Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying
Learns about students Gathers additional data to Uses data from a variety of
through data provided by learn about individual formal and informal
the school and/or students. sources to learn about
assessments. students and guide
selection of instructional
Using knowledge of strategies to meet diverse
students to engage learning needs.
them in learning
Some students may engage Students engage in single Student engage in learning
in learning using lessons or sequence of through the use of
instructional strategies lessons that include some adjustments in instruction
focused on the class as a adjustments based on to meet their needs.
whole. assessments.
Teacher uses informal sources
such as workbook pages, self-
assessment check ins, and
worksheets to identify
students’ learning levels.
Formal assessments are used
to gauge which skills need
reteach, time, and focus.
5.20.20
Students work in a variety of
learning environments
including preferential seating,
partner work, group work, or
with the use of needed
Evidence manipulatives. 5.20.20
Integrating Innovating
Uses data from multiple Uses comprehensive
measures to make knowledge of students to
adjustments to instruction make ongoing adjustments
and meet individual and accommodations in
identified learning needs. instruction.
Students actively utilize a Students take ownership of
variety of instructional their learning by choosing
strategies and technologies from a wide range of
in learning that ensure methods to further their
equitable access to the learning that are responsive
curriculum. to their learning needs.
Teacher uses a variety of
formal and informal
assessment strategies to gain
understanding and insight to
student learning. Technology
is incorporated to
individualize learning.
10.20.20
Students take part in small
group breakout rooms for each
subject, grouped based on
students’ individualized needs
and learning styles.
10.20.20
Teacher uses a multitude of
both formative and summative
assessment strategies to gain
understanding and insight into
student growth. Technology is
incorporated to individualize
learning as well as scaffolded
groups based on need. 4.20.21
After each whole group mini-
lesson, students partake in
small groups for each subject,
grouped based on students’
individualized needs and
learning styles. 4.20.21
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
Connecting learning students.
to students’ prior
knowledge,
backgrounds, life
experiences, and
interests Some students connect
learning activities to their
own lives.
Evidence
Exploring
Uses gathered information
about students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest to
support student learning.
Students participate in
single lessons or sequences
of lessons related to their
interests and experiences.
Applying
Uses school resources and
family contacts to expand
understanding of students’
prior knowledge, cultural
backgrounds, life
experiences, and interests
to connect to student
learning.
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life
experiences, and interests.
I work closely with my
students’ teachers from the
previous year in terms of
pacing. 5.20.20
Students participate in
Morning meeting, which is
immediately implemented
at the beginning of the
school year as a strategy to
get to know each other as a
community. 5.20.20
Integrating
Integrates broad knowledge
of students and their
communities to inform
instruction.
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
Teacher has gained even
further insight into
students’ community;
students are zooming from
home and often share about
their culture, experiences,
and interests and are able to
show using items from their
home if desired. Student
interest is incorporated into
instruction daily. 10.20.20
Students use sentence stems
such as “I agree/disagree
with ___ because...”, often
pulling from their own
experiences. 10.20.20
ISTE Standard 6d: I model
and nurture creativity and
creative expression to
communicate ideas,
knowledge, or connections.
10.20.20
Students use sentence stems
such as “I agree/disagree
with ___ because...”, often
Innovating
Develops and
systematically uses
extensive information
regarding students’ cultural
backgrounds, prior
knowledge, life
experiences, and interests.
Students can articulate the
relevance and impact of
lessons on their lives and
society.
I am submerged and a part
of the school community; I
have spent time learning
and understanding the
Jewish culture in order to
best understand and support
my students and their
families. Student interest is
incorporated into
instruction daily as well as
special day instruction -
such as Jewish holidays.
4.20.21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
pulling from their own
experiences. 4.20.21
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.
Evidence
Exploring Applying Integrating
Explore using additional Integrates connections Integrates connections to
real-life connections to from subject matter to meaningful, real-life
subject matter in single meaningful, real-life contexts in planning
lessons or sequence of contexts, including those subject matter instruction
lessons to support specific to students’ family and is responsive during
understanding. and community. instruction to engage
students in relating to
subject matter.
Students make use of real- Students utilize real-life Students actively engage in
life connections provided connections regularly to making and using real-life
in single lessons or develop understandings of connections to subject
sequence of lessons to subject matter. matter to extend their
support understanding of understanding.
subject matter.
During the first month of
school, I teach “Jot
Thoughts” - where students
use sticky notes to jot down
different things as they
read. One Jot Thought is
called “Making
Connections” shown
through drawing a little
chain symbol. 5.20.20
Students make text to self,
text to text, and text to
world connections
regularly through the year.
During small group, we
share connections made
and discuss them together.
After this is mastered, we
use “Making Connections”
to tie into other subject
matters as well. 5.20.20
Students pull from personal
experiences and connect to
content. 10.20.20
Students not only pull from
their personal experiences
to connect with content, but
Innovating
Engages student in actively
making connections to
relevant, meaningful, and
real-life contexts
throughout subject matter
instruction.
Students routinely integrate
subject matter into their
own thinking and make
relevant applications of
subject matter during
learning activities.
Teacher connects
curriculum to real-world
problems and solutions.
With each lesson, students
explore why it is important
to know. 10.20.20
ISTE Standard 5b: I
design authentic learning
activities that align with
content area standards
and use digital tools and
resources to maximize
active, deep learning.
10.20.20
Teacher connects
curriculum to real-world
problems and solutions.
With each lesson, students
explore why it is important
to know, connecting “I
can” statements to real-
world scenarios. 4.20.21
NBPTS Proposition 5.1:
Teachers are members of
professional communities.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
also connect experiences of
their families and the world
around them to content and
current learning. 4.20.21
Teachers collaborate with
other professionals to
improve school
effectiveness.

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’ diverse
Some students participate
learning needs
in instructional strategies,
using resources and
technologies provided.
Evidence
Explores additional
instructional strategies,
resources, and technologies
in single lessons or
sequence of lessons to meet
students’ diverse learning
needs.
Students participate in
single lessons or sequence
of lessons related to their
interests and experiences.
I seek out trainings to
attend to deepen my
knowledge and
understanding of a wide
variety of instructional
strategies to diversify my
teaching methods. I also
observe colleagues
teaching as a way to gain
insights to various
strategies and techniques to
implementing curriculum.
5.20.20
Students break into reading
small groups twice a week
to further their
understanding of that
week’s lessons. During this
time is a mixture of teacher
led and student led
discussions based on their
Utilizes a variety of
strategies including
culturally responsive
pedagogy, resources, and
technologies during
ongoing instruction to meet
students’ diverse learning
needs.
Students participate in
instruction using strategies,
resources, and technologies
matched to their learning
needs.
Through Zoom learning,
teacher incorporates a wide
variety of technology
resources to meet students’
needs. A variety of options
are available to students
when creating projects in
order to support each
situation and student.
10.20.20
Students choose from a
playlist when completing a
project. Playlist options
vary based on student need.
For example, one might
highly incorporate
technology for an
experienced student while
another might be
technology free for a
student who has limited
Creates, adapts, and Refines the flexible use of
integrates a broad range of an extensive repertoire of
strategies, resources, and strategies, resources, and
technologies into technologies to meet
instruction designed to students’ diverse learning
meet students’ diverse needs.
learning needs.
Students actively engage in Students take
instruction and make use of responsibilities for using a
a variety of targeted wide range of strategies,
strategies, resources, and resources, and technologies
technologies to meet their that successfully advance
individual students needs. their learning.
Through Hybrid learning
(in-person and Zoom
students), teacher
incorporates a wide variety
of both technology
resources and in-person
supports to benefit learners
of all types. A variety of
options are available to
students when creating
projects and completing
assignments, as flexibility
must be a top priority when
learning within a hybrid
model. Each student’s
situation varies and this
provides options to fit all
needs. 4.20.21
Students are offered a
playlist of options when
completing a project or
Standard 1 CSTP: Engaging and Supporting All Students in Learning
interests surrounding that access. 10.20.20
topic. 5.20.20
Element 1.5 Emerging Exploring Applying
Asks questions that focus Includes questions in single Guide students to think
on factual knowledge and lessons or a sequence of critically through use of
comprehension. lessons that require questioning strategies,
students to recall, interpret, posing/solving problems,
and think critically. and reflection on issues in
content.
Promoting critical
thinking though
Students respond to varied
inquiry, problem
Some students respond to questions or tasks designed Students respond to
solving, and reflection
questions regarding facts to promote comprehension questions and problems
and comprehension. and critical thinking in posed by the teacher and
single lessons or a begin to pose and solve
sequence of lessons. problems of their own
related to the content.
Often, I pose a question to
students and ask them to
use prior knowledge,
discussion with their group,
and strategy to solve. For
example, when discussing
fossils, students used
research and information
from our lessons to
decipher the animal bones
Evidence they were looking at to
predict what animal it
might have been. Students
were never given the
“accurate” answer. 5.20.20
Students are encouraged to
use prior knowledge,
mastered skills, and group
work to think critically.
5.20.20
some assignments. Playlist
options vary based on
student need and students
are coached to pick an
option that best fits their
needs. 4.20.21
Integrating
Supports students to initiate
critical thinking through
independently developing
questions, posing problems
and reflecting on multiple
perspectives.
Students pose problems
and construct questions of
their own to support
inquiries into content.
When I pose a question to
the whole group, the first
student is given the chance
to answer. The student
answering after them is
challenged to either agree
with or disagree with their
peer’s point of view based
on their experience and tell
the class why. 10.20.20
Students understand and
embrace that many
questions have multiple
answers which depend on
our own unique
experiences. 10.20.20
Innovating
Facilitates systematic
opportunities for student to
apply critical thinking by
designing structured
inquiries into complex
problems.
Students pose and answer a
wide-range of complex
questions and problems,
reflect, and communicate
understandings based on in
depth analysis of content
learning.
Teacher Leader Standard
Domain 1C: Fosters a
collaborative culture to
support educator
development and student
learning. Employs
facilitation skills to create
trust among colleagues,
develop collective wisdom,
build ownership and action
that supports student
learning.
I am always willing to
listen to understand outside
perspectives and shift my
ways of thinking based on
new information. During
my Teacher Leader
professional development
presentation for the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
teachers within my
building, I provided a
survey for feedback. Also,
receiving feedback allowed
me to reflect and improve
on my own practice.
4.20.21

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify instruction Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum and learning activities to adjustments to instruction instruction based on the extend learning
guidelines. support student based on observation of ongoing monitoring of opportunities and provide
understanding. student engagement and individual student needs for assistance to students in
regular checks for assistance, support, or mastering the concepts
Monitoring student understanding. challenge. flexibly and effectively.
learning and adjusting
instruction while Students monitor their
teaching. Some students receive Students receive assistance Students successfully Students are able to progress in learning and
individual assistance individually or in small participate and stay articulate their level of provide information to
during instruction. groups during instruction. engaged in learning understanding and use teacher that informs
activities. teacher guidance to meet adjustments in instruction.
their needs during
instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Student reflection as well
as my own is one of the
most important parts of the
lesson for me. I am
constantly gauging the
engagement level of my
students and make quick
adjustments if it is lacking.
5.20.20
At the end of lessons, I
often ask students to share
their feedback whether it is
Evidence in terms of rating an
activity or giving a quick
thumbs up/down response.
I also journal at the end of
each day next to my lesson
plans so I have the notes
for how it went the next
year. 5.20.20
Students are provided with Flexibility is modeled daily
and utilize the variety of as technology fails often
ways in which they can ask for teacher or for student,
for help, which include many times while teaching
typing in our Zoom chat, and learning on Zoom we
raising a virtual or real resort to a backup option 1
hand, attending office or even 2, and students are
hours, or commenting on accustomed to going with
our Schoology posts. the flow when it is asked.
Students often identify Students are offered both
when they need extra help challenge extensions and
and attend my office hours reteach extensions when
independently when extra necessary. 10.20.20
practice is needed. 4.20.21
10.20.20
4.20.21