BEST Induction Program Self-Needs Assessment Survey

Question Title

* 1. New Teacher Information

School

First Name

Last Name

Certification Area(s)

Subject/Grade Level (2016-2017)

Contact Phone #

Email Address

Question Title

* 2. Which best describes you?

1st Year Teacher

2nd Year Teacher

3rd Year Teacher

Question Title

* 3. 1c: Setting Instructional Outcomes

	Poor	Fair	Good	Excellent
I specify clear, concise, measurable learner outcomes that refer to what students will learn, not to what they will do.	I specify clear, concise, measurable learner outcomes that refer to what students will learn, not to what they will do. Poor	I specify clear, concise, measurable learner outcomes that refer to what students will learn, not to what they will do. Fair	I specify clear, concise, measurable learner outcomes that refer to what students will learn, not to what they will do. Good	I specify clear, concise, measurable learner outcomes that refer to what students will learn, not to what they will do. Excellent
I identify individual differences and plan with differentiated instruction.	I identify individual differences and plan with differentiated instruction. Poor	I identify individual differences and plan with differentiated instruction. Fair	I identify individual differences and plan with differentiated instruction. Good	I identify individual differences and plan with differentiated instruction. Excellent
I identify materials, other than standard classroom materials, that are needed for my lessons and units.	I identify materials, other than standard classroom materials, that are needed for my lessons and units. Poor	I identify materials, other than standard classroom materials, that are needed for my lessons and units. Fair	I identify materials, other than standard classroom materials, that are needed for my lessons and units. Good	I identify materials, other than standard classroom materials, that are needed for my lessons and units. Excellent
I link new subject matter to prior learning/experiences and relate it to other disciplines.	I link new subject matter to prior learning/experiences and relate it to other disciplines. Poor	I link new subject matter to prior learning/experiences and relate it to other disciplines. Fair	I link new subject matter to prior learning/experiences and relate it to other disciplines. Good	I link new subject matter to prior learning/experiences and relate it to other disciplines. Excellent
For my Exceptional Students, I develop lesson sand units based upon their Individual Education Plan (IEP), and/or IFSP.	For my Exceptional Students, I develop lesson sand units based upon their Individual Education Plan (IEP), and/or IFSP. Poor	For my Exceptional Students, I develop lesson sand units based upon their Individual Education Plan (IEP), and/or IFSP. Fair	For my Exceptional Students, I develop lesson sand units based upon their Individual Education Plan (IEP), and/or IFSP. Good	For my Exceptional Students, I develop lesson sand units based upon their Individual Education Plan (IEP), and/or IFSP. Excellent

Question Title

* 4. 2c: Managing Classroom Procedures

	Poor	Fair	Good	Excellent
I organize the available space, materials, and or equipment to facilitate learning	I organize the available space, materials, and or equipment to facilitate learning Poor	I organize the available space, materials, and or equipment to facilitate learning Fair	I organize the available space, materials, and or equipment to facilitate learning Good	I organize the available space, materials, and or equipment to facilitate learning Excellent
I establish expectations for learner behavior and promote a positive and safe learning environment	I establish expectations for learner behavior and promote a positive and safe learning environment Poor	I establish expectations for learner behavior and promote a positive and safe learning environment Fair	I establish expectations for learner behavior and promote a positive and safe learning environment Good	I establish expectations for learner behavior and promote a positive and safe learning environment Excellent
I effectively manage routines and procedures that result in smooth transitions and little to no loss of instructional time.	I effectively manage routines and procedures that result in smooth transitions and little to no loss of instructional time. Poor	I effectively manage routines and procedures that result in smooth transitions and little to no loss of instructional time. Fair	I effectively manage routines and procedures that result in smooth transitions and little to no loss of instructional time. Good	I effectively manage routines and procedures that result in smooth transitions and little to no loss of instructional time. Excellent
I ensure that students play an important role in carrying out routines	I ensure that students play an important role in carrying out routines Poor	I ensure that students play an important role in carrying out routines Fair	I ensure that students play an important role in carrying out routines Good	I ensure that students play an important role in carrying out routines Excellent

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* 5. 3b: Using Questioning/Prompts and Discussion

	Poor	Fair	Good	Excellent
I demonstrate the ability to communicate effectively with students.	I demonstrate the ability to communicate effectively with students. Poor	I demonstrate the ability to communicate effectively with students. Fair	I demonstrate the ability to communicate effectively with students. Good	I demonstrate the ability to communicate effectively with students. Excellent
I encourage student participation.	I encourage student participation. Poor	I encourage student participation. Fair	I encourage student participation. Good	I encourage student participation. Excellent
I build on and use student responses to questions in order to deepen student understanding.	I build on and use student responses to questions in order to deepen student understanding. Poor	I build on and use student responses to questions in order to deepen student understanding. Fair	I build on and use student responses to questions in order to deepen student understanding. Good	I build on and use student responses to questions in order to deepen student understanding. Excellent
I use a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote meta-cognition.	I use a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote meta-cognition. Poor	I use a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote meta-cognition. Fair	I use a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote meta-cognition. Good	I use a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote meta-cognition. Excellent
I stimulate and encourage independent performance, optimal levels of thinking, and higher order thinking at the appropriate developmental levels.	I stimulate and encourage independent performance, optimal levels of thinking, and higher order thinking at the appropriate developmental levels. Poor	I stimulate and encourage independent performance, optimal levels of thinking, and higher order thinking at the appropriate developmental levels. Fair	I stimulate and encourage independent performance, optimal levels of thinking, and higher order thinking at the appropriate developmental levels. Good	I stimulate and encourage independent performance, optimal levels of thinking, and higher order thinking at the appropriate developmental levels. Excellent