Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data to
through data provided by learn about individual
the school and/or students.
assessments.
Using knowledge of
students to engage
them in learning Some students may engage Students engage in single
in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments. 9/22/22
Students engage in lessons
as dictated by the
curriculum. In some cases,
the work is done whole
group, and others it may be
completed in small groups
or partners. Groups may be
homogenous in
skill/reading levels, and
other times it may be
heterogenous to allow
support for those who may
Evidence need it. (9/22/22)
Applying
Uses data from a variety of
formal and informal
sources to learn about
students and guide
selection of instructional
strategies to meet diverse
learning needs. 9/22/22
Student engage in learning
through the use of
adjustments in instruction
to meet their needs.
(5/1/23)
I review students cum files
which provides copies of
prior assessments and any
accommodations needed. I
discuss students’ progress
with our “Eagle Academy”
instructor (special ed.). I
also have continuing
conversations with their
prior year’s teacher to
assess whether emotional
and/or academic behaviors
are long term or new
behavior. (9/22/22)
Students are able to utilize
word banks, stand up desks
as needed. They also have
access to guided reading
strips to assist with
attention. Students also
have opportunities to work
in both heterogenous and
homogenous groups at
various times. (5/1/23)
Integrating Innovating
Uses data from multiple Uses comprehensive
measures to make knowledge of students to
adjustments to instruction make ongoing adjustments
and meet individual and accommodations in
identified learning needs. instruction.
(5/1/23)
Students take ownership of
Students actively utilize a their learning by choosing
variety of instructional from a wide range of
strategies and technologies methods to further their
in learning that ensure learning that are responsive
equitable access to the to their learning needs.
curriculum.
I meet regularly with the
resource teacher to identify
strengths and weaknesses
of the focus students. I
provide a variety of tools
that allows students a
variety of ways to learn. I
also conference with
parents twice a year for if
the student is showing a
need for outside tutoring or
other assistance in any
area. (3/1/23)
Students access leveled
readers to practice at their
reading level, they received
math facts practice
according to their level,
and students with learning
differences are provided
with online resources, such
speech to text for long
writing assignments.
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
Uses gathered information
about students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest to
support student learning.
9/22/22
Students participate in
single lessons or sequences
of lessons related to their
interests and experiences.
I used CUM files to review
students living
arrangements as far as
single or double households
and guardians to better
understand home life. I also
requested a general
questionnaire completed by
guardians requesting
information of students
such as strengths,
weaknesses, interests, and
hobbies. (9/22/22)
Applying
Uses school resources and
family contacts to expand
understanding of students’
prior knowledge, cultural
backgrounds, life
experiences, and interests
to connect to student
learning. (5/1/23)
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life
experiences, and interests.
I use mini writing
assignments to learn about
student’s interests, family,
experiences, etc. I also
engage in regular
conversations with my class
as a whole and individually
to learn about the students’
culture and family. I
incorporate student
interests into learning
opportunities and projects.
(5/1/23)
Integrating
Integrates broad knowledge
of students and their
communities to inform
instruction.
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
9/22/22. 5/1/23
Within and across all
learning activities, students
answer questions that spark
prior knowledge. Students
engage in discussions about
how the curriculum relates
to their own experiences
such as places they have
visited & cultural
traditions. Students
complete activities that
encourage them to explore
these experiences and share
them with the class.
(9/22/22) (5/1/23)
Innovating
Develops and
systematically uses
extensive information
regarding students’ cultural
backgrounds, prior
knowledge, life
experiences, and interests.
Students can articulate the
relevance and impact of
lessons on their lives and
society.
Students engage in readings
and lessons which relate to
a variety of backgrounds
and cultures. Students are
able to connect to the
content and discuss in
connection from the content
to their own lives and
experiences.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to meaningful,
real-life contexts
Some students relate
subject matter to real-life.
Evidence
Exploring
Explore using additional
real-life connections to
subject matter in single
lessons or sequence of
lessons to support
understanding.
Students make use of real-
life connections provided
in single lessons or
sequence of lessons to
support understanding of
subject matter. 9/22/22
Students engage in
discussion as guided by the
curriculum and are
encouraged to make
connections to their own
life experiences. I guide the
discussion through
questions about their
family, traditions,
homelife, and experiences.
(9/22/22)
Applying
Integrates connections
from subject matter to
meaningful, real-life
contexts, including those
specific to students’ family
and community.
Students utilize real-life
connections regularly to
develop understandings of
subject matter. (5/1/23)
Students engage in real
study of real-life situations
as it relates to curriculum.
For example, we are
currently planning for a
lemonade stand while
learning the principles of
supply and demand,
consumers and producers,
etc. (5/1/23)
Integrating
Integrates connections to
meaningful, real-life
contexts in planning
subject matter instruction
and is responsive during
instruction to engage
students in relating to
subject matter. 9/22/22
(5/1/23)
Students actively engage in
making and using real-life
connections to subject
matter to extend their
understanding.
I make a point of initiating
and guiding discussions in
a direction that allow
student to make
connections to real life
experiences. I plan
activities that allow
students to better
understand curriculum
objectives by incorporating
relatable activities such as
travel postcards from their
own past travels (history),
writing about their
weekend, and sharing
family traditions (history
and ELA). (9/22/22)
(5/1/23)
Students are able to display
mastery using a variety of
options that allow them to
utilize their own interests
and experiences.
Innovating
Engages student in actively
making connections to
relevant, meaningful, and
real-life contexts
throughout subject matter
instruction.
Students routinely integrate
subject matter into their
own thinking and make
relevant applications of
subject matter during
learning activities.
I actively incorporate
relevant topics and
activities into our daily
lessons allowing students
to make connections to
what they already know
and/or have experienced
such as creative writing
and narratives. We also
relate stories in reading as
well as those reviewed in
social studies to events
happening today that
students have heard about
or experienced.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging
Uses instructional
strategies, resources, and
technologies as provided
by school and/or district.
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’ diverse
Some students participate
learning needs
in instructional strategies,
using resources and
technologies provided.
9/22/22
Exploring
Explores additional
instructional strategies,
resources, and technologies
in single lessons or
sequence of lessons to meet
students’ diverse learning
needs. 9/22/22 (5/1/23)
Students participate in
single lessons or sequence
of lessons related to their
interests and experiences.
(5/1/23)
Applying
Utilizes a variety of
strategies including
culturally responsive
pedagogy, resources, and
technologies during
ongoing instruction to meet
students’ diverse learning
needs.
Students participate in
instruction using strategies,
resources, and technologies
matched to their learning
needs.
Integrating
Creates, adapts, and
integrates a broad range of
strategies, resources, and
technologies into
instruction designed to
meet students’ diverse
learning needs.
Students actively engage in
instruction and make use of
a variety of targeted
strategies, resources, and
technologies to meet their
individual students needs.
Innovating
Refines the flexible use of
an extensive repertoire of
strategies, resources, and
technologies to meet
students’ diverse learning
needs.
Students take
responsibilities for using a
wide range of strategies,
resources, and technologies
that successfully advance
their learning.

Students primarily use I primarily use the

resources provided as
suggested by the
curriculum. Our current
curriculum provides online
printable resources
including graphic
organizers and visual aids.
We have a shared
Chromebook cart, so they
are rarely used. (9/22/22)
resources as suggested by
the curriculum with some
additional resources of my
own. I have not ventured
into using Chromebooks
yet. I use an occasional
video to support the lesson
as well as graphic
organizers to help students
visualize the instruction.
(9/22/22) (5/1/23)

Evidence I use resources from the

curriculum. I also show
videos that correspond with
the topic. I post vocabulary
on the wall and use some
digital resources that
students can access via
google classroom for
continued practice.

Students participate in
group discussions, group
activities, partner activities
and independent work.
They also have the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
opportunity to work in
flexible groups as needed.
Students work in traditional
resources as well as digital
resources for skill
reinforcement. (5/1/23)

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in single
on factual knowledge and lessons or a sequence of
comprehension. lessons that require
students to recall, interpret,
and think critically. 9/22/22
Promoting critical
thinking though
Students respond to varied
inquiry, problem
Some students respond to questions or tasks designed
solving, and reflection
questions regarding facts to promote comprehension
and comprehension. and critical thinking in
single lessons or a
sequence of lessons.
9/22/22
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. (5.1.23)
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
(5/2/23)
Supports students to initiate
critical thinking through
independently developing
questions, posing problems
and reflecting on multiple
perspectives.
Students pose problems
and construct questions of
their own to support
inquiries into content.
Facilitates systematic
opportunities for student to
apply critical thinking by
designing structured
inquiries into complex
problems.
Students pose and answer a
wide-range of complex
questions and problems,
reflect, and communicate
understandings based on in
depth analysis of content
learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I ask questions that help
students recall prior
knowledge, interpret, and
think critically about
various aspects of lessons
across curriculum. I try to
bring prior lessons, when
relatable, into conversation
and make connections
which also helps reinforce
previous lessons. (9/22/22)
Evidence
Students answer questions
and engage in discussion
that encourage discourse
and higher level thinking
within the lesson and
related topics as well as
expanding the topic into
real life application.
(9/22/22)
Element 1.6 Emerging Exploring
Implements lessons Seeks to clarify instruction
following curriculum and learning activities to
guidelines. support student
understanding.
Monitoring student
learning and adjusting
instruction while
teaching. Some students receive Students receive assistance
individual assistance individually or in small
during instruction.9/22/22 groups during instruction.
I encourage discussion
offering students the
opportunity to think
independently and to solve
problems. I also encourage
reflection and goal setting
by having students review
their work at the end of the
week, recording their
scores and encouraging
them to set goals for
improvement the following
week. (5/1/23)
Students review work and
track their own progress
each week. They also
monitor their own AR
goals and track their
reading goals. They utilize
rubrics and checklists to
ensure they have all
requirements for writing
assignments before turning
in. (5/1/23)
Applying Integrating Innovating
Makes ongoing Adjusts strategies during Makes adjustments to
adjustments to instruction instruction based on the extend learning
based on observation of ongoing monitoring of opportunities and provide
student engagement and individual student needs for assistance to students in
regular checks for assistance, support, or mastering the concepts
understanding. challenge. flexibly and effectively.
9/22/22 (5/1/23)
Students monitor their
Students successfully Students are able to progress in learning and
participate and stay articulate their level of provide information to
engaged in learning understanding and use teacher that informs
activities. teacher guidance to meet adjustments in instruction.
their needs during
instruction. (5/1/23)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students primarily learn
through group instruction
but ask questions
throughout the instruction
and individually during
independent work.
(9/22/22)
Evidence
I implement lesson
following curriculum
guidelines while also
asking questions to check Students engage in quality
for understanding. I discourse and ask questions
provide pre-lesson for clarification. Students
activities to build base ask questions in whole
knowledge of more group setting as well as
difficult skills. I walk seeing out individual
around and monitor instruction as needed.
students’ responses during (5/1/23)
independent work to ensure
comprehension. I re-teach
or expand lessons as
necessary. (9/22/22)
(5/1/23)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and communicates Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
expectations for fair and behavior. Demonstrates responsible, and respectful responsibility with reflection and ongoing
respectful behavior to commitment to fairness student interactions. students for resolving improvement of the caring
support social and respect in Assists students to resolve conflict and creating and community based on
development. communications with conflicts. maintaining a caring respect, fairness, and the
students about language Incorporates cultural classroom community. value of all members.
and behavior. awareness to develop a Supports students in
Seeks to understand positive classroom taking leadership in
Promoting social cultural perceptions of climate. developing a caring
Development and caring community. community that is Students take leadership in
responsibility within a Some students share in Students demonstrate responsive to the diverse resolving conflict and
caring community responsibility for the Students participate in efforts to be positive, cultural norms of creating a fair and
where each student is classroom community. occasional community accepting, and respectful identities of all students. respectful classroom
treated fairly and building activities, of differences. 9/22/22 9/22/22 community where
respectfully designed to promote (5/1/23) student’s home culture is
caring, fairness, and Students take included and valued.
respect. responsibility resolving Students communicate
conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences.

Students make efforts to As part of our schoolwide

be respectful and
accepting to others. They
hold one another
accountable when they are
not. (9/22/22) (5/1/23)
Evidence
learning expectations, I
encourage students to be
responsible for their
actions and to hold others
accountable for theirs. I
facilitate healthy conflict
resolution between
students. I teach, model,
and expect students to
accepting and kind to all.
(9/22/22)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging
Is aware of the importance
of the physical and/or
virtual learning
environments that support
student learning.
Is aware that structured
interaction between
Creating physical or
students can support
virtual learning
learning.
environments that
promote student
learning, reflect
diversity, and
encourage
constructive and
Some students use available
productive
resources in learning
interactions among
environments during
students
instruction.
Evidence
Exploring
Experiments with and/or
virtual learning
environments that support
student learning.
Structures for interaction
are taught in single lessons
or sequence of lessons to
support student learning.
9/22/22
Students use resources
provided in learning
environments and interact
with each other to
understand and complete
learning tasks in single
lessons or sequence of
lessons. 9/22/22
I post vocabulary words,
anchor charts, and student
work to provide learning
resources.
Individual lessons include a
variety of whole group,
small group, partners, pair
share discussions, etc.
(9/22/22)
Students utilize information
on bulletin board and
anchor charts as reminders
Applying
Develops physical
environments that reflect
student diversity and
provide a range of
resources for learning.
Utilizes a variety of
structures for interaction
during learning activities
that ensures a focus on and
completion of learning
tasks. (5/1/23)
Students use a variety of
resources in learning
environments and interact
in ways that deepen their
understanding of the
content and develop
constructive social and
academic interactions.
(5/1/23)
Students receive explicit
instruction, complete
worksheets, use digital books,
and digital practice activities
to reinforce lessons. They
complete work whole group,
in partners, and at times in
small groups or one-one with
teacher. (5/1/23)
Integrating
Maintains physical
environments that reflect
student diversity and
provides a broad range of
resources, displays, and
artifacts that are current and
integral to instruction.
Integrates a variety of
structures for interaction
that engage students
constructively and
productively in learning.
Students routinely use a
range of resources in
learning environments that
relate to and enhance
instruction and reflect their
diversity.
Students share in
monitoring and assessment
of interactions to improve
effectiveness and develop a
positive culture for
learning.
Innovating
Adapts physical and/or
environments flexibly to
facilitate access to a wide
range of resources that
engage students in learning.
Ensures that environments
enhance learning and
reflect diversity within and
beyond the classroom.
Selects from a repertoire of
structures for interaction to
ensure accelerated learning
for the full range of
students.
Students participate in
monitoring and changing
the design of learning
environments and
structures for interactions.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
throughout lessons. They
also engage in group and
partner discussions.
(9/22/22)

Element 2.3 Emerging Exploring Applying Integrating Innovating

Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Explores strategies to their own language and
Establishing and establish intellectual and Models and provides behavior that contributes
maintaining learning emotional safety in the instruction on skills that to intellectual and
environments that classroom. 9/22/22 develop resiliency and emotional safety in the
are physically, support intellectual and classroom.
intellectually, and emotional safety. Students demonstrate
emotionally safe Students are aware of resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the school guidance regarding Students take risks, offer practice resiliency skills achievement.
and classroom rational potential safety issues for opinions, and share and strategies to strive for Students maintain
for maintaining safety. self or others. alternative perspectives academic achievement, intellectual and emotional
9/22/22 (5/1/23) and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Students have reviewed I recognize and address I provide students with

and engaged in
discussions of safety
procedures and
expectations for the
classroom, maneuvering
through the hallways,
Evidence walking to and using the
restrooms, etc. (9/22/22)
safety issues. I review appropriate reading levels
materials and videos prior to reduce frustration and
to presenting. I use desk anxiety. I structure
placement to place setting arrangements so
students near others who students are near those
will provide safe that encourage and
interaction and the best strengthen their skills.
possibility for success. We talk through what
(9/22/22) thoughtful and respectful
discourse sounds like
using both academic
language and social
language situations.
(5/1/23)

Emerging Exploring Applying Integrating Innovating

Element 2.4
Focuses the rigor of the
learning environment on
accuracy of answers and
completion of learning
tasks.
Is aware of the importance
of maintaining high
Creating a rigorous
expectations for students.
learning environment
with high expectations
and appropriate
support for all
students
Some students ask for
teacher support to
understand or complete
learning tasks. 9/22/22
Strives for a rigorous
learning environment that
includes accuracy,
understanding, and the
importance of meeting
targeted learning goals.
Works to maintain high
expectations for students
while becoming aware of
achievement patterns for
individuals and groups of
students. 9/22/22
Some individuals and
groups of students work
with the teacher to support
accuracy and
comprehension in their
learning.
Develops a rigorous
learning environment that
includes accuracy, analysis,
problem solving, and
appropriate levels of
challenge.
Holds high expectations for
students. Has an
understanding of
achievement patterns, and
uses scaffolds to address
achievement gaps.
(10/2023)
Students engage in a
variety of differentiated
supports and challenges in
ways that promote their
accuracy, analysis, and
problem solving in
Integrates rigor throughout
the learning environment
that values accuracy,
analysis, and critical
reading, writing and
thinking.
Integrates strategic
scaffolds and technologies
throughout instruction that
support the full range of
learners in meeting high
expectations for
achievement.
Students actively use
supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
Facilitates a rigorous
learning environment in
which students take
leadership in learning.
Fosters extended studies,
research, analysis and
purposeful use of learning.
Supports students to utilize
an extensive repertoire of
differentiated strategies to
meet high expectations.
Students take responsibility
to fully utilize teacher and
peer support, to achieve
consistently high levels of
factual and analytical
learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
At this time, I am primarily
working with students upon
request for help or as I
observe the need for
additional guidance.
(9/22/22)
Evidence
Element 2.5 Emerging
Establishes expectations,
rules, and consequences for
individual and group
behavior.
Developing,
communicating, and
Refers to standards for
maintaining
behavior and applies
high standards for
consequences as needed.
individual and group
behavior
Students are aware of
classroom rules and
consequences.
I make it clear to the
students that I have high
expectations but if they
allow me to, I will do
everything I can to help
them reach those
expectations. I repeat key
elements of lessons as
necessary to ensure
comprehension and
accuracy. I guide along the
way to ensure accuracy. I
also monitor for individual
learning patterns through
observation. (9/22/22)
Exploring
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group
behavior.
Reviews standards for
behavior with students in
single lessons or sequence
of lessons in anticipation of
need for reinforcement.
Students know
expectations for behavior
and consequences and
respond to guidance in
following them. 9/22/22
learning. (5/1/23) matter.
Students work at grade level
and beyond expectations.
Students use proper graphic
organizers, rubrics, and
written behavioral
expectations. For behavior
students receive immediate
feedback and consequences
that match (5/1/23)
Applying Integrating Innovating
Uses multiple strategies Facilitates a positive
including culturally environment using systems
responsive instruction to that ensure students take an
develop and maintain high active role in monitoring
standards for individual and maintaining high
and group behavior. standards for individual
and group behaviors.
Utilizes routine references
to standards for behavior
prior and during individual
and group work. 9/22/22
(5/1/23)
Students follow behavior Students demonstrate
expectations, accept positive behavior,
consequences and increase consistent participation and
positive behaviors. (5/1/23) are valued for their unique
identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Students are aware of the I make clear my

expectations and
consequences. They
initially respond to
guidance and positive
reinforcement but often fall
back into a their talkative
ways. (9/22/22)
Evidence
expectations for behavior
both for whole group, small
group, and individual work.
I remind students at the
start of each lesson my
expectations. I use a voice
level chart which can be
changed according to the
type of instruction. I use
positive incentives for
encourage high standards
of behavior. (9/22/22)
Students show their
understanding of
expectations by following
directions. Students remind
each other of expectations
when one is not meeting
them. Students follow the
routine set at the beginning
of the year. Students
understand that when
expectations are not met
that there are
consequences. (5/1/23)

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Facilitates student
routines or norms for single procedures, and norms in routines and procedures participating in developing,
lessons to support student single lessons or sequence that are culturally monitoring, and adjusting
Employing classroom
learning. of lessons with some responsive and engage routines and procedures
routines, procedures,
student involvement. students in the focuses on maximizing
norms, and supports
development and learning.
for positive behavior
monitoring of norms. Classroom climate
to ensure a climate in
integrates school standards
which all students can
Seeks to promote positive and culturally relevant
learn
behaviors and responds to Provides positive behavior norms.
Responds to disruptive disruptive behavior. supports.
behavior. Responds appropriately to Promotes positive
behaviors in ways that behaviors and establishes
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are aware of
procedures, routines, and
classroom norms.
Evidence
Element 2.7 Emerging
Paces instruction based on
curriculum guidelines.
Develops awareness of
how transitions and
Using instructional
classroom management
time to optimize
impact pacing and lessons.
learning
Some students complete
learning activities in time
allotted. 9/22/22
Students receive correction
for behavior that interferes
with learning, and positive
reinforcement in following
routines, procedures, and
norms. 9/22/22
Students are reminded of
the behavior expectations
before lessons and as
needed throughout the
lesson which often results
in an interruption of the
lesson. I also provide
positive incentives for
those modeling desired
behavior. (9/22/22)
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student work
time and transitions to
optimize learning. 9/22/22
Students complete learning
activities and, as needed,
may receive some
lessen disruptions to the preventions and a positive
learning climate. classroom climate that
Students participate in eliminate most disruptive
routines, procedures, and behavior.
norms and receive
reinforcement for positive
behaviors. (9/22/22)
(5/1/23) Students share
responsibility with teacher
Students receive timely and for managing and
effective feedback and maintaining a positive
consequences for behaviors classroom climate that
that interfere with learning. promotes learning.
I remind students at the
start of each lesson my
expectations. I use a voice
level chart which can be
changed according to the
type of instruction. I use
positive incentives for
encourage high standards
of behavior. (9/22/22)
(5/1/23)
Applying Integrating Innovating
Paces instruction to include Paces, adjusts, and fluidly
ongoing assessment of facilitates instruction and
student learning. Supports daily activities.
students in the monitoring
of instructional time.
Students use their
instructional time to engage
in and complete learning Students monitor their own
activities and are prepared time, are engaged in
for the next sequence of accomplishing learning
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Many students often
require more time. I
provide “catch-up” time for
students who need
additional time. (9/22/22)
Evidence
adjustments of time allotted instruction. goals, and participate in
for tasks or expectations reflection, self-assessment,
for completion. (5/1/23) and goal setting.
I use curriculum pacing as
a guide while also
recognizing that certain
lessons are more time
consuming to or require
more time to present. I also
recognize that new
concepts may require more
time than repeat or review
lessons. All lessons are
planned with transition
time scheduled in with
additional time in extra
resources are need such
colored pencils, scissor for
cutting, etc. (9/22/22)
(5/1/23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational
knowledge of subject
matter, related academic
3.1 Demonstrating
language, and academic
knowledge of subject
content standards. 9/22/22
matter academic
content standards
Examines concepts in
subject matter and
academic language to
identify connections
between academic content
standards and instruction.
(4/23)
Understands and explains
the relationship between
essential subject matter
concepts, academic
language, and academic
content standards.
Uses extensive knowledge
of subject matter concepts,
current issues, academic
language, and research to
make relevant connections
to standards during
instruction and extend
student learning.

I understand that students I review the content and the

need to understand the
academic language and
underlying skills prior to
mastering a skill and can
identify the steps required
to complete the objectives.
(9/22/22)
related standards ensuring
the assignments will allow
students to meet their goal.
I adjust or add additional
lessons as needed to ensure
the students can properly
learn and master the skills.
(5/1/23)
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 that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
vocabulary following academic language.
3.2 Applying
curriculum guidelines.
knowledge of student
Provides explicit teaching
development and
of essential content
proficiencies to ensure
vocabulary and associated
student understanding
academic language in
of subject matter
single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary to
support student access to
subject matter when
confusions are identified.
9/22/22
I review content
vocabulary and academic
language for individual
lessons. I provide examples
that that students can relate
to ensure comprehension.
(9/22/22)
Evidence
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.
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.(5/1/23)
I review lesson vocabulary
and definitions. We discuss
content material and
application to our prior
knowledge. I check for
understanding of concepts
and adjust material as
needed to ensure full
understanding. (5/1/23)
Integrating Innovating
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
understand subject matter
including related academic
language.
Engages student at all
levels of vocabulary,
academic language, and
proficiencies in self-
directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Follows organization of
curriculum as provided by
site and district to support
student understanding of
3.3 Organizing the subject matter.
curriculum to facilitate
student understanding
of the subject matter
Exploring
Examines organization of
curriculum and considers
adjustments in single
lessons or sequence of
lessons to support
understanding of subject
matter. 9/22/22
Applying
Uses knowledge of
curriculum and student
readiness to organize and
adjust the curriculum to
ensure student
understanding.(5/1/23)
Integrating Innovating
Uses extensive knowledge
of curriculum and related
resources to flexibly and
effectively organize and
adjust instruction.
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.

I primarily follow the I review the curriculum and

organization of the
curriculum, but will
occasionally fill in gaps to
provide enhanced
understanding or adjust the
order of instruction to
ensure proper scaffolding.
(9/22/22)
Evidence
suggested lesson. I break
apart lessons into smaller
mini lessons as needed. I
make connections to prior
lessons and ensure
comprehension of skills
and new info before
moving on to the next
lesson. (5/1/23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Uses instructional Gathers and uses additional Selects and adapts a variety Uses an extensive
strategies that are provided instructional strategies in of instructional strategies to repertoire of instructional
in the curriculum. single lessons or sequence ensure student strategies to develop
of lessons to increase understanding of academic enthusiasm, meta-cognitive
3.4 Utilizing student understanding of language appropriate to abilities, and support and
instructional strategies academic language subject matter and that challenge the full range of
that are appropriate to appropriate to subject addresses students’ diverse student towards a deep
the subject matter matter. 9/22/22 learning needs.(5/1/23) knowledge of subject
matter.

I use instructional I review curriculum and

strategies provided by provide a variety of
curriculum but will also instructional strategies that
supplement with additional meet the needs of a diverse
resources such as visual group of students. (5/1/23)
aids, graphic organizers,
coloring opportunities,
videos, etc.
(9/22/22)

Evidence
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Uses available instructional
materials, resources, and
technologies for specific
3.5 Using and adapting lessons to make subject
resources, matter accessible to
technologies, and students.
standards-aligned
instructional materials Identifies technological
including adopted resource needs. 9/22/22
materials, to make
subject matter
accessible to all
students
I use available text and
coordinating workbooks. I
incorporate video and
handouts to supplement.
9/22/22
Evidence
Exploring Applying Integrating Innovating
Explores additional Integrates a wide range of Engages students in
instructional materials, adapted resources, identifying and adapting
resources, and technologies technologies, and resources, technologies,
to make subject matter instructional materials to and standards-aligned
accessible to students. meet identified student instructional materials to
needs and make subject extend student
Explores how to make matter accessible to understanding and critical
technological resources students. thinking about subject
available to all students. matter.
(5/1/23) Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks outside access to a wide range of
resources and support. technologies through
ongoing links to outside
resources and support.
I review lessons and break
them apart into mini
lessons that will allow
students to focus on a
particular skill. I also use
supplementary resources
that will provide students
with a more clear
understanding of the
concepts and better reach
different learning styles.
(5/1/23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Is aware of students’ primary
language and English
language proficiencies based
on available assessment data.
3.6 Addressing the
needs of English
learners and student
Provides adapted materials to
with special needs to help English learners access
provide equitable content. 9/22/22
access to the content
I am aware of students who
are ELL’s and incorporate
a variety of materials, such
as visuals or graphic
organizers as needed.
Students sit with
classmates that can provide
support. (9/22/22)
Evidence
Exploring
Seeks additional information
describing elements of culture
and language proficiencies in
listening, speaking, reading,
and writing. Uses multiple
measures for assessing
English learners’ performance
to identify gaps in English
language development.
Attempts to scaffold content
using visuals, models, and
graphic organizers. (5/1/23)
I check for understanding
using multiple methods
including pictures, and
concepts and opposed to
language. I post visual aid
that will assist in
understanding concepts. I
use digital resources as
needed that provide sound,
visuals, and immediate
feedback. (5/1/23)
Applying
Identifies language
proficiencies and English
learner strengths in the study
of language and content.
Differentiates instruction
using one or more components
of English language
development to support
English learners.
Creates and implements
scaffolds to support standards-
based instruction using
literacy strategies, SDAIE,
and content level English
language development in
order for students to improve
language proficiencies and
understand content.
Integrating Innovating
Engages English learners in
assessment of their progress in
English language development
and in meeting content
standards. Supports students
to establish and monitor
language and content goals.
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds based
on English learners’
proficiencies, knowledge, and
skills in the content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting with
3.6 Addressing the resource personnel and
needs of English families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
Evidence
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.
Cooperates with resource
personnel, para-educators, and
families during meetings and
activities in support of
learning plans and goals.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness for
referral. 9/22/22
I review CUM files and am
aware of students requiring
accommodations. I review
individual lesson with
resource teacher to identify
how I can better assist
students who require
assistance with language
and reading. I align
learning goals with those
identified by the resource
teacher. (9/22/22)
Applying
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.
Communicates regularly with
resource personnel, para-
educators, and families to
ensure that student services
are provided and progress is
made in accessing appropriate
content.
Refers students as needed in a
timely and appropriate manner
supported with documented
data over time, including
interventions tried previous to
referral.(5/1/23)
I review all prior
assessment and discuss
goals with resource
teachers. I review IEP’s
and provide parents with
updates throughout the year
as to our adjusted goals. I
refer additional services or
tutoring as needed. (5/1/23)
Integrating
Integrates accommodations,
adaptations, and extensions to
instruction for the full range of
students with special needs to
ensure adequate support and
challenge.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent instruction.
Supports families in positive
engagement with school.
Initiates and monitors referral
processes and follow-up
meeting to ensure that
students receive support
and/or extended learning that
is integrated into the core
curriculum.
Innovating
Guides and support the full
range of student with special
needs to actively engage in the
assessment and monitor their
own strengths, learning needs,
and achievement in accessing
content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with special
needs.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
 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
4.1 Using knowledge of background, and individual
students’ academic development.
readiness, language
proficiency, cultural
background, and individual
development to plan
instruction. Is aware of impact of bias Becomes aware of potential
on learning. areas of bias and seeks to
learn about culturally
responsive pedagogy.
9/22/22
Lessons are planned to
encourage discussion and
celebration of a diverse
community. Explanations
are provided to explain the
different cultures and
traditions discussed in
individual lessons.
Connections are made
Evidence between ideas among
multiple cultures to further
help students identify with
and accept the diverse
cultures. (9/22/22)
Applying Integrating Innovating
Plans differentiated Plans differentiated
instruction based on instruction that provides
knowledge of students’ systematic opportunities
academic readiness, for supporting and
academic language, diverse extending student learning
cultural backgrounds, and based on comprehensive
individual cognitive, social, information on students.
emotional, and physical
development to meet their
individual needs.
Examines potential sources Engages students in the
of bias and stereotyping analysis of bias,
when planning lessons. stereotyping, and
Uses culturally responsive assumptions.
pedagogy in
planning.(5/1/23)
I give student the
opportunity to talk about
their cultures and past
experiences. I review files
about their prior
educational experiences. I
complete assessments at
the beginning of the year to
see where students are
academically. I review
curriculum and make
adjustments as needed to
ensure lessons provide a
well-balanced experiences
for a diverse group.
(5/1/23)
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Communicates learning
objectives for a single
lesson to students based on
4.2 Establishing and content standards and
articulating goals for available curriculum.
student learning
Exploring
Establishes and shares
learning goals for skill
development with students
in single lessons and
sequence of lessons.
9/22/22
Applying
Establishes and
communicates to students
clear learning goals for
content that are accessible,
challenging, and
differentiated to address
students’ diverse learning
needs. (5/1/23)
Integrating Innovating
Establishes and articulates
comprehensive short-term
and long-term learning
goals for students. Assists
students to articulate and
monitor learning goals.

I provide written objectives I establish whole class

and orally explain our short
term (daily) lesson as well
as lesson sequence goals.
(9/22/22)
learning goals as well as
differentiated paths for
certain students as needed
to help them reach their
goal. (5/1/23)

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 long- Utilizes extensive
for daily, short- and long- units that include a series term curriculum plans for knowledge of curriculum,
term plans. 9/22/22 of connected lessons and subject matter concepts and content standards, and
4.3 Developing and are linked to long-term essential related academic assess learning needs to
sequencing long-term and planning to support student language and formats that design cohesive and
short-term instructional learning. support student learning. comprehensive long- and
plans to support student (5/1/23) short-term instructional
learning plans that ensure high
levels of learning.

I primarily use the

available curriculum for I sequence learning
daily, short and long term activities over time to help
goals. (9/22/22) students reach their long-
term goal. (5/1/23)

Evidence
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Plans instruction that
incorporates strategies
suggested by curriculum
guidelines.
4.4 Planning instruction
that incorporates
appropriate strategies to Is aware of student content,
meet the learning needs of learning, and language
all students needs through data
provided by the site and
district.
Evidence
Exploring
Selects strategies for single
lessons or sequence of
lessons that respond to
students’ diverse learning
needs.
Seeks to learn about
students’ diverse learning
and language needs beyond
basic data. 9/22/22
I select strategies for each
lesson or sequence
recognizing that students
need a variety of strategies.
I asses background
knowledge and scaffold
instruction, incorporation
resources such as graphic
organizers, visual aids, and
group discussion to appeal
to a variety learning types.
(9/22/22)
Applying
Incorporates differentiated
instructional strategies into
ongoing planning that
addresses culturally
responsive pedagogy,
students’ diverse language,
and learning needs and
styles.
Uses assessments of
students’ learning and
language needs to inform
planning differentiated
instruction. (5/1/23)
I provide instruction using
multiple strategies
including visual aids, oral
presentations, and note
taking to help students
learn in a variety of ways.
(5/1/23)
Integrating Innovating
Plans instruction
incorporating a repertoire
of strategies specifically
meet students’ diverse
language and learning
needs and styles to advance
learning for all.
Facilitates opportunities for
students to reflect on their
learning and the impact of
instructional strategies to
meet their learning and
language needs.
 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 Anticipates and plans for a
uses materials from materials in single lessons adaptations to differentiate wide range of adaptations
curriculum provided. or sequences of lessons to instructional plans. Uses to lessons based on in
9/22/22 address students’ learning culturally responsive depth analysis of individual
4.5 Adapting instructional
needs. pedagogy and additional student needs.
plans and curricular
materials to support
materials to meet the
students’ diverse learning Engages with students to
assessed learning needs of
needs. (5/23) identify types of
all students.
adjustments in instruction
that best meet their
learning goals.

I primarily use the I formatively assess \

materials provided by the students understanding of a
curriculum to meet the concept prior to teaching as
learning needs of students well as throughout the
and will occasionally lesson. I make adjustments
incorporate additional and incorporate new
resources. (9/22/22) strategies as needed. I
include visual aids and
hands-on activities to
ensure I meet all learning
Evidence styles. (5/1/23)
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative and
assessments. 9/22/22 summative assessments.
5.1 Applying
knowledge of the
Begins to identify specific
purposes,
characteristics of
characteristics, and
assessments that yield
uses of different types
different types of
of assessments
information about student
preparedness, progress, and
proficiency (5/1/23).
Decides on the purpose for
assessment and skills to be
assessed to select
appropriately matches pre-,
formative and summative
assessments.
Selects assessments based
on clear understanding of
the purposes and
characteristics of
assessments to support
student learning.
Demonstrates purposeful
use of a wide range of
assessments to support
differentiated student
learning needs and reflect
progress.
Draws flexibility from a
repertoire of appropriate
assessment options and
characteristics to maximize
student demonstration of
knowledge.

I use a variety of reading

I am aware if the types of passages to assess both
assessment and dabbling in comprehension and
the use of different types of fluency. Assessments
assessments. I primarily utilize recently learned
use formative assessments reading strategies and
during individual work as I genre focuses.
observe comprehension or (5/1/23)
through the use of exit
tickets. I also use
curriculum provided
Evidence assessments including unit
assessments, progress
monitoring, and
comprehension
assessments. (9/22/22)
CSTP 5: Assessing Students for Learning
Element Emerging
Use data from required
assessments to assess
student learning.
Follows required processes
5.2 Collecting and for data analysis and draws
analyzing assessment conclusions about student
data from a variety of learning. 9/22/22
sources to inform
instruction.
Exploring
Explores collecting
additional data using
supplemental assessments.
Make adjustments in
planning for single lessons
or sequence of lessons
based on analysis of
assessment data.
Applying
Collects a variety of formal
and informal assessment
data on student learning.
Uses analysis of a variety
of data to inform planning
and differentiation of
instruction. (2/23)
Integrating Innovating
Designs and integrates an Infuses assessments
assessment plan that strategically and
provides formal and systematically throughout
informal assessment data instruction to collect
on student learning. ongoing assessment data
appropriate for the range of
Uses data analysis of a learner needs.
broad range of assessments
to provide comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction for
differentiation of maximum academic
instruction. success.

In addition to formal
assessments, I check
I use data from required students understanding
assessments to assess before, during, and after
student learning. individual lessons using
KWL charts and exit
I follow required processes tickets. Based on these
for data analyses. I will informal assessment, I
make some adjustments t modify future lessons
lessons based on analyses. accordingly. (2/23)
(9/22/22)

Evidence
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Reviews and monitors Reviews and monitors Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment data variety of data on student work and fosters
both individually and as required by site and individually and with learning individually and colleagues ability to
with colleagues, to district processes. colleagues and identifies with colleagues to identify identify and address causes
monitor student learning needs of trends and patterns among for achievement patterns
learning individual students. groups of students. and trends.
9/22/22 (11/23)

I review and monitor

assessment data, review
with my partner teacher,
resource teacher, and
principal to identify
learning needs of
individuals. (9/22/22)

Using MAP testing and

STAR reading
assessments, I review
results individually with
colleagues to determine
academic plans for
Evidence students. I discuss results
with resource teachers to
determine possible need for
additional tutoring or one-
on-one assistance. (11/23)
CSTP 5: Assessing Students for Learning
Element Emerging
Uses data from
assessments provided by
site and district to set
learning goals for the class.
5.4 Using assessment
data to establish
Plans instruction using
learning goals and to
available curriculum
plan, differentiate, and
guidelines.
modify instruction
Exploring
Uses data from available
assessments to establish
content-based learning
goals for class and
individual students in
single lessons or sequences
of lessons.
Plans adjustments in
instruction to address
learning needs of
individual students.
9/22/22
Applying
Uses a variety of
assessment data to set
student learning goals for
content and academic
language.
Plans differentiated lessons
and modifications to
instruction to meet
students’ diverse learning
needs. (2/23)
Integrating Innovating
Reflects on data
continuously to make
ongoing refinements to
learning goals for content
and academic language for
the fill range of students.
Uses data systematically to
refine planning,
differentiate instruction,
and make ongoing
adjustments to match the
evolving learning needs of
individuals and groups.

STAR reading assessment

I set learning goals that are
practical and appropriate
based on the current data
available. I adjust goals as
needed based on student
learning progress.
(9/22/22)
results are used to group
students into homogeneous
reading groups. Using
these groups I provide
targeted instruction to
students in small groups.
(2/23)

Evidence
CSTP 5: Assessing Students for Learning
Element Emerging
Informs students about
learning objectives,
outcomes, and summative
assessment results.
5.5 Involving all Recognizes the need for
students in self- individual learning goals.
assessment, goal-
setting, and progress Monitors progress using
monitoring available tools for
recording. 9/22/22
Exploring
Begins to encourage
students to establish
learning goals through
single lessons or sequence
of lessons that include goal
setting exercises.
Provides students with
opportunities in single
lessons or sequence of
lessons to monitor their
own progress toward class
or individual goals. (2/23)
Applying Integrating
Implements structures for
students to self-assess and
set learning goals related to
content, academic
language, and individual
skills.
Integrates student self-
assessment, goal setting,
and progress monitoring
across the curriculum.
Innovating
Provides systematic
opportunities for student
self-assessment, goal
setting, and progress
monitoring.
Develops students’ meta-
cognitive skills for
analyzing progress and
refining goals towards high
levels of academic
achievement.

Using STAR Reading

I write learning objectives
on the board. We discuss
general group results and
individual results with
students. I recognize goals
are important to set. I use
progress monitoring tools
as provided by curriculum.
(9/22/22)
Evidence
Assessments to determine
reading levels, I help
students create reading
goals to participate in our
Accelerated Reader
program. Students track
their reading and record the
points they earn and
monitor their own progress
each quarter. (2/23)
CSTP 5: Assessing Students for Learning
Element Emerging
Uses available technologies
to record assessments,
determine proficiency
levels, and make required
5.6 Using available communications about
technologies to assist student learning. 9/22/22
in assessment, analysis, (2/23)
and communication of
student learning
Exploring
Explores use of additional
technologies to implement
individual assessments,
record results, and
communicate with
administration, colleagues,
and families about student
learning.
Applying Integrating
Integrates a variety of
technologies into the
development,
implementation, analysis of
assessments, and
communication of student
learning to all audiences.
Innovating
Use a wide range of
technologies to design,
implement, and analyze
assessments and provides
for an in depth and ongoing
communication regarding
student learning to all
audiences.

I use computerized testing

to determine proficiency
levels in reading, language
and math. Results are
shared with parents and
administration. (9/22/22)

We send home report cards

at the end of each quarter
as well as mid-quarter
progress reports. In
addition, I maintain
Evidence communication with
parents if students are
missing multiple
assignments and if their
grade drops to a D or
lower. (2/23)
CSTP 5: Assessing Students for Learning
Element Emerging
Provides students with
feedback through assessed
work and required
summative assessments.
Notifies families of student
5.7 Using assessment
proficiencies, challenges,
information to share
and behavior issues
timely and
through school mandated
comprehensible
procedures.
feedback with students
and their families
Exploring
Provides students with
additional feedback based
on formative assessments
from single lessons or
sequence of lessons. Seeks
to provide feedback in
ways that students
understand.
Communicates with
families about student
progress, strengths, and
needs at reporting periods.
Contacts families as needs
arise regarding struggling
students or behavior issues.
9/22/22
Applying Integrating
Integrates the ongoing
sharing of comprehensible
feedback to students from
formal and informal
assessments in ways that
support increased learning.
Communicates regularly
with families to share a
range of assessment
information that is
comprehensible and
responsive to individual
student and family needs.
Innovating
Facilitates students’
leadership in seeking and
using ongoing
comprehensible
communications about
individual student progress
and ways to provide and
monitor support.

I provide students with

immediate feedback
advising if work needs to
be redone. I send home
classwork and assessment
so parents can see what
students are doing in class.
Progress reports are sent
home. Emails are sent to
parents when students have
3 missing assignments,
Evidence
when grades drop, or if a
student is struggling in a
particular area. (9/22/22)
(2/23)

Students take online MAP

assessments three times a
year assessing their reading
and math. Print-outs are
provided to parents after
each test that can show
their child's progress. This
also provides me an
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
opportunity to discuss a
possible need for additional
tutoring or to justify the
need for challenging the
student further. (2/23)
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring
Is aware of the need to Begins to engage in
reflect on teaching reflection on teaching
practice to support practice individually and
student learning. with colleagues that is
Reflects individually or focused on methods to
with colleagues on support the full range of
immediate student learners. 9/22/22
learning needs.
6.1 Reflecting on
teaching practice in
support of student
learning
I self-reflect on individual
lessons and at end of the
day - were students
engaged? Did they show
comprehension? What
could I have done
differently or better? I also
converse with grade level
colleagues and other more
experienced colleagues.
(9/22/22)
Evidence
Applying Integrating Innovating
Engages in reflection Maintains ongoing
individually and with reflective practice and
colleagues on the action research in
relationship between supporting student
making adjustments in learning and raising the
teaching practice and level of academic
impact on the full range achievement.
of learners. (2/23)
Engages in and fosters
reflection among
colleagues for school
wide impact on student
learning.
Currently I am meeting
with my mentor teacher
regularly to discuss lesson
plans as well I invite my
mentor to observe my
lessons to receive
feedback. I use the
feedback and our weekly
conversations to make
adjustments to my teaching
practices. I also make
notes in my lesson plans if
I know a particular lesson
was not successful or if I a
new teaching strategy
would be recommended to
use next time I teach the
lesson. (2/23)
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
connected to the CSTP the CSTP that take into the CSTP that are authentic goals broad range of
through required account self-assessment authentic, challenging, connected to the CSTP professional goals
processes and local of teaching practice. and based on self- that are intellectually connected to the CSTP
protocols. assessment. challenging and based to improve instructional
6.2 Establishing Expands knowledge and on self-assessment and practice and impact
Attends required skills individually and Aligns personal goals feedback from a variety student learning within
professional goals
professional with colleagues through with school and district of sources. and beyond the
and engaging in development. available professional goals, and focuses on classroom.
continuous and development. 9/22/22 improving student Engages in and
purposeful learning. contributes to Engages in ongoing
professional growth professional inquiry into teacher
and development Selects and engages in development targeted on practice for professional
professional student achievement. development.
development based on Pursues a variety of
needs identified in additional opportunities Contributes to
professional goals. to learn professionally. professional
(2/23) organizations, and
development
opportunities to extend
own teaching practice.

I create a list of goals of

I complete all required
professional development.
I consult with colleagues
and mentor. I review
career specific articles that
provide new insight.
Evidence (9/22/22)
practices I would like to
implement in the
classroom and then use
this list to guide my
professional development.
I then search for online
trainings or instructions
and/or observe other
teachers to learn ways to
implement these practices.
(2/23)
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Attends staff, grade Consults with Collaborates with Facilitates collaboration
level, department, and colleagues to consider colleagues to improve with colleagues.
other required meetings how best to support student learning and
and collaborations. teacher and student reflect on teaching Works to ensure the
learning. practice at the classroom broadest positive impact
Identifies student and level. possible on instructional
teacher resources at the Begins to identify how practice and student
school and district level. to access student and Interacts with members achievement at school
teacher resources in the of the broader and district levels and
6.3 Collaborating broader professional professional community for the profession.
with colleagues and community. to access resources that
the broader support teacher Initiates and develops
professional effectiveness and professional learning
student learning. 9/22/22 opportunities with the
community to
(2/23) broader professional
support teacher and community focused on
student learning student achievement.

I work with my partner

teacher and other teachers
withing the school to
reflect on teaching
practices. We discuss how
to improve engagement,
address accommodations
for students, and address
classroom behaviors. I
engage in school functions
to build community and
relationships. (9/22/22)
Evidence
I work with my grade level
teacher and also cross-
grade level teachers to
discuss what the students
need today and what I need
to work on preparing them
for next year. I also meet
with our reading specialist
who pull student out a few
times a week who need
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
additional one-on-one
assistance. We discuss
students' progress and I
provide her with current
curriculum show she can
help apply the her
strategies to things we are
working on in class at the
time. (2/23)

6.4 Working with Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide range
families to support the family in student importance of the contribute to the and support for families of opportunities for
student learning learning and the need for family’s role in student classroom and school. to actively participate in families to contribute to
interactions with learning. Seeks Adjusts communication the classroom and the classroom and
families. 9/22/22 information about to families based on school. school community.
cultural norms of awareness of cultural Supports a
families represented in norms and wide range of Communicates to school/district
the school. Welcomes experiences with families in ways which environment in which
family involvement at schools. (2/23) show understanding of families take leadership
classroom/ school and respect for cultural to improve student
events. norms. learning.
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating

I send out weekly

I am aware of the newsletters to let parents
importance of family know what we are working
on in class and what the
involvement and
homework will be for the
Evidence maintain communication week. I also include a
with families on the on- calendar of school events
goings within our in which they may want to
classroom and school as participate. (2/23)
well as notifying of any
struggles and successes
regarding their child.
(9/22/22)

Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
6.5 Engaging local about local neighborhood and neighborhood and neighborhood and community members to
communities in neighborhoods and community resources. community resources to community resources to increase instructional
support of the communities support the curriculum. support the instructional and learning
instructional surrounding the school. Includes references or program, students, and opportunities for
program connections to Includes knowledge of families. students.
Uses available communities in single communities when
neighborhood and lessons or sequence of designing and Draws from Engages students in
community resources in lessons. implementing understanding of leadership and service in
single lessons. 9/22/22 instruction (2/23) community to improve the community.
and enrich the Incorporates community
instructional program. members into the school
learning community.
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating

Our school is associated

I am familiar with the
local community and
participate in local
Evidence
school events and
fundraisers in the
neighborhood. (9/22/22)
with a church and I always
promote events that the
church is putting on as
well as community events
that the school sponsors. I
do my best to attend and
participate in these events
as well so I can connect
with the students and their
families outside of school.
(2/23)
CSTP 6: Developing as a Professional Educator

Develops an Maintains professional Anticipates professional Integrates the full range Models professionalism
understanding of responsibilities in timely responsibilities and of professional and supports colleagues
professional ways and seeks support manages time and effort responsibilities into in meeting and
responsibilities. as needed. required to meet advanced planning and exceeding professional
expectations. prepares for situations Responsibilities
Seeks to meet required Demonstrates that may be challenging. effectively.
commitments to commitment by Pursues ways to support
students. exploring ways to students’ diverse Maintains continual Supports colleagues to
address individual learning needs and effort to seek, develop, maintain the motivation,
student needs. 9/22/22 maintains belief in and refine new and resiliency, and energy to
6.6 Managing students’ capacity for creative methods to ensure that all students
professional achievement. (2/23) ensure individual achieve.
responsibilities to student learning.
maintain motivation
While I am still working
and commitment to on not taking work home, I
all students I demonstrate a positive
do ensure that I have
and professional attitude plenty of family time with
and complete required my husband and kids. I
paperwork as needed. I also practice healthy habits
am still working to to reduce stress and
balance my time but am illnesses throughout the
seeking ways to school year by eating
improve. (9/22/22) healthy, exercising, and
taking whole food
Evidence supplements. (2/23)
CSTP 6: Developing as a Professional Educator
Follows all state education codes, legal requirements, district and site policies, Maintains a high standard of personal integrity and
contractual agreements, and ethical responsibilities.* commitment to student learning and the profession
in all circumstances.
* As follows:
• Take responsibility for student academic learning outcomes. Contributes to building professional community and
• Is aware of own personal values and biases and recognizes ways in which holding peers accountable to norms of respectful
these values and biases affect the teaching and learning of students. treatment and communication.
• Adheres to legal and ethical obligations in teaching the full ranges of
learners, including English learners and students with special needs. Contributes to fostering a school culture with a high
• Reports suspected cases of child abuse and/or neglect as outlined in the degree of resilience, professional integrity, and
California Abuse and Neglect Reporting Act. ethical conduct. 9/22/22 (2/23)
• Maintains a non-hostile classroom environment and carries out laws and
district guidelines for reporting cases of sexual harassment.
• Understands and implements school and district policies and state and
federal law in responding to inappropriate or violent student behavior.
6.7 Demonstrating • Complies with legal and professional obligations to protect the privacy,
professional health, and safety of students, families, and other school professionals.
responsibility, • Models appropriate behavior for students, colleagues, and the profession.
integrity, and ethical • Acts in accordance with ethical considerations for students.
conduct • Maintains professional conduct and integrity in the classroom and school
community.

I maintain professionalism both in the classroom and

among colleagues. I have good rapport with both
administrators and staff. I contribute to the school
community by participating in extra-curricular events
and fundraisers. I follow all requirements and
expectations from administration. I keep up with parent
communication and inform parent when I see concerns. I
continue to expect that all my students can learn and seek
ways to better assist them. (9/22/22) (2/23)
CSTP 6: Developing as a Professional Educator