboration?

I will use the knowledge that I have gained, and will continue to gain by
understanding and nourishing what works for me as a teacher. Too often educators
believe that there is a golden ticket to teaching a specific subject or just in general. To
be frank, if I may, the key is teaching and working through your strengths, knowing the
content, and making a heartfelt connection with your students. Each year I can tell that it
is imperative to connect with your students immediately. I will strengthen the knowledge
of my content by continuing to monitor and adjust throughout the year and from year-toyear. Promoting my professional development is definitely something that I have
observed is beneficial to any educator. Being a part of a committee, attending,

conferences and workshops, and giving and receiving feedback from other faculty and
staff are all areas in which need quality attention.