Spring 2024 Combined Anas Sallam CSTP

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
(9/11/2023) selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
Using knowledge of learning needs.
students to engage (1/29/2024)
them in learning Students engage in single Students actively utilize a Students take ownership
Some students may lessons or sequence of Students engage in variety of instructional of their learning by
engage in learning using lessons that include some learning through the use strategies and choosing from a wide
instructional strategies adjustments based on of adjustments in technologies in learning range of methods to
focused on the class as a assessments instruction to meet their that ensure equitable further their learning that
whole. (9/11/2023) needs. (1/29/2024) access to the curriculum. are responsive to their
learning needs.
I gave my class I reviewed the

warm up questions students' profiles
and multiple choice and documents on
or poll questions Aeries. This gave
during the lesson in me information
order to gauge their about which
understanding of programs they are
the material on the involved or if they
biosphere. I also have an IEP so I
Evidence gave the students a can give them the
graphic organizer in proper
the form of a chart accommodations
in order for them to (1/29/2024)
see the difference
between biotic and
abiotic factors.
(9/11/2023)
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. (8/31/2023) experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. (12/8/2023) to connect to student interests.
knowledge,
learning.
backgrounds, life
experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. (8/31/2023) sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
(12/8/2023) experiences, and across learning activities.
interests.
I gave students a I gave students a
“Show and Tell Me” lesson about
presentation and photosynthesis and
reflection wherein cellular respiration in
they brought in three order to get them
items to share with engaged not only
the class. These items with the curriculum
reflected what was in the course, but also
important to the because a lot of
students and gave students in their
information on their “Show and Tell Me”
Evidence
background, life presentations
experiences, and brought items that
interests. were originally from
(8/31/2023) the natural
environments that
surrounded the area
that they grew up in.
Some students
brought fruits,
vegetables, and
plants that they grew
at their house..
(12/8/2023)
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
(9/6/2023) lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and instruction to engage subject matter
(9/5/2023) community.(11/7/2023) students in relating to instruction.
Connecting subject
subject matter.
matter to
meaningful, real-life
Students actively engage Students routinely
contexts
Some students relate Students make use of Students utilize real-life in making and using integrate subject matter
subject matter to real-life. real-life connections connections regularly to real-life connections to into their own thinking
(9/6/2023) provided in single lessons develop understandings subject matter to extend and make relevant
or sequence of lessons to of subject their understanding. applications of subject
support understanding of matter.(11/7/2023) matter during learning
subject matter. activities.
(9/5/2023)
During the “walking During the “Laetoli The students went to
on 2 feet activity”, Footprints” activity El Dorado national
students learned students got a chance park. They went to
about “Lucy” , one of to analyze a real life learn about food
the first skeletons of example of these webs and food chains
a primitive ancestor footprints from in the ecosystems of
Australopithecus Tanzania that show Long Beach,
afarensis that has that there were three California. The
been found. “Lucy” early human ancestors students completed
is a real life example that used to walk the and El Dorado
of an ancestral Earth. These ancestors worksheet that had
Evidence species to the became known as them write
human race and a Australopithecus observations about
real life example of afarensis. This the ecosystems at El
evolution taking became a real life Dorado park. Their
place. (9/6/2023) example of evolution field trip to El Dorado
in action. (9/5/2023) park was the real
world connection
that the students
made and the
worksheet brought in
the material that they
have learned in class
about ecosystems,
food webs, and food
chains. (11/7/2023)

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
(9/5/2023) lessons or sequence of technologies during instruction designed to students’ diverse learning
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
Using a variety of
diverse learning needs. meet students’ diverse learning needs.
instructional
(9/5/2023 to learning needs.
strategies, resources,
9/12/2023) (1/16/2024)
and technologies to
Students actively engage Students take
meet students’
Some students participate Students participate in in instruction and make responsibilities for using
diverse learning
in instructional strategies, Students participate in instruction using use of a variety of a wide range of strategies,
needs
using resources and single lessons or strategies, resources, and targeted strategies, resources, and
technologies provided. sequence of lessons technologies matched to resources, and technologies that
(9/5/2023) related to their interests their learning needs. technologies to meet their successfully advance their
and experiences. (1/16/2024) individual students needs. learning.
(9/5/2023 to
9/12/2023)
In order to do the Students participated Students participated
Unit = 0 biosphere in multiple lessons in an Exercise
notes with the starting with the Cellular Respiration
students, I utilized biosphere notes all lab online. They
the school’s the way to the utilized assistive
chromebooks and principles of life technology such as
projector to project notes in order to timers to help them
the notes. I utilized understand the basic time themselves
Cornell Notes which background while doing the lab.
is a strategy that the knowledge of Biology The students also
school uses, but in before they start the used resources such
this case I modified first unit in the as graphic organizers,
the Cornell notes to course. Activities and data/graph
take out questions such as the “walking analysis tools such as
and summaries and on 2 feet” and “Laetoli Desmos to help them
Evidence
put in “key ideas” Footprints” were used organize their
instead. “Key Ideas” to apply the material thinking and graph
can be pictures, that the students their data while they
questions, or words learned in the notes. are doing the lab.
that the students (9/5/2023 to This lab also included
write or draw that 9/12/2023) elements of culturally
are related to the responsive pedagogy
notes that they are as it was personally
doing. (9/5/2023) important to the
students since it
helped them see how
nutrition and
exercise affected
their overall health as
well. (1/16/2024)

Promoting critical Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
thinking though on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
inquiry, problem comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
solving, and (8/30/2023) require students to recall, posing/solving problems, developing questions, by designing structured
reflection interpret, and think and reflection on issues in posing problems and
critically. (9/5/2023 to content.(10/19/2023) reflecting on multiple inquiries into complex
9/12/2023) perspectives. problems.
Students respond to Students pose problems

Some students respond to questions and problems and construct questions Students pose and answer
questions regarding facts Students respond to posed by the teacher and of their own to support a wide-range of complex
and comprehension. varied questions or tasks begin to pose and solve inquiries into content. questions and problems,
(8/30/2023) designed to promote problems of their own reflect, and communicate
comprehension and related to the understandings based on
critical thinking in single content.(10/19/2023) in depth analysis of
lessons or a sequence of content learning.
lessons. (9/5/2023 to
9/12/2023)
From the second day From the biosphere The students solved
of class until the end notes all the way to questions that the
of the school year, I the principles of life teacher posted about
give students warm notes, I incorporated chapter 4 “Ecosystem
up questions that warm up questions and Communities”
focus on factual that connect the from the textbook.
knowledge or students to what they The questions had to
comprehension of the learned in previous do with the different
material they learned lessons, to what they kinds of ecosystem
in order to get them are going to learn in interactions that
to reflect on what the new lesson. occur between
they learned and to (9/5/2023 to organisms. The
Evidence also get them to think 9/12/2023) teacher had the
about how this warm students also make
up question can be their own questions
connected to new wherein they came
material that they are up with their own
now just learning. examples of
(8/30/2023) ecosystem
interactions such as a
lion eating an
antelope for
predation or an
oxpecker eating the
ticks off an ox for
mutualism. The
students then passed
out those questions
to each other and
answered those
questions as well.
(10/19/2023)

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. (9/5/2023) activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
(9/5/2023) engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and (10/5/2023) effectively.
adjusting instruction
while teaching. Some students receive Students are able to Students monitor their
individual assistance Students receive Students successfully articulate their level of progress in learning and
during instruction. assistance individually or participate and stay understanding and use provide information to
(9/5/2023) in small groups during engaged in learning teacher guidance to meet teacher that informs
instruction. (9/5/2023) activities.(10/5/2023) their needs during adjustments in
instruction. instruction.
All the lessons that I At the beginning of During the Unit 1
implemented follow each activity, I read Food Chain and Food
the Next Generation and reread Web project, I
Science Standards instructions in order observed how
and the Intellectual to make sure that students went about
Virtues model from students hear the doing the projects
my school the instructions on more and I made
Intellectual Virtues than one occasion. I adjustments to the
Academy High School also ask the students project depending on
as evident by having to read and reread how hard it was for
words from both the instructions. If the students to draw
these things in my there is still their food chains and
objectives. Some confusion, I tell the food webs. To keep
students do require student to raise their students engaged, I
additional assistance hands and ask me made sure that they
during instruction, their questions so are able to pick the
and I provide them that I can help them biomes that they
that additional do the activity. wanted to do their
Evidence assistance as Students started food chains and food
evidenced by the help doing that in the webs on and that
I gave two students in Laetoli Footprints they got to pick the
doing the Laetoli activity. (9/5/2023) organisms that they
Footprints activity. wanted to include in
(9/5/2023) their food chains and
food webs. To check
for the students'
understanding of
food chains and food
webs during the
project, I made sure
to have direct one on
one conversations
with the students to
see how far in the
project they have
gotten and to see
whether they
understood the roles
of food chains and
food webs in
ecosystems or not.
(10/5/2023)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community. the value of all members.
(8/29/2023) and behavior. Incorporates cultural Supports students in
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community (8/30/2023) responsive to the diverse in resolving conflict and
where each student Students demonstrate cultural norms of creating a fair and
is treated fairly and Some students share in Students participate in efforts to be positive, identities of all students. respectful classroom
respectfully. responsibility for the occasional community accepting, and respectful community where
classroom community. building activities, of differences. Students take student’s home culture is
(8/29/2023) designed to promote responsibility resolving included and valued.
caring, fairness, and conflicts and maintaining Students communicate
respect. (8/30/2023) a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
On the first day of class, I In their first time
told my students my 3 answering the first warm
main rules, the 3 R’s. The up, students practiced the
3 R’s are that students idea of group work and
need to be “respectful, think-pair sharing in
responsible, and order for them to see how
resourceful.” I told to work together, but to
students that they need to also see how to respect
share in the responsibility each other to get the job
Evidence of implementing these 3 done correctly in class.
R’s in class so everyone (8/30/2023)
can get along and no
trouble can occur.
(8/29/2023)
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student (12/14/2023) resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
Is aware that structured Structures for interaction structures for interaction instruction. learning and reflect
interaction between are taught in single during learning activities diversity within and
Creating physical or
students can support lessons or sequence of that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. (9/5/2023) lessons to support and completion of structures for interaction
environments that
student learning. learning tasks. that engage students Selects from a repertoire
promote student
(12/14/2023) constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
(9/5/2023) to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or sequence content and develop Students share in interactions.
of lessons. constructive social and monitoring and
(12/14/2023) academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Whenever we do our When I did Unit 2:
key ideas in the notes Photosynthesis and
or our warm up Cellular Respiration
questions, I always with the students, I
make sure to give made sure that the
time for students to assignments for
Evidence
work together to get photosynthesis
the work done preceding the
because it is Cellular Respiration
important that had lots of group
students bounce work involved so that
ideas of each other students could
and work as a team to interact with each
build the good habit other and work
of teamwork in their together. I also
young lives. provided resources
(9/5/2023) such as graphic
organizers and
sentence starters to
the entire group of
students so that they
can share the work
together like they did
on the
Photosynthesis poem
assignment.
(12/14/2023)
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. (9/1/2023) in the learning focused on high quality
environment and and rigorous learning.
Establishing and curriculum. Engages in reflection on
maintaining learning Explores strategies to their own language and
environments that establish intellectual and Models and provides behavior that contributes
are physically, emotional safety in the instruction on skills that to intellectual and
intellectually, and classroom. (9/1/2023) develop resiliency and emotional safety in the
emotionally safe support intellectual and classroom.
emotional safety. Students demonstrate
Students are aware of resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the guidance regarding Students take risks, offer practice resiliency skills achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive for Students maintain
rational for maintaining self or others. (9/1/2023) alternative perspectives academic achievement, intellectual and emotional
safety. (9/1/2023) and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
I went over the I went over all the
school’s safety safety hazards and
policies in a drill, or how to handle
the real deal with the equipment during
students whether it is labs in class so no
a fire drill, intruder one can get injured.
on campus, (9/1/2023)
Evidence earthquake drill etc. I
also went over the
lab safety guidelines
with students since
they are in science
class. (9/1/2023)
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and technologies learning.
learning expectations for students. while becoming aware of understanding of throughout instruction Supports students to
environment with (8/30/2023) achievement patterns for achievement patterns, that support the full range utilize an extensive
high expectations individuals and groups of and uses scaffolds to of learners in meeting repertoire of
and appropriate students. (9/6/2023) address achievement high expectations for differentiated strategies
support for all gaps. achievement. to meet high expectations.
students
Some individuals and Students engage in a Students actively use Students take
Some students ask for groups of students work variety of differentiated supports and challenges responsibility to fully
teacher support to with the teacher to supports and challenges to complete critical utilize teacher and peer
understand or complete support accuracy and in ways that promote reading, writing, higher support, to achieve
learning tasks. comprehension in their their accuracy, analysis, order thinking, and consistently high levels of
(8/30/2023) learning. (9/6/2023) and problem solving in problem solving across factual and analytical
learning. subject matter. learning.
I encouraged When students

students to complete started working on
their first task for the “walking on 2
“Researching your feet” assignment,
Scientist” correctly by their third
getting accurate assignment I started
information on each to see the patterns of
of their scientists individual students
from different and group finishing
Evidence
articles online. Ia slo their work correctly
asked and showed and on time. For the
the students how to groups that take
accurately cite their longer to finish the
resources as well. work I noticed it is
(8/30/2023) because they are
easily distracted and
some aren’t even
motivated to do the
activity. I end up
having to redirect
them to the correct
answer and to
motivate them to try
the assignment again
multiple times if they
have to. (9/6/2023)

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. (8/29/2023) Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. (1/29/2024) behavior. across learning activities. standards for individual
and group behaviors.
Developing, Refers to standards for Reviews standards for Utilizes routine Guides and supports
communicating, and behavior and applies behavior with students in references to standards students to self-assess,
maintaining consequences as needed. single lessons or for behavior prior and monitor, and set goals for
high standards for sequence of lessons in during individual and individual and group
individual and group anticipation of need for group work. behavior and
behavior reinforcement. participation.
(1/29/2024)
Students are aware of Students follow behavior Students respond to Students demonstrate
classroom rules and Students know expectations, accept individual and group positive behavior,
consequences. expectations for behavior consequences and behaviors and encourage consistent participation
(8/29/2023) and consequences and increase positive and support each other to and are valued for their
respond to guidance in behaviors. make improvements. unique identities.
following
them.(1/29/2024)
On the first day of When the students
school, we talked got back from winter
about the 3 R’s of break, I spent the
respect, first class going over
responsibility, and the rules with the
resourcefulness. students once more. I
Those 3 R’s apply to even included a
group work as well. portion of the class
The students know wherein I had the
that if they aren’t students develop a
being respectful, social contract of
responsible or rules that they
resourceful while wanted to see happen
working alone or in in the class. Every
their groups, then I student pitched in to
give them 2 the social contract,
Evidence warnings. After the 2 and I even got them
warnings, I give them to sign off on the
a yellow slip from the social contract as
office and they go to well. Thus, students
talk with the admin not only had a chance
about being better to review the
community members standards and
in the classroom. expectations of the
Then I have a class, but they also
meeting with the played a role in
students to talk to coming up with new
them about their class standards that
misbehavior in class they implemented as
and how we can well. (1/29/2024)
move forward to fix
the issue.
(8/29/2023)

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in (8/29/2023) some student students in the are culturally responsive. and procedures focuses
which all students involvement. development and Maintains a quality on maximizing learning.
can learn (8/29/2023) monitoring of learning climate that Classroom climate
norms.(1/31/2024) builds on student integrates school
strengths. standards and culturally
relevant norms.
Seeks to promote positive Provides positive Promotes positive
Responds to disruptive behaviors and responds behavior supports. behaviors and Promotes positive
behavior. (8/29/2023) to disruptive behavior. Responds appropriately consistently prevents or behaviors and establishes
(8/29/2023) to behaviors in ways that refocuses behaviors preventions and a
lessen disruptions to the disruptive to the learning positive classroom
learning climate. climate. climate that eliminate
Students participate in most disruptive behavior.
routines, procedures, and
norms and receive
reinforcement for positive
Students are aware of behaviors.(1/31/2024) Students are involved in Students share
procedures, routines, and Students receive assessment and responsibility with
classroom norms. correction for behavior Students receive timely monitoring of routines, teacher for managing and
(8/29/2023) that interferes with and effective feedback procedures, and norms in maintaining a positive
learning, and positive and consequences for ways that improve the classroom climate that
reinforcement in behaviors that interfere learning climate. promotes learning.
following routines, with
procedures, and norms. learning.(1/31/2024)
(8/29/2023)
From day one, From the first day I At my school we have
students are aware of set my classroom a policy that is
the classroom rules norms, rules, and known as restorative
and norms. Students routines for students justice. In this policy,
must follow the 3 R’s when I went over the students who
of being respectful, syllabus. In regards misbehave in class
responsible, and to misbehavior, are asked to leave the
Evidence
resourceful. Students students know that class and fill out a
must give me their they get 2 warnings, yellow reflective form
phones on the way then a yellow slip to wherein they are
into class and take a go and talk with asked to describe in
popsicle stick with a admin, and finally detail the behavior
number that followed by a that they have done
corresponds to the meeting with me to disrupt the class.
pocket on the phone about their behavior At the same time, I as
holder where their in class. For positive the instructor fill out
phones are located. behavior, I always a similar, but virtual
Students are aware praise the students in form wherein I
that I use the class by thanking describe the
popsicles to call on them or telling them “ misbehavior as well.
them randomly to excellent job”. I also The student, me, and
answer warm up send emails home to an administrator
questions, multiple the students and then have a meeting
choice poll questions their parents so that to reflect and resolve
in the notes, activity the parents are aware the behavioral issue
questions, etc. of all the good work that occurred in class.
Students know that their students are Then the student is
they need to give my doing in class. The welcomed abc to
popsicle stick back at students are class. (1/31/2024)
the end of class to be extremely happy and
dismissed. This way I proud to receive
dismiss the students, those emails.
not the bell. Students (8/29/2023)
also know that they
use the bathroom hat
to go and they bring
the hat back when
they come back to
class. Students know
they get two
warnings for
misbehavior, then I
send them with a
yellow slip to the
office to talk with
administration about
their misbehavior in
class with a meeting
with me and the
students afterwards.
This was all
explained to the
students on the first
day of school when
we went over the
syllabus.
(8/29/2023)

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the monitoring
impact pacing and to optimize learning. completion of learning of instructional time.
lessons. (9/5/2023) (12/16/2023) activities and closure.
Using instructional Students use their
time to optimize Some students complete Students participate in instructional time to Students monitor their
learning learning activities in time Students complete and complete a variety of engage in and complete own time, are engaged in
allotted. (9/5/2023) learning activities and, as learning activities in the learning activities and are accomplishing learning
needed, may receive some time allotted with prepared for the next goals, and participate in
adjustments of time options for extension sequence of instruction. reflection,
allotted for tasks or and review. self-assessment, and goal
expectations for setting.
completion.(12/16/2023
)
Starting with our first The Unit 2:
notes on the Photosynthesis HHMI
biosphere and then Biointeractive
to all the activities assignment took a lot
afterwards, I always longer for students to
use the Next accomplish than I
Generation Science thought. That is why I
Standard as a guide eventually had to
to help me pace the break down the
lessons in the class. I assignment into daily
also use a pacing segments wherein
guide that I students learn step
developed to aid me by step how the
in pacing the class as process of
well. I realize that if photosynthesis
the students are occurs in the plant
messing around and cell’s chloroplast. To
Evidence not taking the notes give the students
on the biosphere some help, I also
then I am going to showed them a
need to give them model of a
more time to do so, chloroplast wherein I
and I realize that I showed them how
need to reflect that in the electrons move
my pacing guide. throughout the
(9/5/2023) photosystems and
where water gets
broken down to form
oxygen that gets
released and where
carbon dioxide gets
turned into glucose
for the plant cell to
use as food.
(12/16/2024)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic language, and academic academic language in research to make relevant
matter academic
(9/5/2023) content standards and content standards. ways that ensure clear connections to standards
content standards
instruction.(12/11/2023) connections and during instruction and
relevance to students. extend student learning.
When I gave the students When I gave the students

the notes on the the Unit 2: Photosynthesis
biosphere for unit 0, I Van Helmont reading
made sure to include assignment, I examined
academic language such the reading and identified
as “biosphere, biotic, and concepts relating to the
abiotic” that are related to Unit 2: Photosynthesis
the Next Generation notes for the students to
Science standards for make connections to. this
Biology. (9/5/2023) reading also relates to the
Next Generation Science
Standard, “
HS-LS1-5 Use a model to
illustrate how
Evidence photosynthesis
transforms light energy
into stored chemical
energy.”(12/11/2023)

Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and understanding of subject subject matter including academic language.
supports understanding matter including related related academic
Teaches subject-specific of subject matter academic language. language. Engages student at all
vocabulary following including related levels of vocabulary,
3.2 Applying
curriculum guidelines. academic language. Provides explicit teaching Provides explicit teaching academic language, and
knowledge of student
(9/6/2023) (12/15/2023) of essential vocabulary, of specific academic proficiencies in
development and
idioms, key words with language, text structures, self-directed goal setting,
proficiencies to
Provides explicit teaching multiple meanings, and grammatical, and stylistic monitoring, and
ensure student
of essential content academic language in language features to improvement. Guides all
understanding of
vocabulary and associated ways that engage students ensure equitable access to students in using analysis
subject matter
academic language in in accessing subject subject matter strategies that provides
single lessons or sequence matter text or learning understanding for the equitable access and deep
of lessons. Explains activities. range of student language understanding of subject
academic language, levels and abilities. matter.
formats, and vocabulary
to support student access
to subject matter when
confusions are
identified.(12/15/2023)
When I gave the students When I did the Unit 2:

the “Walking on 2 feet” Photosynthesis worksheet
activity I made sure that I with the students, I made
am aware of the student’s sure I included a section
stages of development that utilizes academic
and the student’s vocabulary about
understanding of biology photosynthesis so that
from the responses that I students have no
Evidence
collected on the day we misconceptions about the
did the Unit = 0 biosphere concepts covered in the
notes when I asked the worksheet. This Unit 2:
students how many of Photosynthesis worksheet
them ever did a science follows the Unit 2:
class before when the Photosynthesis Van
studied the spheres of the Helmon reading
Earth. (9/6/2023) assignment to further

help students apply their
academic knowledge of
the process of
photosynthesis and to
expand on their learning
about photosynthesis.
(12/15/2023)
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided by curriculum and considers curriculum and student curriculum and resources of curriculum and related
site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. extend student
facilitate student
(8/25/2023) matter. (9/8/2023) understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.

When I created the When the students did the
curriculum from the Unit 0: Do Humans evolve
biology class, I made sure lesson, I adjusted the
that I followed the Next notes by making sure that
Generation Science the students focus only on
Standards and the certain parts of the bullet
Intellectual Virtues model points which I underlined
that my school the so that they can
Intellectual Virtues understand the main
Academy high school premise of human
utilizes. This way I can evolution and not get
Evidence make sure to include the bogged down by the
state standards and the details. (9/8/2023)
school’s values as well.
(8/25/2023)
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. (9/5/2023) lessons or sequence of student understanding of students’ diverse learning, enthusiasm,
instructional lessons to increase academic language to ensure student meta-cognitive abilities,
strategies that are student understanding of appropriate to subject understanding of and support and
appropriate to the academic language matter and that addresses academic language, and challenge the full range of
subject matter appropriate to subject students’ diverse learning guide student in student towards a deep
matter. (9/5/2023) needs. understanding knowledge of subject
connections within and matter.
across subject matter.

When I did the Unit = 0 On the day that I did the
biosphere notes with the Unit = 0 biosphere notes, I
students, I made sure to also utilized other
use the Cornell notes style instructional strategies
that was given in the such as videos and
curriculum. However, I diagrams to help students
modified the notes a bit learn about the four
by adding the key ideas spheres of the Earth and
(questions, words, how they can interact and
sentences) that match the how they function to
notes. (9/5/2023) directly and indirectly
affect the biology of the
planet. (9/5/2023)
Evidence
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
3.5 Using and resources, and resources, and instructional materials, technologies, and resources, technologies,
adapting resources, technologies for specific technologies to make resources, and instructional materials to and standards-aligned
technologies, and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
standards-aligned matter accessible to to students.(2/28/2024) and skill development in needs and make subject extend student
instructional students. subject matter. Resources matter accessible to understanding and
materials including Explores how to make reflect the diversity of the students. critical thinking about
adopted materials, to Identifies technological technological resources classroom and support subject matter.
make subject matter resource needs. available to all differentiated learning of Assists student with
accessible to all (9/6/2023) students.(2/28/2024) subject matter. equitable access to Ensures that student are
students materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, technologies through

and online subject matter outside resources and ongoing links to outside
resources based on support. resources and support.
individual needs.
For the “walking on two I taught the students how
feet” activity I made sure to use the HHMI
that students had direct Biointeractive tool and I
access to their also helped the students
chromebooks, direct utilize the Edpuzzle tool
access to Google when we did the frog
Classroom so they can dissection lab so that
look for resources to students can have access
support their thinking. to information not only on
Some students don’t have frog dissection but also on
computers at home, so the scientific data analysis
Evidence school provides a tools as well.
chromebook for them to (2/28/2024)
do the work.
(9/6/2023)/.
Is aware of students’ primary Seeks additional information Identifies language Integrates knowledge of Engages English learners in
language and English describing elements of proficiencies and English English language assessment of their progress
language proficiencies based culture and language learner strengths in the development, English in English language
on available assessment proficiencies in listening, study of language and learners’ strengths and development and in meeting
data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
3.6 Addressing the measures for assessing more components of English instruction. monitor language and
needs of English English learners’ language development to content goals.
learners and student performance to identify gaps support English learners.
with special needs to in English language
provide equitable Provides adapted materials development. (3/19/2024) Creates and implements Develops and adapts Is resourceful and flexible in
access to the content to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access content. (9/5/2023) Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English learners. proficiencies, knowledge,
(3/19/2024) English language and skills in the content.
development in order for
students to improve

language proficiencies and
understand content.
Prior to doing the Unit 0: While the students did the
Biosphere notes I made Unit 4: Online Body
sure that my English Systems lab, I made sure
Language Learner (ELL) to scaffold the graphic
students are taken care of organizer, the sentence
through the use of graphic starters, teh directions,
organizers, videos, etc. and all the resources that
(9/5/2023). I provided my English
Language Students by
translating them into
Evidence Spanish for their
conveniences. I also
allowed the English
Language students to
utilize assistive
technology such as Google
Translate and Speech to
text to aid them on the
online lab as well.
(3/19/2024)

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
(8/25/2023) language, cultural diverse cultural specific strategies to learning based on
background, and backgrounds, and students’ diverse learning comprehensive
4.1 Using knowledge
individual development. individual cognitive, needs and cultural information on students.
of students’ academic
(9/5/2023 to 9/8/2023) social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs. (2/16/2024)
individual
Planning addresses bias, Engages students in the
development to plan
Is aware of impact of bias Becomes aware of Examines potential stereotyping, and analysis of bias,
instruction.
on learning. (8/25/2023) potential areas of bias and sources of bias and assumptions about stereotyping, and
seeks to learn about stereotyping when cultures an members of assumptions.
culturally responsive planning lessons. Uses cultures.
pedagogy. (9/5/2023 to culturally responsive
9/8/2023) pedagogy in planning.
(2/26/2024)
When I went through When I planned my first Rock Pocket Mouse

professional development lesson, I made sure to Activity and Plan of Action
to start the year for include a video of Tarzan for an English Language
biology, I made sure to for the students to Learner Student and an
include pop culture compare the physical IEP student. The teacher
references, references characteristics of apes used the assessment data
from the Long Beach and humans so that the of the Measure of
communities, and any students can use their Academic Performance
other references that funds of knowledge from Exam (MAP)for the
students of the ninth the movie and apply it to English Language Learner
Evidence grade age group (14-15 the scientific principle of to make accommodations
years. old ) that live in human evolution. I also such as printing out the
Long Beach would know. I included skeletons of the questions for the English
also made sure that these human body as an image Language Learner as well
lessons also follow the most students know and as allowing the English
Next Generation Science compared it with the Language Learner to use
Standards so they are skeleton of a monkey's educational technology
approved by my school body so the students can such as Google Translate
and by the state of spot evolutionary to complete the
California. (8/25/2023) assignment. To help an
changes. ((9/5/2023 to IEP student, I utilized the
9/8/2023) accommodations of the
IEP student that were
found on the IEP report as
I printed out the lab
report for the Rock Pocket
Mouse activity for the
student and rephrased the
directions for the student
as well. As a result of
using knowledge of the
students academic
readiness, language
proficiency, and cultural
background, etc. the
teacher managed to help
them complete the Rock
Pocket Mouse activity
correctly and efficiently.
(2/16/2024)
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to students articulates learning goals articulates
lesson to students based development with clear learning goals for to students that integrate comprehensive
4.2 Establishing and on content standards and students in single lessons content that are content standards with short-term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning (8/29/2023) (9/5/2023 to 9/8/2023) and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
(3/5/2024)
Starting from the very When I started to teach In the Unit 4: Systems of
first day of school, I the students about the the Body notes, the
always gave students an biosphere and moved on teacher set clear learning
objective for them to view. to human evolution, I goals for the students to
That objective included introduced the fact that follow by the end of the
language from the NExt students are going to be lesson. These goals were
Generation Science learning how to make for the students to
Standards and also connections between distinguish between the
language from my various topics, units, and different organ systems in
school's Intellectual fields of study in biology. the human body and for
Virtues model As this is what scientists the students to also
(8/29/2023). do when they are discover the roles of those
studying biology. organ systems in keeping
(9/5/2023 to 9/8/2023) the body in homeostasis.
The learning goals for this
lesson also apply to future
lessons and assignments
in the unit, as the students
will end the unit with a
project wherein they will
Evidence construct their own
models of the human
body based upon what
they learned about the
composition of the body
and roles of the organ
systems of the body.
These learning goals are
also related to the Next
Generation Science
Standard HS-LS1-2. This
standard states that by
the end of the lesson or by
the end of the unit on
body systems, students
should be able to "develop
and use a model to
illustrate the hierarchical
organization of
interacting systems that
provide specific functions
within multicellular
organisms." (3/5/2024)
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
plans.(8/25/2023) are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and
planning to support related academic and assessed design cohesive and
short-term
student language and formats that instructional needs to comprehensive long- and
instructional plans to
learning.(8/25/2023) support student learning. ensure student learning. short-term instructional
support student
(1/29/2024) plans that ensure high
learning
levels of learning.
I use the available From the greater In the second semester,
curriculum that I made in understanding of the the teacher made
professional development biosphere and living planning blocks for the
with the aid of my mentor things as a whole to the curriculum of the biology
to plan the year out in detailed understanding of course. These planning
biology. (8/25/2023) the human evolution and block include the units of
even more detailed the course, the amount of
explanation of the days that were spent and
introduction of will be spent on each unit
bipedalism in early of the course, the
hominids, I planned my essential question of each
curriculum to build upon unit, the Next Generation
itself and to have lots of Science Standards that
connections between the align with the material
units that the students and the units taught for
Evidence will be learning about the course, and finally the
(8/25/2023) summative projects that
are given at the end of
each unit in the course.
These planning blocks
will help the teacher make
and adjust the calendar
for the second semester of
the biology course.
(1/29/2024)
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or sequence differentiated wide range of strategies to incorporating a repertoire
suggested by curriculum of lessons that respond to instructional strategies address learning styles of strategies specifically
guidelines. (8/26/2023) students’ diverse learning into ongoing planning and meet students’ meet students’ diverse
needs.(9/5/2023) that addresses culturally assessed language and language and learning
4.4 Planning responsive pedagogy, learning needs. Provides needs and styles to
instruction that students’ diverse appropriate support and advance learning for all.
incorporates language, and learning challenges for students.
appropriate Is aware of student Seeks to learn about needs and styles. Facilitates opportunities
strategies to meet the content, learning, and students’ diverse learning (2/5/2024) Integrates results from a for students to reflect on
learning needs of all language needs through and language needs broad range of their learning and the
students data provided by the site beyond basic Uses assessments of assessments into planning impact of instructional
and district.(8/26/2023) data.(9/5/2023) students’ learning and to meet students’ diverse strategies to meet their
language needs to inform learning and language learning and language
planning differentiated needs. needs.
instruction. (2/5/2024)
I look at the state test To help students learn the To help students learn
scores of my students on material in biology in a how the concept of
Aeries grade portal in better fashion, I asked the evolution by natural
order to gauge their students what they selection is applied in the
language needs, content struggle with the most in natural world, a HHMI
needs, and learning needs class. The students told Bio-interactive was
before making materials me that they struggle with utilized in which students
for them to learn from in note taking. So I devised a analyzed and evolved the
class. (8/26/2023) method of note taking evolution of Stickleback
where the students write fish in freshwater
only the underlined and ecosystems as opposed to
highlighted parts of the saltwater ecosystems. In
notes. The students also this Stickleback virtual
Evidence
draw out pictures about lab, students were
the notes in their key introduced to the
ideas section of the notes. evolution of these fish
That way the notes are through the use of videos
simplified for them and and diagrams that helped
they can use their visual learners in the class
creativity to help them comprehend how these
learn the material in the stickleback fish have
classroom. (9/5/2023) changed over time. To
help English Language
Learners, a translated
version of the lab was
given in Spanish so that
students can utilize their
primary language (fund of
knowledge) to help them
understand how the
Stickleback fish have
evolved over time.
According to UDL
(Universal Design for
Learning), offering
different ways for
students to perceive
information through the
use of videos, diagrams,
or even translated text
helps students to
comprehend the
information in
assignments and lessons
in an even better fashion
as instruction will be
differentiated to match
different student's needs.
(2/5/2024)
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single lessons adaptations to adjustments to a wide range of
curriculum or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
provided.(9/7/2023) address students’ learning plans. Uses culturally uses a variety of materials based on in depth
4.5 Adapting
needs.(9/5/2023 to responsive pedagogy and as the instructional needs analysis of individual
instructional plans
9/8/2023) additional materials to arises to support student student needs.
and curricular
support students’ diverse learning.
materials to meet the
learning needs. Engages with students to
assessed learning
(2/21/2024) identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.
Whenever I make lessons Whenever I make a series To meet the assessed
in biology, I always of lessons in a unit, I learning needs of the
consult the Next always make sure that the students, the teacher
Generation Science lessons build upon each created a Pokemon
Standards as a guide to other so that the students Evolution Project that
aid me. I also consult the can make connections utilizes the students'
thinking routines, a set of between what they funds of knowledge about
methods utilized by IVA learned in each lesson. Pokemon and aims to
High teacher to present This method also helps meet the students'
materials to students,and me to keep track of which learning needs to help
try to incorporate said student is struggling with them apply what they
thinking routines such as the material, so that I can have learned about the
“Think, Connect, Extend” go and re explain the theory of evolution by
in my lessons to engage material if needed to the natural selection. To aid
the students in using their students again (9/5/2023 students, the teacher
critical thinking skills in to 9/8/2023) included diagrams and
class (9/7/2023) videos to help visual and
auditory learners. The
teacher also included
assistive technologies
such as Google Translate
Evidence
and Speech to Text to help
English Language
Learners to succeed on
this project. To aid IEP
students, the teacher also
provided sentence
starters to help these
students begin to think
about what written
entries that they will
write about the Pokemon
in each stage of evolution
in their projects. To
further aid the English
Language Learners in his
class, the teacher also
translated the sentence
starters into Spanish, the
primary language these
English Learners in his
class. (2/21/2024)
CSTP 5: Assessing Students for Learning

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of for assessment and skills range of appropriate use of a wide range of
formative and summative pre-assessment, to be assessed to select assessments to address assessments to support
assessments. (9/6/2023 formative and summative appropriately matches questions about students’ differentiated student
to 9/7/2023) assessments. (9/6/2023) pre-, formative and learning needs and learning needs and reflect
5.1 Applying summative assessments. progress. progress.
knowledge of the Begins to identify specific (3/18/2024)
purposes, characteristics of Integrates a variety of Draws flexibility from a
characteristics, and assessments that yield Selects assessments characteristics into repertoire of appropriate
uses of different different types of based on clear assessments to allow assessment options and
types of assessments information about understanding of the students with a ranges of characteristics to
student preparedness, purposes and learning needs to maximize student
progress, and proficiency. characteristics of demonstrate what they demonstration of
(9/6/2023) assessments to support know. knowledge.
student
learning.(3/18/2024)
I use a warm up question I use warm up before all The teacher gave the
as an informal summative my lessons. If there is students a formative
assessment every day in time, I use exit tickets to assessment in the form of
class to gauge student wrap up the lessons. a Google Form quiz that
interest and to assess These are the summative tests their knowledge of
their understanding of the assessments that are the body systems. This
previous lessons material. extremely informal and quiz covers main topics
I also use worksheets and laid back so the students and concepts about the
graphic organizers as don’t even they are being unit that includes
formative assessments in assessed about “what are homeostasis, the
order for the students to the names of the four interaction of different
apply the material that spheres of the Earth” for body systems, and the
Evidence they learn in class. I did example. I also use specific details about each
this for my Unit 0: human formative assessments body system.
evolution lesson, and my such as worksheets like (3/18/2024)
“walking on two feet” “walking on two legs” to
activity. (9/6/2023 to help students apply what
9/7/2023) they know about the
material. In this case the
material being applied
through the use of a video
and questions is the
advantage of being
bipedal for humans
(9/6/2023)
Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically throughout
assessments. student learning. informal assessment data instruction to collect
5.2 Collecting and Follows required (3/19/2024) on student learning. ongoing assessment data
analyzing processes for data Uses analysis of a variety appropriate for the range
assessment data analysis and draws Make adjustments in of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about student planning for single and differentiation of broad range of
sources to inform learning. (9/5/2023) lessons or sequence of instruction. assessments to provide Uses results of ongoing
instruction. lessons based on analysis comprehensive data analysis to plan and
of assessment data. information to guide differentiate instruction
(3/29/2024) planning and for maximum academic
differentiation of success.
instruction.
From the answers that Osmosis Jones Movie
students have given me in Assignment and Osmosis
regards to the warm up Jones Movie Post
question about the four Assessment for the
different spheres of the Osmosis Jones movie. In
Earth, it became very order to assess for the
obvious that lots of student's understanding
student need help of how the body systems
comprehending the interact to maintain
material. I was able to get homeostasis in the
this data that helped me human body, the students
in the log run by directly watched the Osmosis
asking students randomly Jones movie as they
and by getting their reflected on how the host
responses tallied and Frank was going to repel
written down (9/5/2023) a dangerous virus, the
Red Death from his body.
The students did a movie
sequence worksheet to
track the movement of
Evidence the Red Death in Frank
and to track what body
systems the Red death
affected and what body
systems Frank's body
utilized tor try and stop
the Red death. The
students then did the
Post Assessment Google
Form to allow the teacher
to see how well they
comprehended how
Frank's body systems
worked together to get
rid of the Red Death. The
teacher then took the
data from Post
Assessment and analyzed
the graphs to see trends
in how the students
answered the questions
so he can draw
conclusions about the
student's understanding
of the material on body
systems and homeostasis.
Based on the conclusions
the teacher made, he
made the decision to
reteach the material or
move onto the next unit.
(3/19/2024)
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and learning individually and individually and with colleagues ability to
with colleagues, to district with colleagues and with colleagues to colleagues to analyze identify and address
monitor student processes.(9/8/2023) identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
(2/27/2024) students. causes for trends.
Every Friday, we have I met with my mentor
professional development teacher and discussed
at IVA High where I meet things such as the set up
with my mentor teacher of classes, structure and
and other teachers on pacing of units, and
campus and one of the student situations in my
topics that is discussed is class. I also had a mentor
assessment data and how conversation with my
we can use it to make our teacher on how I can
lessons better. For biology, better accommodate my
I got feedback from my students on assessments
master teacher and other as I analyzed the
teachers in the school that responses of the students
I should use more on their pre-assessments
sentence starters and and post assessments of
sentence frames to help the Pokémon evolution
my ELL student learn the project that I gave to my
material (9/8/2023) students. I documented
my meeting my my
mentor and the analysis
Evidence of the student's scores on
the Pokémon Evolution
project as well as their
data of their responses on
journal entries. In the
journal entries, I also
reflected with my
mentor's help on what I
can do better to improve
the student' scores on
this project the next time
that I do it with the
students. Due to my
reflections, I found that to
improve my student's
scores on projects such as
the Pokémon Evolution
project, I have to sue
more diagrams and
images as my students
are visual learners. I also
found that modeling how
to do the project is a great
strategy to do with my
students as well. All this
was possible because I
took the time to reflect on
the data of the summative
Pokémon evolution
project that my students
have done along with the
pre and post assessments
that they have done as
well. (2/27/2024)
Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class.(9/8/2023) individual students in language. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using (3/19/2024) Plans differentiated
plan, differentiate, available curriculum lessons and modifications Plans differentiated Uses data systematically
and modify guidelines.(9/8/2023) Plans adjustments in to instruction to meet instruction targeted to to refine planning,
instruction instruction to address students’ diverse learning meet individual and differentiate instruction,
learning needs of needs. group learning needs. and make ongoing
individual students. adjustments to match the
(3/19/2024) Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
I use data from my warm Unit 4: Organ Systems
up questions that I Feedback Form. The
present every Friday teacher had the students
during professional submit this form at the
development at IVA High end of the Unit 4: body
to bring light to how well systems unit to gauge
my students are their understanding of
understanding the the content that they
material in class. I then learned about each organ
communicate my findings system in their bodies.
with my master teacher The teacher asked the
and the other teachers students questions about
and take their feedback which activities and
and implement it as new assignments that they did
goals and objectives for in this unit that helped
future lessons in the class. them understand the
(9/8/2023) material about the body's
organ systems the most.
The teacher also asked
students questions about
Evidence which organ system they
are still confused about
and whether they would
like the teacher to
re-teach a lesson about
that organ system or not.
The teacher also asked
the students if they were
comfortable with what
they have learned about
the organ systems of the
body and whether they
can apply what they have
learned to their own lives
to keep their bodies
healthy and whole. By
observing the data from
the student's answers on
this Google Form, the
teacher will see if he
needs to re-teach any part
of Unit 4 again or if he is
ready to move onto unit
5: Cell Biology with the
students. (3/19/2024)
Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment students to self-assess opportunities for student
outcomes, and summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all individual learning include goal setting development. individual skills.
students in goals.(9/5/2023) exercises. (3/20/2024) Develops students’
self-assessment, Guides students to Integrates student meta-cognitive skills for
goal-setting, and Monitors progress using Provides students with monitor and reflect on self-assessment, goal analyzing progress and
progress monitoring available tools for opportunities in single progress on a regular setting, and progress refining goals towards
recording.(9/5/2023) lessons or sequence of basis. monitoring across the high levels of academic
lessons to monitor their curriculum. achievement.
own progress toward
class or individual goals.
(3/20/2024)
Everyday at the beginning Living Earth Biology
of each lesson I inform the Culminating Reflection
students of the objective Attached are the
for the lesson. This directions for the
objective is based on the culminating reflection
Next Generation Science that students will do in
standards and the IVA the end of the year about
High virtues as well. I also their journey in biology
remind students of their class. The reflection will
individual learning goals have students write about
by asking what they and think about what
would help to learn in they have learned in
biology here at IVA High. biology this year, how
(9/5/2023) they have grown as not
only students but young
people because of their
Evidence
experiences in biology
this year, and also the
goals that they set
themselves for this year
and will set next year in
regards to science and
school in general as well.
If the teacher uses this
tool correctly, it can be a
very method to involve
students in self-assessing
themselves as they set
goals and monitor their
progress in meeting those
goals as well.
(3/20/2024)
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
(8/25/2023) about student learning. colleagues, families, and audiences. learning to all audiences.
communication of
(8/26/2023) students. Ensure that
student learning
communications are
received by those who
lack access to technology.
(3/21/2024)
During professional I also learned in Google Classroom
development, I learned to professional development Screenshots The teacher
use Aeries to grade to use Parent Square, a uses Google Classroom as
assessments and to communications interface an LMS, Learning
record grades for that allows me to directly Management System, to
students. I also used communicate with the not only keep up with
Aeries to determine the parents of the students grades, but also to post
proficiency of my through text messages. I assignments and
students by looking at also learned how to use comments or notes
their state test scores Zoom and Google voice to regarding missing or
prior to them being in my communicate with absent incomplete assignments
class. I also learned to use students about lessons as well. In the event of a
Google Classroom, a LMS, they missed in class. dropping grade or in the
in order to post weekly Finally, there is GroupMe, event of a failing grade,
Evidence
schedules, updates, and an app my school uses in the teacher on Google
materials for each lesson order for teachers to have Classroom will leave a
everyday. Google direct communication comment on what to do to
classroom also allowed with the administration alleviate the situation and
me to grade my students' of the school via text raise the grade with
work and leave them messages or voice calls. future assignments later
comments on how well (8/26/2023) on in the year. The
they did their teacher also makes
assignments. announcements for the
(8/25/2023) class under the stream
tab, so the students can
be aware ahead of time of
any important events like
field trips or even any
important projects that
are coming up as well.
(3/21/2024)
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments.(8/26/2023) lessons or sequence of strategies for improving and informal assessments communications about
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment Notifies families of feedback in ways that (2/29/2024) increased learning. progress and ways to
information to share student proficiencies, students provide and monitor
timely and challenges, and behavior understand.(8/30/2023) Provides opportunities Communicates regularly support.
comprehensible issues through school for comprehensible and with families to share a
feedback with mandated Communicates with timely two-way range of assessment
students and their procedures.(8/26/2023) families about student communications with information that is
families progress, strengths, and families to share student comprehensible and
needs at reporting assessments, progress, responsive to individual
periods. Contacts families raise issues and/or student and family needs.
as needs arise regarding concerns, and guide
struggling students or family support.
behavior issues. (2/29/2024)
(8/30/2023)
During professional During professional Biology End of First
development, I learned to development, I learned to Semester Letter This
use Google classroom to use Google classroom to letter is sent out via email
leave comments on all provide students and Parent Square
their assignments and feedback through the use Communications to
assessments so that they of comments on parents and guardians of
can get feedback on their formative assessments my biology and honors
work in order for them to such as their “Research biology students at the
get better scores. I also Your Scientists” beginning of semester 2
learned to use Parent assignment so they know of the school year. The
Square communications if they cited their purpose of the letter is to
to directly send text resources correctly or introduce the teacher to
messages to the parents not. I also communicated the parents, to inform
of students to notify them with the parents through parents of the structure of
of the students' parent square the class, to give them an
proficiencies, behavioral communications about introduction to the units
issues, etc. that occurs at how well their students covered in second
school. (8/26/2023) did on that assignment in semester and to give
terms of the citations, parents a taste of what
research skills, etc. projects the students will
Evidence (8/30/2023) be covering during
second semester. This
letter also gives parents
and guardians feedback
on some projects that
students have done in
first semester so that the
parents and guardians
can see where their
students stand in the
class. The overall
rationale behind this
letter is to establish a line
of contact between the
teacher and parents in
order to see if there are
any questions regarding
the class, the units being
covered, or any of the
projects that the students
have done or will do
based on the feedback
and the new information
that the teacher has
provided. (2/29/2024)
CSTP 6: Developing as a Professional Educator

Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
practice to support practice individually colleagues on the refinements in action research in
student learning. and with colleagues relationship between teaching practice and supporting student
Reflects individually or that is focused on making adjustments in connections among the learning and raising
with colleagues on methods to support the teaching practice and elements of the CSTP the level of academic
immediate student full range of learners. impact on the full to positively impact the achievement.
learning (9/8/2023) range of full range of learners.
needs.(9/8/2023) learners.(3/11/2024) Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
6.1 Reflecting on
teaching practice in
support of student
learning
Every Friday, I reflect with During professional I met with some
my master teacher and development, I reflect colleagues and the
other colleagues during with my master teacher administrators to discuss
professional development and other colleagues on my teaching practice
on our teaching practices, how to best help ELL after I got evaluated the
routines, and norms in students, students with week prior on 3/8/2024.
the classroom in order to IEPs and even students During the evaluation,
better support student with 504 plans by the administrators and
learning in the classroom. providing them with my colleagues utilized an
Last Friday, we talked graphic organizers, the evaluation rubric to
about how we can better use of various evaluate my teaching
support our English technologies such as practice. We all went over
Language Learners by Google Translate, or even the evaluation rubric
providing them with by giving them more during our meeting on
support from various allotted time on 3/11/2024, and more
forms of technology such assessments in class. We specifically we spent time
as Google Translate to also talk about how best reflecting on how I am
help them. (9/8/2023) to aid learners such as making adjustments in
visual learners by using my teaching practice to
more diagrams and impact the full range of
images in our notes and learners in my class. The
auditory learners by administrators and my
using more podcasts and colleagues took note of
videos in our lessons as how well I utilize
well (9/8/2023) multiple forms of media
to help both my visual
and auditory learners
learn the material in
class. They also took note
of the fact that I use a lot
of sentence frames,
sentence starters, and
even graphic organizers
to help my IEP and 504
students based on the
accommodations of their
IEP and 504 plans. Even
though I use assistive
technology to help my
English Language
Learners, they would
prefer that I would group
my ELL students more
into groups with other
students that speak the
same primary languages
as them in order for my
ELL students to have
meaningful discussions
during think pair share
and group think activities
as well. Overall, during
the meeting my
colleagues and the
administrators told me
that through my teaching
practice that I am
impacting a lot of the
different learners in my
class through my
teaching practice. Yet,
there are still some
things that I need to do to
make sure that all my
different learners are
comfortable learning the
material of the
class.(3/11/2024)
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 authentic, challenging, connected to the CSTP professional goals
processes and local self-assessment of and based on self- that are intellectually connected to the CSTP
protocols. (9/8/2023) teaching practice. assessment. challenging and based to improve
(3/5/2024) on self-assessment and instructional practice
Attends required Aligns personal goals feedback from a variety and impact student
professional Expands knowledge with school and of sources. learning within and
development. and skills individually district goals, and beyond the classroom.
(9/8/2023) and with colleagues focuses on improving Engages in and
through available student learning. contributes to Engages in ongoing
professional professional inquiry into teacher
development. Selects and engages in development targeted practice for
(3/5/2024) professional on student professional
6.2 Establishing development based on achievement. Pursues a development.
professional goals needs identified in variety of additional
and engaging in professional goals. opportunities to learn Contributes to
continuous and professionally. professional
purposeful organizations, and
professional growth development
and development opportunities to
extend own teaching
practice.
I attended required I met with my mentor
professional development teacher during our
last Friday and I talked mentor conversation for
about how to best help all module 3, and we
kinds of learners with my discussed the elements
master teacher and fellow for CSTP 4. During the
colleagues. We talked meeting, me and my
about using more of mentor teacher set goals
Google Translate, videos, relating to CSTP 4 in
images, etc. to support all order to improve my
our learners ( 9/8/2023) teaching practice. Chief
among those goals was
that I take into account
my student's funds of
knowledge to diversify
learning needs. If I
already know what
knowledge my students
have about a topic, I can
scaffold the lesson for
that particular topic and
focus on the parts of the
lesson that they have no
prior knowledge on. This
is in conjunction with
CSTP 41 which states that
teachers should use
knowledge of students’
academic readiness,
language proficiency,
cultural background, and
individual development
to plan instruction. To set
up more goals in relation
to the elements of CSTP 4,
my mentor teacher and I
talked about how I can
incorporate the Next
Generation Science
Standards to help me set
up short and long term
goals for the lesson. We
also talked about how I
can use assessments such
as warm up questions
and exit tickets as
methods to help my
students check in, review,
and reflect on what they
have learned. Finally, we
talked about how I can
use Google Forms and
other technologies as
resources to aid my
instructional decisions
when I have students
provide me with
feedback to reflect on my
teaching practice and
when I want to diversify
the lessons and the
assessments that I give
the students. What is
great about these mentor
conversations during
each module is that they
act as periods of
professional
development to provide
me with a chance to
improve my skills as a
first year teacher with my
mentor teacher who is
now my colleague so that
I can improve my
teaching practice.
(3/5/2024)
Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
other required how best to support student learning and impact on teacher and colleagues.
meetings and teacher and student reflect on teaching student learning within
collaborations. learning. (9/15/2023) practice at the grade or department Works to ensure the
(9/14/2023) classroom level. and school and district broadest positive
Begins to identify how (12/8/2023) levels. impact possible on
Identifies student and to access student and instructional practice
teacher resources at teacher resources in Interacts with Engages with members and student
the school and district the broader members of the of the broader achievement at school
level. (9/14/2023) professional broader professional professional and district levels and
community.(9/15/202 community to access community to access for the profession.
3) resources that support resources and a wide
teacher effectiveness range of supports for Initiates and develops
6.3 Collaborating and student learning. teaching the full range professional learning
(12/8/2023) of learners. opportunities with the
with colleagues and
broader professional
the broader
community focused on
professional student achievement.
community to
support teacher and
student learning
I attended all professional I met with my master I was observed by two
development meetings so teacher and fellow colleagues in my
far and I will continue to colleagues to discuss how department, one
attend all professional to best utilize the Next colleague that was not in
development meetings. Generation Science my department, and one
We had back to school Standards to best support of the administrators in
night on Thursday and I student learning in the my school as well. The
was there meeting the classroom. We also talked teachers and the
parents of our students about outreach administrator came to
and talking to them about opportunities to the observe me teach a
what we had planned for community for field trips, lesson on photosynthesis
students in biology and and student involvement and the many
what resources were as well. (9/15/2023) components of their
available for them and the process. The teachers and
students to use the administrator who
(9/14/2023). came to observe me filled
out this evaluation form
on what went well in the
lesson and what things
that I need to improve on.
While observing me, the
teachers and the
administrator also took
note of how I utilize the
Intellectual Virtues
model of my school in my
lesson and also what
strategies that I use to
accommodate my
different learners in class.
Chief among them was
how I utilize diagrams
and videos to help my
visual learners and how I
use dialogue and verbal
one on one
communication to help
my auditory learners. To
further help me in my
teaching practice, the
teachers and
administrator who
observed me wrote
feedback on the
evaluation form. In that
feedback the most
important concerns that
they had for me when we
discussed my observation
later on as a group was
that I need time for
reflection in my lessons.
The teachers from my
departments told me that
I am hitting all the key
concepts for
photosynthesis, but I am
not taking the time to
have students use
strategies such as think
pair discussions or group
think to reflect upon
what they have learned.
The teacher from the
other department and the
administrator also
pointed out to me that I
need to give students a
chance to apply what
they have learned in the
lesson as well. They told
me that I can give them
an exit ticket to check for
their understanding and
to give them an
opportunity to show me
that they learned the
material about
photosynthesis from the
lesson based on their
answers. Overall, the
advice that I got from my
colleagues in the same
department and the other
department as well as the
administrator helped me
in the long run to
improve my teaching
practice to improve my
student's learning of the
material in class.
(12/8/2023)
Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
the family in student importance of the contribute to the and support for range of opportunities
learning and the need family’s role in student classroom and school. families to actively for families to
for interactions with learning. Seeks (3/27/2024) participate in the contribute to the
families. (9/14/2023) information about classroom and school. classroom and school
cultural norms of Adjusts community. Supports a
families represented in communication to Communicates to school/district
the school. Welcomes families based on families in ways which environment in which
family involvement at awareness of cultural show understanding of families take
classroom/ school norms and a wide and respect for cultural leadership to improve
events.(9/14/2023) range of experiences norms. student learning.
with schools.
(3/27/2024)
6.4 Working with

families to support
student learning
I met with families of When I met with our I sent an email to the
our students on back students' families on parents to get them
to school night last back to school night involved in their
Thursday on 9/14/2023 I students' work at
9/14/2023. We talked with parents school so that the
discussed the roles about their roles in students can get
they would have in supporting their their grades up. In
shaping our students' student's learning of the email, I included
learning and success biology in the how the students can
at IVA High and we classroom. We even access their
also discussed what discussed some assignments on
students would be cultural norms like Google Classroom. I
doing in biology this holidays that the also included how
year.(9/14/2023) students celebrate parents can track
and we talked about what assignments
how the parents can their students did
be more involved and what
with the student assignments they
learning as well didn't do. Finally, I
(9/14/2023). also included a list of
assignments that a
majority of the
students didn't have
done so that the
parents can help
their students get
those assignments
done.
Communicating with
the parents via email
is a great way to have
them contribute to
their student's
education. Using
email as a method of
communication is
great because this
method is also the
accepted method of
communication
between different
parties nowadays.
(3/27/2024)
Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
about local neighborhood and neighborhood and neighborhood and community members
neighborhoods and community resources. community resources community resources to increase
communities (11/9/2023) to support the to support the instructional and
surrounding the school. curriculum. instructional program, learning opportunities
(9/15/2023) Includes references or students, and families. for students.
connections to Includes knowledge of
Uses available communities in single communities when Draws from Engages students in
neighborhood and lessons or sequence of designing and understanding of leadership and service
community resources lessons. (11/9/2023) implementing community to improve in the community.
in single lessons. instruction and enrich the Incorporates
(9/15/2023) instructional program. community members
into the school
learning community.
6.5 Engaging local

communities in
support of the
instructional
program
On professional Backyard Composting
development on Friday Presentation PDF
9/16/2023 I talked to the Students were learning
administration about my about the food webs and
students taking a field food chains in the
trip to the EL Dorado composting bins in their
conservatory in Long backyard gardens. The
Beach, Ca. This students wanted to learn
conservatory is 150 acres about what creatures are
of nature in which people involved in the process of
can visit and interact with composting to make their
wildlife. For the students gardens at home flourish
they will get a chance to and what ecosystem
interact with wildlife that interactions do those
they have been studying creatures go through. As
about in their Ecosystem a result of their curiosity,
unit in class. (9/15/2023) I reached out to the City
of Long Beach Public
Works Department
Environmental Services
Bureau and they sent a
representative to my
classroom. This
representative brought
with her a composting
bin that the City of Long
Beach Public Works
Department
Environmental Services
Bureau donated to our
school and she spent a
classroom lesson
teaching my students
more about the process
of composting that they
do at home and about all
the creatures such as
worms, centipedes,
maggots, etc. that are
involved with this
process. She talked with
the students about how
the centipedes and
worms have a
predator-prey interaction
in the compost bin and
how that interaction
hinders the worm's
ability to make nutritious
compost for the plants in
their gardens at home.
This representative
helped us set up the
compost bin and she even
showed the students
some of the creatures in
the backyard area of my
school that are involved
in the compost bin.
Having this
representative come out
and teach my students
about composting, the
creatures involved in this
process and how those
creatures interact with
one another was great as
it helped them apply
what they have learned
about ecosystem
interactions between
different creatures in
class. (11/9/2023)
Develops an Maintains professional Anticipates Integrates the full Models
understanding of responsibilities in professional range of professional professionalism and
professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
(8/25/2023) (8/25/2023) effort required to meet prepares for situations professional
expectations. that may be Responsibilities
Seeks to meet required Demonstrates (3/23/2024) challenging. effectively.
commitments to commitment by
students. (8/25/2023) exploring ways to Pursues ways to Maintains continual Supports colleagues to
address individual support students’ effort to seek, develop, maintain the
student needs. diverse learning needs and refine new and motivation, resiliency,
(8/25/2023) and maintains belief in creative methods to and energy to ensure
students’ capacity for ensure individual that all students
achievement. student learning. achieve.
(3/23/2024)
6.6 Managing
professional
responsibilities to
maintain
motivation and
commitment to all
students
Since my first I learned that as an I created a rubric for
professional educator, I have the students Unit 4:
development day on others around me to Human Body
8/25/2023, I started give me support as I Sketchbook project
to realize what my need. I have that provides the
professional counselors to help students the exact
responsibilities as an me with the logistics details that they need
educator are. I am of schedule planning to have on their
here to teach my for students, I have projects to do great
students biology and office staff to help me work. On the project,
to help them apply with buying supplies I made sure to
what they have for the classroom, include sections
learned in class to contacting parents, wherein different
make them become etc. and I have types of learners can
better members of administrators to thrive. For the visual
society. I have help represent my learners, I gave them
learned that as an beliefs about the sketch to work on
educator I have to education and the in order to showcase
assess my student’s school’s beliefs about their understanding
learning in order to education to the of the organ system
make sure what they wider public. I also that their group
are learning they will have my master focused on in the
be able to use in their teacher and fellow form of a diagram.
future careers colleagues that help For the auditory
(8/25/2023). me to understand my learners, I made sure
student’s needs in that they have TED
the classroom as Talk cards in order
well. (8/25/2023) for them to showcase
their understanding
of the material
through verbal
interaction when
they present their
diagrams in class as
they give a tour of
the organ system and
go over all its main
details to their
classmates. I had my
English Language
Learners focus on the
science terms that
come from Latin
roots because most
of these terms are
very similar to the
Spanish terms and
my Spanish speakers
(ELL students) are
very familiar with
them. Speech to text
as well as graphic
organizers were
available for my IEP
and 504 students to
showcase their
strengths of
organizing their
ideas for the project.
Finally, to anticipate
my professional
responsibilities and
manage my student's
time on the project, I
made sure to remind
the students each
day how many days
left they have on the
project so that they
have enough time to
work on it and I have
enough time to help
them succeed and
answer any
confusing questions
that they have as
well. (3/23/2024)
Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
policies, contractual agreements, and ethical responsibilities.* (6/15/2023) and commitment to student learning and the
profession in all circumstances. (2/2/2024)
* As follows:
● Take responsibility for student academic learning outcomes. Contributes to building professional community
● Is aware of own personal values and biases and recognizes ways in which and holding peers accountable to norms of
these values and biases affect the teaching and learning of students. respectful treatment and
● Adheres to legal and ethical obligations in teaching the full ranges of communication.(2/2/2024)
learners, including English learners and students with special needs.
● Reports suspected cases of child abuse and/or neglect as outlined in the Contributes to fostering a school culture with a
California Abuse and Neglect Reporting Act. high degree of resilience, professional integrity,
● Maintains a non-hostile classroom environment and carries out laws and and ethical conduct. (2/2/2024)
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 ● Acts in accordance with ethical considerations for students.
ethical conduct ● Maintains professional conduct and integrity in the classroom and school
community.
When I got hired by IVA High, I realized that as an educator I had to abide by IVA High Friday PD Agenda During professional
certain policies in the workforce. These policies include all the state of California’s development (PD) at my school every Friday, I worked
education codes, my legal responsibilities as a first responder and a first person with my fellow teachers on different teaching
witness to all things that happen in the classroom. I also realize that there are strategies to build up our teaching practice. During
contractual agreements and ethical responsibilities that I have to abide by and also PD, I interacted with my peers as well as
district and site policies as well. All of these policies and responsibilities were administrators with a level of respect and
explained to me when I went over my contract with my principal upon being hired communication befitting a professional environment
by IVA High. (6/15/2023). or workplace. In my classroom as well as in the halls
of my school, Intellectual Virtues Academy High
School, I contribute to fostering a school culture with
a high degree of resilience, professional integrity, and
ethical conduct by utilizing the Intellectual Virtues
system as a model to conduct myself as I work.
Throughout the entire year to better my student's
learning of the material in class, I also conducted
myself with a high standard of personal integrity and
professionalism as I modeled the Intellectual Virtues
to my students to get them to see how best to behave
in class so that they can have the best chance to
succeed. (2/2/2024)

Spring 2024 Combined Anas Sallam CSTP

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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

I gave my class I reviewed the

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

Students respond to Students pose problems

Element 1.6 Emerging Exploring Applying Integrating Innovating

I encouraged When students

Element 2.5 Emerging Exploring Applying Integrating Innovating

Element 2.6 Emerging Exploring Applying Integrating Innovating

Element 2.7 Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

When I gave the students When I gave the students

Element Emerging Exploring Applying Integrating Innovating

When I gave the students When I did the Unit 2:

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

When I went through When I planned my first Rock Pocket Mouse

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

6.4 Working with

6.5 Engaging local

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