Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by 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. 9-19-22 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. 9-19-22 that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.

Many of my students have The evidence that I am

some sort of special need using data from multiple
therefore, I work to make measures to make
sure that they learn how adjustments to meet
to help themselves during individual learning needs
each lesson. Some is taken from both
students need to sit formative and summative
closer to the smartboard assignments. An example
while others need to read would be from formative
and follow along on their assignments that consist
Chromebook. Others need of warm-ups, in-class
extra time so they come lessons, exit tickets, and
Evidence in at lunch to get the verbal interactions. With
more individualized each assignment, I look to
attention he/she needs. see how my students are
9-19-22 doing and what quality I
am receiving from them.
Some lessons have a
majority of students
producing higher level
understanding while
others do not. From that
point, I decide whether to
reteach or more forward.
9-19-22
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 and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior 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. 9-19-22
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. 9-19-22
The majority of my
students come from
Latino backgrounds
therefore, I use common
cultural practices to help
relate what is being
taught in my lessons.
Other examples are I
relate what students
share about their family
life, interests, and
previous knowledge to
connect to what
happened in history.
On many occasions, I have
students who write their
connections about the
lesson to their personal
lives and prior
knowledge. This is strong
evidence that they
connected with the
lesson. 9-19-22
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. 9-19-22
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. 9-19-22 applications of subject
subject matter. matter during learning
activities.
The worlds’ current
situations provide
wonderful connections to
the history that I am
teaching. An example that
I have used is the war
between Russia and
Ukraine. My students ask
about how and why it
started so I use that
information to teach them
about the different types
of governments and why
Evidence the West holds different
beliefs from that of the
Middle East, and Eastern
regions.

Like I stated above, my

students ask about what
is happening in Ukraine
therefore, I use that time
to make connections to
their lessons. I know that
they enjoy this because I
read it in their responses.
Standard 1 CSTP: Engaging and Supporting All Students in Learning

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. . 9-19-22
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. 9-19-22
In all my lessons I use
three standard strategies:
visual, auditory, and
kinesthetic. From there, I
add in others depending
on what my students
need and what fits the
type of lesson. An
example for what I do is
in my vocabulary lessons
I have them work on an
assignment called four
Evidence square. This is where four
squares need to be filled
in for each vocabulary
term. I read the word and
definition aloud to my
students while pointing
to the words. Then, they
have to fill in the other
three squares that also
visually and logically aide
in their learning of that
word. 9-19-22
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
critically.
Promoting critical
thinking though
inquiry, problem
Some students respond to Students respond to
solving, and
questions regarding facts varied questions or tasks
reflection
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Evidence
Guide students to think Supports students to Facilitates systematic
critically through use of initiate critical thinking opportunities for student
questioning strategies, through independently to apply critical thinking
posing/solving problems, developing questions, by designing structured
and reflection on issues in posing problems and inquiries into complex
content. . 9-19-22 reflecting on multiple problems.
perspectives.
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
9-19-22 in depth analysis of
content learning.
Due to the type of
population I teach, they
do not work without me
either guiding or
prompting. Therefore, I
have to guide my
students to use critical
thinking skills or give
them time to pause and
reflect. Many times, I have
to lead them to the
connections and then let
them start their critical
thinking.

Some lessons are easier

than others to get my
students to speak up and
reflect on what we are
learning. Most times,
their written responses
are stronger and more
thought out. One thing I
have noticed is that when
they do understand the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
material, they start to ask
questions and make
connections to the
lessons we are learning.
9-19-22
Element 1.6 Emerging Exploring Applying
Implements lessons Seeks to clarify Makes ongoing
following curriculum instruction and learning adjustments to
guidelines. activities to support instruction based on
student understanding. observation of student
engagement and regular
Monitoring student checks for understanding.
learning and
adjusting instruction
while teaching. 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. 9-19-22
Generally speaking, my
students stay engaged
and participate in my
lessons but some days
can be more challenging
than others. Hence, why I
have to change my
strategies up to keep
them engaged. There are
Evidence days I feel like a circus
performer just trying to
keep their attention. 9-
19-22
Integrating Innovating
Adjusts strategies during Makes adjustments to
instruction based on the extend learning
ongoing monitoring of opportunities and
individual student needs provide assistance to
for assistance, support, or students in mastering the
challenge. . 9-19-22 concepts flexibly and
effectively.
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.
Changing strategies
during instruction
happens often enough
during a lesson. When I
notice that my students
have questioning looks in
their eyes or their eyes
are wandering elsewhere,
I know that I need to
change the lesson up to
grab their attention and
help them refocus. 9-19-
22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
support social and respect in students to resolve maintaining a caring on respect, fairness, and
development. communications with conflicts. classroom community. the value of all members.
students about language Incorporates cultural Supports students in
Promoting social and behavior. awareness to develop a taking leadership in
Development and Seeks to understand positive classroom developing a caring
responsibility cultural perceptions of climate. community that is Students take leadership
within a caring caring community. responsive to the diverse in resolving conflict and
community where Some students share in Students demonstrate cultural norms of creating a fair and
each student is responsibility for the Students participate in efforts to be positive, identities of all students. respectful classroom
treated fairly and classroom community. occasional community accepting, and respectful 9-19-22 community where
respectfully building activities, of differences. 9-19-22 student’s home culture is
designed to promote Students take included and valued.
caring, fairness, and responsibility resolving Students communicate
respect. conflicts and with empathy and
maintaining a caring understanding in
classroom community. interactions with one
Students promote another.
respect and appreciation
for differences.

Evidence This is one area that I This is one of the areas

stress with my students that I work very hard to
from the beginning of instill in my students
the school year. Luckily that I need their
many are respectful and cooperation with it. I try
try to be positive with to help them understand
other people’s why they need their
differences, including my assistance with keeping
own. 9-19-22 our learning
environment a safe and
healthy one. An example
is I gave a normally
dysregulated student a
job to take the
emergency kit and
rosters out during drills.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
The fact that I gave him
the responsibility really
made an impact on him.
He was very proud to do
it during our last fire
drill and completed the
task in an exemplary
manner. 9-19-22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.2 Emerging Exploring Applying Integrating Innovating

Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning learning. student learning. and completion of structures for interaction
environments that learning tasks. that engage students Selects from a repertoire
promote student constructively and of structures for
learning, reflect productively in learning. interaction to ensure
diversity, and 9-19-22 accelerated learning for
encourage the full range of students.
constructive and Some students use Students use resources Students use a variety of
productive available resources in provided in learning resources in learning Students routinely use a Students participate in
interactions among learning environments environments and environments and range of resources in monitoring and changing
students during instruction. interact with each other interact in ways that learning environments the design of learning
to understand and deepen their that relate to and enhance environments and
complete learning tasks in understanding of the instruction and reflect structures for
single lessons or content and develop their diversity. interactions.
sequence of lessons. constructive social and Students share in
academic interactions. monitoring and
9-19-22 assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
My students use a variety The tools/decorations in
of resources such as an my classroom
online textbook that has demonstrate an
the capability to read to international feel. There
them, an extra-large are posters about the
classroom map and different types of
Evidence
timeline, their governments, an extra-
Chromebook, pens/ large world map on a side
pencils and paper. and wall, a large timeline
interact in ways that gives students a visual
deepen their about when events in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
understanding of the history occurred. I also
content and develop put up most of the
constructive social and international flags like a
academic interactions. 9- molding near the ceiling.
19-22 Lastly, I put maps and
other types of resources
in their Google Classroom
so that my students can
access information at the
touch of a button. All of
this creates an
environment of diversity.
9-19-22

Element 2.3 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Adheres to policies and Recognizes and Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks with the students for
that are required by the regarding materials, intellectual, and and offer respectful the establishment and
site, district, and state. student interactions, emotional safety using opinions about maintenance of a safe
Responds to behaviors and the organization of multiple strategies that divergent viewpoints. physical, intellectual,
that impact student the learning include examining 9-19-22 and emotional
safety as they arise. environments. biases in the learning environment focused on
environment and high quality and
curriculum. Engages in reflection on rigorous learning.
Establishing and their own language and
maintaining Explores strategies to Models and provides behavior that
learning establish intellectual instruction on skills that contributes to
environments that and emotional safety in develop resiliency and intellectual and
are physically, the classroom. support intellectual and emotional safety in the
intellectually, and emotional safety. classroom. 9-19-22
emotionally safe Students are aware of Students demonstrate
required safety resiliency in
procedures and the Students follow teacher Students take risks, Students develop and perseverance for
school and classroom guidance regarding offer opinions, and practice resiliency skills academic achievement.
rational for maintaining potential safety issues share alternative and strategies to strive Students maintain
safety. for self or others. perspectives for academic intellectual and
achievement, and emotional safety for
establish intellectual themselves and others
and emotional safety in in the classroom.
the classroom. 9-19-22

Evidence One great thing about

teaching older students
is that they can usually
have class discussions.
Now the students I
teach don’t usually
speak out easily so I
usually have to prompt
them and give long
pregnant pauses for
them to respond but
once they get started
they usually want to
continue with the
discussion. 9-19-22
Furthermore, I also
remind them to use
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
phrases like, “I
respectfully disagree”
and “I can understand
your point but…” that
way they learn how to
discuss opposite
viewpoints without
being offensive or rude.

With me working on
discussion/debate skill
building, students learn
to develop and practice
resiliency skills. They
also learn strategies
that will not only help
them with academic
achievement, but they
also naturally establish
emotional safety in the
classroom. 9-19-22

Emerging Exploring Applying Integrating Innovating

Element 2.4
Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
students importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
gaps. 9-19-22 expectations for to meet high
achievement. expectations.
Some students ask for Some individuals and Students engage in a
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. 9-19-22 learning.

My mentor teacher
suggested that I was at
this stage yet, our
students were at the next
level up.
My students know that
when they get into class
they have a set of
procedures they need to
follow to get ready for the
lesson. Then, once they
are in the lesson, they
need to follow the
structured that I have
created for them. I strive
to follow the state
Evidence standards as well as what
our district has stipulated
as a rigorous learning
environment. My
students are routinely
reminded to answer the
questions completely and
to write their answers in
high school level
sentences using
capitalization and
punctuation. For my
SPED and EL students, I
work with them to
increase their level of
their responses. 9-19-22

Element 2.5 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and consequences systems that ensure
behavior. Communicates, models develop and maintain for individual and group students take an active
and explains expectations high standards for behavior within and across role in monitoring and
for individual and group individual and group learning activities. maintaining high
behavior. behavior. 9-19-22 standards for
Guides and supports individual and group
Developing,
Refers to standards for Reviews standards for Utilizes routine students to self-assess, behaviors.
communicating, and
behavior and applies behavior with students in references to standards monitor, and set goals for
maintaining
consequences as needed. single lessons or for behavior prior and individual and group
high standards for
sequence of lessons in during individual and behavior and participation.
individual and group
anticipation of need for group work. 9-19-22
behavior
reinforcement.
Students respond to
Students are aware of Students know Students follow behavior individual and group
classroom rules and expectations for behavior expectations, accept behaviors and encourage Students demonstrate
consequences. and consequences and consequences and and support each other to positive behavior,
respond to guidance in increase positive make improvements. consistent participation
following them. behaviors. 9-19-22 and are valued for their
unique identities.

Most days my students At the beginning of the year,

behave very well. They I showed and verbally read
are respectful to each my classroom rules to my
other and the equipment students. Then, every once
in the room. When I do in a while I will revisit those
need to reprimand a rules to help refresh their
student for inappropriate memory. They also have
behavior he/she usually access to those rules in
stops their behavior and their Google Classroom in a
gets back on track. I also section called Resources.
Evidence randomly reward Verbal reminders are given
students with small treats to students when they
to help foster positive forget what is expected of
behavior. 9-19-22 them and all of my students
know my three times rule.
This is a rule where a
student will be reminded
three times and then there
will be a consequence. 9-19-
22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging Exploring Applying
Establishes procedures, Develops routines, Maintains regular use of
routines or norms for procedures, and norms in routines and procedures
single lessons to support single lessons or that are culturally
student learning. sequence of lessons with responsive and engage
some student students in the
involvement. development and
monitoring of norms.
Seeks to promote positive Provides positive
Employing classroom
Responds to disruptive behaviors and responds behavior supports.
routines, procedures,
behavior. to disruptive behavior. Responds appropriately
norms, and supports
to behaviors in ways that
for positive behavior
lessen disruptions to the
to ensure a climate in
learning climate.
which all students
Students participate in
can learn
routines, procedures, and
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior
classroom norms. that interferes with Students receive timely
learning, and positive and effective feedback
reinforcement in and consequences for
following routines, behaviors that interfere
procedures, and norms. with learning. 9-19-22
Students know that they
will receive three verbal
warnings when they
repeatedly stop following
the rules and procedures.
Additionally, I also have a
phone pocket holder at
Evidence the front of the class for
students who aren’t able
to regulate their phone
usage. They know that
five minutes before class
they are able to get it
back and put it away. This
Integrating Innovating
Engages students in Facilitates student
monitoring and reflecting participating in
on routines, procedures, developing, monitoring,
and norms in ways that and adjusting routines
are culturally responsive. and procedures focuses
Maintains a quality on maximizing learning.
learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
9-19-22 relevant norms.
Promotes positive Promotes positive
behaviors and behaviors and establishes
consistently prevents or preventions and a
refocuses behaviors positive classroom
disruptive to the learning climate that eliminate
climate. 9-19-22 most disruptive behavior.
Students share
Students are involved in responsibility with
assessment and teacher for managing and
monitoring of routines, maintaining a positive
procedures, and norms in classroom climate that
ways that improve the promotes learning.
learning climate.
At the beginning of class,
for the first three weeks
of the semester, I ask my
students, “What are you
supposed to do?” once
they unpack their stuff
from their backpack.
Then, periodically I ask
that question again to
refresh their memory. I
also do positive
reinforcement by handing
out treats when students
are on task and following
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
has become a procedure the rules. 9-19-22
that is accepted by all
students even if they
don’t like it. 9-19-22

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Using instructional
time to optimize
Some students complete
learning
learning activities in time
allotted.
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
9-19-22
Students participate in
and complete a variety of Students use their
learning activities in the instructional time to
time allotted with options engage in and complete
for extension and review. learning activities and are
prepared for the next
sequence of instruction.
9-19-22
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.

The pace of instruction in

my classroom is usually
an ongoing assessment of
student learning. The
reason for this is that my
students come from many
different schools from
around the district and
have different ability
Evidence levels and knowledge.
Additionally, due to me
asking questions and
monitoring their
independent work I must
be very mindful of what
instructional time I have
each day. On some
occasions I need to
extend the lesson to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
another day because
students need more time
to learn.

After numerous times of

asking students if they
need more time, many
have learned to advocate
for themselves prior to
me asking them. 9-19-22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. 9-19- ways that ensure clear make relevant
content standards instruction. 22 connections and connections to standards
relevance to students. during instruction and
extend student learning.

At least twice per week, I

try to remind my
students why they are
learning the material they
are and what the skills
are that they need to have
mastered by the time
they have learned it. 9-
19-22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons
understanding of subject that addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter language in single lessons
or sequence of lessons.
Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions
are identified.
Applying
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
9-19-22
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in
ways that engage
students in accessing
subject matter text or
learning activities.
9-19-22
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
language, text structures, directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access students in using analysis
to subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.

Evidence I teach 10th, 11th, and 12th

graders world history and
must adapt my history
lessons according to their
ability levels. Each class
has a different set of
needs that must be met.
Additionally, I have
students who are EL and
SPED learners who need
modification and
accommodations. Hence, I
am continually checking
and rechecking to
observe where my
students are at in their
process of learning the
academic language and
material. 9-19-22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. 9-19-22 extend student instruction.
facilitate student matter. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
Each semester I review
the lessons that I taught
and look for areas that I
needed to modify to help
my current students
learn. If needed, I add or
subtract items that didn’t
work as well as I had
hoped. I also look for new
ways to organize and
teach the subject matter
Evidence so that I don’t miss an
opportunity to teach my
students more effectively.
9-19-22

Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
3.4 Utilizing strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
instructional provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
strategies that are curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
appropriate to the lessons to increase academic language learning, to ensure meta-cognitive abilities,
subject matter student understanding of appropriate to subject student understanding of and support and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
academic language matter and that academic language, and challenge the full range of
appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
9-19-22 connections within and matter.
across subject matter.
As I have stated before, I
have my three standard
strategies that are
incorporated into each of
my lessons. They are
visual, auditory, and
kinesthetic. Then,
depending on what I am
teaching that day, I add in
other strategies such as
social, logical, and even
naturalist strategies so
that my students can
Evidence access additional
information in the lesson.
9-19-22

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
students resource needs. available to all students. differentiated learning of Assists student with
subject matter. equitable access to Ensures that student are
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs. 9-19-22
An example of how I
adapt my lessons is on
Google Classroom when I
teach on the smartboard I
will split my screen and
show pictures or videos
of what I am teaching.
Additionally, the low tech
methods I use are
pointing to the extra-
large map on the wall and
Evidence large timeline I created
near the ceiling. Those
are aides for my students
to use as needed and
when I am teaching.
Lastly, I have resources
like maps and charts in
Google Classroom that
students can access on an
as needed basis as well.
9-19-22
3.6 Addressing the Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
needs of English primary language and describing elements of proficiencies and English English language assessment of their progress
learners and student English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
with special needs to
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
provide equitable writing. Uses multiple instruction using one or language and content students to establish and
access to the content measures for assessing more components of English instruction. monitor language and
English learners’ language development to content goals.
performance to identify gaps support English learners.
in English language 9-19-22
Provides adapted materials development. Develops and adapts Is resourceful and flexible in
to help English learners Creates and implements instruction to provide a wide the design, adjustment, and
access content. Attempts to scaffold content scaffolds to support range of scaffolded support elimination of scaffolds
using visuals, models, and standards-based instruction for language and content for based on English learners’
graphic organizers. using literacy strategies, the range of English proficiencies, knowledge,
SDAIE, and content level learners. and skills in the content.
English language
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Evidence
3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
data provided by the school.
with special needs to
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Learns about referral
processes for students with
special needs.
Exploring
Seeks additional information
on the full range of students
identified with special needs
to address challenges or
supports in single lessons or
sequence of lessons. 9-19-22
Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals. 9-19-22
Seeks additional information
on struggling learners and
advanced learners to
Applying Integrating Innovating
development in order for
students to improve
language proficiencies and
understand content. 9-19-22
Many times, we have
students who are very
new to our country and
have little to no ability to
read, write, or
comprehend the subject
matter that I am teaching.
We are lucky enough to
have an EL family liaison
to assist us with these
students. I work closely
with our EL liaison to aid
our EL student to acquire
academic language and
understand the content at
their ability and grade
level. The liaison assists
me with differentiating
the lessons to fit the
needs of our students. 9-
19-22
Utilizes information on the Integrates accommodations, Guides and support the full
full range of students adaptations, and extensions range of student with special
identified with special needs to instruction for the full needs to actively engage in
to assess strengths and range of students with the assessment and monitor
competencies to provide special needs to ensure their own strengths,
appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Communicates and
Communicates regularly collaborates with colleagues, Communicates and
with resource personnel, support staff, and families to collaborates with resource
para-educators, and families ensure consistent personnel, para-educators,
to ensure that student instruction. Supports families, leadership, and
services are provided and families in positive students in creating a
progress is made in engagement with school. coordinated program to
accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
referral processes and special needs.
Refers students as needed in follow-up meeting to ensure
a timely and appropriate that students receive Takes leadership at the
manner supported with support and/or extended site/district and collaborates
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. 9-19-22 including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
referral processes.
I look through my
students’ information on
our Aeries program to see
what I need to help my
students be successful. I
also partner with our
SPED Resource
Specialists when I am not
sure how to best assist a
Evidence
student. Furthermore,
with my EL students I
give access to my lessons
early and I have added
our EL Liaison onto my
Google Classroom so that
he can help my students
when it is convenient for
him. 9-19-22
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Plans daily lessons using Plans single lessons or
available curriculum and sequence of lessons using
information from district additional assessment
and state required information on student
assessments. academic readiness,
language, cultural
background, and
4.1 Using knowledge of
individual development.
students’ academic
readiness, language
proficiency, cultural
background, and
individual development
Is aware of impact of bias Becomes aware of
to plan instruction.
on learning. potential areas of bias
and seeks to learn about
culturally responsive
pedagogy.
I chose this one to be safe
since my mentor and I
were not able to get this
far. I know that I need
more time working as a
world history teacher to
plan and create lessons
that will differentiate to
fit my students needs
more than what I already
Evidence have. 9-19-22
Applying Integrating Innovating
Plans differentiated Plans differentiated Plans differentiated
instruction based on instruction, which is instruction that provides
knowledge of students’ based on broad systematic opportunities
academic readiness, knowledge of students. for supporting and
academic language, Matches resources and extending student
diverse cultural specific strategies to learning based on
backgrounds, and students’ diverse learning comprehensive
individual cognitive, needs and cultural information on students.
social, emotional, and backgrounds.
physical development to
meet their individual
needs.
Planning addresses bias, Engages students in the
Examines potential stereotyping, and analysis of bias,
sources of bias and assumptions about stereotyping, and
stereotyping when cultures an members of assumptions.
planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
Since I have been in the
education field on and off
for over twenty years, I
feel that I have learned
how to look for areas or
text that is biased and/or
has stereotyping in it. I
was also a Cultural
Geography major
therefore, I am also aware
of the need to teach in a
more globally focused
point of view. 9-19-22
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.

I know that I share the

learning goals for each of
my lessons because one
of our school standards to
post and objective and
agenda everyday for our
students. I start my
lessons by reading it
aloud to them and asking
if anyone has any
questions. I know that I
can do better by
communicating the
content goals of the units
I cover. 9-19-22
Evidence
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
term plans. of connected lessons and plans for subject matter integrations of content standards, and
4.3 Developing and
are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
sequencing long-term and
planning to support related academic frameworks, and design cohesive and
short-term instructional
student learning. language and formats that assessed instructional comprehensive long- and
plans to support student
support student learning. needs to ensure student short-term instructional
learning
learning. plans that ensure high
levels of learning.

I have my set of lessons

that I have been teaching
for the last three years
and I have been adding
and modifying them to
address multiple learning
styles. Some lessons I
have changed almost
entirely while others I
only needed to make
slight changes to them. 9-
19-22

Evidence
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
responsive pedagogy, learning needs. Provides language and learning
4.4 Planning instruction students’ diverse appropriate support and needs and styles to
that incorporates language, and learning challenges for students. advance learning for all.
appropriate strategies to Is aware of student Seeks to learn about needs and styles.
meet the learning needs content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
of all students language needs through and language needs Uses assessments of broad range of for students to reflect on
data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. and language needs. learning and language
needs.

I need to work on finding With the help of my

better ways to learn mentor and other
about my students’ teachers in the district, I
abilities and language have been able to acquire
needs. Right now, I use strategies that help me to
visual and auditory differentiate my
observation along with instruction and make the
any writing samples from lessons culturally
lessons they complete. 9- responsive and aligned
19-22 with current pedagogy.
Things that I regularly do
are using three main
Evidence instructional strategies
(audio, visual, and
kinesthetic) in every
lesson and then build on
those depending on the
lesson I am teaching and
to whom I am teaching. 9-
19-22
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting instructional students’ learning needs. responsive pedagogy and materials as the analysis of individual
plans and curricular additional materials to instructional needs arises student needs.
materials to meet the support students’ diverse to support student
assessed learning needs learning needs. learning. Engages with students to
of all students. identify types of
adjustments in
instruction that best meet
their learning goals.

Adjustments to lessons is
something that I have
been doing for the last
three years to make my
lessons better for all my
students. Additionally, I
have some of my SPED
and EL students assisted
with extra tutoring
services so that they have
the best possible access
Evidence to learning the material.
As for the culturally
responsive parts of my
lessons, I teach from a
human perspective. That
means that in all of my
lessons I remind them
that we are all human
first and each of us has
flaws including our world
leaders. 9-19-22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
This is one area that I
know I need growth. I am
not the best summative
assessment writer
therefore I tend to fall
back on the textbook
questions in order to
make sure that I am
covering what I have
taught.

I do feel that I am decent

Evidence at writing short formative
assessments after a
lesson. Many times when
I write things like exit
tickets I get decent
responses from my
students. 9-19-22
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically
assessments. student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
I know that I can improve Element 5.2 is one that I
in my planning of an believe I do well. I am
assessment. There have routinely analyzing my
been times that I didn’t students during a lesson
study all of the results as or assessment to judge
well as I could have. 9-19- where they are at. Next, I
22 also use the independent
work as an assessment to
check if they understand
the concepts as well as
developing the necessary
skill of that lesson or
Evidence sequence of lessons. 9-
19-22
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
This is an area that I
believe I could use more
work in understanding
how to do effectively.
Additionally, at our
school we are finally
doing more collaboration
within departments. This
is very helpful since I
have had such
challenging students to
work with and most have
some sort of special need
that needs
accommodating. 9-19-22
Evidence
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
Again, I do need to work
on connecting my
knowledge from the data
that I receive after an
assessment to help me
create better lessons that
reach my students using
multiple modalities. 9-19-
22

Evidence
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
need for individual include goal setting language development. individual skills.
students in self-
learning goals. exercises. Develops students’ meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
This is an element that I
have decided to work on
this year. I remind my
students during lessons
to ask themselves
questions about how well
they are learning the
material that is being
taught. Many have not
ever practiced this type of
metacognition and thus it
has been a challenge to
Evidence get them to do it. My goal
is to have them practice it
enough this semester that
they will start to
automatically do it
without being prompted.
9-19-22
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to assist
communications about with administration, student learning with communication of and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
about student learning. colleagues, families, and audiences. student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.

After teaching during the

COVID shut down and the
hybrid times where some
students were in class
while others were not, I
learned to use multiple
programs to assess my
students learning.
Furthermore, the school
that I am working at has
been ahead of the curve
when it comes to
technology. Teachers and
Evidence students alike are
required to earn badges
for technology that they
have been trained in
using. That was one of the
main reasons why our
school did not have the
same difficulties that
others did in the district
during COVID. The
teachers were already
using multiple types of
technology to teach.9-19-
22
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal assessments communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. in ways that support individual student
information to share Notifies families of feedback in ways that increased learning. progress and ways to
timely and student proficiencies, students understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families progress, strengths, and families to share student information that is
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues.
I need to work on
improving this area. I
make comments to
students when I notice
that they are struggling
with a certain topic or
lesson.

We are required to grade

and give feedback on a
regular basis. We are also
Evidence required to contact
parents/guardians when
students are struggling or
have behavior issues. 9-
19-22
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
practice to support practice individually colleagues on the refinements in action research in
student learning. and with colleagues relationship between teaching 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 the level of academic
immediate student the full range of impact on the full to positively impact achievement.
learning needs. learners. range of learners. 9-19- the full range of
6.1 Reflecting on 22 learners. Engages in and fosters
teaching practice in reflection among
support of student colleagues for school
wide impact on
learning
student learning.
Metacognition is
something that I enjoy
doing because it helps me
to grow as a teacher and I
get to learn new things
from colleagues that I
might not otherwise
learn on my own. Some
examples of this are: I
inquire about their best
practices and how the
overcome their
challenges. 9-19-22

Evidence

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
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
processes and local assessment of teaching and based on self- that are intellectually connected to the CSTP
protocols. practice. assessment. challenging and based to improve
on self-assessment and instructional practice
Attends required Expands knowledge Aligns personal goals feedback from a and impact student
professional and skills individually with school and variety of sources. learning within and
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
continuous and
development. professional inquiry into teacher
purposeful Selects and engages in development targeted practice for
professional growth professional on student professional
and development development based on achievement. Pursues development.
needs identified in a variety of additional
professional goals. opportunities to learn Contributes to
professionally. professional
organizations, and
development
opportunities to
extend own teaching
practice.
I am currently working to
make my instructional
strategies align with
CSTP standards. I am also
working to make sure
that my goals to learn
and implement teaching
strategies and
Evidence assessments align with
our district goals and in
turn improve our
students learning.
This year is full of
professional
development hours that
have been postponed due
to the COVID shutdown.
9-19-22
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
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
other required how best to support student learning and impact on teacher and colleagues.
meetings and teacher and student reflect on teaching student learning
collaborations. learning. practice at the within grade or Works to ensure the
classroom level. department and school broadest positive
Identifies student and Begins to identify how and district levels. impact possible on
teacher resources at to access student and Interacts with instructional practice
the school and district teacher resources in members of the Engages with members and student
level. the broader broader professional of the broader achievement at school
the broader
professional community to access professional and district levels and
professional
community. resources that support community to access for the profession.
community to teacher effectiveness resources and a wide
support teacher and student learning range of supports for Initiates and develops
and student teaching the full range professional learning
learning of learners. opportunities with the
broader professional
community focused on
student achievement.
Our school and district
have implemented a
program where we have
to collaborate with our
onsite colleagues and
others within our district.
I am very happy about
this because I felt lost for
so many years without
having that kind of group
to bounce my lesson
Evidence ideas and assessments off
of. We recently went
through a piloting of new
books and now we are
working to collaborate on
lessons to help us reach
all of our students. 9-19-
22
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring
Is aware of the role of Acknowledges the
the family in student importance of the
learning and the need family’s role in student
for interactions with learning. Seeks
families. information about
cultural norms of
families represented in
6.4 Working with the school. Welcomes
families to support family involvement at
student learning classroom/ school
events.
I reach out to parents as
needed but I have not
done as much outreach to
get them to become more
active at our school. This
is definitely an area I can
use some growth. 9-19-
22
Evidence
6.5 Engaging local Develops awareness Seeks available
communities in about local neighborhood and
support of the neighborhoods and community resources.
instructional communities
surrounding the school. Includes references or
program
Applying Integrating Innovating
Supports families to Provides opportunities Structures a wide
contribute to the and support for range of opportunities
classroom and school. families to actively for families to
Adjusts participate in the contribute to the
communication to classroom and school. classroom and school
families based on community. Supports a
awareness of cultural Communicates to school/district
norms and wide range families in ways which environment in which
of experiences with show understanding of families take
schools. and respect for cultural leadership to improve
norms. student learning.
Uses a variety of Uses a broad range of Collaborates with
neighborhood and neighborhood and community members
community resources community resources to increase
to support the to support the instructional and
curriculum. instructional program, learning opportunities
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
connections to students, and families. for students.
Uses available communities in single Includes knowledge of
neighborhood and lessons or sequence of communities when Draws from Engages students in
community resources lessons. designing and understanding of leadership and service
in single lessons. implementing community to improve in the community.
instruction and enrich the Incorporates
instructional program. community members
into the school
learning community.
I have done some of this
with and for my students
like when I brought in a
local researcher to talk
about her knowledge
about genocide and the
eight stages of it. I know
that I can do more to help
improve this aspect of
my teaching. 9-19-22

Evidence
CSTP 6: Developing as a Professional Educator

Develops an Maintains Anticipates professional Integrates the full range Models

understanding of professional responsibilities and of professional professionalism and
professional responsibilities in manages time and effort responsibilities into supports colleagues in
responsibilities. timely ways and required to meet advanced planning and meeting and exceeding
seeks support as expectations. prepares for situations professional
Seeks to meet required needed. that may be challenging. Responsibilities
commitments to Pursues ways to support effectively.
students. Demonstrates students’ diverse Maintains continual
commitment by learning needs and effort to seek, develop, Supports colleagues to
exploring ways to maintains belief in and refine new and maintain the
6.6 Managing address individual students’ capacity for creative methods to motivation, resiliency,
professional student needs. achievement. ensure individual and energy to ensure
responsibilities to student learning. that all students
maintain achieve.
motivation and This is one element I
commitment to all know I am at least at
students this level. I have a very
strong work ethic and
being responsible in all
things that I do is
something that I take
very seriously to make
sure that I have
accomplished
Evidence whatever is required
of me. I regularly reach
out to colleagues to
make sure that my
students are supported
and given the needed
assistance to help them
be successful in school.
9-19-22
CSTP 6: Developing as a Professional Educator
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 and holding peers accountable to norms of
which these values and biases affect the teaching and learning of respectful treatment and communication.
students.
 Adheres to legal and ethical obligations in teaching the full ranges of Contributes to fostering a school culture with a
learners, including English learners and students with special needs. high degree of resilience, professional integrity,
 Reports suspected cases of child abuse and/or neglect as outlined in the and ethical conduct. 9-19-22
California Abuse and Neglect Reporting Act.
 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
integrity, and profession.
ethical conduct  Acts in accordance with ethical considerations for students.
 Maintains professional conduct and integrity in the classroom and
school community.
I try to make sure that I follow all of the laws as well as district policies so that
my students are fully supported in their learning from a respectable and
responsible person. I repeatedly receive very positive annual reviews of my
performance from my principal as well as my department head. However, one of
the best reviews I could ever receive is when my students tell me that I was a
great teacher and they enjoyed learning from me. My ultimate goal is to make a
positive difference in my students lives so that they become respectful lifelong
learners who in turn rear children who also become that way. 9-19-22
CSTP 6: Developing as a Professional Educator
CSTP 6: Developing as a Professional Educator