Element

Emerging Exploring Applying Integrating Innovating

2.1
Models and Models fair and Reinforces Develops shared Facilitates
communicate respectful positive, responsibility with student self-
s behavior. responsible, and students for reflection and
expectations Demonstrates respectful resolving conflict ongoing
for fair and commitment to student and creating and improvement
respectful fairness and interactions. maintaining a of the caring
behavior to respect in Assists students caring classroom community
support social communication to resolve community.   based on
development. s with students conflicts. Supports students respect,
about language Incorporates in taking fairness, and
and behavior. cultural leadership in the value of
Seeks to awareness to developing a caring all members.
Promoting understand develop a community that is
social cultural positive responsive to the
Developmen Some perceptions of classroom diverse cultural
t and students caring climate. norms of identities Students take
responsibilit share in community. of all students. leadership in
y within a responsibility Students resolving
caring for the Students demonstrate Students take conflict and
community classroom participate in efforts to be responsibility creating a fair
where each community. occasional positive, resolving conflicts and
student is community accepting, and and maintaining a respectful
treated building respectful of caring classroom classroom
fairly and activities, differences. community. community
respectfully designed to Students promote where
promote caring, respect and student’s
fairness, and appreciation for home culture
respect. differences. is included
and valued.
Students
communicate
with empathy
and
understandin
g in
interactions
with one
another.

Even if I am I play games Basically, I am Students know

being firm with them using the class that if they fight,
with sometimes. The contract similar we will all sit down
students, I games are to last year. But and talk about it It
don’t yell at sometimes the makes me laugh
them or lose academic, but implementation because they seem
my temper. In sometimes they and application to hate this
Evidence fact, they are just short have improved. process for
think the idea team building The whatever reason
of me yelling moments. I implementation even though it is
at someone is think it’s process was very gentle and no
funny. If they important to much smoother one really gets in
are causing a give them a this year thanks much trouble.
disturbance break to Typically, I just
and not sometimes and this PowerPoint  mention there will
responding to show that I care I found from the need to be a
my subtler that they are Flippen Group. I meeting and
cues, I will not just can be more students stifle their
have a workers. I got consistent in conflict. I will
conversation this idea from referring to the respect their wish
with them an English contract, but to work with
after class teacher on there have been others if it’s just a
about their YouTube, few behavior case of one
choices. Laura, issues this year. student not getting
During these Randazzo, The climate on well with
conversations called Quarter seems positive, another. But if it’s
, students Trios. I really accepting, and a bigger issue, of
actually get want to try respectful so course we will
to speak and implementing far. I would like have to meet
tell me their her team to implement a about it. I’m
reasons for building idea! I Restorative reading about DBT
their behavior haven’t Justice therapy skills and I
and their established it program, but am happy to teach
opinion about yet, but feel I need more students what I
the situation. perhaps next time and learn and work
I too will quarter I can. support from with them on their
explain the 9-26-19 the community social and
reasons for to do so emotional skills.
my successfully. 5-2-20
expectations. 10-10-20
We then Still doing the
come up with above.
a solution 12-11-20
together. I
feel the From reflections m
interaction is y students write
fair and about the
respectful. If classwork I can
a student is often hear areas
less than where I can be
respectful more considerate
during class, I of the students’
simply ask, needs and feelings.
“Do you feel NBPTS/TLMS
disrespected Connection: NBPTS
by me?” and Proposition 1:
tell them, “If Teachers are
you do, you committed to
need to let students and their
me know learning. 3.
because Teachers treat
that’s a big students equitably.
problem for After reading their
me. reflections, I will
Otherwise, I follow up and chat
also deserve with them to see if
your we can come up
respect.” If with a fair,
this doesn’t mutually beneficial
work, I give and satisfying
them an solution.
option to talk 5-5-21
to me or the
head of
discipline.
They have so
far only
chosen to talk
with me
about
disruptive
behavior.
9-26-19
Element Innovatin
Emerging Exploring Applying Integrating
2.2 g
Is aware of Experiments Develops physical Maintains physical Adapts
the with and/or environments environments that physical
importance virtual that reflect reflect student and/or
of the learning student diversity diversity and provides environmen
physical environments and provide a a broad range of ts flexibly to
and/or virtual that support range of resources, displays, facilitate
learning student resources for and artifacts that are access to a
environment learning. learning. current and integral to wide range
s that instruction. of
support Utilizes a variety resources
student Structures for of structures for Integrates a variety of that engage
learning. interaction interaction during structures for students in
are taught in learning activities interaction that engage learning.
Is aware that single lessons that ensures a students constructively Ensures
structured or sequence focus on and and productively in that
interaction of lessons to completion of learning. environmen
between support learning tasks. ts enhance
Creating
students can student learning
physical or
support learning. Students routinely use and reflect
virtual
learning. a range of resources in diversity
learning
learning environments within and
environmen
Students use a that relate to and beyond the
ts that
variety of enhance instruction classroom.
promote
resources in and reflect their
student
Students use learning diversity. Selects
learning,
Some resources environments Students share in from a
reflect
students use provided in and interact in monitoring and repertoire
diversity,
available learning ways that deepen assessment of of
and
resources in environments their interactions to improve structures
encourage
learning and interact understanding of effectiveness and for
constructiv
environment with each the content and develop a positive interaction
e and
s during other to develop culture for learning. to ensure
productive
instruction. understand constructive accelerated
interactions
and complete social and learning for
among
learning tasks academic the full
students
in single interactions. range of
lessons or students.
sequence of
lessons. Students
participate
in
monitoring
and
changing
the design
of learning
environmen
ts and
structures
for
interactions
.

Evidence I am aware My learning This year, I’ve My co-teacher

that the tasks can definitely had Nate in Wisconsin
physical generally more success created a
classroom be with getting brilliant activity wh
environme improved my students to ere students
nt can still, but I collaborate worked in their
support purposefull and move into groups to
student y put groups for formulate
learning. I students cooperative questions for
have into groups learning discussion. My role
students and give activities. Due was to be with the
sit in them both to the students in China,
different paper and pandemic, we in person, and to
groupings technology- also learned support their
for based online for two groups and
different resources months. This monitor that they
activities. I to use in gave me an remained on task.
can see order to opportunity to My co-teacher
that our complete gain skills and created this
classrooms tasks. For experience document and
are nice example, I with using commented on
and there have had virtual tools their responses in
are students do more real-time as we
procedures partner effectively. Zoom called with
for presentatio 5-2-20 him. While I didn’t
students to ns that create this activity,
take care required My co- I’m adding it to my
of them research at teacher and I portfolio as an
already set the end of a have helped activity I have
in place by unit. I will our senior experience with
the school. give students to and could imitate
I think this students develop in the future.
contributes time to use content Students were
to better their books, knowledge engaged in and
discipline. paper and supported in
resources social/acade forming positive,
I am aware I’ve given mic skills productive
that them, and through interactions
structured their discussion amongst each
interaction laptops to boards in other in both a
between complete Google physical and digital
students the task at Classroom. setting.
can hand. My co- NBPTS/TLMS
support 9-26-19 teacher Connection:
learning. provided us NBPTS: Proposition
For this with a helpful 3: Teachers are
reason, I model, color- responsible for
will pick coded to help managing and
their students see monitoring student
partners the different learning. This
and components lesson
groups. I required as demonstrated
will give they interact multiple methods
them via discussion to meet
questions boards. instructional goals,
and topics 10-10-20 teacher support of
for learning in varied
discussion settings and
and groups, teachers
writing. valuing student
Additionall engagement,
y, I try to teachers regularly
vary my assessing student
instruction progress, an
al teachers engaging
methods, students in the
but I need learning process. 
to improve 5-5-21
in my
effectivene
ss of
organizing
and
delivering
content
through
diverse
instruction
al
methods.
An over
reliance on
direct
lecture and
only using
traditional
methods
limits
student
learning
and
naturally
does not
appeal to
me. At
times still, I
still find
myself
taking too
much and
expecting
students to
listen.
9-26-19
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to Recognizes and Anticipates and Integrates Shares
policies and addresses safety reduces risks to support for responsibility
laws issues regarding physical, students to with the
regarding materials, intellectual, and take risks and students for
safety that student emotional safety offer the
are required interactions, and using multiple respectful establishment
by the site, the organization strategies that opinions and
district, and of the learning include examining about maintenance
state. environments. biases in the divergent of a safe
Responds to learning viewpoints. physical,
behaviors environment and intellectual,
that impact curriculum. and emotional
student Explores environment
safety as strategies to Models and Engages in focused on
they arise. establish provides reflection on high quality
Establishing
intellectual and instruction on skills their own and rigorous
and
emotional safety that develop language and learning.
maintaining
in the classroom. resiliency and behavior that
learning
support intellectual contributes to
environments
and emotional intellectual
that are
safety. and
physically,
Students follow emotional
intellectually,
teacher guidance safety in the
and
Students are regarding Students take risks, classroom. Students
emotionally
aware of potential safety offer opinions, and demonstrate
safe
required issues for self or share alternative resiliency in
safety others. perspectives Students perseverance
procedures develop and for academic
and the practice achievement.
school and resiliency Students
classroom skills and maintain
rational for strategies to intellectual
maintaining strive for and emotional
safety. academic safety for
achievement, themselves
and establish and others in
intellectual the classroom.
and
emotional
safety in the
classroom.
My class rules Peer editing is a
are very great example
simple: be of this CSTP in
kind, be on action. Students
task, be ready, learn to use I-
and be safe. statements as
Evidence Students know they give both
we cannot encouraging
have fun if we and critical
don’t follow feedback in
these rules. If order to help a
there is a classmate to
safety issue in improve and to
the physical see where they
learning excelled.
environment, I
will notify the We also discuss
administration persuasion and
to fix or how it differs
remove it if I from coercion in
am not able to my Rhetoric
do so myself. course. We try
to model and
To establish practice
intellectual persuasion in
and emotional our interactions
safety, my together. It
main strategy makes
is to reframe disagreements
any put downs and issues an
or insults that I exercise and
hear students educational
saying, even if experience.
they are 5-2-20
talking about
themselves. If
one student My co-teacher
says, “Very and I taught
stupid” when the seniors
another about
student gets a ethnocentrism,
question stereotypes,
wrong, I will and alienation
tell the class of audience
“It’s stupid not members
to try and to during public
go on thinking speaking. The
you have all social contract
the answers mentioned
when there is before is a
an opportunity large part of
to learn.” how I discuss
intellectual and
My rapport emotional
with my safety. I also
students is make mistakes
enough that as a human
they will listen (with ADHD)
to me when it and I point out
to the students
 comes to
matters of that we’re here
safety. It is to help each
important in other,
terms of safety especially in
to establish our struggles.
credibility and When I review
caring with discussions
students. and speech
9-26-19 outlines, I
check to see
how students
are talking to
and about one
another. In
speeches,
students know
beforehand
through
a rubric that
they can lose
points for
alienating their
peers/the
audience.

ISTE Educator
as Citizen 3a: I
create
experiences
for learners to
make positive
socially
responsible
contributions
and exhibit
empathetic
behavior. This
can be seen in
this rubric.

10-10-20

Element
Emerging Exploring Applying Integrating Innovating
2.4
 Focuses the Strives for a Develops a rigorous Integrates rigor Facilitates a
rigor of the rigorous learning learning environment throughout the rigorous
learning environment that that includes learning learning
environmen includes accuracy, analysis, environment environment
t on accuracy, problem solving, and that values in which
accuracy of understanding, appropriate levels of accuracy, students take
answers and and the challenge. analysis, and leadership in
completion importance of Holds high critical reading, learning.
of learning meeting targeted expectations for writing and Fosters
tasks. learning goals. students. Has an thinking. extended
Is aware of Works to understanding of Integrates studies,
the maintain high achievement strategic research,
importance expectations for patterns, and uses scaffolds and analysis and
of students while scaffolds to address technologies purposeful
Creating a maintaining becoming aware achievement gaps. throughout use of
rigorous high of achievement instruction that learning.
learning expectation patterns for Students engage in a support the full Supports
environmen s for individuals and variety of range of students to
t with high students. groups of differentiated learners in utilize an
expectation students. supports and meeting high extensive
s and challenges in ways expectations for repertoire of
appropriate that promote their achievement. differentiate
support for Some individuals accuracy, analysis, d strategies
all students and groups of and problem solving Students to meet high
Some students work in learning. actively use expectations.
students ask with the teacher supports and
for teacher to support challenges to Students
support to accuracy and complete take
understand comprehension critical reading, responsibility
or complete in their learning. writing, higher to fully utilize
learning order thinking, teacher and
tasks. and problem peer support,
solving across to achieve
subject matter. consistently
high levels of
factual and
analytical
learning.

Evidence I try to Most of my I will be

maintain high students have adapting AP
expectations found my courses Language
of my very challenging, and
students by but I have gotten Composition
giving them better at curriculumfo
assignments providing support r my
generally near for all students. I students.
their “Zone of still have room to Some may be
Proximal grow in terms of able to pass
Development” helping them to the AP exam,
. I attempt to fully utilize this and others
use support. I also may not. But
scaffolding, need to improve this
but I need to at engaging the curriculum
be more highest and demonstrate
effective. For lowest achieving s education
example, I students. that “values
marked errors 5-2-20 accuracy,
on students’ analysis, and
essays and While my critical
allowed them colleague who reading,
to rewrite and also teaches writing and
fix errors to juniors says thinking.” I
get additional many of the support my
points on the reading and students by
assignment. writing activities providing
While grading I do with my tasks that
these essays, I students are too use the same
was looking difficult for his skills but
for general students to with easier
patterns in understand, the content –
errors which I content and such as short
can focus on skills we focus speeches
in future on in my class from popular
lessons. are grade level films. I also
and appropriate provide
I will help for high school. modeling,
individuals Recently graphic
and groups, students have organizers,
but I feel I annotated for mnemonics,
need to be sign-posts and and more for
more efficient written about support of
with how how the sign this difficult
many I can posts help clue content.
reach and how readers into Students
theme/argumen
regularly I can may also
t (depending on
reach them to produce less
if we’re looking
offer support. volume of
at fiction or
9-28-19 writing if it
non-fiction).
means
Additionally, I
spending
included lessons
time working
from
to improve
Noden’s Image
the quality of
Grammar for our
narrative writing a few pieces
unit. My of writing.
students learned
five additional NBPTS/TLMS
brushstrokes Connection:
from this NBPTS
program and Proposition
 most 5: Teachers
demonstrated are members
them at least of
proficiently in professional
their writing. To communities
practice the sign : 1. Teachers
posts, I did a work with
jigsaw activity. other
Additionally, we professionals
learned half on to improve
one reading and school
then the next effectiveness
half on another . By learning
reading to help from the
avoid overload. online
These lessons community
also followed a of AP English
gradual release teachers, I
model. am able to
10-10-20 help support
my other
colleagues
teaching
English in
helping to
prepare
students in
pre-AP or
helping other
teachers set
rigorous
standards
even if our
students do
not commit
to taking the
AP exams.
5-5-21

Element 2.5 Innovatin

Emerging Exploring Applying Integrating
g
Developing, Establishes Develops Uses multiple Integrates Facilitates a
communicatin expectations, expectations strategies equitable positive
g, and rules, and with some including expectations, environmen
maintaining consequences student culturally positive supports, t using
high standards for individual involvement. responsive and consequences systems
for individual and group Communicates instruction to for individual and that ensure
 behavior. , models and develop and group behavior students
explains maintain high within and across take an
expectations standards for learning activities. active role
for individual individual and in
and group group behavior. Guides and monitoring
Refers to behavior. supports students and
standards for Utilizes routine to self-assess, maintaining
behavior and Reviews references to monitor, and set high
applies standards for standards for goals for individual standards
consequences behavior with behavior prior and group for
as needed. students in and during behavior and individual
single lessons individual and participation. and group
or sequence of group work. behaviors.
lessons in Students respond
and group anticipation of to individual and
behavior Students are need for Students follow group behaviors
aware of reinforcement. behavior and encourage
classroom expectations, and support each
rules and Students know accept other to make
consequences expectations consequences improvements.
. for behavior and increase Students
and positive demonstrat
consequences behaviors. e positive
and respond to behavior,
guidance in consistent
following participatio
them. n and are
valued for
their unique
identities.

Evidence I had my I use a

current behavior My reading
students last expectations circles have self
year and we rubric. Every and group
made a student has a member
social copy and there assessment at
contract is a class copy this point.
together. To on their main
my surprise, class Reading circles
it was still in information also allow all
all of their board, so they students to
classrooms, can always participate in a
a find it for role and on a
permanent reference. level of
fixture on 9-28-19 challenge
their board where they can
of important Students still be successful
notices. But on occasion and contribute
I had them might be off to the
brainstorm topic, and they conversation.
ideas for still get sleepy
how we and overly I walk around
should treat chatty at to monitor for
each other inappropriate on-task
and what times, but they behavior (the
would make will accept the consequence is
our class consequences. I confiscate
effective, so Usually they their computer
we could get will come to for the day if
the most see me to they are
out of it. work on a misusing it) and
Then we solution for to provide
lumped the solving the support and
general issue and we encouragemen
themes might make a t.
together to personal
make our contract to 5-2-20
expectations improve the
. Everyone behavior.
signed if 9-28-19
they agreed
to it;  I most often
everyone use positively
signed. framed
9-28-19 prompts or
questions to
reference
positive
behavior.
Providing
clear written
directions
drastically
supports on
task-behavior
since
students have
no chance of
saying that
they don’t
know what
they are
supposed to
be doing.
Respectfully
asking
students,
“What are
you supposed
to be doing?
Are you
doing it?”
helps in my
classroom.
I’m clear with
students
about the
expectations
and
consequence
s. If I haven’t
made an
expectation
clear, then I’ll
restate it
clearly and
reference our
class social
contract. The
most
effective
consequence
in my class is
having a goal
and if we
don’t get to
it, it becomes
homework –
and, on the
contrary, if
students
work
diligently and
need more
time, I often
accommodat
e their
requests.
10-10-20
Element
Emerging Exploring Applying Integrating Innovating
2.6
Establishes Develops Maintains regular Engages Facilitates
procedures, routines, use of routines students in student
routines or procedures, and and procedures monitoring participating in
norms for norms in single that are culturally and reflecting developing,
single lessons lessons or responsive and on routines, monitoring,
to support sequence of engage students in procedures, and adjusting
student lessons with the development and norms in routines and
learning. some student and monitoring of ways that are procedures
involvement. norms. culturally focuses on
responsive. maximizing
Maintains a learning.
Provides positive quality Classroom
Seeks to behavior supports. learning climate
promote Responds climate that integrates
Responds to positive appropriately to builds on school
disruptive behaviors and behaviors in ways student standards and
Employing
behavior. responds to that lessen strengths. culturally
classroom
disruptive disruptions to the relevant
routines,
behavior. learning climate. Promotes norms.
procedures,
Students positive
norms, and
participate in behaviors and Promotes
supports for
routines, consistently positive
positive
procedures, and prevents or behaviors and
behavior to
norms and receive refocuses establishes
ensure a
Students are reinforcement for behaviors preventions
climate in
aware of positive behaviors. disruptive to and a positive
which all
procedures, Students receive the learning classroom
students can
routines, and correction for Students receive climate. climate that
learn
classroom behavior that timely and eliminate most
norms. interferes with effective feedback disruptive
learning, and and consequences behavior.
positive for behaviors that
reinforcement interfere with Students are
in following learning. involved in
routines, assessment Students share
procedures, and and responsibility
norms. monitoring of with teacher
routines, for managing
procedures, and
and norms in maintaining a
ways that positive
improve the classroom
learning climate that
climate. promotes
learning.
Evidence This one We have pretty
made me solidly
laugh. I had a established
meditation norms and
bell that I expectations in
used to quiet my class.
my students Students are
down, but also familiar
they thought with routines,
it was too which tend to
childish. So I vary a bit on
told them I days when we
won’t use it if do different
they can be learning
responsive to strategies, but
my hand students learn
signal and the routines
help each within the
other to variety.
know when
I’m ready for Students are
them to be familiar with
silently my
listening. consequences.
There aren’t
I try to frame any majorly
student distracting
misbehavior behavior issues,
in terms of although there
what I would are a few
like them to students who
be doing struggle to stay
instead, or on task and
what would engaged. It’s
be better for more an
them to do engagement
instead. I also issue than a
say what behavior issue
positive in my opinion –
behavior I so I’m seeking
wish to see ways to engage
out-loud as if and support
they are these
already doing challenging
it: “Students students more.
have their 5-2-20
desk cleared,
so we can I have ideas
focus on the for routines,
speaker.” I but they still
might also need to be
ask, “Dylan, implemented
what are we with greater
supposed to regularity.
be doing That isn’t to
right now if say my class is
we are on chaotic. There
task?” is the typical
9-28-19 lesson
structure. But
I’m envious of
those teachers
who have
neatly
scheduled
reading,
writing, mini-
lesson, and
project work
times. My
units follow a
somewhat
predictable
flow and
students have
routines for
partnering and
grouping.
Usually if
students are
misbehaving
it’s because
I’m not fully
supporting or
engaging
them. I try to
address the
issue there
and discuss
quietly and in
private if they
felt
disrespected.
Using Google
Classroom
 helps me
manage
student work
so much
better than
when I was
teaching
without it.
10-10-20

Element Innovatin
Emerging Exploring Applying Integrating
2.7 g
Paces Paces instruction Paces Paces instruction to Paces,
instruction with some instruction include ongoing adjusts,
based on consideration of with assessment of student and fluidly
curriculum lesson type, students to learning. Supports facilitates
guidelines. adjustments for provide students in the monitoring instruction
Develops sufficient adequate of instructional time. and daily
awareness of student work time for activities.
how time and instruction, Students use their
transitions transitions to checking for instructional time to
and classroom optimize understandi engage in and complete
management learning. ng, learning activities and are
Using impact pacing completion prepared for the next
instructio and lessons. of learning sequence of instruction. Students
nal time Students activities monitor
to Some complete and closure. their own
optimize students learning time, are
learning complete activities and, as Students engaged in
learning needed, may participate accomplishi
activities in receive some in and ng learning
time allotted. adjustments of complete a goals, and
time allotted for variety of participate
tasks or learning in
expectations for activities in reflection,
completion. the time self-
allotted with assessment
options for , and goal
extension setting.
and review.

I’m really I know there I have  I adjust the clock

bad at are students gotten based on how
estimating who need better students are working
how long more time, so about the and the progress and
Evidenc tasks will I might give it structure engagement I see
e take. I am for homework and therein. As stated in
aware that or extend our pacing of the last reflection, I
poor worktime into lessons accept late work
transitions the next class. this year. since it’s usually the
waste My students When I students at risk of
learning are swamped taught failing who turn in
time and with classes online, Iassignments late or
that from school had a who need me to
students and outside of really push them to
really nice
will learn school with rhythm do the work. So, I
less in a extracurricula and feel it’s more
chaotically r and test gradual responsible to take
managed prep classes. release late work (it’s more
classroom. I So, I am a model. inconvenient for me)
do try to little generous rather than to fail
avoid such with time If students students who are
circumstanc allotments. need obviously in need of
es, but The main review or help in terms of self-
when I try thing is to seeextension management and
new, the work gets options, pacing their work
sometimes done, to see these are flow.
the pacing how we grew available
gets wonky as well as within the ISTP 5a – Educator
and the how we can parameter as Designer – I use
students grow further. s of the WeChat and Google
grow 9-28-19 assignmen Classroom to
impatient ts. communicate with
my students about
and get I see that I
their personal needs.
chatty and can work to 5-2-20
I make reasonable
distracted. provide
accommodations
9-28-19 more options
based on their
still. I hope
needs.
that with the
Communication
next
between a student
assignment
and me
in this course
on WeChat demonst
I can move
rates this ISTP
to this next
level with
10-10-20
choice
boards. In
some ways I
am
integrating
though. My
instruction
does build to
support
students
throughout
the unit and
throughout
the course. I
also time
students and
make
announceme
nts to
prepare
them for
transitions.
10-10-20