Special Educator Self-Assessment

I. Planning and Preparation

Seldo Sometim Ofte Alwa

1. I possess knowledge of content and am

able to
make connections between my content
area and other disciplines.
2. My classroom plans and practices
refect an
understanding of prerequisite learning.
3. I apply instructional practices that refect
current
research within the content discipline.
4. I display an understanding of the
developmental
age groups I teach.
5. I display an understanding of the
diferent approaches to learning that my
students exhibit.
6. I display knowledge of students skills
and abilities.
7. I display knowledge of the interests or
cultural
heritage of each student.
8. My goals represent high expectations for
students
and refect important learning and
conceptual understanding of
standards.
9. curriculum
My goals are
clearly stated as student
learning and
permit sound assessment.
10. My goals refect the needs of all my
students.
11. My goals refect several different types
of learning
and provide opportunities for integration.
12. I make use of school, district and
community
resources to enhance instruction.
13. I am aware of and access school, district
and community resources to assist
students.
14. I design learning activities and
instructional goals
that reflect current research and are
relevant to students.

Curriculum and Instruction

8.13

Special Educator Self-Assessment

15. I use materials and resources that
support
instructional goals and engage
students in meaningful learning.
16. I employ instructional groups that are
varied and
appropriate to the instructional goals.
17. I employ lesson and unit structures that
are clear
and based on student needs.
18. My content and methods of
assessment are
compatible with my instructional goals.
19. I employ assessment criteria and
standards that are clear and have
been communicated to
students.
20. I use assessment results in my planning
for
individuals and groups of students.

II. The Learning Environment

Seldo Sometim Ofte Alwa

1. I respect the dignity of all my students,

and my
students respect me as an individual.
2. My students respect each other as
individuals.
3. I have a genuine enthusiasm for my
subject, and my students understand
the importance of the
subject areas.
4. My students take pride in the quality of
their
work.
5. My instructional goals and activities,
interactions
and the classroom environment convey
high expectations for student
6. achievement.
I allow students to work in groups with
all
students being engaged,
productive and responsible for
activities.
7. academic
My students
and I make transitions occur
smoothly without losing instructional
time.

Adapted from: Special Education Mentoring Toolkit: Chapter IV, N. Dakota DPI, October,
2009
Curriculum and Instruction
8.15

2
6

Special Educator Self-Assessment

8. My students and I have routines for
handling
materials and supplies without losing
instructional time.
9. The volunteers and paraprofessionals in
my
classroom are productively engaged
during the entire class.
10. My students have a clear understanding
of the
standards of conduct for the classroom.
11. I promote an environment in which
students monitor and correct their
own behavior.
12. I respond to student misbehavior
appropriately,
maintain the students dignity.
13. My room is a safe place for all students.
14. My room is set up to provide equal
access to
learning for all of my students.

III. Instruction
1. My directions and procedures are clearly
stated
and understood by my students.
2. My spoken and written language is clear,
correct
and age-appropriate.
3. The questions I use with students are of
high
quality, and I give my students adequate
time to respond.
4. The discussion techniques I use provide
students
with the opportunity to discuss topics,
initiate topics and make unsolicited
5. contributions.
I encourage classroom discussion
and allow students to take the lead
when appropriate.
6. My lessons are appropriate and link well
with
students knowledge and experience.
7. My assignments are cognitively
engaging and
connect learning with relevant activities.

Special Educator Self-Assessment

8. My instructional groups are productive
and meet
the needs of the students and the
instructional goals of the lesson.
9. My instructional materials and resources
are
suitable to the instructional goals and
engage students.
10. My lessons have a defined structure for
organizing
activities, and the pacing of the
lessons is appropriate for all
11. students.
I provide my students with specific and
helpful
feedback on the quality of their work.
12. I provide my students with consistent
feedback on
their work in a timely manner.
13. I make necessary adjustments to my
lessons to
ensure student learning.
14. I make adjustments in my lesson plans
and
teaching to accommodate students
questions or interests.
15. I diferentiate my instruction to meet a
wide range
of learning styles and abilities.

IV. Professional
1. I make accurate assessments of my
lessons
efectiveness and can cite general
references and examples.
2. I am able to make specific suggestions
and
changes to improve instructional
3. practices.
I maintain efective systems for
accurately
tracking the completion of assignments.
4. I maintain efective systems for tracking
student
progress to ensure learning is efective.
5. I maintain an efective system for
recording non- instructional information:
permission slips, seating
charts, inventories, etc.

Seldo Sometim Ofte Alwa

Special Educator Self-Assessment

6.

I communicate the instructional program

requirements to parents.

7. I communicate with parents about

student
progress.
8. I solicit input from students and parents.
9.

I maintain supportive and cooperative

relationships with colleagues.

10. I volunteer to participate in school

events and
activities.
11. I volunteer to participate in school and
district projects.
12. I seek out professional development
opportunities
to enhance content knowledge and
pedagogical skills.
13. I actively participate in activities in my
school and
district to support other teachers
and the profession of teaching.
14. I make positive contributions to the
overall culture
and climate of the school.