Name:
Self-Assessment
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. Answer the prompt in the
middle column, add evidence (see bottom of paper for examples). Year 1s – In the right column under “Initial Self Assessment,” using blue font, list one strength and one challenge and add the
date. Year 2s and ECOs – Please add to your response and evidence from last year in green font and add the date under the “Final Assessment.” This document will be visited once each year.
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,
reclassification and monitoring 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 state language proficiency
assessments, state standards assessment 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 proficiency level,
and/or content-based ELD.
Participating teachers demonstrate effective strategies
that support student learning and lead to mastery of
academic content standards and objectives. Participating
teachers also develop language objectives to addresses
language and literacy demands inherent in content area
instruction (e.g., linguistic demands, language function
and form, audience and purpose, academic vocabulary,
comprehension of multiple oral and written genres).
Participating teachers demonstrate skills for managing
and organizing a classroom with first- and secondlanguage learners.
Reflection Planning Prompts:

Language Supports:
How do you use
measures of English
language proficiency to
make instructional
decisions?
* Evidence:
Describe your strengths and challenges related to assessment.
Initial Self-Assessment Date/Comments:
Strength:

Describe your strengths and challenges related to ELD instruction.
Initial Self-Assessment Date/Comments:
Strength:
ELD Instruction:
 How do you
support
your students’
development of academic
language and English
language development?
* Evidence:
Participating teachers instruct English learners using
adopted standards-aligned 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.
Final Self-Assessment Date/Comments:
Challenge:
Final Self-Assessment Date/Comments:

Participating teachers plan instruction that demonstrate
their understanding of the importance of students’ family
and cultural backgrounds, and experiences.
Participating teachers communicate effectively with
parents and families, taking into account the linguistic
and cultural backgrounds of students and their families.
Challenge:
Classroom Environment
How do you
manage
and organize your
classroom for first and
second-language
learners?
* Evidence:

Differentiated Instruction:
- In what ways do you
differentiate instruction
based on your students’
culture, levels of
acculturation, proficiency
in English, and/or prior
schooling?
* Evidence:
Describe your strengths and challenges related to differentiated instruction.
Initial Self-Assessment Date/Comments:
Strength:
Challenge:
Final Self-Assessment Date/Comments:
Describe your strengths and challenges related to differentiated instruction.
Initial Self-Assessment Date/Comments:
Strength:
Challenge:
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) – 2015-16 Reflections on Teaching and Learning – Self Assessment on English Learners