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
through data provided by learn about individual of formal and informal
the school and/or students. sources to learn about
assessments. students and guide
selection of instructional
strategies to meet diverse
Using knowledge of learning needs.
students to engage
them in learning Some students may Students engage in single Student engage in
engage in learning using lessons or sequence of learning through the use
instructional strategies lessons that include some of adjustments in
focused on the class as a adjustments based on instruction to meet their
whole. assessments. needs.
Evidence I feel like I can do a better
job at collecting informal
data to adjust my
instructions based on
what my students tell me
they need. A major reason
for this is failing to
continually offer students
an opportunity for
feedback. I am going to
include opportunities for
students to give feedback
prior to the lesson, rather
than after it.
I think that I gain most of
my informal data from
my conversations with
students. I also document
my lessons and connect
to prior knowledge and
fountains of knowledge of
my students. (9-23-20)
I feel that I am collecting
data from several sources
from informal discussions
and questions, as well as
Integrating
Uses data from multiple
measures to make
adjustments to
instruction and meet
individual identified
learning needs.
Students actively utilize a
variety of instructional
strategies and
technologies in learning
that ensure equitable
access to the curriculum.
I feel this semester has
really helped me develop
a better understanding of
how to implement
technology for my
students to use in terms
of maps, video tools,
articles, quizzes and
various other tools to
make the classroom
equitable for learning and
expressing their learning
via assessments. (12-5-
2021)
Innovating
Uses comprehensive
knowledge of students to
make ongoing
adjustments and
accommodations in
instruction.
Students take ownership
of their learning by
choosing from a wide
range of methods to
further their learning that
are responsive to their
learning needs.
I feel that this is an rea I
have grown in based on
how I adjust instruction
and learning
opportunities for
students. I want to
provide them the
adequate opportunities to
extend their learning
through resources,
activities or creative
outlets to demonstrate
comprehension. I have
based this around my
understanding of their
specific skill sets in
reading, writing,
speaking, creating and
expressing themselves (5-
1-22)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
formal results from
assessments to gain a
better understanding of
my students. However, I
feel that I need to find
better ways of using
technology to create
equity in my classroom
for all my students. (5-01-
21)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources Integrates broad Develops and systematically
prior knowledge, culture, information about and family contacts to knowledge of students uses extensive information
backgrounds, life students’ prior expand understanding of and their communities to regarding students’ cultural
experiences, and knowledge, cultural students’ prior inform instruction. backgrounds, prior knowledge,
interests represented backgrounds, life knowledge, cultural life experiences, and interests.
Connecting among students. experiences, and interest backgrounds, life
learning to to support student experiences, and
students’ prior learning. interests to connect to Students can articulate the
knowledge, student learning. relevance and impact of
backgrounds, life lessons on their lives and
experiences, and Some students connect Students participate in Students make Students are actively society.
interests learning activities to single lessons or connections between engaged in curriculum,
their own lives. sequences of lessons curriculum, and their which relates their prior
related to their interests prior knowledge, knowledge, experiences,
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests.
Evidence I always try to I do believe that I have a
include up to date much better
references, videos understanding of my
and memes to keep students and their
students engaged. As backgrounds/experiences
well, I try to build a few months into
modern connections teaching. This has
to current events. allowed me to use their
For example, I life experiences and
discussed the Trump interests to help them
Impeachment during engage in fun and
my lesson on Checks creative ways. I am also
and Balances last pleased that students can
December. Students discuss why the lessons
are typically engaged they are learning in
in the lessons history are important.
because it catches Students can argue
them off guard that I relevance and the impact
understand their on society that content is
cultural references. examining. (5-01-21)

Returning to in person
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I could do a better instruction has only
job of offering doubled down my ability
students an to use real life
opportunity to experiences to create
choose topics for lesson that engage
assignments, essays students in creative
and projects. (9-23- methods. I continue to
20) use news and relevant
events to help involve
student backgrounds into
lessons. (12-05-2021)

This is an area I have

continued to emphasize. I
think its very important
for my students to make
real connections between
historical events and
their daily lives. News
events and current trends
have only made this
easier. In fact, it has
become even easier to
implement student
backgrounds this year
now that I teach on
campus. (5-1-22).
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. 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
Connecting subject students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. matter during learning
activities.
Evidence I always connect real I feel that I have This is an area that I
world opportunities grown in this aspect feel much more
to make concepts of teaching. I believe comfortable in. I have
clear to my students. that I am responsive noticed a lot of
Often time this in adjusting lessons progress in regard to
involves addressing in the moment to my students making
real life help students find the relevant use of
continuations of relevance in a topic history in their
major issues. For that may not seem writing and arguing
example, connecting relevant to them. I for formative
Slavery to modern also feel that my assessments,
day prison examples that use discussions and
labor/human real life connections summatives. (5-01-
trafficking. have improved 22)
vastly, due in part to
I usually offer my emphasis on
students an using real life
opportunity to think scenarios, instead of
of their own fictional concepts. (5-
examples of a topic 01-21)
before offering my
own examples. I need I still meet this
Standard 1 CSTP: Engaging and Supporting All Students in Learning
to be better about requirement because
doing this I need to emphasize
throughout the year. having students
(9-23-20) make these
connections on their
own before
classifying myself as
innovating. This is
something I can
emphasize next
semester (12-5-
2021).

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional diverse learning needs. meet students’ diverse learning needs.
strategies, resources, learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. 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 learning.
needs.
I would consider I feel that I have I have found different
Standard 1 and Element really improved in methods of making
1.4 an area for
improvement. I think that
the variety of options learning equitable for
I have been adequate in in terms of students based on
Evidence providing students with technology and their learning needs.
the necessary resources that are This can viewed in
adjustments for learning. provided to my lessons built around
However, I do not feel
that I have included
students based on job interviews as
Standard 1 CSTP: Engaging and Supporting All Students in Learning
enough learning
strategies in my lessons
to accommodate all my
students. I worry that I
may be too busy focusing
on my English Learners
and not effectively
scaffolding the work for
my Students with Special
Needs. (9-23-20)
I feel that I have
improved in my use
of learning strategies
in class. However, I
personally feel that I
need to find more
ways to
accommodate
students using
technology before I
place myself in the
next category (5-01-
21)
Element 1.5 Emerging Exploring Applying
Promoting critical Asks questions that focus Includes questions in Guide students to think
thinking though on factual knowledge and single lessons or a critically through use of
inquiry, problem comprehension. sequence of lessons that questioning strategies,
solving, and require students to recall, posing/solving problems,
reflection interpret, and think and reflection on issues in
critically. content.
Some students respond to Students respond to Students respond to
questions regarding facts varied questions or tasks questions and problems
and comprehension. designed to promote posed by the teacher and
comprehension and begin to pose and solve
critical thinking in single problems of their own
lessons or a sequence of related to the content.
lessons.
their individual assessments. Many
needs. This can be students needed
other formats to alternative methods
complete of support outside of
asssessments or tools writing and found it
such as videos, easier to
articles, maps, or communicate
interactive games through an in person
that allow student discussion. Another
needs to be met. (12- way I have leaned
05-2021). into this is through
the use of oral
presentations in lieu
of written or
presented
information. This
allows for them to
demonstrate learning
in a method they are
more comfortable
with (5-1-22).
Integrating Innovating
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
and construct questions answer a wide-range of
of their own to support complex questions and
inquiries into content. problems, reflect, and
communicate
understandings based on
in depth analysis of
Standard 1 CSTP: Engaging and Supporting All Students in Learning
content learning.
Evidence I need to be better I have seen a lot of
about providing my growth from my
students rubrics for students in posing
all assignments to their own questions
evaluate their and reflecting on the
learning. Review and differing perspectives
reflection are two of history that we
aspects I encourage discuss in class. This
my students to can be seen in our
implement in all of class and group
their work. discussions. I have
also encouraged
I promote critical students to examine
thinking in my historical events and
classroom. I have analyze why people
faith in my students believed in specific
and their ability to perspectives. (5-1-
analyze a subject and 22).
implement it in their
work. I need to
emphasize students
keeping a portfolio of
the work/hanging on
to their work. (9-23-
20)

I think that the

biggest thing I need
to work on before
improving this rating
is teaching my
students how to ask
their own questions,
rather than
responding to my
questions. I feel that
students are hesitant
Standard 1 CSTP: Engaging and Supporting All Students in Learning
to share their ideas
due to a fear of being
wrong or possibly
not wanting to slow
down a lesson. (5-01-
21)

I am still learning
how to encourage
students to
responding with
their own questions
across all my classes.
My upperclassmen
have an easier time
doing this than the
underclassmen. I
think sentence
frames or some kind
of guiding questions
would encourage this
practice (12-05-
2021).

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
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. 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.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence I believe that I
Element 1.6 is one of
my greatest strengths
as a teacher. Being
able to read the room
and realize my
instructional method
is not working for
students has
benefited me greatly
during my teaching
career. When
planning an
assignment that I fail
to realize something
may not be clear or
that a different
example may be
needed. Being able to
think and respond
quickly to these
moments has, in my
opinion, greatly
benefitted my
students needs. I
always design breaks
in my lessons for
critical thinking and
provide students the
opportunity to pose
their own questions
about the content. (9-
23-20)

The biggest area of

improvement need is
to find new ways to
help students
Standard 1 CSTP: Engaging and Supporting All Students in Learning
monitor their own
progress. I do not
believe that I
emphasize this
enough in my
classroom. I still do
believe that my
ability to improvise
based on progress
monitoring is one of
my strengths. I kept
the rating the same
as a result. (5-01-21)

I am still working on
finding consistent
methods of having
students monitor
their progress. I have
implemented exit
tickets and started
having students
rewrite learning
goals, but need to be
more consistent with
how I approach these
going forward (12-
05-2021).

Having students
rewrite learning
goals has been an
effective method of
instructing students
of the expectations
they should set for
themselves.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
However, I still find
that some students
struggle with self-
assessing their work
before submitting it. I
want to emphasize
checklists going
forward as a method
of encouraging
reflection. (5-1-22).