Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by to learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
Using knowledge of learning needs.
students to engage
them in learning Some students may Students engage in single Student engage in Students actively utilize a Students take ownership
engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by
instructional strategies lessons that include some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
I begin the semester with I utilize the newest, most
open-ended assignments innovative assessment
that allow me to get to tools so I can not only
know students on a more increase student
personal level by engagement and reap the
identifying individual benefits in my classroom,
interests and gaining but also share resources
insight into prior that I have explored with
experiences. I also check my colleagues. By being
Aeries to learn more open about what has
about their personal and been effective (and what
academic history. I have hasn't) for me, my
also talked with other colleagues seem to be
Evidence teachers and counselors more willing to explore
to learn how I can better new applications. 4/2021
support a certain student.
7/16/2020

I follow the Universal

Design for Learning so
students may play to
their strengths. Open-
ended assignments allow
students to be more self-
directed and connect
content to their prior
experiences. 7/16/2020
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 Integrates broad Develops and
information about and family contacts to knowledge of students systematically uses
students’ prior expand 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.
I incorporate many I practice responsive
assignments that allow teaching that allows
me to learn more about students to connect their
my individual students various interests and
and form meaningful experiences with content.
relationships. I reach out I make learning objectives
to teachers, coaches, and known by writing them
counselors, as well as on the board in student-
family members, to learn friendly language, and I
more about how I can verbally go over
make content relevant for objectives as well. I give
a certain student. students choice and
7/16/2020 remain flexible with my
lesson plans based on
student interest and
engagement. 4/21
I incorporate many
assignments that allow
me to learn more about
my individual students
and the communities
from which they come
from.  One such
assignment required
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.
students to perform a
personal energy audit
before creating an
alternative energy source.
(Fall, 2020) 
I practice responsive
teaching that allows
students to connect their
various interests and
experiences with content.
Many of the projects I
assign are open-ended
and give students choice
so they may have more
opportunities to connect
prior knowledge,
experiences, and interests
with content. (Fall, 2020)
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 meaningful, and real-life
lessons to support specific to students’ instruction and is contexts throughout
understanding. family and community. responsive during subject matter
instruction to engage instruction.
students in relating to
subject matter.
Students make use of Students utilize real-life Students routinely
real-life connections connections regularly to Students actively engage integrate subject matter
provided in single lessons develop understandings in making and using real- into their own thinking
or sequence of lessons to of subject matter. life connections to and make relevant
support understanding of subject matter to extend applications of subject
subject matter. their understanding. matter during learning
activities.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I often connect current By embracing divergent
events to course content questions, I give students
and focus on authentic opportunities to connect
experiences that engage content to personal
students in the practice of experiences and prior
science. Authentic knowledge during
experiences take priority discussions and other
over fact-based activities. 4/2021
knowledge and rote
memorization. I adjust
lesson plans according to
student interest and
engagement. 7/16/2020
Evidence
My classes are student-
centered and students
often engage in
argumentation in small
groups. Students
formulated an evidence-
based argument for why
(or why not) we should
be concerned about
COVID-19 during the
initial outbreak.
7/16/2020

Element 1.4 Emerging Exploring Applying Integrating Innovating

Using a variety of Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
strategies, resources, technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
and technologies to by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
meet students’ lessons or sequence of technologies during instruction designed to students’ diverse learning
diverse learning lessons to meet students’ ongoing instruction to meet students’ diverse needs.
needs diverse learning needs. meet students’ diverse learning needs.
learning needs.

Some students Students participate in Students participate in Students actively engage Students take
participate in single lessons or instruction using in instruction and make responsibilities for using
instructional strategies, sequence of lessons strategies, resources, and use of a variety of a wide range of
using resources and related to their interests technologies matched to targeted strategies, strategies, resources, and
technologies provided. and experiences. their learning needs. resources, and technologies that
technologies to meet successfully advance
Standard 1 CSTP: Engaging and Supporting All Students in Learning
their individual students their learning.
needs.
Students often have I follow the Universal By following the
choice so they may play Design for Learning that Universal Design for
to their individual gives me multiple options Learning and varying
strengths. During open- to engage/motivate how information is
ended assignments, I learners, present presented to students
encourage students to information to them, and and how students can
incorporate their assess their knowledge. I demonstrate their
personal interests. I had differentiate instruction knowledge, I can appeal
students complete a and make necessary to all learning styles and
timeline of the history of modifications and abilities. 4/2021
cell theory, and many accommodations based
students chose to create on student needs.
Evidence and animated video or 7/16/2020
song rather than creating
a traditional timeline on
paper. 7/16/2020

Element 1.5 Emerging Exploring Applying Integrating Innovating

Promoting critical Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
thinking though on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
inquiry, problem comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
solving, and require students to recall, posing/solving problems, developing questions, by designing structured
reflection interpret, and think and reflection on issues posing problems and inquiries into complex
critically. in content. reflecting on multiple problems.
perspectives.

Some students respond Students respond to
to questions regarding varied questions or tasks
facts and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Students respond to Students pose problems Students pose and
questions and problems and construct questions answer a wide-range of
posed by the teacher and of their own to support complex questions and
begin to pose and solve inquiries into content. problems, reflect, and
problems of their own communicate
related to the content. understandings based on
in depth analysis of
Standard 1 CSTP: Engaging and Supporting All Students in Learning
In my science classes,
students are routinely
challenged with following
the scientific method to
make observations,
formulate original
research questions, and
develop hypotheses.
Students also engage in
deliberation with
classmates, which
exposes them to
alternative ideas and
encourages them to
remain open-minded.
7/16/2020
Evidence
content learning.
My classes are student-
centered and students
often engage in
argumentative discourse
that allows them to
deliberate with and
persuade classmates. I
avoid known-answer
questions and ask more
open-ended questions
that encourage critical
thinking and
collaboration. Students
are the leaders in the
classroom and often
direct lessons. I embrace
divergent questions and
try to connect them back
to current or past
content. 7/16/2020

Here is a student work

sample for a project that
required students to
identify and describe an
alternative energy
source. Students
were required to
describe the long-term
environmental
implications of
utilizing the alternative
source (Fall, 2020).

Element 1.6 Emerging Exploring Applying Integrating Innovating

Monitoring student Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
learning and following curriculum instruction and learning adjustments to instruction based on the extend learning
adjusting instruction guidelines. activities to support instruction based on ongoing monitoring of opportunities and
while teaching. student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
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
individual assistance assistance individually or participate and stay
during instruction. in small groups during engaged in learning
instruction. activities.
Once students are I constantly mix in
working individually or informal, formative
in small groups, I assessments to gauge
constantly circulate the student learning and
room and check in on identify common
progress and offer misconceptions. I take
guidance. Before helping time to address common
a student directly, I will misconceptions before
see if any other students moving on to new
in the group can help the content. 7/16/2020
students. 7/16/2020
Before advancing to the
Evidence next topic, I utilize a
variety of assessment
strategies to identify and
address common
misconceptions. One such
strategy is using
Kahoot. Here is an
example of a Kahoot I
used this year. Fall, 2020.
Students are able to Students monitor their
articulate their level of progress in learning and
understanding and use provide information to
teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
By incorporating several
types of formative
assessment before,
during, and after my
lessons, I am able to
make needed
adjustments during
instruction. I create
flexible lesson plans so I
am prepared to adjust
strategies as needed.
4/2021