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CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating


6.1 Reflecting on Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
teaching practice in reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
support of student practice to support practice individually colleagues on the refinements in action research in
learning student learning. and with colleagues relationship between teaching practice and supporting student
Reflects individually or that is focused on making adjustments in connections among the learning and raising
with colleagues on methods to support teaching practice and elements of the CSTP the level of academic
immediate student the full range of impact on the full to positively impact achievement.
learning needs. learners. range of learners. the full range of
learners. Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
I meet in formal PLC In addition to the This year, in addition to
meetings on a biweekly previous mentioned the previously mentioned
basis with my fellow reflective practices, I reflective practices, I
English 9 teachers. have continued with my have become a part of my
During these meetings, professional school’s leadership team
we review concerns, development with a (known as career ladder).
curriculum, and discuss Profession Learning I attend monthly
how are students are series with once a month leadership meetings,
performing based on the sessions and during which we read
assessments (which are journaling/reflection and discuss reflective
broken down by teacher). activities. I meet with a leadership practices (we
We use this as an group of other BTSA/TIP are currently reading
opportunity to identify students biweekly with a Brene Brown’s Dare to
problems that are grade- mentor to discuss these Lead), and I also attend
wise, and as a chance to seminars, as well as our monthly PLC leadership
assist other teachers who TIP coursework. meetings to report on our
may be struggling with PLC progress toward our
instruction. We keep logs (5/5/2019) PLC-specific SMART
of each meeting, and each goals.
teacher is asked to reflect
on how things are going (11/22/19)
in their virtual
classrooms.

I meet with my As a growing educator I


CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating


supervisor on a biweekly have reflected on my
basis, and prior to each previous educational
meeting, complete a experience and planned
9 question survey that out my goals as a
asks me to reflect on how professional. Reviewing
I will strive to be a better my goals stated at the
teacher, what beginning of the semester
instructional strategies with my current progress
I’m implementing, and shows the importance of
how I plan to reach out to fostering a growth-
families in the following mindset while still being
weeks. realistic (observing
restrictions based on
In addition to our COVID-19, for example)
required department, in my current
PLC, and supervisor capabilities.
meetings, I keep an active
open line of (3/24/20)
communication within
my PLC. Being a virtual
school, we are able to use
programs like Google
Hangouts to reach each
other nearly any time. As
I am learning the system
and best practices within
our school, I reach out to
my peers for assistance,
and frequently ask
questions of my former
site mentor and
department lead.

(9/26/18)
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating


6.2 Establishing Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
professional goals connected to the CSTP the CSTP that take into the CSTP that are authentic goals broad range of
and engaging in through required account self- authentic, challenging, connected to the CSTP professional goals
continuous and processes and local assessment of teaching and based on self- that are intellectually connected to the CSTP
protocols. practice. assessment. challenging and based to improve
purposeful
on self-assessment and instructional practice
professional growth
Attends required Expands knowledge Aligns personal goals feedback from a and impact student
and development professional and skills individually with school and variety of sources. learning within and
development. and with colleagues district goals and beyond the classroom.
through available focuses on improving Engages in and
professional student learning. contributes to Engages in ongoing
development. professional inquiry into teacher
Selects and engages in development targeted practice for
professional on student professional
development based on achievement. Pursues development.
needs identified in a variety of additional
professional goals. opportunities to learn Contributes to
professionally. professional
organizations, and
development
opportunities to
extend own teaching
practice.
As mentioned above, I I have applied to be on I regularly work my I attend weekly mini
participate in regular my school’s “career mentor to review the training sessions to more
self-assessment within ladder” track which will CSTP standards and thoroughly develop my
the setting of my PLC and give me the opportunity discuss how I have instructional skills, as
supervisor meetings. The to take on more progressed since my first well as optional
goals we set on an leadership roles within semester, and where I professional
individual, department, my department and the hope to be at the end of development seminars.
and school-wide level are school as a whole. I the TIP. I also share these My TLP assignment will
all connected to the CSTP. would like to work as a goals with my supervisor be utilized as a
in-school mentor for new (one of our school’s professional
On a more individualized teachers in our program assistant principals) as development training for
level, I am currently next year and will also be part of my quarterly job new teachers
enrolled in my school’s taking on the role of co- review. (mandatory) and veteran
Professional Learning lead for my PLC group. teachers (optional).
100 Series, which is a This year, I helped
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating


weekly course to assist (5/5/2019) facilitate a special (3/24/20)
new teachers in training session
developing more regarding conducting
specialized skills, such as difficult phone calls with
how to reach out to at- caretakers. This is
risk youth (including relevant to helping our
homeless and foster students achieve
children), community academic successful, as
and family outreach, we emphasize the
implementing various importance of including
instructional strategies caretakers and learning
within a lesson, and even coaches in the education
things such as time process, and often times
management and self- we need to address low
care practices for the performance and other
teacher as not just an academic concerns.
employee—but as an
individual with needs (11/12/19)
unique to educators.

(9/26/18)
6.3 Collaborating Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
with colleagues and level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
the broader other required how best to support student learning and impact on teacher and colleagues.
professional meetings and teacher and student reflect on teaching student learning
collaborations. learning. practice at the within grade or Works to ensure the
community to
classroom level. department and school broadest positive
support teacher
Identifies student and Begins to identify how and district levels. impact possible on
and student teacher resources at to access student and Interacts with instructional practice
learning the school and district teacher resources in members of the Engages with members and student
level. the broader broader professional of the broader achievement at school
professional community to access professional and district levels and
community. resources that support community to access for the profession.
teacher effectiveness resources and a wide
and student learning range of supports for Initiates and develops
teaching the full range professional learning
of learners. opportunities with the
broader professional
community focused on
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating


student achievement.
Whenever I run into a In addition to working I have been working I have been facilitating a
situation in which I am within my own PLC and intra-departmentally dedicated Google
unsure how best to serve department I have been with teachers from other Hangouts chat for new
students, I will message meeting regularly with content areas to look at teachers to our school
my PLC teammates to ask other grade-level content how we can focus on with the assistance of
with assistance (ex. How area instructions to cross-curricular studies, veteran teachers. The
do I best address an develop a better such as how science and chat is comprised with
honor code violation with understanding of what English can coexist members from every
a student and parent? students are working on (reading scientific academic department, as
What are some ways in in a larger setting than articles/data, writing a well as our counseling
which I can modify a just my English class. We cohesive lab report, etc.). department. This chat is
portfolio for a student try to work the schedules I enjoy working with designed to be a way for
with an IEP?) so students don’t have teachers in different new teachers to ask
too many large content areas, because it questions and receive
My goal is to not only assignment due all at gives me an opportunity near-immediate
attend meetings and once. to see a different assistance. We also use it
workshops run by my perspective of how to as a way of sharing
school, but to also attend (5/5/2019) approach various information on
professional learning styles. department procedures
development and resources (for
opportunities put on by I have also been example, an English
local universities, teacher attending professional teacher can ask a math
union groups development sessions as teacher about an
(CTA/NEA), content-area a school culture rep with assignment). We often
organizations (NCTE). I teachers at other charter discuss school
will learn how to expand locations throughout the expectations and share
my repertoire of country. insight on policies and
resources for both myself procedures and how they
and my students. (11/12/19) serve in student success.

(9/26/18) (3/24/20)
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating


6.4 Working with Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
families to support the family in student importance of the contribute to the and support for range of opportunities
student learning learning and the need family’s role in student classroom and school. families to actively for families to
for interactions with learning. Seeks Adjusts participate in the contribute to the
families. information about communication to classroom and school. classroom and school
cultural norms of families based on community. Supports a
families represented in awareness of cultural Communicates to school/district
the school. Welcomes norms and wide range families in ways which environment in which
family involvement at of experiences with show understanding of families take
classroom/ school schools. and respect for cultural leadership to improve
events. norms. student learning.

In our program, we are Our school attracts This year I held a special
sensitive to the various families from a wide interactive back-to-
family dynamics many variety of cultural and school meeting
students have and religious backgrounds. LiveLesson within my
understand a parent may Some of these families virtual classroom to
not be present or are extremely strict and encourage families to
involved in a child’s limited with what attend and become more
education. We refer to student can and cannot active members within
adults as “caretakers” participate in, and we our classroom
and “learning coaches,” offer alternatives as community.
and encourage students needed.
to have a trusted adult to During welcome calls, I
help keep them State testing is occurring learned that many of my
accountable, review during Ramadan, and we families are Jehovah’s
completed lessons, and are working with families Witnesses. I am striving
act as an advocate. These to communicate student to be more sensitive to
are often older siblings, needs and appropriate their beliefs. Our last
grandparents, or aunts communication portfolio for this
and uncles. protocols. semester is to write
about a tradition or
As part of my weekly (5/5/2019) holiday. I understand JWs
calls, I reach out to these do not celebrate holidays,
learning coaches to and I will provide a
establish a rapport and portfolio alternative
make sure families know should these families opt
that I am available, and out of writing about
that I would like them to another culture’s
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating


be active in the learning traditions.
process for their student.
When our school has (11/12/19)
special events (picnics,
field trips, family
outreach events). This I continue to
allows me to visit with communicate with my
students and their families on a regular
families in person, which basis and am respectful
can be challenging in a to their communication
virtual academy. preferences. One parent
has difficulties with
(9/26/18) phone calls due to her
work and school
schedule, so we check-in
frequently via text. The
mother has shared
several times that she
appreciates this form of
communication and my
flexibility in working
with her needs.

(3/24/20)
Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
about local neighborhood and neighborhood and neighborhood and community members
neighborhoods and community resources. community resources community resources to increase
communities to support the to support the instructional and
surrounding the school. Includes references or curriculum. instructional program, learning opportunities
6.5 Engaging local
connections to students, and families. for students.
communities in Uses available communities in single Includes knowledge of
support of the neighborhood and lessons or sequence of communities when Draws from Engages students in
instructional community resources lessons. designing and understanding of leadership and service
program in single lessons. implementing community to improve in the community.
instruction and enrich the Incorporates
instructional program. community members
into the school
learning community.
This element is As an advisor for our As we were preparing for
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating


challenging for my school. school’s chapter of the the Individual Service
It is a virtual/online National Honor Society I Project for NHS students
public charter school, and have worked closely with we would help students
I have students are the members and officers pick appropriate project
located all throughout the to work as individuals ideas with consideration
state of California. I and as a group within of their location. Now,
would like to learn how I their school and home considering the COVID-
can better identify communities, including 19 restrictions and
resources for my students facilitating a blood drive student inability to
in their neighborhoods. and canned food drive. complete their projects
This has allowed as originally planned, we
I have, however, been students to engage with are encouraging students
able to look up student their neighbors and is to reevaluate how they
addresses and locate leading into their can best serve in their
nearby libraries/colleges upcoming individual community and
for students to use in the service projects. encouraging alternate
event that their computer activities if they cannot
breaks, or internet is (11/12/19) complete their plans are
down—this way, there originally designed.
will not be an
interruption in the
schoolwork. (3/24/20)

(9/26/18)

I have continued to do the


above, but I feel as though
our school can better
serve our communities by
having some kind of
directory based on
county/city to help
families. I have students
all throughout the state,
so narrowing things
down to a specific
regional community is
still proving tricky.

(5/5/2019)
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating


6.6 Managing Develops an Maintains professional Anticipates Integrates the full Models
professional understanding of responsibilities in professional range of professional professionalism and
responsibilities to professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
maintain responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
effort required to meet prepares for situations professional
motivation and
Seeks to meet required Demonstrates expectations. that may be Responsibilities
commitment to all
commitments to commitment by challenging. effectively.
students students. exploring ways to Pursues ways to
address individual support students’ Maintains continual Supports colleagues to
student needs. diverse learning needs effort to seek, develop, maintain the
and maintains belief in and refine new and motivation, resiliency,
students’ capacity for creative methods to and energy to ensure
achievement. ensure individual that all students
student learning. achieve.
Our school utilizes In addition to my My school was notified
Google Suite as an previously stated review, late on Thursday 3/19
organizational and my own time that our school would be
information-sharing management an closed the week of 3/23-
platform. To establish organizational strategy is 3/27). When I received
effective time clearly set, and I have this correspondence I
management skills, I use been able to balance my immediately reached out
Google Calendars to time without too many to my PLC to begin
schedule time during the hassles. discussing adjustment
day for grading, lesson plans for the next week’s
planning, student calls, I am working toward instruction, including
and meetings. This developing planning, sending out a recording
allows me to get a visual scheduling, and from last year so that
of what I need to organizational strategies students would not miss
accomplish and assure to help them feel more in our on a lesson.
that I complete my control of their own
responsibilities in a success. This teaches I also reached out to my
timely fashion. them self-advocacy and supervisor for
gives them the clarification and worked
I will utilize the confidence they need in with her to write an
“Approaching Alarm” and order to be successful. appropriate letter to my
“Alarm” reports to students addressing the
prioritize students who (5/5/2019) school closure, work
need extra attention and expectations for the
schedule their calls early upcoming week, and
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating


in the week to get them I would like to become encouraging students to
on the right track. After more confident in my continue taking their
identifying the students ability to develop more work seriously in the face
in alarm, I review their creative and of a global pandemic.
assessment scores to individualized plans to
identify areas of greatest help serve the needs of (3/24/20)
need to discuss during all students. As we
our curriculum-based prepare to move to a new
assessment calls. This online system and
allows me to reteach and curriculum, I hope to
differentiate material on have opportunities to
an individualized basis. plan in advance and
prepare for possible
(9/26/18) challenges during the
transition.

(11/12/19)
6.7 Demonstrating Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
professional policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
responsibility, profession in all circumstances.
integrity, and * As follows:
ethical conduct  Take responsibility for student academic learning outcomes. Contributes to building professional community
 Is aware of own personal values and biases and recognizes ways in which and holding peers accountable to norms of
these values and biases affect the teaching and learning of students. respectful treatment and communication.
 Adheres to legal and ethical obligations in teaching the full ranges of
learners, including English learners and students with special needs. Contributes to fostering a school culture with a
 Reports suspected cases of child abuse and/or neglect as outlined in the high degree of resilience, professional integrity,
California Abuse and Neglect Reporting Act. and ethical conduct.
 Maintains a non-hostile classroom environment and carries out laws and
district guidelines for reporting cases of sexual harassment.
 Understands and implements school and district policies and state and
federal law in responding to inappropriate or violent student behavior.
 Complies with legal and professional obligations to protect the privacy,
health, and safety of students, families, and other school professionals.
 Models appropriate behavior for students, colleagues, and the profession.
 Acts in accordance with ethical considerations for students.
 Maintains professional conduct and integrity in the classroom and school
community.
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating


I am aware that I am responsible for the academic learning outcome of my I have had wonderful opportunities to step up into
students. While they must be accountable and advocate for their own success, I am leadership positions within my school organization,
ultimately the adult in charge of the course that must facilitate a safe and and these have afforded me the ability to help keep
productive learning environment. my colleagues motivated and accountable for
individual and PLC-level performance. Using section
I know that my experiences are different from those of my students. I ask for data based on class averages and individual scores we
students to share (at their comfort level) about their lives, cultures, and dreams to have been able to identify not only areas of student
help me better understand our multicultural school community (ex. Family need, but how to fill in gaps in our own teaching
narrative assignment where students discuss their family’s immigration stories). strategies.

During our lesson chats and discussion board posts, I monitor what students are (11/12/19)
posting to make sure it is on-task and non-harmful. Students who have not
followed the classroom policies are spoken with privately, and if the behavior
continues, administration and parents are involved in disciplinary actions.

I strive to set myself as a role model for my students by following my own This semester has provided an unprecedented
classroom rules. I am respectful, kind, and constructive. I stay focused and ask opportunity to work with my supervisor in reviewing
appropriate questions of my students. I do not make jokes about students and the legal and educational ramifications of school
their personal lives and make it clear that students who do not follow our school’s closures in the time of the COVID-19 pandemic. Prior
etiquette policy will be reprimanded, and in sever cases, be withdrawn from the to making any decisions with long-lasting
program. consequences I discuss with both my mentor and my
supervisor best-practices in this chaotic time and how
Prior to reporting any kind of incident (bullying, honor code violation, etc.), I to best address the needs of students during a global
consult with the school’s handbook to ensure I am following protocol. While I have health crisis. While it is still my job to teach these
not experienced anything in the way of possible abuse/neglect, I understand that students I must understand that the standard
at the first sign of something like this, I am a mandated reporter and must go procedures for our school do not always account for
through the appropriate school and local law enforcement channels to address such a drastic state of affairs, and sometimes changes
possible abuse/neglect cases. must be made in order to best serve the school
community.
(9/26/18)
(3/24/20)

I feel that this is all still very applicable to me at this time. I do want to become
more comfortable as far as holding my peers accountable. Where there have not
been any instances in which I have found a colleague acting inappropriately, I
want to be confident enough to confront anyone who might. Pursuing a leadership
position will help me feel more able to step up to the plate when needed.

(5/5/2019)
CSTP 6: Developing as a Professional Educator

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