CSTP 2 Evidence

Element 2.1 Promoting social Development and responsibility within a caring community
where each student is treated fairly and respectfully
Teacher: Applying
Student: Applying
Date this level of development was achieved: 9/21/22
Description of Evidence of Teaching Practice
 I use anchor books at the beginning of the year to inculcate the concept of the
classroom being a family. Using stories from the books read we learn how we can
become valuable members of the class.
 Our school being all-inclusive, the concept of family is very helpful in developing
empathy for students that might be different.
 Some students take this responsibility to heart and act like teacher’s assistants in
helping students with special needs maneuver their daily tasks.
 In our class everyone gets to speak as long as they wait for their turn. “Please’ and
“Thank you!” are magic words.
 We have classroom jobs that are assigned to students and they take pride in doing
them. They earn ‘penguin bucks’ at the end of the week for doing their class chore
properly that goes into a bucket to be picked for prizes at the end of the week. I have
students regularly step up and do the jobs when their friends are absent or unable to
fulfill their assigned jobs.
Evidence: Classroom job chart pic
Updated Level of Development
Teacher: Integrating
Student: Integrating
Date this level of development was achieved 4/29/23
Description of Evidence of Teaching Practice
 In my classroom the students know they have a shared responsibility to resolve conflict
and create a caring classroom environment.
 Students take leadership roles to resolve conflicts amongst friends because it helps with
the classroom environment.
 Students adjust to the adjusted expectations from students with special needs and are
protestive towards them.
 They resolve conflicts using the strategies taught to them.
 Sometimes student leaders help resolve conflict amongst peers.
TLQ Domain 3 : Promotes Professional Learning for Continuous Improvement
Level of Development: Exploring/ Applying
Date: April 2024
Description of Evidence:
 I continuously attend PDs to keep myself updated on latest trends in teaching and
learning
 I am instrumental in requesting PDs for the whole school teacher community
  I lead a PD to introduce the GATE program in our school to help cater to high achieving
students
Evidence: GATE presentation

Element 2.2 Creating physical or virtual learning environments that promote student
learning, reflect diversity, and encourage constructive and productive interactions among
students where each student is treated fairly and respectfully
Teacher: Applying
Student: Exploring
Date this level of development was achieved: 9/21/22
Description of Evidence of Teaching Practice
 I make classroom seating accommodations according to individual and group needs.
 My students use the group seating arrangements to interact and work as a group when
they are assigned group work and also do independent work using a divider when they
need help focusing.
 The classroom is text rich and student work is displayed all around to celebrate the
students and also to use them as anchor charts to revisit the skills we have learned.
 Classroom rules and behavior charts are also displayed.
 Technology is an integral part of our daily schedule. We use HappyNumbers, Amplify
Reading and Getepic among other apps to develop understanding of technology use and
also use technology to learn to work independently on academic skills.
 We regularly have community circle to discuss anything and everything under the sun.
Sometimes the students choose what we want to talk about.
 We have monthly core virtue that we discuss during our community circle and then do
an activity to help inculcate the virtue
 We also use anchor books to start conversations about our differences and how we are
special by being different.
Evidence: Pics of students work displayed on the classroom wall &
Lesson plan that helps students appreciate and share each other’s differences
Updated Level of Development
Teacher: Integrating
Student: Integrating
Date this level of development was achieved April 2024
Description of Evidence of Teaching Practice
 I have a wide range of students with diverse learning styles and needs. My classroom
setting accommodates to all my students needs for learning to be equitable.
 My classroom is text rich and technology is integral to learning. Students work is
displayed on the classroom walls and anchor charts and 3D models of the subject matter
being taught is on display and referred to during lessons and classroom discussions.
  Think-pair-share, group assignments, rug time and circle time are integral to the daily
learning schedule of my classroom.
 All the resources in the classroom are modelled by me so that the students learn to
emulate and use the classroom resources for learning.
 My students work, collaboratively and independently to develop positive social and
academic skills.
 Students learn to use the classroom resources and develop their individual ways to
relate to instruction and show their understanding of it.
 The student learn to self-assess and help each other grow due to the positive culture of
learning.

ISTE Standards Educator as Collaborator 2.4.b. Collaborate and co-learn with students to
discover and use new digital resources and diagnose and troubleshoot technology issues.
Educators as Citizens 2.3.a Create experiences for learners to make positive, socially
responsible contributions and exhibit empathetic behavior online that build relationships and
community.
Level: Integrating
Date: Fall, 2023
Evidence: All students in my class have access to individual iPads that we use as white boards
using the mimio mobile app. They have to use a QR code to log in and then they can see their
work projected with their friends work on the classroom interactive white board. They feel
comradery and competitiveness at the same time. We work on using kind words when talking
about what they see their friends write and do. This gives us a chance to understand how our
words can hurt others. This introduces technology to the students in a limited way but gives me
a chance to teach them to respect each other’s digital work. Like any digital situation this
requires trouble shooting every now and then and figuring out how to solve it using our
capacity to innovate and troubleshoot.
Picture of Whiteboard using mimio mobile app and students working on their iPads

Element 2.3 Establishing and maintaining learning environments that are physically,
intellectually, and emotionally safe
Teacher: Applying
Student: Applying
Date this level of development was achieved: 9/21/22
Description of Evidence of Teaching Practice
 I consistently model how we would like students to behave when they disagree with
their friends
 We create mock conflict situations that might happen in the yard and enact it in the
classroom. We brainstorm about what to say when we are upset. We have come up
 with sentence starters like, “I am upset because…..” “ I did not like it when you
said/called me ….”
 I make classroom expectations with regards to behavior and tolerance of each other
very clear from the beginning of the year. Polite behavior is rewarded and appreciated.
 My students feel the classroom is a safe space for them to share personally and
intellectually. Students are free to express their opinion as long as it does not hurt
anyone’s feelings.
 Students have to take turns in speaking and listening.
 I create various opportunities for students to interact and problem solve using different
ideas from their peers.
Updated Level of Development
Teacher: Integrating
Student: Integrating
Date this level of development was achieved April 2024
Description of Evidence of Teaching Practice:
 Classroom expectations and norms are spelled out clearly by me to avoid confusion.
 Circle time give students the opportunity to express their feelings and emotions.
 Students are free to participate in classroom discussions and express their thoughts as
long as respectful language is used.
 Mistakes are allowed and integral to learning. We have a motto in class : “To Learn you
have to Try and Fail!”
 We have core virtues that we focus on every month and recognize students who
explicitly show the virtue amongst peers.
 Students do not feel judged when they express their feelings.
 Students work constructively to be empathetic towards each other.
 The classroom environment is considered a safe space for any emotion students want to
express.
 Students know that in order to achieve mastery over things we are learning they have to
strive and fail and strive again to win.
 There is no shame in making mistakes because mistakes are stepping stones for learning.

NBPTS Proposition 1 : Teachers are committed to students and learning.

Level of Development : Applying
Date: April 2024
Description of Evidence:
 I teach in an all-inclusive school with a high percentage of Special needs kids.
 I understand the hierarchy of needs of my students and am consciously working towards
making sure that I cater to each student’s academic and emotional needs.
 I consciously work towards making education equitable for all my students. Each student
is supported with as much and as little support as their abilities require.
Evidence: ELD Lesson Plan with UDI
Lesson Plan Ideas using LEGO
Element 2.4 Creating a rigorous learning environment with high expectations and appropriate
support for all students
Teacher: Applying
Student: Applying
Date this level of development was achieved: 9/21/22
Description of Evidence of Teaching Practice
 I have differentiated lessons for a variety of learners in my classroom.
 Lessons are scaffolded for students who need extra support like English Learners and
students with an IEP, and there is work that requires critical thinking for those that need
the rigor.
 I always have challenging academic content for high achievers who need/want a little
more and have a deeper understanding of concepts.
 While there is high expectations of all my students, it is understood that individual
students have different abilities and qualities.
 For some students, I push them to achieve the standards because even that at times is
too much for them while with others who crave for deeper understanding I give them
opportunities to go laterally and work either in small groups or individually to achieve
that goal.
Updated Level
Teacher: Integrating
Student: Integrating
Date this level of development was achieved: Fall, 2023
Description of Evidence of Teaching Practice
 I integrate rigor in my grade level planning.
 I make sure that I have high expectations from my students regarding what they
produce.
 Lessons are always scaffolded to take into consideration all learning needs. Integration
of technology in learning is an integral part of my classroom.
 Students rise to the expectations of the classroom and show tremendous growth.
 The rigor seems too demanding for some students at the beginning of the year but
students work toward it with intervention and grow because of it.
 I maintain high expectations from my English learners while providing the needed
scaffolding that leads to academic success.
 Learning expectations are high for all students, but I scaffold the lesson to ensure that
the English Learners can participate fully.
Evidence: Student Intervention Log Sample (Showing Need to Improve)

Element 2.5 Developing, communicating, and maintaining

high standards for individual and group behavior

Teacher: Exploring
Student: Exploring
Date this level of development was achieved: 9/21/22
Description of Evidence of Teaching Practice
 I review standards of behavior and remind students of expected behavior in multiple
scenarios
 To minimize behavior issues, I discuss anticipated problems to walk the students
through various possible scenarios.
 My students have a good sense of consequence and usually maintain good behavior
individually and in groups.
Evidence: Pic of Behavior Chart
Updated Level of Development
Teacher: Integrating
Student: Integrating
Date this level of development was achieved 4/30/24
Description of Evidence of Teaching
 Given the diverse learning and behavioral needs of my students I have equitable
expectations from them.
 I discuss with the students in a simple way in which they do not feel like they are being
treated unfairly.
 I use multiple strategies to develop and maintain individual and group behavior.
 My classroom daily routine involves going over the behavior norms prior to an activity. I
reenact expected scenarios with the help of students to model good behavior and also
show them ‘what if’ scenarios.
 I also use behavior issues as learning opportunity to increase positive behavior.
 Students follow expected behavior norms to please the teacher.
 They accept expected norms individually and as a group and accept consequences
when they steer away from the norm.
 Students help each other remember expectations and steer each other in the right
direction.

Element 2.6 Employing classroom routines, procedures, norms, and supports for positive
behavior to ensure a climate in which all students can learn
Teacher: Exploring
Student: Exploring
Date this level of development was achieved: 9/21/22
Description of Evidence of Teaching Practice
 I model respect and fairness and respond to inappropriate behavior consistently.
 We follow a daily routine to maximize learning.
 Positive behavior from students leads to their clip moving up the chart with a reward
and negative behavior leads to the student’s clip going down after three warnings.
 I always have my emergency substitute plan ready and available in my classroom. It is
placed in a spot in the classroom and is labeled appropriately to be discovered in case I
am unavailable to inform.
  Substitute teachers always complement us on how the class works like clockwork even
when I am not there. They say the students know what to do.
Evidence: Visual Signals Posters and Pic of Student Quiet Signs for Attention
Updated Level of Development
Teacher: Integrating
Student: Integrating
Date this level of development was achieved 4/30/24
Description of Evidence of Teaching
 I maintain regular use of routine and procedure that are culturally responsive.
 It helps students develop and monitor classroom norms.
 I have a behavior chart in the classroom and each student has a clip with their name on
it. The behavior chart is color coded. Any positive behavior results in their clip going up
the behavior chart. If the student reaches the top they get to pick a prize from the prize
box.
 The students are incentivized to move up and during share time the students are
allowed to share what they did that got them a place on top of the list. The students
who reach the top are also given leadership roles in the classroom.
 My students love routine. They feel sure about themselves when they have the routine
down. They help each other remember routines.
 They are always constructively working towards earning positive behavior rewards.
When there is a disruption is the class due to student behavior the student’s clip goes
down on the behavior chart and it is a warning for them to start behaving.
 If the behavior continues, it goes down further and it leads to a consequence in the
form of loss of play time or other appropriate consequence depending on individual
student needs.
 Apologizing and recognizing their mistakes usually brings the clip up again. This helps
the students take ownership of their mistakes also.

Element 2.7 Using instructional time to optimize learning

Teacher: Exploring
Student: Exploring
Date this level of development was achieved: 9/21/22
Description of Evidence of Teaching Practice
 My grade level partner and I create a pacing plan and touch base every week at our
grade level meeting to check what was completed and what was not. I stick to the pacing
plan as closely as I can.
 Once the first few weeks of school are done students internalize the schedule, norms and
expectations of the classroom transitions happen like clockwork.
 My students work independently or in small groups depending on the lesson.
 Students that require intervention are grouped with students with similar capacities and
work in small group of two at a time
  Every student in my class is productively engaged at all times
 I change my pace depending on how the students are learning
 There are fun activities or worksheets for students who complete their work early.
Updated Level of Development
Teacher: Integrating
Student: Integrating
Date this level of development was achieved 4/30/24
Description of Evidence of Teaching
 I plan my lessons at the beginning of the year and then again at the end to make sure I
am adjusting it based on what I struggled with that year.
 Informal assessments are a part of my daily lesson plan so that I can check student
understanding.
 All my lessons are paced so that there is adequate time for instruction, checking for
understanding, completion of learning and closure. I make sure that if a small number
of students have not mastered what they have been taught that I do a mini lesson and
give them more guided work vs. independent work.
 Students know the cycle of the lesson and are proactive in learning.
 They understand, practice and try independent work to make sure they can apply what
they have been taught.
 They ask for help if they feel they cannot apply what they have learned independently.
 I have a thumbs up/down question at the end of the lesson to help students make their
own judgement about how confident they feel about what they learned.
 This helps them take ownership of their learning and they consciously seek help when
they feel they are not sure.

ISTE Standard Educator as Leader 2.2.c. Model for colleagues the identification,
experimentation, evaluation, curation and adoption of new digital resources and tools for
learning.
Level: Integrating
Date: Fall, 2023
Evidence: I share with my colleagues numerous applications that help with classroom time
management and scheduling. The notebook app that works with my interactive white board
can be used to display timers, texts, pictures and more. PowerPoint presentations of classroom
lessons lead to more interactive lessons.
I regularly model and share with my grade level partner who is a new teacher all the digital
resources new and old that I use to help with student learning.
I use the slip screen on my interactive white board to share the text book and workbook pages
simultaneously. This helps me teach the concept of looking for answers in the text book while
trying to answer questions on the text. It also helps me model to my students how they can use
words from the question to answer.
Screenshot of Split Screen to Model answering Questions about Text