The Novice Teacher Self-Assessment Inventory (Lipton, et al., 2001)

The Novice Teacher Self-Assessment Inventory (*Lipton, et al. 2001) is a useful instrument to give to your mentee. Although it appears to be an internal reflection format for the novice teacher, it can serve as a needs assessment, and as a spingboard for a professional conversation between the mentee (i.e. the novice teacher) and the mentor.

 

Novice Teacher Self-Assessment Inventory (Lipton, et al., 2001)

Key: On each line (___) in the boxes below, record the number 1, 2 or 3:

1 =    I need assistance in this area right now.

2 =   I think I have a handle on this, but I’d like to talk to someone with more experience.

3 =    I feel comfortable about this right now.

 

Information About Policies and Procedures	Resource Information
___ Teacher evaluation system ___ Paperwork and deadlines ___ Expectations of the principal ___ Expectations of my colleagues ___ Communicating with parents ___ Standardized tests ___ Bell system ___ Roll book	___ Organizing/setting up my classroom ___ Accessing instructional materials and        resources in the building ___ Arranging field trips ___ Using the library and media resources ___ Working with special services
Working with Students	Time Management
___ Establishing classroom routines ___ Motivating resistant students ___ Maintaining student discipline ___ Differentiating instruction for         individual learners ___ Implementing the curriculum ___ Evaluating student progress	___ Organizing my day/week ___ Lesson planning ___ Following the daily/weekly schedule ___ Attending meetings ___ Supervising extracurricular activities ___ Opportunities for professional development ___ Maintaining personal/professional balance
Here are other areas in which I’d like to receive some assistance:  * Lipton, L., Wellman, B. & Humbard, D. (2001). Mentoring Matters: A Practical Guide to Learning-focused Relationships: Sherman, CT: Mira Via, LLC. On the next post we will discuss  Guidelines for Weekly Professional Conversations Among Mentor Teachers, Pre-Service, and In-service Teachers.