CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying
6.1 Reflecting on Is aware of the need to Begins to engage in Engages in reflection
teaching practice in reflect on teaching reflection on teaching individually and with
support of student practice to support practice individually colleagues on the
learning student learning. and with colleagues relationship between
Reflects individually or that is focused on making adjustments in
with colleagues on methods to support teaching practice and
immediate student the full range of impact on the full
learning needs. learners. range of learners.
I meet in formal PLC
meetings on a biweekly
basis with my fellow
English 9 teachers.
During these meetings,
we review concerns,
curriculum, and discuss
how are students are
performing based on the
assessments (which are
broken down by teacher).
We use this as an
opportunity to identify
problems that are grade-
wise, and as a chance to
assist other teachers who
may be struggling with
instruction. We keep logs
of each meeting, and each
teacher is asked to reflect
on how things are going
in their virtual
classrooms.
I meet with my
Integrating Innovating
Reflects individually Maintains ongoing
and with colleagues on reflective practice and
refinements in action research in
teaching practice and supporting student
connections among the learning and raising
elements of the CSTP the level of academic
to positively impact achievement.
the full range of
learners. Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
In addition to the This year, in addition to
previous mentioned the previously mentioned
reflective practices, I reflective practices, I
have continued with my have become a part of my
professional school’s leadership team
development with a (known as career ladder).
Profession Learning I attend monthly
series with once a month leadership meetings,
sessions and during which we read
journaling/reflection and discuss reflective
activities. I meet with a leadership practices (we
group of other BTSA/TIP are currently reading
students biweekly with a Brene Brown’s Dare to
mentor to discuss these Lead), and I also attend
seminars, as well as our monthly PLC leadership
TIP coursework. meetings to report on our
PLC progress toward our
(5/5/2019) PLC-specific SMART
goals.
(11/22/19)
As a growing educator I
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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)
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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
weekly course to assist
new teachers in
developing more
specialized skills, such as
how to reach out to at-
risk youth (including
homeless and foster
children), community
and family outreach,
implementing various
instructional strategies
within a lesson, and even
things such as time
management and self-
care practices for the
teacher as not just an
employee—but as an
individual with needs
unique to educators.
(9/26/18)
6.3 Collaborating Attends staff, grade Consults with
with colleagues and level, department, and colleagues to consider
the broader other required how best to support
professional meetings and teacher and student
collaborations. learning.
community to
support teacher
Identifies student and Begins to identify how
and student teacher resources at to access student and
learning the school and district teacher resources in
level. the broader
professional
community.
Applying Integrating Innovating
(5/5/2019) facilitate a special (3/24/20)
training session
regarding conducting
difficult phone calls with
caretakers. This is
relevant to helping our
students achieve
academic successful, as
we emphasize the
importance of including
caretakers and learning
coaches in the education
process, and often times
we need to address low
performance and other
academic concerns.
(11/12/19)
Collaborates with Collaborates with Facilitates
colleagues to improve colleagues to expand collaboration with
student learning and impact on teacher and colleagues.
reflect on teaching student learning
practice at the within grade or Works to ensure the
classroom level. department and school broadest positive
and district levels. impact possible on
Interacts with instructional practice
members of the Engages with members and student
broader professional of the broader achievement at school
community to access professional and district levels and
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
Whenever I run into a
situation in which I am
unsure how best to serve
students, I will message
my PLC teammates to ask
with assistance (ex. How
do I best address an
honor code violation with
a student and parent?
What are some ways in
which I can modify a
portfolio for a student
with an IEP?)
My goal is to not only
attend meetings and
workshops run by my
school, but to also attend
professional
development
opportunities put on by
local universities, teacher
union groups
(CTA/NEA), content-area
organizations (NCTE). I
will learn how to expand
my repertoire of
resources for both myself
and my students.
(9/26/18)
Applying Integrating
In addition to working I have been working
within my own PLC and intra-departmentally
department I have been with teachers from other
meeting regularly with content areas to look at
other grade-level content how we can focus on
area instructions to cross-curricular studies,
develop a better such as how science and
understanding of what English can coexist
students are working on (reading scientific
in a larger setting than articles/data, writing a
just my English class. We cohesive lab report, etc.).
try to work the schedules I enjoy working with
so students don’t have teachers in different
too many large content areas, because it
assignment due all at gives me an opportunity
once. to see a different
perspective of how to
(5/5/2019) approach various
learning styles.
I have also been
attending professional
development sessions as
a school culture rep with
teachers at other charter
locations throughout the
country.
(11/12/19)
Innovating
student achievement.
I have been facilitating a
dedicated Google
Hangouts chat for new
teachers to our school
with the assistance of
veteran teachers. The
chat is comprised with
members from every
academic department, as
well as our counseling
department. This chat is
designed to be a way for
new teachers to ask
questions and receive
near-immediate
assistance. We also use it
as a way of sharing
information on
department procedures
and resources (for
example, an English
teacher can ask a math
teacher about an
assignment). We often
discuss school
expectations and share
insight on policies and
procedures and how they
serve in student success.
(3/24/20)
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring
6.4 Working with Is aware of the role of Acknowledges the
families to support the family in student importance of the
student learning learning and the need family’s role in student
for interactions with learning. Seeks
families. information about
cultural norms of
families represented in
the school. Welcomes
family involvement at
classroom/ school
events.
In our program, we are
sensitive to the various
family dynamics many
students have and
understand a parent may
not be present or
involved in a child’s
education. We refer to
adults as “caretakers”
and “learning coaches,”
and encourage students
to have a trusted adult to
help keep them
accountable, review
completed lessons, and
act as an advocate. These
are often older siblings,
grandparents, or aunts
and uncles.
As part of my weekly
calls, I reach out to these
learning coaches to
establish a rapport and
make sure families know
that I am available, and
that I would like them to
Applying Integrating Innovating
Supports families to Provides opportunities Structures a wide
contribute to the and support for range of opportunities
classroom and school. families to actively for families to
Adjusts participate in the contribute to the
communication to classroom and school. classroom and school
families based on community. Supports a
awareness of cultural Communicates to school/district
norms and wide range families in ways which environment in which
of experiences with show understanding of families take
schools. and respect for cultural leadership to improve
norms. student learning.
Our school attracts This year I held a special
families from a wide interactive back-to-
variety of cultural and school meeting
religious backgrounds. LiveLesson within my
Some of these families virtual classroom to
are extremely strict and encourage families to
limited with what attend and become more
student can and cannot active members within
participate in, and we our classroom
offer alternatives as community.
needed.
During welcome calls, I
State testing is occurring learned that many of my
during Ramadan, and we families are Jehovah’s
are working with families Witnesses. I am striving
to communicate student to be more sensitive to
needs and appropriate their beliefs. Our last
communication portfolio for this
protocols. semester is to write
about a tradition or
(5/5/2019) holiday. I understand JWs
do not celebrate holidays,
and I will provide a
portfolio alternative
should these families opt
out of writing about
another culture’s
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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
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Element Emerging Exploring Applying Integrating Innovating

challenging for my school.
It is a virtual/online
public charter school, and
I have students are
located all throughout the
state of California. I
would like to learn how I
can better identify
resources for my students
in their neighborhoods.
I have, however, been
able to look up student
addresses and locate
nearby libraries/colleges
for students to use in the
event that their computer
breaks, or internet is
down—this way, there
will not be an
interruption in the
schoolwork.
school’s chapter of the the Individual Service
National Honor Society I Project for NHS students
have worked closely with we would help students
the members and officers pick appropriate project
to work as individuals ideas with consideration
and as a group within of their location. Now,
their school and home considering the COVID-
communities, including 19 restrictions and
facilitating a blood drive student inability to
and canned food drive. complete their projects
This has allowed as originally planned, we
students to engage with are encouraging students
their neighbors and is to reevaluate how they
leading into their can best serve in their
upcoming individual community and
service projects. encouraging alternate
activities if they cannot
(11/12/19) complete their plans are
originally designed.
(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)
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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
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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
I am aware that I am responsible for the academic learning outcome of my
students. While they must be accountable and advocate for their own success, I am
ultimately the adult in charge of the course that must facilitate a safe and
productive learning environment.
I know that my experiences are different from those of my students. I ask for
students to share (at their comfort level) about their lives, cultures, and dreams to
help me better understand our multicultural school community (ex. Family
narrative assignment where students discuss their family’s immigration stories).
During our lesson chats and discussion board posts, I monitor what students are
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
classroom rules. I am respectful, kind, and constructive. I stay focused and ask
appropriate questions of my students. I do not make jokes about students and
their personal lives and make it clear that students who do not follow our school’s
etiquette policy will be reprimanded, and in sever cases, be withdrawn from the
program.
Prior to reporting any kind of incident (bullying, honor code violation, etc.), I
consult with the school’s handbook to ensure I am following protocol. While I have
not experienced anything in the way of possible abuse/neglect, I understand that
at the first sign of something like this, I am a mandated reporter and must go
through the appropriate school and local law enforcement channels to address
possible abuse/neglect cases.
(9/26/18)
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)
Integrating Innovating
I have had wonderful opportunities to step up into
leadership positions within my school organization,
and these have afforded me the ability to help keep
my colleagues motivated and accountable for
individual and PLC-level performance. Using section
data based on class averages and individual scores we
have been able to identify not only areas of student
need, but how to fill in gaps in our own teaching
strategies.
(11/12/19)
This semester has provided an unprecedented
opportunity to work with my supervisor in reviewing
the legal and educational ramifications of school
closures in the time of the COVID-19 pandemic. Prior
to making any decisions with long-lasting
consequences I discuss with both my mentor and my
supervisor best-practices in this chaotic time and how
to best address the needs of students during a global
health crisis. While it is still my job to teach these
students I must understand that the standard
procedures for our school do not always account for
such a drastic state of affairs, and sometimes changes
must be made in order to best serve the school
community.
(3/24/20)
CSTP 6: Developing as a Professional Educator