ABOUT THIS INSTRUMENT

Pine Bluff School District places a high priority on the continuing professional development of teachers.  Teachers must be given whatever they need in order to do the work they have before them and have an impact on their students.  The following needs assessment will assist us in determining directions our professional development program should take.  It is divided into two parts: Instruction, Classroom Management, and Technology.

In this assessment, we ask that teachers simply state their comfort level in doing particular actions that are directly related to effective teaching, classroom management and the implementation of technology in the classroom.  Each section gives a number of tasks, and the teacher will indicate, on a 1 to 5 scale, their comfort level in accomplishing that task.
Thank you for giving us your input and helping us focus our Professional Development efforts for you and for our students.


Part I Instructional Skills
     Very Comfortable                        Comfortable                 Uncomfortable
                              5                  4                  3                  2                  1


SCHOOL:
GRADE LEVEL
SUBJECT

* 1. Planning and Preparation Activities

* 2. Aligning performance objectives to state standards…

* 3. Displaying performance goals and objectives in  student friendly language to inform students of hat they need to know and be able to do...    

* 4. Describing instructional procedures clearly in lesson  plans...

* 5.  Developing Bell Work that is engaging of students

* 6. Including assessment procedures and materials in lesson plans...   

* 7. Aligning instruction with Arkansas State Standards and  documenting in curriculum maps the Standards being learned

* 8.  Using information about students to plan instruction  and to accommodate differences in developmental and  individual needs (baseline testing)...  

* 9. Developing lessons guided by knowledge of students’ needs, interests and experiences...

* 10. Planning lessons that integrate knowledge from different subject areas

* 11. Incorporating multiculturalism and diversity in lessons... 

* 12. Finding resources for lesson plan development

* 13. Collaborating with colleagues to develop and review curriculum and lesson plans

Communication and Interaction

* 14. Communicating high expectations to students.

* 15.  Using acceptable written and oral communication with students

* 16. Listening to students and demonstrating an interest in  what they are saying by responding empathetically and  appropriately...   

* 17. Building a classroom climate of acceptance that  encourages creativity and inquisitiveness and risk taking

* 18. Explicitly explaining and modeling learning…

* 19. Explicitly stating or referring to displayed objectives…

* 20. Providing opportunities for students to cooperate,  communicate and interact with each other to enhance  
learning...    

* 21.  Regularly communicating progress of students to  students, parents, and colleagues in an appropriate way...  

* 22. Submitting regular progress reports to parents or guardians  
of students...

* 23. Participating in school culture and social life in a  
way that contributes to student learning... 

* 24.  Collaborating with other professionals to improve the  
learning environment for students...

* 25.  Accessing community resources and services to foster  
student learning... 

* 26.  Demonstrating productive leadership and team membership  skills that facilitate the development of mutually beneficial  goals

* 27. Teaching and Learning

* 28. Displaying knowledge of the subject being taught...

* 29.  Projecting enthusiasm for teaching and learning
Explicitly explaining and modeling learning, or offering  
teacher-led practice on the learning… 

* 30. Providing anchor papers, exemplars or rubrics to model 
academic expectations… 

* 31. Stating objectives and communicating the importance of  
the topics being taught... 

* 32. Emphasizing key vocabulary… 

* 33. Displaying academic vocabulary words from the lesson…

* 34. Explicitly reviewing the academic vocabulary by defining, 
demonstrating or showing how each term is used within the 
 context of the learning…

* 35. Engaging students to listen to, look, say, read, demonstrate  
or write during the learning… 

* 36. Using scaffolding techniques to support student learning

* 37. Directing or telling students to use the academic vocabulary  
related to the objective in their responses or conversations

* 38.  Making instruction relevant and meaningful

* 39.  Using a variety of appropriate teaching strategies,  such as cooperative learning, demonstration, discussion, 
inquiry, simulation...

* 40. Providing learning experiences that accommodate  differences in developmental and individual needs...         

* 41. Relating concepts in language understood by the students...

* 42.  Giving directions that help students carry out instructional 
activities and using concrete examples to clarify when  necessary
 

* 43.  Using questions to identify misconceptions or confusion and to monitor student work                     

 

 

* 44. Adjusting strategies in response to learner feedback and  encouraging students to expand on and support their responses
Engaging students to identify similarities or differences… 
Engaging students to summarize…                        
Engaging student to take notes…                           
Engaging students to complete an advance organizer… 

 

* 45. Using adequate wait time (e.g. 10 to 20 seconds) for  responses in order to encourage higher level reflective  
thinking...                                                                
Eliciting students to be engaged in learning related to 
the objective…                                                     
Making engagement mandatory through various techniques

* 46. Giving timely feedback on academic performance and discussing corrective procedures to be taken...    
Acknowledging students for their efforts or proving
reinforcement for accomplishments…                    
Explaining specifically what students are doing that is  
correct…                                                                  
Explaining specifically what students are doing that is  
incorrect and how to correct it…

* 47. Maintaining privacy of student records and performance...

* 48.   Clearly communicating assignments by posting them  or writing them on the board, along with an outline of the
day’s classroom activities...

* 49. Managing the Learning Environment

* 50. Demonstrating fairness and supportiveness in order  to achieve a positive, interactive learning environment

* 51. Using instructional time effectively...

* 52. Monitoring student participation and interpersonal  interactions in learning activities and encouraging students  
to develop self-monitoring skills...

* 53. Establishing efficient routines for procedural tasks and  
delegating tasks to students...

* 54. Attending to organizing time, space, activities and
materials

* 55. Maintaining the grade book on a class-by-class basis...

* 56. Assessment of Student Learning

* 57. Communicating assessment criteria and performance  standards to students throughout the course being taught...

* 58. Regularly providing specific feedback to students on output…

* 59. Developing multiple and daily checks for understanding…

* 60. Developing and using a variety of formative assessments...

* 61. Encouraging students to assume responsibility for  learning and to engage in self-evaluation... 

* 62. Maintaining records of student work and performance  and communicating student progress to students, parents and colleagues

* 63. Assessing writing assignments according to school-wide  rubrics…

* 64. Working with other staff and leadership in analysis of 
student progress... 

* 65. Adjusting learning based on student assessments

* 66. Engaging students to self-evaluate…

* 67. Using assessment to guide future instructional decisions...

* 68. Special Education

* 69. Identifying potential candidates for special education  
Services (45 Day Screenings / Child-Find Meetings)...

* 70. Reading an Individual Education Plan (IEP) and using  the information given to develop instructional stratgies...

* 71. Helping to develop and write I.E.P.s for students... 

* 72. Reporting the progress of special education students with 
sensitivity to their needs...

* 73. Demonstrating knowledge of disabilities and their  
educational implications...

* 74. Demonstrating knowledge of state and federal special 
education laws, rules and regulations

* 75. Assisting in the design and implementation of  Individualized Education Plans through diagnostic teaching, instructional adaptations, and individual
management techniques... 

* 76. Professional Development

* 77. Reviewing teaching practices and evaluating the  influences of these practices on student growth and
learning...  

* 78. Designing and continually adapting a professional  development plan for improving instruction and student  
learning...

* 79. Using employers’ documentation of his or her performance  to develop a professional development plan...

* 80. Pursuing professional activities to support development as 
a learner and a teacher... 

* 81. Part II: Classroom Management Skills
     Very Comfortable                        Comfortable                 Uncomfortable
                              5                  4                  3                  2                  1

* 82. Class Environment: Establishing and maintaining standards of mutual respect... 

* 83. Encouraging students to demonstrate self-discipline and  
responsibility to self and others...

* 84. Facilitating cooperation among students and a productive  
environment...

* 85. Getting students excited about learning...

* 86. Remaining consistent and fair... 

* 87. Modeling behaviors requested of students...         

* 88. Having a back-up activity for unexpected events, or for  students who are bored or finish early

* 89. Developing pro-active classroom management techniques  and avoiding reactive ways of dealing with problems as they arise

* 90. Breaking up classroom time into several activities and  transitioning smoothly from one to the next... 

* 91. Beginning at the beginning of class and ending at the end...

* 92. Communications of Expectations:
Establishing rules and communicating the rules effectively and positively

* 93.  Communicating and enforcing school policies within the classroom                                                   

* 94. Establishing trust among students for their teacher...

* 95. Acknowledging inappropriate behavior and reinforcing  positive counterparts

* 96. Using praise and planning student rewards... 

* 97. Establishing procedures for student tardiness, bathroom  breaks, and lack of ready to use supplies

* 98. Communicating the consequences of positive behaviors  and negative behaviors effectively

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