Self-Assessment of Pedagogy (E-2.5)
DIRECTIONS: With your support provider, discuss the standard below, referencing any information
discovered when reviewing the Conversation Guide – Pedagogy (E-3.5).
Pedagogy (IPS 5)
Participating teachers grow and improve in their ability to reflect upon and apply the California Standards
for the Teaching Profession and the specific pedagogical skills for subject matter instruction beyond what
was demonstrated for the preliminary credential. They utilize the adopted academic content standards
and performance levels for students, curriculum frameworks, and instructional materials in the context of
their teaching assignment.
Participating teachers use and interpret student assessment data from multiple measures for entry level,
progress monitoring, and summative assessments of student academic performance to inform instruction.
They plan and differentiate instruction using multi-tiered interventions as appropriate based on the
assessed individual, academic language and literacy, and diverse learning needs of the full range of
learners (e.g. struggling readers, students with special needs, English learners, speakers of non-standard
English, and advanced learners).
To maximize learning, participating teachers create and maintain well-managed classrooms that foster
students’ physical, cognitive, emotional and social well-being. They develop safe, inclusive, and healthy
learning environments that promote respect, value differences, and mediate conflicts according to state
laws and local protocol.
Participating teaches are fluent, critical users of technological resources and use available technology to
assess, plan, and deliver instruction so all students can learn. Participating teachers enable students to
use technology to advance their learning. Local district technology policies are followed by participating
teachers when implementing strategies to maximize student learning and awareness around privacy,
security, and safety.
DIRECTIONS: Read and review evidence collected (Context for Teaching and Learning, observations, student work)
and describe how you are applying this standard to your classroom today.
Reflection Planning Prompts:

Learning Environment
How do I create a well-managed, safe and healthy learning
environment?

Assessment
How do I use multiple measures to monitor toward meeting the state
adopted academic content standards?

Technology
How do I use technology to assess, plan, and deliver instruction?
Initial Self-Assessment Date/Comments:
2/11/09
My Strengths
After much conversation, it seems my strengths in the classroom revolve around my ability to connect with my
students, relate to their lives, and help them feel comfortable in class. Overall, the open communication I try to
maintain with my students is a positive influence in my classroom. I take pride in my ability to communicate
effectively with my students and relay my expectations and goals while in class. Not only do I promote effective
communication between the students and myself, but I also make student communication a priority.
My Challenges
My challenges within my teaching include differentiation and using a variety of teaching sources, such as multiple
forms of technology. Often times I refer back to systems I have used in the past or those teachers I had as a student
used in the past. While I try to improve my techniques and strategies, I feel as though I still have much room for
improvement and need to continue to develop the skills to differentiate lesson plans and assessments, and integrate
multiple forms of technology in my class.
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) 2010
Reflections on Teaching and Learning - Self-Assessment: Pedagogy E-2.5
Page 1 of 2
Revisit Date(s)/Comments:
5/1/09
I believe my strengths still include my ability to connect with my students. I do my best every day to make my
students feel safe and welcome in my class. However, since I have started to focus attention on differentiated
instruction, I believe I am helping my students in a much different way now. The differentiated lessons are allowing
all students to relate and learn at a pace that is comfortable to them. I am
not pushing my lower level students to rise too quickly, they may become frustrated if they fail, and I am not
depriving my higher level students of a rigorous education in English.
Final Self Assessment Date/Comments:
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) 2010
Reflections on Teaching and Learning - Self-Assessment: Pedagogy E-2.5
Page 2 of 2