Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety of Uses data from multiple Uses comprehensive
through data provided by learn about individual formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to instruction make ongoing
assessments. students and guide and meet individual adjustments and
selection of instructional identified learning needs. accommodations in
strategies to meet diverse instruction.
Using knowledge of learning needs.
students to engage Students actively utilize a
them in learning Some students may Students engage in single Student engage in learning variety of instructional Students take ownership
engage in learning using lessons or sequence of through the use of strategies and of their learning by
instructional strategies lessons that include some adjustments in instruction technologies in learning choosing from a wide
focused on the class as a adjustments based on to meet their needs. that ensure equitable range of methods to
whole. assessments. access to the curriculum. further their learning that
are responsive to their
learning needs.
9/21/2020 - I’ve been
able to team up with
parents and paras in such
a way that has allowed me
to:

1. create
differentiated
assignments and
posting them
individually to
each student via
Google Classroom
Evidence 2. empower
students to take
on different
assignments
using a variety of
ed tech to ensure
equitable access
to
assignments/proj
ects/etc.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
Evidence
Exploring Applying Integrating Innovating
Uses gathered Uses school resources and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
learning.
Students participate in Students make Students are actively Students can articulate
single lessons or connections between engaged in curriculum, the relevance and impact
sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests.
9/21/2020 - In the
summer prior to starting
my new teaching
assignment, I did a
mini-ethnographic dive
into the surrounding area
where my school site
resides.
I am currently developing
a framework pertaining to
teaching history
(although it can be
applied to most subjects)
through a critical lens. It
would require students to
dive deeper into who they
are as people and how
their identities would
interact and intersect
with the content at hand.
So far, application of this
framework has been
successful in getting
students to think about
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to
meaningful, real-life
contexts Some students relate
subject matter to real-life.
how they can connect to
the content we are
discussing.
Exploring Applying Integrating Innovating
Explore using additional Integrates connections Integrates connections to Engages student in
real-life connections to from subject matter to meaningful, real-life actively making
subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
students in relating to instruction.
subject matter.
Students make use of Students utilize real-life Students actively engage Students routinely
real-life connections connections regularly to in making and using integrate subject matter
provided in single lessons develop understandings real-life connections to into their own thinking
or sequence of lessons to of subject matter. subject matter to extend and make relevant
support understanding of their understanding. applications of subject
subject matter. matter during learning
activities.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
9/21/2020 - In relation
to my evidence presented
in Element 1.2, I am
seeking ways to make the
jump from Integrating to
Innovating that would
still be within CA teaching
standards (so as to
finesse these real-life
contexts without
jeopardizing my
employment status).
Evidence

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional
strategies, resources, and
technologies as provided
by school and/or district.
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’
Some students participate
diverse learning
in instructional strategies,
needs
using resources and
technologies provided.
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
diverse learning needs. meet students’ diverse learning needs.
learning needs.
Students participate in Students participate in Students actively engage Students take
single lessons or instruction using in instruction and make responsibilities for using
sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students needs. learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
9/21/2020 - I’ve taken
the steps to empower
students to learn how to
use the various tech
strategies and
technologies that I have
in my “toolbelt.”

I empower students to
use the tech I offer as well
as look for tech that might
work better for them and
loop me into the search.
Evidence We take the time to
examine the
app/website/resource/st
rategy and make a
student-teacher-parent
decision to incorporate or
not.

I’ve taught students how

to responsibly use tech
and how that affects them
and the greater online
community.

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
Promoting critical critically.
thinking though
inquiry, problem
solving, and Some students respond to Students respond to
reflection questions regarding facts varied questions or tasks
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
Supports students to Facilitates systematic
initiate critical thinking opportunities for student
through independently to apply critical thinking
developing questions, by designing structured
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives.
Students pose problems Students pose and answer
and construct questions a wide-range of complex
of their own to support questions and problems,
inquiries into content. reflect, and communicate
understandings based on
in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
9/21/2020 - My
educational background
has helped me get to
Innovating. I have a
Master’s degree in Ethics
and Social change and it
has informed my teaching
practice just as much (if
not more) than my MA in
Education!

I approach my teaching
practice with a critical
mind and critical
reflection in regards to
pedagogy.
Evidence
Because I teach younger
students it is important
for me to learn to finesse
how to teach critical
thinking in terms of
racism, implicit bias,
critical historical
thinking, etc. in such a
way that does not
completely shatter them. I
say this because it would
be so easy for students to
be taught how to be
cynical about society--but
that is not the same as
“critical.”

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
Monitoring student guidelines. activities to support instruction based on ongoing monitoring of opportunities and
learning and student understanding. observation of student individual student needs provide assistance to
adjusting instruction engagement and regular for assistance, support, or students in mastering the
while teaching. checks for understanding. challenge. concepts flexibly and
effectively.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
9/21/2020 - I have
grown over the first three
years of my teaching in
using instructional data
to inform how I teach. I
have come to a point
where I realize that “less
is more.” I have moved
away from assigning
“busy work” and only
assigning work that I will
actually be assessing.

Additionally, I have made

it a point to give
Evidence constructive feedback to
students that does not
just tell them “Do this.
Change this,” but more so
“Tell me why you used
this strategy.” or “How do
you think your audience
is perceiving your
writing?” or “The reason
you would use _____ here
is _____.”

I have learned that it is

okay to let students in on
what they are teaching.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring Applying Integrating Innovating
Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and respectful responsibility with reflection and ongoing
expectations for fair and commitment to fairness student interactions. students for resolving improvement of the
respectful behavior to and respect in Assists students to resolve conflict and creating and caring community based
support social communications with conflicts. maintaining a caring on respect, fairness, and
development. students about language Incorporates cultural classroom community. the value of all members.
and behavior. awareness to develop a Supports students in
Promoting social Seeks to understand positive classroom climate. taking leadership in
Development and cultural perceptions of developing a caring
responsibility within caring community. Students demonstrate community that is Students take leadership
a caring community efforts to be positive, responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in accepting, and respectful cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community of differences. identities of all students. respectful classroom
respectfully classroom community. building activities, community where
designed to promote Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
9/21/2020 - I have
explicitly taught students
the concept of consent in
regards to setting healthy
boundaries within a
classroom--both online
and in-person.
Additionally, I make it a
point to explicitly teach
students the basics of
Evidence non-violent
communication as the
norm for how we
communicate when
dealing with conflict with
one another.

The impetus of my
classroom management
style is accountability,
honesty, and integrity. I
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
take it upon myself to be
the sole example of what
that looks like in a
classroom.

By explicitly teaching
consent, healthy
boundaries, and
non-violent
communication I
empower the students to
keep me, their classmates,
and themselves
accountable to the
knowledge they have
gained.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or sequence content and develop Students share in interactions.
of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
9/21/2020 - I incorporate
artwork that reflects the
diversity of my classroom
population. Additionally, I
ensure that my space in
the classroom is not the
center of the classroom’s
Evidence
structure. It is important
that the structure and
physical learning
environment does not
center on a teacher
because it would
implicitly send the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
message that the teacher
“runs the show” which
isn’t the case! I am the
adult and yes, I am the
one in “charge” but it is
important that the way I
take up space in the
classroom is healing and
empowering rather than
oppressive and
teacher-knowledge-centri
c.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and emotional
safety. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
9/21/2020 - I make it a
point to establish this
type of learning
environment within the
first week of school.
Every single expectation I
require of my students is
something that I also
follow. When I set
Evidence expectations for them,
they aren’t just norms for
student interaction but I
let them know that this is
also the treatment they
can expect to receive
while under my care and
in my class. When we
mess up, we acknowledge
the mistake, apologize,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and learn from the
mistake to ensure it does
not happen again.

By doing so, I am able to

hold myself accountable
as well as connect with
students in such a way
that ensures deep
rigorous learning.
Students will not grapple
with hard topics if they do
not trust the educator to
which they have been
entrusted.

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and learning.
learning expectations for students. while becoming aware of understanding of technologies throughout Supports students to
environment with achievement patterns for achievement patterns, instruction that support utilize an extensive
high expectations individuals and groups of and uses scaffolds to the full range of learners repertoire of
and appropriate students. address achievement in meeting high differentiated strategies
support for all gaps. expectations for to meet high expectations.
students achievement.
Some students ask for Some individuals and Students engage in a Students take
teacher support to groups of students work variety of differentiated Students actively use responsibility to fully
understand or complete with the teacher to supports and challenges supports and challenges utilize teacher and peer
learning tasks. support accuracy and in ways that promote to complete critical support, to achieve
comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
learning. and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
9/21/2020 - I hold my
students to incredibly
high standards, but I
make it clear to them that
they will be supported
the entire way. I make it
clear to them that my
expectations will not
lower even if they think
they can’t make those
expectations. I make it
clear to my students that
the reason I have high
expectations for them is
that I see their potential
and know they can make
it--and I will help them
get there the entire way.

I use rubrics for almost

everything I assign to
ensure they know exactly
Evidence what I am requiring of
them. I even have rubrics
for community relations!

When students have a

hard time reaching these
expectations, I am sure to
catch them early and
check-in on them more
frequently, create action
plans with them, hold
them accountable, and
chunk their
projects/assignments if
needed.

Additionally, I set high

expectations for myself
and I make those
personal expectations
clear to my students--so
they can keep me
accountable. And they do!
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.

9/21/2020 - Because I
make it a point to
explicitly teach the basics
of nonviolent
communication and the
concept of consent within
a classroom and school
setting, when a student
causes harm to another
student I have held
Evidence restorative circles with
students that, at times,
involved entire
classrooms or just the
students who were
involved.

I have had students feel

safe and empowered
enough to request a
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
restorative circle with me
after something I did
caused harm to my
students. We hashed it
out as a classroom
community and it was a
beautiful moment!

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom
Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures,
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports
to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior
lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in
learning climate. disruptive to the learning positive classroom
which all students
Students participate in climate. climate that eliminate
can learn
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
9/21/2020 - Referring to
the evidence in Element
2.5, I have had students
feel safe and empowered
enough to request a
restorative circle with me
after something I did
caused harm to my
students. We hashed it
out as a classroom
community and it was a
beautiful moment!

Being able to create

classroom environments
in which students feel
empowered to hold their
Evidence teacher accountable, I
think, is unheard of. I do
not say this from a place
of ego, but more so from a
place that is critical of a
school system that
centers teacher
knowledge as the most
important type of
knowledge within a
classroom. Holding your
teacher accountable
would be going against
what we are taught about
how we are to respect
adults even when they
aren’t being respectful to
you as a child.

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
Using instructional on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
time to optimize Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
learning how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
lessons. activities and closure. instructional time.

Some students complete
learning activities in time
allotted.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
Students participate in Students use their
and complete a variety of instructional time to
learning activities in the engage in and complete
time allotted with options learning activities and are
for extension and review. prepared for the next
sequence of instruction.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection,
self-assessment, and goal
setting.

9/21/2020 - By being
able to manage a
classroom that is safe in
all aspects, I am able to
spend more time
instructing to optimize
learning because I have
set expectations that help
students to self-monitor
their own behavior.

Evidence Additionally, when I do go

over time I make sure to
give students their time
back to let them know
that their time is just as
valuable as mine. By
treating students with
respect and dignity, a lot
of behaviors can be
prevented and, as a
result, allows me to
optimize learning time.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
4.1 Using knowledge background, and backgrounds, and diverse learning needs comprehensive
of students’ academic individual development. individual cognitive, social, and cultural backgrounds. information on students.
readiness, language emotional, and physical
proficiency, cultural development to meet their
background, and individual needs.
individual Planning addresses bias,
development to plan Is aware of impact of bias Becomes aware of Examines potential stereotyping, and Engages students in the
instruction. on learning. potential areas of bias and sources of bias and assumptions about analysis of bias,
seeks to learn about stereotyping when cultures an members of stereotyping, and
culturally responsive planning lessons. Uses cultures. assumptions.
pedagogy. culturally responsive
pedagogy in planning.

9/26/2020 - I am
currently in the process of
creating a framework that
can be applied to
specifically history/social
studies, but can also be
applied to other subjects
as well.

This framework asks

questions that fall within
the four DOK levels. DOK
4 being be rationale for
rating myself at
Innovating.

The questions within the

DOK level 4 (Augmented
Thinking) are:
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
No event in history is an
isolated event. Think
systematically.

What is the
embodiment/occupation/
perceived worldview of
the writer?

How does this narrative

make me feel?

How does this narrative

connect to who I am as a
person? (I.e my
embodiment/identities/et
c.)

We are history--not
outsiders looking in.

Our personal and

ethnographic history is
important.

We deserve to hear,
speak, and create our
narratives in a way that is
honest about all
narratives present and
not present.

Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and
objectives for a single learning goals for skill communicates to students learning goals to students articulates comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
4.2 Establishing and on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
articulating goals for available curriculum. and sequence of lessons. challenging, and strengths, interests, and students. Assists students
student learning differentiated to address learning needs. to articulate and monitor
students’ diverse learning learning goals.
needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
9/26/2020 - I meet with
students within small
groups to go over their
own personal goals as
well as the goals I have for
them based on the work
they turn in.

Additionally, students are

asked to self-assess and
rate their understanding
of content, the
quality/depth of the work
they turn in, as well as
how they think they are
progressing on their goals.

Being able to build this

into our day-to-day
activities and have a
classroom culture in
which students ​want​ to do
this self-assessment is my
rationale for choosing this
rating for myself.

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and
planning to support related academic language and assessed instructional design cohesive and
short-term
student learning. and formats that support needs to ensure student comprehensive long- and
instructional plans to
student learning. learning. short-term instructional
support student
plans that ensure high
learning
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
9/26/2020 - When I
teach, I plan out units that
connect with each other. I
start with what the
students should know by
the end of the year and
then work backwards.

The way I plan units is

integrating all core
subjects in such a way that
connects. For example, CA
Regions go with Map
Reading as well as
Data/Measurement Math
standards. These then
connect to ELA standards
pertaining to
informational
reading/writing, narrative
reading/writing, etc.

I like to pair Social Studies

with Math because so
much of history is based
off statistics and strategic
thinking.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Plans instruction that Selects strategies for single Incorporates Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of differentiated wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to instructional strategies address learning styles of strategies specifically
guidelines. students’ diverse learning into ongoing planning that and meet students’ meet students’ diverse
needs. addresses culturally assessed language and language and learning
4.4 Planning responsive pedagogy, learning needs. Provides needs and styles to
instruction that students’ diverse language, appropriate support and advance learning for all.
incorporates and learning needs and challenges for students.
appropriate Is aware of student Seeks to learn about styles. Facilitates opportunities
strategies to meet content, learning, and students’ diverse learning Integrates results from a for students to reflect on
the learning needs of language needs through and language needs Uses assessments of broad range of their learning and the
all students data provided by the site beyond basic data. students’ learning and assessments into planning impact of instructional
and district. language needs to inform to meet students’ diverse strategies to meet their
planning differentiated learning and language learning and language
instruction. needs. needs.

9/26/2020 - I have come

to a point in my teaching
practice that I think of the
students who need the
most support first and
then work my lessons
around them. By doing so,
I am intentional as to not
sacrifice rigor or the
depth of the learning
content. Rather, my goal is
that if I am able to reach
those who need the most
support first and then
work my way up my
classroom’s ability levels,
I am able to reach all
students rather than
working the other way
around.

When we start with the

highest achieving
students first (which was
the case in my previous
school site, we allow for
the widening of an
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
achievement gap and
perpetuate ableism by
prioritizing those who are
considered the “high” kids
(I use quotes here because
I, personally, do not use
this term as I find it
harmful, but I include it
here because it is a
sentiment held by many
educators).

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single lessons adaptations to adjustments to a wide range of
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
address students’ learning plans. Uses culturally uses a variety of materials based on in depth analysis
4.5 Adapting
needs. responsive pedagogy and as the instructional needs of individual student
instructional plans
additional materials to arises to support student needs.
and curricular
support students’ diverse learning.
materials to meet the
learning needs. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in instruction
that best meet their
learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
9/26/2020 - My rationale
for rating myself here is
addressed in my previous
rating for Element 4.4.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic content language, and academic academic language in research to make relevant
matter academic
standards and instruction. content standards. ways that ensure clear connections to standards
content standards
connections and relevance during instruction and
to students. extend student learning.

9/21/2020 - I make it a
point to connect content
we are learning with
real-world events and
dive into the real-world
application of a concept as
well. I model the proper
academic language and
students tend to follow
suit. I am a curious person
and have done a deep dive
into 4th grade standards
not only within the
curriculum, but by
Evidence supplementing
curriculum with
meaningful and critical
primary resources.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of student curriculum guidelines.
development and Provides explicit teaching
proficiencies to of essential content
ensure student vocabulary and associated
understanding of academic language in
subject matter single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary to
support student access to
subject matter when
confusions are identified.
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in ways
that engage students in
accessing subject matter
text or learning activities.
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the
subject matter including
related academic
language.
Provides explicit teaching
of specific academic
language, text structures,
grammatical, and stylistic
language features to
ensure equitable access to
subject matter
understanding for the
range of student language
levels and abilities.
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
understand subject
matter including related
academic language.
Engages student at all
levels of vocabulary,
academic language, and
proficiencies in
self-directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter.

9/21/2020 - I am able to
anticipate to the best of
my ability the gaps in my
students’ knowledge to
ensure I fill the gaps
tactfully and thoughtfully.
I ensure to create a
classroom environment
that lets students know
Evidence that is is okay to have gaps
in knowledge and to
self-advocate when they
may not know what
something means.

Additionally, I treat the

classroom learning
environment as an organic
process in which we all
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

have the ability to teach

each other--student to
student, teacher to
student, student to
teacher.
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
9/21/2020 - (From
Element 3.1) I make it a
point to connect content
we are learning with
real-world events and
dive into the real-world
application of a concept as
well. I model the proper
academic language and
students tend to follow
suit. I am a curious person
and have done a deep dive
into 4th grade standards
Evidence
not only within the
curriculum, but by
supplementing
curriculum with
meaningful and critical
primary resources.

Additionally, I have taken

UX/UI courses in hopes of
strengthening my
teaching within a Distance
Learning environment.
With this UX/UI
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

knowledge in mind, I have

been able to think more
deeply and thoughtfully
about how my students
are experiencing the
learning experiences I
create for them.
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
provided in the strategies in single lessons strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
instructional increase student academic language to ensure student meta-cognitive abilities,
strategies that are understanding of academic appropriate to subject understanding of and support and challenge
appropriate to the language appropriate to matter and that addresses academic language, and the full range of student
subject matter subject matter. students’ diverse learning guide students in towards a deep
needs. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

09/21/2020 - In
reference to my evidence
in Evidence 3.3, I have
made it a point to create
learning experiences that
are not only appropriate
to the subject matter at
hand, but to push students
to go beyond what is
being presented to them.

By creating learning
experiences that follow
Evidence the principles of UX/UI
(Useful, usable, desirable,
findable, credible,
accessible, and valuable), I
am able to create learning
experiences that will
make a lasting and deep
impact on students.

Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
3.5 Using and technologies for specific technologies to make resources, and instructional materials to and standards-aligned
adapting resources, lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
technologies, and matter accessible to to students. and skill development in needs and make subject extend student
standards-aligned students. subject matter. Resources matter accessible to understanding and critical
instructional Explores how to make reflect the diversity of the students. thinking about subject
materials including Identifies technological technological resources classroom and support matter.
adopted materials, to resource needs. available to all students. differentiated learning of Assists student with
make subject matter subject matter. equitable access to Ensures that student are
accessible to all materials, resources, and able to obtain equitable
students Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources and support.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

resources based on
individual needs.
9/21/2020 - Evidence
presented in Element 3.4
is also applicable here:

“By creating learning

experiences that follow
the principles of UX/UI
(Useful, usable, desirable,
findable, credible,
accessible, and valuable), I
am able to create learning
Evidence experiences that will
make a lasting and deep
impact on students.”

Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the study development, English in English language
proficiencies based on proficiencies in listening, of language and content. learners’ strengths and development and in meeting
available assessment data. speaking, reading, and Differentiates instruction assessed needs into English content standards. Supports
writing. Uses multiple using one or more language and content students to establish and
measures for assessing components of English instruction. monitor language and
3.6 Addressing the English learners’ performance language development to content goals.
needs of ​English to identify gaps in English support English learners.
learners​ and student language development.
with special needs to Provides adapted materials Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners Attempts to scaffold content scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. using visuals, models, and standards-based instruction range of scaffolded support elimination of scaffolds
graphic organizers. using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English learners. proficiencies, knowledge,
English language and skills in the content.
development in order for
students to improve language
proficiencies and understand
content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Evidence
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
3.6 Addressing the with resource personnel and
needs of English families.
learners and ​student
with special needs​ to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
Seeks additional information
on the full range of students
identified with special needs
to address challenges or
supports in single lessons or
sequence of lessons.
Cooperates with resource
personnel, para-educators,
and families during meetings
and activities in support of
learning plans and goals.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.
Communicates regularly with
resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in accessing
appropriate content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
9/21/2020 - Evidence
presented in Element 3.4
is also applicable here:
“By creating learning
experiences that follow
the principles of UX/UI
(Useful, usable, desirable,
findable, credible,
accessible, and valuable), I
am able to create learning
experiences that will
make a lasting and deep
impact on students.”
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports families
in positive engagement with
school.
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive support
and/or extended learning
that is integrated into the
core curriculum.
Guides and support the full
range of student with special
needs to actively engage in
the assessment and monitor
their own strengths, learning
needs, and achievement in
accessing content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

9/21/2020 - By getting to
know my students well
and tuning in to their
unique needs, I am able to
advocate for them when
collaborating with the
greater school community
to ensure their growth
Evidence and success.

I ensure I am working
closely with paras to
monitor progress of
students in a manner that
is useful and apply
adjustments and changes
if/when needed.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment,
assessments. formative and summative
5.1 Applying assessments.
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
information about
student preparedness,
progress, and proficiency.
Decides on the purpose Develops and adapts the Demonstrates purposeful
for assessment and skills range of appropriate use of a wide range of
to be assessed to select assessments to address assessments to support
appropriately matches questions about students’ differentiated student
pre-, formative and learning needs and learning needs and reflect
summative assessments. progress. progress.
Selects assessments Integrates a variety of Draws flexibility from a
based on clear characteristics into repertoire of appropriate
understanding of the assessments to allow assessment options and
purposes and students with a ranges of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
9/26/2020 - It is
important to me that in
my practice as an
educator I am not acting
as “gatekeeper” when it
comes to teaching
students content. Along
this way of thinking, I am
sure to provide students
several different modes of
mastery demonstration.

For example, if a student

is not able to fully express
themselves in writing due
to their ability level with
the writing/reading, I am
able to give them the
opportunity to make a
visual-spoken project that
shows the same mastery
in a different way.

With the previously

mentioned project, I
make it clear to the
CSTP 5: Assessing Students for Learning
student that although we
are using visuals and our
spoken word to
demonstrate
understanding/mastery,
we are ultimately
working toward being
able to demonstrate
mastery through the
actual task. Each time this
task is taken on, the
student and I come up
with at least one action
item that they are to
implement in order to get
closer to their end goal.
Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically throughout
assessments. student learning. informal assessment data instruction to collect
5.2 Collecting and Follows required on student learning. ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about student lessons or sequence of and differentiation of broad range of
sources to inform learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction. of assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
CSTP 5: Assessing Students for Learning
9/26/2020 - Prior to
Distance Learning, I was
already implementing
tech skills, Google
Classroom, Google apps,
etc. that would allow
students the opportunity
to engage responsibility
with tech in the
classroom.

With this, I was able to

provided real-time
feedback to students who
were, for example,
working on a writing
assignment. The nature of
my comments within
Google Docs would more
so be guiding questions to
foster students thinking
about their own writing
rather than me saying
“Replace X with Y in your
writing.”

Being able to interact in

this way allowed students
to reflect on their own
writing as well as seeking
help when needed.

I am also able to provide

to them different
resources within a Google
Doc comment that would
allow them to take
ownership of their own
learning and writing
skills.
CSTP 5: Assessing Students for Learning
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
monitor student learning needs of identify trends and student thinking and causes for achievement
learning individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
9/26/2020 - I am
currently in a position in
which I am training
different people within
my school site to
implement better
assessment strategies
that are efficient with
time, have student
reflection built in, and a
streamlined process of
giving feedback to
students.

In doing so, I am working

with leadership,
administration, and other
colleagues to make
feedback, learning, and
making improvements a
collaborative activity
rather than “Student does
work, student turns in
work, teacher grades, and
that’s it.” Rather we are
working on ways in which
we can get students to
advocate for themselves
and get to a point with
their classroom teacher
that the students can say
“I have reflected on my
work and I think I got X
CSTP 5: Assessing Students for Learning
grade because if A, B, and
C.”
Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
9/26/2020 - I believe I do
well with flowing with my
class in regards to
slowing down when I see
they are confused about
something or even
speeding up when I see
they are understanding
and perhaps do not need
review or further
explanation.

In doing so, I am able to

differentiate for different
students my modifying
their assignments,
extending due dates to
appropriate lengths,
allowing them to
demonstrate mastery in
different ways, or allow
them to meet with me
and go over goals for
improvement.
CSTP 5: Assessing Students for Learning
Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all
individual learning goals. include goal setting development. individual skills.
students in
exercises. Develops students’
self-assessment,
Monitors progress using Guides students to Integrates student meta-cognitive skills for
goal-setting, and
available tools for Provides students with monitor and reflect on self-assessment, goal analyzing progress and
progress monitoring
recording. opportunities in single progress on a regular setting, and progress refining goals towards
lessons or sequence of basis. monitoring across the high levels of academic
lessons to monitor their curriculum. achievement.
own progress toward
class or individual goals.
9/26/2020 - I have built
in self-reflection into my
classroom dynamic and
quality of work
expectations. By
modeling to students
early on in the year how
to self-reflect on their
work (both by
demonstrating and
actually practicing with
students the actual
process of self-reflecting
on a given assignment),
students are able to
develop this skill as the
school year moves
forward.

We develop goals and

students are taught to
access the Google Doc (or
whatever method we
have for monitoring) to
assess on their own and
revisit with me to see
how they are doing.
CSTP 5: Assessing Students for Learning
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
about student learning. colleagues, families, and audiences. learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.

**Taken from Element

5.2**

9/26/2020 - Prior to
Distance Learning, I was
already implementing
tech skills, Google
Classroom, Google apps,
etc. that would allow
students the opportunity
to engage responsibility
with tech in the
classroom.

With this, I was able to

provided real-time
feedback to students who
were, for example,
working on a writing
assignment. The nature of
my comments within
Google Docs would more
so be guiding questions to
foster students thinking
about their own writing
rather than me saying
“Replace X with Y in your
writing.”
CSTP 5: Assessing Students for Learning
Being able to interact in
this way allowed students
to reflect on their own
writing as well as seeking
help when needed.

I am also able to provide

to them different
resources within a Google
Doc comment that would
allow them to take
ownership of their own
learning and writing
skills.
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
5.7 Using assessment Seeks to provide feedback academic achievement. in ways that support individual student
information to share Notifies families of in ways that students increased learning. progress and ways to
timely and student proficiencies, understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families progress, strengths, and families to share student information that is
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues.
CSTP 5: Assessing Students for Learning
9/26/2020 - I have built
in self-reflection into my
classroom dynamic and
quality of work
expectations. By
modeling to students
early on in the year how
to self-reflect on their
work (both by
demonstrating and
actually practicing with
students the actual
process of self-reflecting
on a given assignment),
students are able to
develop this skill as the
school year moves
forward.

We develop goals and

students are taught to
access the Google Doc (or
whatever method we
have for monitoring) to
assess on their own and
revisit with me to see
how they are doing.

When possible, I am in
close contact with
students’ families
(especially in this time) in
order to strengthen the
accountability factor for
students. By this I mean
to say that the more
people students know are
invested in them reaching
their goals, the more
likely that student will
rise to the challenge and
meet them.
CSTP 5: Assessing Students for Learning
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
practice to support practice individually colleagues on the refinements in action research in
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 the teaching practice and elements of the CSTP the level of academic
immediate student full range of learners. impact on the full to positively impact the achievement.
learning needs. range of learners. full range of learners.
Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
9/26/2020 - I keep a
teaching practice
self-reflection journal in
6.1 Reflecting on order to:
teaching practice in
- Measure my
support of student
growth by
learning looking back at
past entries and
comparing to the
present
- Further my
understanding of
why I do the
things I do as an
educator
- Keep my sanity
in a stressful
occupation
- Hold space for
myself in such a
way that allows
me to reflect on
things I do as an
educator without
judgment
CSTP 6: Developing as a Professional Educator
- Allow myself to
reflect on my
practice as not
only an educator
but also as a
critical race
scholar,
critically-aware
and
socially-consciou
s educator, and
someone who
fosters critical
thinking within
classroom

Additionally, I sit on a
committee currently
addressing how to
discuss “controversial”
issues within the
classroom and I am able
to further use my
reflection and expertise
to foster reflection and
discussion amongst other
educators at my worksite
Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
connected to the CSTP the CSTP that take into the CSTP that are authentic goals broad range of
through required account authentic, challenging, connected to the CSTP professional goals
6.2 Establishing processes and local self-assessment of and based on self- that are intellectually connected to the CSTP
professional goals protocols. teaching practice. assessment. challenging and based to improve
and engaging in on self-assessment and instructional practice
continuous and Attends required Expands knowledge Aligns personal goals feedback from a and impact student
purposeful professional and skills individually with school and variety of sources. learning within and
professional growth development. and with colleagues district goals, and beyond the classroom.
and development 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
CSTP 6: Developing as a Professional Educator
development based on achievement. Pursues a professional
needs identified in variety of additional development.
professional goals. opportunities to learn
professionally. Contributes to
professional
organizations, and
development
opportunities to
extend own teaching
practice.
9/26/2020 - **In
addition to my evidence
for 6.1**

I have made it a point to

seek professional
development within my
school site as well as
outside of my school site.

I am currently an ITOC
Fellow (Institute for
Teachers of Color).
Additionally, I have
attending the People’s
Education Conference
that centers on
decolonizing education to
provide a critical and
honest education for
students K-12.
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.
meetings and teacher and student reflect on teaching student learning within
professional
collaborations. learning. practice at the grade or department Works to ensure the
community to classroom level. and school and district broadest positive
support teacher and Identifies student and Begins to identify how levels. impact possible on
student learning teacher resources at to access student and Interacts with instructional practice
teacher resources in members of the and student
CSTP 6: Developing as a Professional Educator
the school and district the broader broader professional
level. professional community to access
community. resources that support
teacher effectiveness
and student learning
Engages with members achievement at school
of the broader and district levels and
professional for the profession.
community to access
resources and a wide Initiates and develops
range of supports for professional learning
teaching the full range opportunities with the
of learners. broader professional
community focused on
student achievement.
9/26/2020 - **In
addition to 6.1 and 6.2**
I have led and been a part
of reading circles with
other educators outside
of my work site.
I am known at my work
site to be someone to
look to or speak to when
dealing with
“controversial” topics
within a classroom. I am
able to provide other
educators with tools,
resources, and effective
ways of allowing
students to do the
thinking rather than the
educator telling students
how to think.
Because other educators
on my campus know this
about me, I am using this
as evidence to show that
my colleagues are
comfortable with coming
to me to speak about
their own practice in
CSTP 6: Developing as a Professional Educator
such a way that we align
and can discuss honestly
about our successes and
our mistakes.
Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
the family in student importance of the contribute to the and support for range of opportunities
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.

9/26/2020 - **Taken
from Element 5.7**

Students and I develop

6.4 Working with goals and students are
families to support taught to access the
student learning Google Doc (or whatever
method we have for
monitoring) to assess on
their own and revisit
with me to see how they
are doing.

When it is possible, I am
in close contact with
students’ families
(especially in this time)
in order to strengthen the
accountability factor for
students. By this I mean
to say that the more
people students know are
invested in them
reaching their goals, the
more likely that student
CSTP 6: Developing as a Professional Educator
will rise to the challenge
and meet them.

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
connections to students, and families. for students.
Uses available communities in single Includes knowledge of
neighborhood and lessons or sequence of communities when Draws from Engages students in
community resources lessons. designing and understanding of leadership and service
in single lessons. implementing community to improve in the community.
instruction and enrich the Incorporates
instructional program. community members
into the school
learning community.

6.5 Engaging local

communities in
support of the
instructional
program
CSTP 6: Developing as a Professional Educator
9/26/2020 - **Taken
From Element 1.2**

In the summer prior to

starting my new teaching
assignment, I did a
mini-ethnographic dive
into the surrounding area
where my school site
resides.

I am currently developing
a framework pertaining
to teaching history
(although it can be
applied to most subjects)
through a critical lens. It
would require students
to dive deeper into who
they are as people and
how their identities
would interact and
intersect with the content
at hand.

So far, application of this

framework has been
successful in getting
students to think about
how they can connect to
the content we are
discussing.
CSTP 6: Developing as a Professional Educator
Develops an Maintains professional Anticipates Integrates the full Models
understanding of responsibilities in professional range of professional professionalism and
professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
effort required to meet prepares for situations professional
Seeks to meet required Demonstrates expectations. that may be Responsibilities
commitments to commitment by challenging. effectively.
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.
9/26/2020 - **Taken
6.6 Managing from Element 6.3**
professional
I am known at my work
responsibilities to site to be someone to
maintain look to or speak to when
motivation and dealing with
commitment to all “controversial” topics
students within a classroom. I am
able to provide other
educators with tools,
resources, and effective
ways of allowing
students to do the
thinking rather than the
educator telling students
how to think.

Because other educators

on my campus know this
about me, I am using this
as evidence to show that
my colleagues are
comfortable with coming
to me to speak about
their own practice in
such a way that we align
CSTP 6: Developing as a Professional Educator
and can discuss honestly
about our successes and
our mistakes.
Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
profession in all circumstances.
* As follows:
● 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.
6.7 Demonstrating ● Complies with legal and professional obligations to protect the privacy,
professional health, and safety of students, families, and other school professionals.
responsibility, ● Models appropriate behavior for students, colleagues, and the profession.
integrity, and ● Acts in accordance with ethical considerations for students.
ethical conduct ● Maintains professional conduct and integrity in the classroom and school
community.
9/26/2020 - **Taken from Element 6.2**

I am known at my work site (and amongst my

educator peers outside of my school site) to be
someone to look to or speak to when dealing with
“controversial” topics within a classroom. I am able to
provide other educators with tools, resources, and
effective ways of allowing students to do the thinking
rather than the educator telling students how to
think.

Because other educators on my campus know this

about me, I am using this as evidence to show that my
colleagues are comfortable with coming to me to
speak about their own practice in such a way that we
CSTP 6: Developing as a Professional Educator
align and can discuss honestly about our successes
and our mistakes.