CSTP 6 Babineau 4

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

6.1 Reflecting on Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
teaching practice in reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
support of student practice to support practice individually colleagues on the refinements in action research in
learning student learning. and with colleagues relationship between teaching practice and supporting student
Reflects individually or that is focused on making adjustments in connections among learning and raising
with colleagues on methods to support teaching practice and the elements of the the level of academic
immediate student the full range of impact on the full CSTP to positively achievement. 4/14/23
learning needs. learners. range of learners. impact the full range
9/18/21 4/25/22 of learners. 11/29/22 Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
4/14/23
I engage in self-reflection I reflect on lessons Throughout my two- Through my Teacher
every day and make it a regularly using a week series of lessons Leader presentation, I
priority to analyze my teaching reflection surrounding a science engaged in ongoing
teaching and find areas journal. I choose specific discovery, I worked with research to support the
for growth. I rely on lessons to reflect upon so my mentor and fellow implementation of more
colleagues often for that I can learn from my grade-level teacher to Social Emotional
advice on how to meet own practice. I also work support my instruction Learning practices at my
the needs of individual with my mentor to utilizing best practices to school. I presented my
learners and additional determine how refine my teaching research to colleagues
instructional strategies adaptations in my practice. The POP Cycle and collaborated with
for the various content teaching impact learners. conferences helped me them on how to bring
areas. 9/18/21 She asked detailed to reflect both more of these practices
questions about how my individually and with my to more classrooms and
changes affected or did mentor on areas of eventually to have a
not affect learners and improvement, what to do school-wide system.
how to use this next time, and create an 4/14/23
knowledge for my action plan. The CSTP
teaching in the future. connections made
We especially talked throughout my lessons
about how technology help me to be conscious
and self-assessment of each area and how I
impacted student am progressing.
learning as well as my 11/29/22
presentation of fluency
concepts. She gave me
feedback on how my use
of visuals, engaging
props, and technology
helped students access
and practice the content.
4/25/22
Develops goals Sets goals connected Sets goals connected Sets and modifies Sets and modifies a
connected to the CSTP to the CSTP that take to the CSTP that are authentic goals broad range of
through required into account self- authentic, challenging, connected to the CSTP professional goals
processes and local assessment of and based on self- that are intellectually connected to the CSTP
protocols. 9/18/21 teaching practice. assessment. 11/29/22 challenging and based to improve
on self-assessment instructional practice
Attends required Expands knowledge Aligns personal goals and 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 4/14/23 beyond the classroom.
through available focuses on improving
professional student learning. Engages in and Engages in ongoing
6.2 Establishing development. 9/18/21 11/29/22 contributes to inquiry into teacher
professional goals professional practice for
Selects and engages in development targeted professional
and engaging in
professional on student development.
continuous and development based on achievement. Pursues
purposeful needs identified in a variety of additional Contributes to
professional professional goals. opportunities to learn professional
growth and 11/29/22 professionally. organizations, and
development 4/14/23 development
opportunities to
extend own teaching
practice.
As a result of the I attend professional While compiling Teacher Leader
induction program, I am development organized evidence for each of the Standard: Domain 3;
more aware of the CSTP by my school site. I also CSTPs, I reflected and set Promoting Professional
and my role to fulfill use online resources, goals for myself to Learning for Continuous
based on these webinars, and print continue in my Improvement.
guidelines. I am resources to expand my development. I set To reflect on personal
beginning to develop knowledge. I rely on classroom management, professional learning
goals in each of the 6 colleagues for culturally responsive and learning that would
sections, as I have many instructional strategies teaching, and assessment benefit my colleagues, I
areas in which I need to and day-to-day logistics goals. I use my goals in created a list of
grow. 9/18/21 including classroom conjunction with our leadership experiences
management. 9/18/21 school goals, our Student and goals for future
Learning Outcomes, and teacher leadership
our school mission. My opportunities. I
goals are connected to identified ways I will
improving my practice to continually improve,
create a more effective including actionable
learning environment for goals for purposeful
students. I have been professional growth and
reading books related to development. 4/14/23
areas of improvement,
especially in teaching
with technology and
assessment. I conduct
research to improve my
practice. 4/25/22
I completed three of the
IRIS Modules to work
towards professional
learning goals in
different areas. I
completed "PALS: A
Reading Strategy for
Grades 2-6" and
"Progress Monitoring:
Reading" to improve my
skills in reading
instruction and building
student reading
comprehension skills.
Reading comprehension
and writing goals are
school-wide critical
learner needs. This
module gave me more
skills for improving in
this area. I also
completed the "Autism
Spectrum Disorder:
Evidence Based-
Practice" as I am seeking
ways to better support
the needs of all students
in my classroom and
school. 11/29/22
Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
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. 9/18/21 practice at the within grade or Works to ensure the
classroom level. department and broadest positive
Identifies student and Begins to identify how 11/29/22 school and district impact possible on
teacher resources at to access student and levels. 4/14/23 instructional practice
the school and district teacher resources in Interacts with and student
level. 9/18/21 the broader members of the Engages with achievement at school
professional broader professional members of the and district levels and
community. community to access broader professional for the profession.
6.3 Collaborating resources that support community to access
with colleagues and teacher effectiveness resources and a wide Initiates and develops
the broader and student learning. range of supports for professional learning
professional 11/29/22 teaching the full range opportunities with the
community to of learners. 4/14/23 broader professional
support teacher community focused on
and student student achievement.
learning I use the resources I consult with many of I work with colleagues to I collaborated with
provided by my school to my colleagues for a talk about my classroom colleagues to implement
develop professionally. I variety of needs. I practices, compare them social and emotional
also consult with consult with them for to others, and gain learning into department
educators at different instructional needs in insight on ways to level classrooms. I lead a
schools and use the specific content areas, improve my practice. I school-wide assembly to
guidance of online how to communicate meet with my mentor serve as a catalyst for
professional with families, and ways weekly to talk through additional Social
development for me to improve as a what is working and not Emotional Learning
communities. 9/18/21 teacher. I attend all working. She gives me strategies used
meetings and listen suggestions and throughout the school by
attentively when resources that help me both students and
colleagues discuss to change and improve. teachers. I also
curriculum and ways to I interact with other communicated resources
meet individual student professionals by way of to teachers to aid in their
needs. 9/18/21 webinars, conferences, implementation of skills
and online learning and strategies. 4/14/23
communities. I have
gained ideas that I can
adapt and use for my
students especially in the
areas of behavior
management, conflict
resolution, teaching
reading fluency, and
phonics instruction.
4/25/22
Through the self -study

accreditation process at
our school, my
colleagues and I examine
our teaching practice at
the classroom and
school-wide level to
improve in specific ways.
For example, in my
section "What Students
Learn," my colleague and
I identified several areas
of growth such as
sharing assessment data
more regularly and
across grade levels and
expanding our
assessments to first and
second grade. As we
compile the report as a
school, we find areas to
reflect and improve on
teaching practice in all
classrooms.
I also use professional
communities such as the
ISTE membership to
support my effectiveness
and student learning.
11/29/22
6.4 Working with Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
families to support the family in student importance of the contribute to the and support for range of opportunities
student learning learning and the need family’s role in student classroom and school. families to actively for families to
for interactions with learning. Seeks Adjusts participate in the contribute to the
families. information about communication to classroom and school. classroom and school
cultural norms of families based on 4/14/23 community. Supports
families represented awareness of cultural a school/district
in the school. norms and wide range Communicates to environment in which
Welcomes family of experiences with families in ways which families take
involvement at schools. 11/29/22 show understanding of leadership to improve
classroom/ school and respect for student learning.
events. 4/25/22 cultural norms.
4/14/23
I communicate with Families contribute I provide
parents often and through their aid opportunities for
emphasized at Back to
School Night how
with classroom parents to support
important it is for parties, leading our classroom
parents to be involved in centers, helping in through schoolwide
their student’s learning. I the library, and events, fundraisers,
give parents frequent volunteering to and parties. I also
updates and guidelines
for how to help train
perform one-on-one provide
their student for success. assessments with opportunities for
I seek out information students. I utilize parents to help in
about student history Sign Up Genius for centers, working as
and backgrounds, parents to sign up to aides, and working
including cultural
practices and norms. I
help and issued a in the library during
welcome parent questionnaire at the our library time.
involvement as much as beginning of the 4/14/23
is permissible with school year for
COVID-19 guidelines. parents interested in To communicate
9/18/21
helping in the with parents, I use
I continue to classroom. electronic forms of
communicate regularly For a particular communication to
with parents through student this year, I ease the use of
newsletters, emails, adjust translation devices. I
notes home, and events
at school. I give parents
communication also understand the
suggestions on how to based on his cultural norms of
support students at previous experience many of our
home and gain insight on with school, his students who come
student behavior at family's situation, for Winter Camp
home as it relates to
behaviors present at
culture, and their from China and
school. I invite parents to experience with Korea as well as my
attend school events and schools. I am students from other
prioritize my own working with this countries and
attendance at events to family and our cultures. We
interact with parents
and participate in the
resource teacher to celebrate culture
school community. Due develop a plan to through multiple
to COVID, parent refer this student for units in Social
involvement in the testing through the Studies and ELA. I
classroom has been school district. also communicate
minimal. I am now
11/29/22 with parents
beginning to be able to
invite parents to through conferences
participate during the to help explain our
school day in the form of grading procedures
library helpers. 4/25/22 and their student’s
progress. 4/14/23
Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
about local neighborhood and neighborhood and neighborhood and community members
neighborhoods and community resources. community resources community resources to increase
communities 11/29/22 to support the to support the instructional and
surrounding the curriculum. 4/14/23 instructional program, learning opportunities
school. 9/18/21 Includes references or students, and families. for students.
connections to Includes knowledge of
Uses available communities in single communities when Draws from Engages students in
neighborhood and lessons or sequence of designing and understanding of leadership and service
community resources lessons. 11/29/22 implementing community to improve in the community.
in single lessons. instruction. 4/14/23 and enrich the Incorporates
instructional program. community members
into the school
learning community.
Since I have lived in the I seek out available One resource I use is
area where I teach for neighborhood and from the Dairy Council.
6.5 Engaging local most of my life, I am community resources for We learn about dairy
communities in familiar with much of the students to see how their farming and healthy
support of the surrounding community learning connects to the eating in the classroom.
instructional and how our school broader community. Parents also receive
contributes to that Students recently resources to help
program
community. I will use my received nutrition provide adequate
knowledge of the curriculum from the nutrition for their
surrounding farming community. families and make
communities and Students gained valuable healthy food choices.
additional research and information based on 4/14/23
experience to plan food grown locally in the
activities such as service community. When designing
projects. 9/18/21 I make references to the instruction including
community especially as service projects, I am
we learn about aware of the resources
communities in social students have access to
studies. Students learn in our community. We
about services in their learn about community
towns and how their helpers in our Social
parents’ occupations Studies Unit, and we
contribute to the connect these to real
community. 4/25/22 people in our community
including our local fire
During lessons, I make station, police station,
references to garbage location, library,
surrounding hospital, and city
communities as well as government. 4/14/23
landmarks and
attractions in this area
that students are
familiar with. Students
additionally make
connections in reference
to community centers
and sports that many
participate in as it
relates to what we are
learning. 9/18/21
I seek out community

resources and utilize the
knowledge and
experience of my
colleagues to find
experiences for my
students that connect
with the community. One
example is when our
students submitted art
to our local rose parade.
Students also engage in a
nutrition curriculum
from our local dairy
council.
Students and I make
connections to our
communities including
events and traditions
monthly, conversations,
and text to world
connections. 11/29/22
Develops an Maintains professional Anticipates Integrates the full Models
6.6 Managing
understanding of responsibilities in professional range of professional professionalism and
professional
responsibilities to professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
maintain responsibilities. support as needed. manages time and advanced planning meeting and exceeding
motivation and 9/18/21 effort required to meet and prepares for professional
commitment to all Seeks to meet required expectations. 11/29/22 situations that may be Responsibilities
commitments to Demonstrates challenging. 4/14/23 effectively.
students
students. commitment by Pursues ways to
exploring ways to support students’ Maintains continual Supports colleagues to
address individual diverse learning needs effort to seek, develop, maintain the
student needs. and maintains belief in and refine new and motivation, resiliency,
9/18/21 students’ capacity for creative methods to and energy to ensure
achievement. 11/29/22 ensure individual that all students
student learning. achieve.
4/14/23
I take my role as I use FOTIP to help me With my responsibility
professional very grow professionally. I as Art Fest Coordinator,
seriously and work also use resources Volunteer Appreciation
diligently to manage my available at my school Coordinator, and as a
time and responsibilities. site such as professional member of the
I use the guidance of learning seminars, curriculum and
colleagues to navigate books, and colleagues. I instruction team, I
unfamiliar manage my time by balance my professional
responsibilities and seek leaving school by a responsibilities through
out additional help when certain time so that I can planning month by
necessary. I work to use my additional time month. I use a planner to
address individual to build my repertoire. I keep track of important
student needs as I do my own research to dates and plan for them
become aware of them support students and use at the beginning of each
and put forth constant professional learning month. I also created a
effort to improve my communities to help me timeline to hit
methods to reach more improve my practice. checkpoints during the
learners. 9/18/21 4/25/22 planning process.
4/13/23
I keep a detailed lesson
plan book and plan I am continually working
ahead to anticipate with my grade level
projects, cultural events, team, colleagues, and
school-wide events and doing my own research
current events. I to find more creative
participate in ways to present content,
committees and lead assess, and engage
events such as our art diverse learners. I began
fair and volunteer using Padlet,
appreciation, which whiteboards, and
requires advanced interactive writing on
planning and iPads to ensure student
preparation. I also keep a learning in new ways.
positive outlook for each 4/14/23
of my students and
anticipate their success. I
seek out ways to aid
them when my current
strategies are not
effective. 11/29/22
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
6.7 Demonstrating learners, including English learners and students with special needs. high degree of resilience, professional integrity,
professional  Reports suspected cases of child abuse and/or neglect as outlined in the and ethical conduct. 4/14/23
responsibility, California Abuse and Neglect Reporting Act.
integrity, and  Maintains a non-hostile classroom environment and carries out laws
ethical conduct 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.
 Complies with legal and professional obligations to protect the privacy,
health, and safety of students, families, and other school professionals.
 Models appropriate behavior for students, colleagues, and the
profession.
 Acts in accordance with ethical considerations for students.
 Maintains professional conduct and integrity in the classroom and
school community. 11/29/22
I strive for professionalism in all I do. I maintain the privacy of my students, I hold myself to high standards as a professional. I
follow guidelines for health and safety, and recognize my legal and ethical keep student information secure, communicate
obligations as a teacher and am prepared to act on them. I model professional effectively with parents and colleagues, and use
behavior both in and out of the classroom, am committed to fairness and equity, rubrics and standardized measures to ensure the
and recognize how my biases can affect my teaching. I work to improve my efficacy of assessments. 4/14/23
practice daily and am constantly assessing my role as teacher in my classroom
and the wider professional community. 9/18/21 I contribute to the professional community by
bringing current research to staff meetings,
I continue to maintain my commitment to professionalism in my practice. I presenting to department meetings, and
interact with parents and colleagues in a professional manner and work to communicating concerns to my colleagues
maintain a balance between my personal life and work life. I recently completed professionally and with respect. If I have concerns, I
a new training on mandated reporting and sexual harassment to keep myself bring them directly to the person they connect to and
current. I model appropriate, Christ-like behavior to my students to instill these will ask for assistance from my principal if necessary.
values in them. I hold high expectations for myself and the people around me. I 4/14/23
surround myself with positive, helpful influences to hold myself accountable.
4/25/22 I stay up to date on ethical conduct procedures,
completing trainings as required. I encourage my
ISTE 1c: Educator as Learner: Stay current with research that supports improved colleagues to communicate concerns to others and
student learning outcomes, including findings from the learning sciences. we hold each other to high standards in terms of
I participated in the newly updated Child Abuse Mandated Reporter Training - ethical conduct. We review our employee handbook
California to stay current with expected practices, warning signs to be conscious multiple times per year and engage in conversations
of, and my duty as an educator to be a mandated reporter for the students in my and trainings as required by our school and
care. administration. 4/14/23
I use current research to inform my teaching practice including classroom
management skills and developing computational thinking skills in my students
through lessons in pattern recognition and algorithmic design. 11/29/22

CSTP 6 Babineau 4

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CSTP 6 Babineau 4

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CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

Through the self -study

I seek out community

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