Self-Assessment of Universal Access: Equity for all Students (E-2.6)
Directions: With your support provider review and discuss the standards below referencing any information gained through Conversation Guides.
Participating teachers protect and
support all students by designing
and implementing equitable and
inclusive learning environments.
They
maximize
academic
achievement for students from all
ethnic,
racial, socio-economic,
cultural, academic, and linguistic or
family background; gender, gender
identity, and sexual orientation;
students with disabilities and
advanced learners; and students
with a combination of special
instructional needs.
Reflection Planning Prompts:

Inclusive Environments:
When planning and delivering
instruction, participating teachers
examine and strive to minimize bias
in classrooms, schools and larger
educational systems using
culturally responsive pedagogical
practices.

Participating teachers use a variety
of resources (including technologyrelated tools, interpreters, etc.) to
collaborate and communicate with
students, colleagues, resource
personnel and families to provide
the full range of learners equitable
How I support students from all
ethnic, racial, socio-economic,
cultural, academic, and
linguistic backgrounds; gender,
gender identity, and sexual
orientation
Evidence: (such as)

Lesson Plans that show
community building

Flexible Grouping

Established norms for
interaction
Teaching Practice: How
I use culturally responsive
teaching practices to overcome
the effects of bias on my
students
Evidence: (such as)
Lesson Plans that show
community building

Flexible Grouping

Established norms for
interaction
Describe your strengths and challenges related to learning opportunities.
Initial Self-Assessment Date/Comments:
Final Self-Assessment Date/Comments:
Describe your strengths and challenges related to teaching practices.
Initial Self-Assessment Date/Comments:


Communication: How I
communicate with students,
colleagues, resource personnel
and families to provide
equitable access to the stateadopted academic content
standards
Final Self-Assessment Date/Comments:
Describe your strengths and challenges related to communication.
Initial Self-Assessment Date/Comments:
access to the state-adopted
academic content standards.
Evidence: (such as)
Use of School Loop to
communicate with students
and families

Online learning tools for
research, review

Home/school Log

Translated documents
Final Self-Assessment Date/Comments:

Possible sources of evidence to review when addressing these prompts: Class Profile; School and District Information/ Resources; Ongoing Parent/Student
Communication; Student Work; Classroom Observations
Self-Assessment of Universal Access: Equity for All Students - English Learners (E-2.6a)
Directions: With your support provider review and discuss the standards below referencing any information gained through Conversation Guides.
To ensure academic achievement and
language proficiency for English
Learners, participating teachers adhere
to legal and ethical obligations for
teaching English Learners including
the identification, referral and redesignation processes. Participating
teachers implement district policies
regarding primary language support
services for students. Participating
teachers plan instruction for English
Learners based on the students’ levels
of proficiency and literacy in English
and primary language as assessed by
multiple measures such as the
California English Language
Development Test (CELDT), the
California Standards Test (CST), and
local assessments.
Based on teaching assignment and the
adopted language program
instructional model(s), participating
teachers implement one or more of the
components of English Language
Development (ELD): grade-level
academic language instruction, ELD by
Reflection Planning
Prompts:

Describe your strengths and challenges related to assessment.
Initial Self-Assessment Date/Comments:
Language Supports:
How I use measures of
English language
proficiency to make
instructional decisions
Final Self-Assessment Date/Comments:
Evidence: (such as)

Lesson Plans

Evidence of
collaboration with EL
coordinator

Training on how to
interpret assessment
data

ELD Instruction:
How I support my students’
development of academic
language and English
language development
Evidence: (such as)
Describe your strengths and challenges related to ELD instruction.
Initial Self-Assessment Date/Comments:

proficiency level, and/or content-based
ELD.


Participating teachers instruct English
learners using adopted standardsaligned instructional materials.
Participating teachers differentiate
instruction based upon their students’
primary language and proficiency
levels in English considering the
students’ culture, level of acculturation,
and prior schooling.

ELD standards
posted and
addressed in lesson
plans
classroom layout
Flexible grouping
Differentiated
Instruction:
How I differentiate
instruction based on my
students’ culture, levels of
acculturation, proficiency in
English and/or prior
schooling
Evidence: (such as)

Lesson Plans

Student
Projects/Work

Use of SIOP, etc.
strategies
Final Self-Assessment Date/Comments:
Describe your strengths and challenges related to differentiated instruction.
Initial Self-Assessment Date/Comments:
Final Self-Assessment Date/Comments:
Possible sources of evidence to review when addressing these prompts: Class Profile; School and District Information/ Resources; Ongoing Parent/Student
Communication; Student Work; Classroom Observations
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) – 2011
Reflections on Teaching and Learning - Induction Standard 6a Self-Assessment