CSU Education Preparation  

EDUC 450/486 
Mr. John Knight 
Wesley Pace 

Midsemester Reflection 
Standards-based Self Assessment 

OVERVIEW 
This midsemester evaluation contains an enumeration of the general teaching standards, a 
self-assigned grade with respect to each standard, a rationale for my performance rating in each 
category, two standard-aligned goals I hope to attain by semester's end, followed by concluding 
remarks.   

STANDARDS 
Self-assessment for each standard is graded along an ​emergent​, ​developing​, ​proficient​, and 
accomplished ​scale (i.e., listed sequentially from least to greatest success for each category). 
Below is a subjective midsemester rating for each quality teaching standard. 

SPECIFICATIONS 
Each performance rating is based on a comparison with the teaching excellence exemplified by 
master teachers. Thus, an ​accomplished ​grade means that an instructor has demonstrated 
mastery with respect to a standard. A ​proficient r​ ating means that an instructor has shown 
expertise regarding a standard but has room for growth. A ​developing ​rating means that an 
instructor demonstrates sufficient skill and has much room for improvement. Lastly, teachers 
performing at the ​emergent ​level have shown the minimal level of alignment with a standard and 
have the potential to develop their teaching abilities. 

Quality Standard 1​: 

Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The 
elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other 
content that he or she teachers (e.g., science, social studies, arts, physical education, or world 
languages). The secondary teacher has knowledge of literacy and mathematics and is an 
expert in his or her content endorsement area(s).  
 

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Element 1a​: ​Teachers provide instruction that is aligned with the Colorado Academic Standards, and their 
district’s organized plan of instruction. 
Level Attained:​ ​ Proficient 
Rationale:​ My methods instructor, Ms. Janet Oien, prepared me and my math cohorts to align our 
lesson plans with the CCSS teaching standards. Thus far I have been able to design lessons that 
meet these requirements. To improve in this area I need to construct meaningful activities that 
more accurately target the math objectives I seek to impart to my learners.  
 
Element 1b​:​ ​Teachers develop and implement lessons that connect to a variety of content areas/disciplines and 
emphasize literacy and mathematical practices. 
Level Attained: ​Developing 
Rationale: ​This is an area that I can definitely improve in. Mathematics is the backbone to science 
and should be connected to other fields of study (i.e., physics, chemistry, business/finance, 
biology, etc.). In order to make math more meaningful to my learners I intend to bring real world 
examples into my repertoire. For instance, an artifact that would demonstrate improvement in this 
area would be incorporating the physics of rocketry or projectile motion into a lesson on 
quadratics (e.g., flight of a baseball or rocket). Thus I would encourage learners who have 
aptitude in other fields to value the cross-discipline transfer of knowledge (e.g., math ⇒ physics).. 
Currently I am taking the History of Mathematics. I believe that incorporating historical 
perspective into my lessons will make the learning less rigid and allow for students to improve 
their literacy ​(e.g., reading engaging summaries of mathematicians’ lives).  
 
Element 1​c:​ ​Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate 
evidence-based instructional practices, and specialized characteristics of the disciplines being taught. 
Level Attained: ​Developing 
Rationale: ​Again, this is an area where I can become better. Although I can demonstrate 
knowledge of the content-area, it does not mean that my learners are absorbing the material as 
well as I would like. One strategy that would increase learner engagement would be to provide 
learning activities that promote students to engage the material themselves and make 
discoveries on their own. I can prompt this by making the learning visible and providing learners 
with the chance to take ownership of the learning. It will be my duty to facilitate this learning 
process by supplying students with guided instruction (e.g., using evidence-based tactics like 
checks for understanding and meaningful, timely feedback on assignments ). To enhance my 
lessons it would ideal for me to create guided notes for my learners. This would allow students to 
have a roadmap to the learning objectives I hope to impress upon them (e.g., notes that 
emphasize the most important definitions and overarching themes of the lesson). Also, providing 
inquiry-based learning opportunities for students will allow them to fully engage the material.  

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Quality Standard 2: 

Teachers establish a safe, inclusive and respectful learning environment for a diverse 
population of students. 
 
Element 2a:​ ​Teachers foster a predictable learning environment characterized by acceptable student behavior 
and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers. 
Level Attained: ​Developing 
Rationale: ​From my perspective Element 2a is tough to master. I imagine that as a teacher gains 
experience they will learn how to design a classroom that is inviting, positive, and nurturing. As 
an artifact of improvement I think creating an expectations poster that aligns with my classroom 
management policies will encourage the behaviours I desire from my learners (e.g., respectful 
discourse with fellow learners). To ensure that I am making the connections I need to, it will be 
necessary for me to show interest and respect for my learner’s ideas. I have come to enjoy the 
check-in practice that you practice at the beginning of our EDUC 450 class. Thus, short daily 
check-ins with my students will provide me feedback on how students are faring and motivate 
them to learn. 
  
Element 2b:​ ​Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of 
diversity, while working toward common goals as a community of learners. 
Level Attained: ​Developing 
Rationale: ​In order to foster a robust learning environment I will respect different cultural 
perspectives and develop my insight into how differing backgrounds influence student’s 
desire/ability to learn. To build my skill set I think it will be important to bring math history into the 
picture. Helping students appreciate different mathematical contributions from diverse cultures 
will demonstrate that mathematics can play the part of a universal language. One way to make 
this happen would be to assign students a research project/paper that requires them to study 
how a specific culture contributed to a field in mathematics (e.g., the Greeks to geometry or 
Indians to algebra).  
 
Element 2c:​ ​Teachers engage students as individuals, including those with diverse needs and interests, across a 
range of ability levels by adapting their teaching for the benefit of all students.​  
Level Attained: ​Developing 
Rationale: ​It has been difficult to engage learners in a virtual environment. That is, an instructor is 
not privy to body language cues or first hand formative assessments (e.g., checks for 
understanding). I desire to teach because I believe that each and every student has the ability to 
become a lifelong learner. This requires that an instructor is perceptive to the needs of his/her 
students and is able to provide appropriate accommodations for struggling learners and 
challenges for advancing students. One way to show development in this area will be to design 

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lessons that incorporate a diverse array of approaching math problems (e.g., teach linear 
inequalities both geometrically and algebraically).  
 
Element 2d: ​Teachers work collaboratively with the families and/or significant adults for the benefit of students. 
Level Attained: ​Developing 
Rationale:​ As of yet I have not had the chance to work with families or IEP professionals. I have 
rated myself at the level of developing because I will have to acquire this skill set as I move 
forward in pedagogy. One way to enrich my relationship with parents and students will be to 
build relationships with student-guardians during parent-teacher conferences. Additionally, I will 
take note of my mentor teachers’ strategies to make meaningful relationships with their learners.  

Quality Standard 3  

Teachers plan and deliver effective instruction and create an environment that facilitates 
learning for their students. 
 
Element 3a: ​Teachers demonstrate knowledge about the ways in which learning takes place, including the levels 
of intellectual, physical, social, and emotional development of their students. 
Level Attained: ​Developing 
Rationale: ​Again, this is an area that deserves my attention. Unfortunately, we have not had the 
opportunity to have face-to-face learning. Thus, my teaching methods have been handicapped by 
not being able to encourage peer-to-peer learning. As I move forward this semester it will be my 
goal to encourage learners by complementing strong work ethics, promoting productive math 
struggle, and giving immediate feedback. For instance, I plan to use timely check-ins to see 
whether students are understanding the material by asking them to give a thumb-indication of 
how well they comprehend a topic.  

 
Element 3b: ​Teachers use formal and informal methods to assess student learning, provide feedback, and use 
results to inform planning and instruction.  
Level Attained: ​Proficient 
Rationale: ​Formal and informal assessment is crucial to determining how well students 
understand information. I am becoming a huge fan of daily checks for understanding and exit 
ticket assignments that assess how well students understand key features of a lesson. I look 
forward to becoming more attentive to how these assessments can inform future instruction.  
 
Element 3c: ​Teachers integrate and utilize appropriate available technology to engage students in authentic 
learning experiences. 
Level Attained: ​Developing 
Rationale: ​Although I have decent mastery of some technologies, this is an area that I can use a 
great deal of improvement. Three tech-tools that I will have to become proficient at in the near 
future include TI-N-spire calculators, SmartBoards, and effectively running a GoogleClassroom. 

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To get better in this area I intend to watch tutorials on calculator use and get more practice using 
SmartBoards during my menteeship.  
 
Element 3d:​ ​Teachers establish and communicate high expectations and use processes to support the 
development of critical-thinking and problem-solving skills.  
Level Attained: ​Developing 
Rationale: ​To become more adept at allowing students to take ownership of their learning I need 
to become a better facilitator. I think that if a teacher has his/her own classroom, then he/she will 
be better equipped to enforce expectations and provide meaningful group assignments. 
Therefore, I plan on designing activities that push students toward all around excellence. My part 
of the learning process will be Socratic in nature (e.g., asking deepening questions during group 
activities and lectures).  
 
Element 3e: ​Teachers provide students with opportunities to work in teams and develop leadership.  
Level Attained: ​Developing 
Rationale: ​Maybe I have not been creative enough, but it is difficult to have students go to 
breakout rooms using GoogleClassroom. In future lessons I intend to make group activity a 
cornerstone of learning math. Excelling students will be given ample opportunity to support 
struggling peers and develop leadership skills. To document my development in this area I would 
like to design a group activity where I can assess student learning through a formal formative 
assessment. For example, I will let groups present an example to the class and turn in their group 
assignment.. This will reinforce knowledge retention and promote self-confidence in doing math. 
 
Element 3f:​ ​Teachers model and promote effective communication.  
Level Attained: ​Developing 
Rationale: ​I have learned the importance of wait-time and being prepared to answer general 
questions likely to come up during lessons. Moving forward I hope to facilitate classwide 
discourse. One artifact-idea would be to make short videos (3-5 mins) on a topic so that students 
who do not understand something have the opportunity to learn at their own pace. Additionally, I 
would like to make a habit of recapping what students have learned at the end of each lesson.  

Quality Standard 4 
Teachers demonstrate professionalism through ethical conduct, reflection, and leadership. 
 
Element 4a: ​ T​ eachers demonstrate high standards for professional conduct. 
Level Attained: ​Developing/Proficient 
Rationale: ​I have rated myself between the developmental and proficient stage for this 
standard-element. I am a firm believer that students do best when they respect and value a 
teacher. Implicit to this idea is the notion instructors model what they preach. Going forward I will 
continue to live by the golden and silver rules of conduct (i.e., do unto others as you would have 

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them do to you in the same situation and do not do to others what you seek not to be done to 
you).  
 
Element 4b: ​Teachers link professional growth to their professional goals.  
Level Attained: ​Developing 
Rationale: ​I would like to become more acquainted with the support systems available to 
preservice/student teachers (e.g., NCTM math workshops, seminars, ongoing learning, etc.). To 
become an excellent teacher it is imperative to constantly seek ways to better oneself. By 
attending webinars/seminars/workshops I will be investing in my future as a teacher. This practice 
refines a teachers’ instructional skills and prepares them to be of most service to their learners.  
 
Element 4c: ​Teachers link professionalism through ethical conduct, reflection, and leadership. 
Level Attained: ​Proficient 
Rationale: ​Ultimately, an excellent teacher must be a good leader. He knows how to teach, listen, 
encourage, and challenge his learners. He demonstrates professional tact in all his affairs and 
inspired learners to be passionate about the learning process.  
 
Element 4d:​ ​Teachers demonstrate leadership in the school, the community, and the teaching profession. 
Level Attained: ​Developing 
Rationale: ​As I move forward I want to be involved in the school community I am located at. I am 
considering the possibility of assisting with a baseball or football program as well as being 
involved in extracurricular activities like Knowledge Bowl or FBLA-DECA. Hopefully I can find 
avenues to develop my leadership skills “on and off the field”.  

GOALS 
1. The first goal that I would like to achieve by the end of the semester is to design a math 
lesson that incorporates differentiated instruction and incorporates inquiry-based learning 
into the lesson. This goal will provide opportunities for me to work on elements from 
Quality Standard 3. Thus, students will be given chances to develop leadership skills, 
work in groups, and think effectively. I will become better at designing lessons that 
engage all learners, assessing understanding via formal/informal techniques, and 
developing my communication skills.  
2. Secondly, I would like to learn how to bring more energy to my lessons. That is, my 
second goal is to be less self-fixated and more student focussed. This can be 
accomplished by making lessons that involve greater student participation and by 
fostering a classroom that is positive and nourishing to my learners. This goal is centered 
around improvement in Quality Standard 2. In other words, by learning to be confident I 
will create a learning environment that is “safe, inclusive and respectful . . . [to] a diverse 

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population of students”. Moving forward I will be attentive to how my mentor teachers 

accomplish this in their classrooms.  

FINAL REMARKS 

This self-reflection has provided me with insight into my failings and 

strengths. It has helped me see ways in which I can improve my teaching 
strategies and overcome my deficiencies. I view the profession of teaching 
as a distance run in which an instructor is always improving and striving to 
serve his students to the best of his abilities. Assessing how well I align with 
standards has made me keenly aware of how I can go about becoming a 
better teacher. ​◻ 

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