CSTP 6 NG 04

CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating

6.1 Reflecting on Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
teaching practice in reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
support of student practice to support practice individually colleagues on the refinements in teaching action research in
learning student learning. and with colleagues relationship between 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 teaching practice and elements of the CSTP to the level of academic
immediate student the full range of impact on the full positively impact the achievement.
learning needs. learners. (09/24/19) range of learners. full range of learners.
(04/27/20) (12/11/21) Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
(04/30/22)
I do an informal I am constantly reflecting I continually reflect I maintain ongoing
reflection daily, asking on how I can improve my individually and with reflective practice and
myself whether students teaching practice and colleagues on action research in
were engaged, whether how I can change my refinements in my supporting student
learning goals were lesson to improve teaching practice. I learning through my ILP
achieved, what student learning. As a regularly reflect with from my induction
prerequisite skills were result, with each period colleagues through my program through
they lacking, and how I that I teach, I am PLC meetings on how I CalState Fullerton, my
could better support my adjusting my lesson can improve my teaching POP cycles, my CSTP self-
students. Once a week, I based on my reflection practice to positively assessment reflections,
do a reflection in my after each class. I also impact the full range of my technology self-
lesson plan book to reflect with my content learners. In the mentor assessment, and my
adjust instruction and to team weekly to see how conversations as part of teacher leadership self-
explore new strategies we can adjust our the FOTIP program, I reflections.
and techniques for instruction to help all regularly reflect with my
subsequent lessons. I students. I also reflect colleagues and my mento I also engage in and
also collaborate with with the district teacher on how to foster reflection among
colleagues in my content curriculum team several improve my teaching colleagues for school
team weekly on how as a times a semester to share practice and the wide impact on student
team we can better teaching practices and connection with the CSTP learning through my
support our students’ improve student elements. (12/11/21) weekly PLC meetings, my
learning. (09/24/19) instruction. (04/27/20) Teacher Leader Project
on supporting struggling
students, and in
participating in the
WASC accreditation
process with my school.
(04/30/22)
6.2 Establishing Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
professional goals connected to the CSTP the CSTP that take into the CSTP that are authentic goals broad range of
and engaging in through required account self- authentic, challenging, connected to the CSTP professional goals
continuous and processes and local assessment of teaching and based on self- that are intellectually connected to the CSTP
protocols. practice. (09/24/19) assessment. challenging and based to improve
purposeful
on self-assessment and instructional practice
professional
Attends required Expands knowledge Aligns personal goals feedback from a variety and impact student
growth and professional and skills individually with school and of sources. (12/11/21) learning within and
development development. and with colleagues district goals, and beyond the classroom.
through available focuses on improving Engages in and
professional student learning. contributes to Engages in ongoing
development. (04/27/20) professional inquiry into teacher
development targeted practice for
Selects and engages in on student professional
professional achievement. Pursues a development.
development based on variety of additional
needs identified in opportunities to learn Contributes to
professional goals. professionally. professional
(09/24/19) (12/11/21) organizations, and
(04/27/20) development
opportunities to
extend own teaching
practice. (04/30/22)
I want to improve in my Based on the CSTP self- In my ILP, I reflect on my I set and modify a broad
“emerging” and assessment, I chose some teaching practice and range of professional
“exploring” aspects of the of my weaker areas for create authentic goals for goals connected to the
CSTP, specifically in my ILP. I am also reading myself that are connected CSTP to improve
differentiated instruction articles and engaging in to the CSTP. In my ILP, I instructional practice
and using knowledge of discussions with self-assess and receive and impact student
students to guide colleagues on how to feedback from colleagues learning as seen on my
instruction. (09/24/19) improve in these areas. I as well as looking at the Teacher Leadership page
meet with my school and professional writings of for my Induction
district content team to other educators and program.
discuss goals to improve researchers (12/11/21)
student learning. The I also engage in ongoing
school and district also inquiry into teacher
allows us to choose practice for professional
professional development through my
development ILP and my Teacher
opportunities based on Leader Project for my
areas of interest and induction program.
need. (04/27/20) (04/30/22)
I have a great interest in

AVID and AVID strategies
and requested to go to
the AVID Summer
Institute this past year. I
also have an interest in
technology and hope that
I can go to the CUE
conference in the near
future. I am also
currently representing
my school in the district’s
content team and am
attending professional
development to better
improve my skills in
leadership in this
professional area.
(09/24/19)
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.
professional meetings and teacher and student reflect on teaching student learning within
collaborations. learning. practice at the grade or department Works to ensure the
community to
classroom level. and school and district broadest positive
support teacher
Identifies student and Begins to identify how (09/24/19) levels. (04/27/20) impact possible on
and student teacher resources at to access student and (12/11/21) instructional practice
learning the school and district teacher resources in Interacts with and student
level. the broader members of the Engages with members achievement at school
professional broader professional of the broader and district levels and
community. community to access professional for the profession.
(09/24/19) (04/27/20) resources that support community to access
teacher effectiveness resources and a wide Initiates and develops
and student learning range of supports for professional learning
teaching the full range opportunities with the
of learners. (12/11/21) broader professional
community focused on
student achievement.
(04/30/22)
I am not that connected I collaborate with my I frequently meet up with I facilitate collaboration
with the broader colleagues on a weekly a colleague who teaches a with colleagues through
professional teaching basis. I keep my more advanced math my weekly PLC meetings,
community. I only have department chair on class than mine to discuss regular meetings with
some connections from what is happening at the content that must be the school counselors,
some other teachers that classroom level for my addressed in my class in regular meetings with
I have met at teaching content team. I also order to be successful in the SPED department,
conferences. (09/24/19) collaborate with my her class. This year, each case carriers, and
content team on the curriculum team in my resource teachers, and by
strengths and department created an taking a more active role
weaknesses of our essential list of what during the WASC
students and brainstorm students need to know accreditation cycle.
how to best support their prior to coming into the
learning. I also regularly class to ensure that our I work to ensure the
communicate with my students are achieving broadest positive impact
department on strategies learning goals. I also meet possible on instructional
that can help all our with our district practice and student
students. I also curriculum teams to achievement through my
communicate with the discuss student learning Teacher Leader Project
special education staff and ways to improve by presenting on a topic
weekly to support teaching practice. that introduces different
students with IEPs and (04/27/20) programs and strategies
504s. (09/24/19) to support struggling
I collaborate with students. (04/30/22)
colleagues regularly to
expand impact on teacher
and student learning
through PLC meetings,
department meetings,
meetings with
counselors, meetings
with case carriers and
resource teachers, and
district meetings. I also
engage with members of
the broader professional
community through blogs
and other social media
sites. (12/11/21)
6.4 Working with Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
families to support the family in student importance of the contribute to the and support for range of opportunities
student learning 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. (12/11/21) and respect for cultural leadership to improve
events. (09/24/19) norms. (04/30/22) student learning.
(04/27/20)
I communicate goals I regularly contact I provide
with families parents through opportunities and
through Back to email to let them support for families
School Night, Open know how their to actively
House, and report students are doing participate in the
cards. I communicate and what they can do classroom and school
expectations to as parents to support by regularly
families at the the learning of their communicating with
beginning of the year students. I often try families about the
with the syllabus. to make the emails needs of the
Throughout the year, personalized to each classroom and ways
I communicate with student and where they can help. I also
parents via parent they are in their regularly
conferences, emails, learning process. I communicate with
phone calls, and also adjust my families in ways that
daily communication to show understanding
GoogleClassrooom families based on a of and respect for
announcements. I am variety of factors. For cultural norms by
still learning about my El students, I communicating in a
students’ cultures make sure to include variety of different
and their impacts on the EL Coordinator ways that best
student learning. at the school since matches what they
(09/24/19) she has a closer need. (04/30/22)
(04/27/20) relationship with the
EL families and is a
great liaison for
parent-teacher
communications. I
also use Aeries
Communication and
PowerSchool’s
communication
platform to
communicate with
parents since there is
the ability to have
translation for
families who do not
understand English
fluently. For my
students in Special
Education, I make
sure to include and
incorporate the input
of case carriers,
resource teachers,
and other
paraeducators. In my
communication with
other parents, I also
make sure to include
the school
counselors as well. I
also communicate
daily with parents
through Schoology
updates which
parents have access
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 (12/11/21) to support the to support the instructional and
surrounding the (04/30/22) curriculum. instructional program, learning opportunities
school. (09/24/19) students, and families. for students.
(04/27/20) Includes references or Includes knowledge of
connections to communities when Draws from Engages students in
Uses available communities in single designing and understanding of leadership and service
neighborhood and lessons or sequence of implementing community to improve in the community.
community resources lessons. (12/11/21) instruction(04/30/22) and enrich the Incorporates
in single lessons. instructional program. community members
(09/24/19) (04/27/20) into the school
6.5 Engaging local learning community.
communities in I am still learning more Because I moved schools I include knowledge of
about the local and districts, I am communities when
support of the neighborhoods and starting to seek available designing and
instructional communities neighborhood and implementing instruction
program surrounding the school. I community resources for by using examples in
have not used community my students. I have classroom instruction
resources in my lessons. received a lot of help in and practice that my
I hope that as I learn this aspect from the students and the
more about the counselors at my school. community can relate to.
community that I can I have also included (04/30/22)
incorporate these references or
resources in my lessons connections to
(09/24/19) (04/27/20) communities in single
lessons or sequence of
lessons through
incorporating community
aspects into word
problems and other
practice. (12/11/21)
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
(09/24/19) effort required to meet prepares for situations professional
Seeks to meet required expectations. that may be Responsibilities
commitments to Demonstrates challenging. effectively.
students. commitment by Pursues ways to (12/11/21)
exploring ways to support students’ Supports colleagues to
address individual diverse learning needs Maintains continual maintain the
student needs. and maintains belief in effort to seek, develop, motivation, resiliency,
(09/24/19) students’ capacity for and refine new and and energy to ensure
achievement. creative methods to that all students
(04/27/20) ensure individual achieve. (04/30/22)
student learning.
6.6 Managing
(12/11/21)
professional
I mostly only have Now, that I have I have a post-it note I model
responsibilities to
professional been at this school on my desk that is professionalism and
maintain
responsibilities. I for 2 years, I am able
constantly being support colleagues in
motivation and
spend almost all time to anticipate my updated with meeting and
commitment to all
planning lessons and responsibilities and important dates so exceeding
students
making myself plan accordingly. I that I can integrate professional
available to students. am able to schedule the full range of responsibilities
I am working on parent meetings as professional effectively. The dean
balancing my well as my cheer responsibilities into of the school
professional life with advisor meetings in aadvanced planning regularly praises me
my personal life so way that meets and prepare for for my poise and
as not to be stressed. expectations without situations that may professionalism
Currently, I arrive at overloading myself. be challenging. I am when dealing with
school at 6 am and (04/27/20) also in constant students who are
leave at 6 pm. I am communication with misbehaving and
helping students by I am also always colleagues so that I when
tutoring them, even seeking ways to ensure my full range communicating with
students who are no support my students’ of professional families. (04/30/22)
longer mine till 6 learning needs. I am responsibilities are
daily. Once or twice a constantly met. (12/11/21)
week, I skip lunch to communicating to
help students who my students that
are unavailable for they can still be
extra help after successful in the
school. (09/24/19) classroom and
providing them
strategies to be
successful in the
classroom. One way
of doing so is
reminding them of
ways they can
improve and small
things they can focus
their energy and
time on that reap big
rewards in the
classroom.
(04/27/20)
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. (12/11/21)(04/30/22)
● 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. (09/24/19) (04/27/20)
I demonstrate a professional demeanor both in the classroom and within the I maintain a high standard of personal integrity and
school community. Despite only being a second-year teacher, I am known as a commitment to student learning and the profession
professional who is committed to student learning. I follow all state education through my conversations and actions in the school
codes, legal requirements, district and site policies, contractual agreements, and with colleagues and with students. I contribute to
ethical responsibilities. (09/24/19) (04/27/20) building professional community by regularly
communicating with colleagues and participating in
additional activities with the school. I also contribute
to fostering a school culture with a high degree of
resilience, professional integrity, and ethical conduct
through regular conversations with colleagues about
what we are doing and through meaningful
connections with students. (12/11/21) (04/30/22)

CSTP 6 NG 04

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CSTP 6 NG 04

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CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

I have a great interest in

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