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 4/25/24. sources to learn about adjustments to make ongoing
assessments. 9/19/23 students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
Using knowledge of Students engage in single learning needs.
students to engage lessons or sequence of
them in learning Some students may lessons that include some Students engage in Students actively utilize a Students take ownership
engage in learning using adjustments based on learning through the use variety of instructional of their learning by
instructional strategies assessments 9/19/23 of adjustments in strategies and choosing from a wide
focused on the class as a 4/25/24 instruction to meet their technologies in learning range of methods to
whole. needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
I collaborate w/ SES and
EL specialists to
understand specific needs
of individual students. I
make use of additional
assessments in Unit 1
such as NoRedInk to
estimate ability levels.
9/19/23

This semester, I continued

to use the same amount of
data for students, while
Evidence expanding the amount of
lessons which had
adjustments built in.
4/25/24
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.
Connecting learning
9/19/23
to students’ prior
knowledge,
backgrounds, life
Some students connect
experiences, and
learning activities to their
interests
own lives.
9/19/23
I try to add a
reflective piece to
most writing
assignments in my
group classes. For my
independent
students, I keep a
running document
with info about their
backgrounds and
Evidence career aspirations to
determine their
course sequence and
potential activities
and resources that
interest them. 9/19/23
Exploring Applying Integrating Innovating
Uses gathered Uses school resources and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
learning
Students participate in Students make Students are actively Students can articulate
single lessons or connections between engaged in curriculum, the relevance and impact
sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. 4/25/24 backgrounds, life and interests within and
experiences, and across learning activities.
interests.
For my group classes,
I experimented with
incorporating funds
of knowledge
strategies into units
and assessments. I
used these strategies
to design lessons
which allowed
students to bring
their own interests
into their writing.
4/25/24
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding.9/19/23 family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students utilize real-life Students actively engage Students routinely
subject matter to Students make use of connections regularly to in making and using integrate subject matter
real-life.9/19/23 real-life connections develop understandings real-life connections to into their own thinking
provided in single lessons of subject matter. subject matter to extend and make relevant
or sequence of lessons to their understanding. applications of subject
support understanding of matter during learning
subject matter 4/25/24. activities.
Some students are I’ve begun finding
more willing to supplemental video
engage with the texts for the group
reflective parts of classes to better
assignments, others connect the material
may need additional to their lives. 9/19/23
support.9/19/23
By better incorporating
the funds of knowledge
strategies mentioned in
Element 1.2, I found that
Evidence nearly all students were
able to relate subject
matter to their lives.
4/25/24
Element 1.4 Emerging Exploring Applying Integrating Innovating
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional
diverse learning needs. meet students’ diverse learning needs.
strategies, resources,
learning needs.
and technologies to
meet students’
Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning
in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs
using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences their learning needs. resources, and technologies that
9/19/23. 4/25/24 technologies to meet their successfully advance their
individual students needs. learning.
I experimented with
a flipped classroom
this semester by
integrating Flipgrid
and Peardeck into
lessons and
assessments. 9/19/23
This semester, I continued
experimenting with
Evidence different strategies. In my
10th grade class, I
explored a lower-tech
setup where I only
incorporated technology
into activities I felt would
work best digitally.
4/25/24
Element 1.5 Emerging Exploring
Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
critically.
Promoting critical
thinking though
inquiry, problem Some students respond to Students respond to
solving, and questions regarding facts varied questions or tasks
reflection and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 9/19/23
4/25/24
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
Integrating Innovating
Supports students to Facilitates systematic
initiate critical thinking opportunities for student
through independently to apply critical thinking
developing questions, by designing structured
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives.
Students pose problems Students pose and answer
and construct questions a wide-range of complex
of their own to support questions and problems,
inquiries into content. reflect, and communicate
understandings based on
in depth analysis of
content learning.

I choose modules and

activities from the
ERWC curriculum
that target critical
thinking skills at my
students’ level of
ability, and modify
some activities to
vary type and
purpose of task.
Evidence 9/19/23

This semester, I continued

incorporating the ERWC
critical thinking activities
into my practice, and
made modifications as
needed. 4/25/24
Element 1.6 Emerging Exploring Applying Integrating Innovating
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. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
9/19/23 engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. 9/19/23 activities 4/25/24 teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
My group classes are I incorporated more
structured in such a frequent checks for
way that students understanding into
spend most of each lessons, and this
lesson working at allowed me to
their own pace, identify what
individually or in adjustments would
groups. This gives me have to be made
the ability to give sooner than previous
individual assistance semesters. Both
Evidence for different levels of group classes showed
ability.9/19/23 an increase in
participation &
on-time work
completion
compared to the
previous semester.
4/25/24
Element 2.1 Emerging Exploring
Models and Models fair and respectful
communicates behavior. Demonstrates
expectations for fair and commitment to fairness
respectful behavior to and respect in
support social communications with
development. students about language
9/19/23 and behavior.
Promoting social Seeks to understand
Development and cultural perceptions of
responsibility within caring community.
a caring community
where each student is Some students share in Students participate in
treated fairly and responsibility for the occasional community
respectfully. classroom community. building activities,
9/19/23 designed to promote
caring, fairness, and
respect 4/25/24.
I focused on
community-building
activities at the beginning
of the semester, and
re-enforced it with
frequent collaborative
activities throughout.
4/25/24
Evidence
Applying Integrating
Reinforces positive, Develops shared
responsible, and responsibility with
respectful student students for resolving
interactions. Assists conflict and creating and
students to resolve maintaining a caring
conflicts. classroom community.
Incorporates cultural Supports students in
awareness to develop a taking leadership in
positive classroom developing a caring
climate. community that is
responsive to the diverse
Students demonstrate cultural norms of
efforts to be positive, identities of all students.
accepting, and respectful
of differences. Students take
responsibility resolving
conflicts and maintaining
a caring classroom
community. Students
promote respect and
appreciation for
differences.
Innovating
Facilitates student self-
reflection and ongoing
improvement of the
caring community based
on respect, fairness, and
the value of all members.
Students take leadership
in resolving conflict and
creating a fair and
respectful classroom
community where
student’s home culture is
included and valued.
Students communicate
with empathy and
understanding in
interactions with one
another.
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with Develops physical Maintains physical Adapts physical and/or
importance of the physical and/or virtual environments that reflect environments that reflect environments flexibly to
physical and/or virtual learning environments student diversity and student diversity and facilitate access to a wide
learning environments that support student provide a range of provides a broad range of range of resources that
that support student learning. 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. lessons to support and completion of structures for interaction
environments that
student learning. learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
Students use a variety of the full range of students.
constructive and
Some students use Students use resources resources in learning Students routinely use a
productive
available resources in provided in learning environments and range of resources in Students participate in
interactions among
learning environments environments and interact in ways that learning environments monitoring and changing
students
during instruction. interact with each other deepen their that relate to and enhance the design of learning
to understand and understanding of the instruction and reflect environments and
complete learning tasks in content and develop their diversity. structures for
single lessons or sequence constructive social and Students share in interactions.
of lessons. academic interactions monitoring and
9/19/23 4/25/24. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
I redesigned the layout
of my classroom to
resemble a conference
room, which better
enabled whole-class
and 2-3 person
Evidence collaborations.
I also varied the type
and format of
collaborative activities
to help students
become more
comfortable with
 regular academic
interactions. 4/25/24

Element 2.3 Emerging Exploring Applying Integrating Innovating

Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
9/19/23 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. 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. 4/25/24 alternative perspectives academic achievement, intellectual and emotional
safety. 9/19/23 and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
 Established safety This semester, I made
procedures in my sure students were
class at the start of more aware of safety
the semester. In procedures and
independent study, I expectations. I
worked with admin reorganized my
to adjust my routines learning environment
Evidence to handle an ongoing to limit the ability for
safety concern the safety concerns
involving one of my from last semester to
students.9/19/23 repeat. 4/25/24

Element 2.4 Emerging Exploring Applying Integrating Innovating

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 9/19/23 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. address achievement high expectations for differentiated strategies
support for all gaps. achievement. to meet high expectations.
students
Some students ask for Some individuals and Students engage in a Students actively use Students take
teacher support to groups of students work variety of differentiated supports and challenges responsibility to fully
understand or complete with the teacher to supports and challenges to complete critical utilize teacher and peer
learning tasks. support accuracy and in ways that promote reading, writing, higher support, to achieve
9/19/23 comprehension in their their accuracy, analysis, order thinking, and consistently high levels of
learning. 4/25/24 and problem solving in problem solving across factual and analytical
learning. subject matter. learning.
 I use mastery grading I expanded my
in my group classes, understanding and
and create use of mastery
assessments which grading, and was
have clear success more targeted with
criteria. Students assessments, so that
retake any each assessment was
Evidence assessments below a rigorous but
C grade as site policy, well-scaffolded by all
and I provide specific preceding activities. I
feedback when also worked with
students need to more students during
revise their work. office hours to give
9/19/23 targeted support.
4/25/24

Element 2.5 Emerging Exploring Applying Integrating Innovating

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. 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. behavior. across learning activities. standards for individual
Developing, Refers to standards for and group behaviors.
communicating, and behavior and applies Reviews standards for Utilizes routine Guides and supports
maintaining consequences as needed. behavior with students in references to standards students to self-assess,
high standards for single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.
Students are aware of
classroom rules and Students know Students follow behavior Students respond to Students demonstrate
consequences. expectations for behavior expectations, accept individual and group positive behavior,
9/19/23 4/25/24 and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.
 In both settings,
expectations rules
and consequences
are established on
the students’ first
day. These are
periodically reviewed
as needed. 9/19/23
Evidence
This semester, I continued
to establish expectations
unilaterally, and began to
improve my consistency
in enforcing those
expectations. 4/25/24

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
Responds to disruptive some student students in the are culturally responsive. and procedures focuses
behavior. involvement. development and Maintains a quality on maximizing learning.
Employing classroom monitoring of norms. learning climate that Classroom climate
routines, procedures, builds on student integrates school
norms, and supports strengths. standards and culturally
for positive behavior Students are aware of Seeks to promote positive Provides positive relevant norms.
to ensure a climate in procedures, routines, and behaviors and responds behavior supports. Promotes positive
which all students classroom norms. to disruptive behavior. Responds appropriately behaviors and Promotes positive
can learn 9/19/23 4/25/24 to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for positive
Students receive behaviors.
 correction for behavior
that interferes with
learning, and positive
reinforcement in
following routines,
procedures, and norms.
Students are involved in
Students receive timely assessment and
and effective feedback monitoring of routines,
and consequences for procedures, and norms in
behaviors that interfere ways that improve the
with learning. learning climate.
Students share
responsibility with
teacher for managing and
maintaining a positive
classroom climate that
promotes learning.

Expectations are
made clear at the
start of each lesson,
and begin with a
walkthrough of the
day’s tasks. 9/19/23
This semester, I worked
Evidence
on improving my
response to disruptive
behavior using
redirection while
maintaining clear
communication of
expectations at the
beginning of lessons.
4/25/24

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
9/19/23
Students complete
learning activities and, as
needed, may receive some
adjustments of time
allotted for tasks or
expectations for
completion.
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports
understanding, students in the monitoring
completion of learning of instructional time.
activities and closure.
Students use their
Students participate in instructional time to Students monitor their
and complete a variety of engage in and complete own time, are engaged in
learning activities in the learning activities and are accomplishing learning
time allotted with prepared for the next goals, and participate in
options for extension sequence of instruction. reflection,
and review. 4/25/24 self-assessment, and goal
setting.
 9/19/23

In independent study, This semester, I

students develop improved my
plans with me on a pre-planning of units
weekly and monthly which allowed me to
basis to break their better pace lessons.
work into Most activities fit
manageable chunks. their allotted times,
In group classes, I use with only a few
the given par times requiring additional
Evidence for each activity to class time. This
pace each lesson, and better pacing also
modify activities to allowed for more
make them shorter or opportunities to
longer depending on check for
need. 9/19/23 understanding and
provide 1-1 support.
4/25/24

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
content standards and content standards. ways that ensure clear connections to standards
content standards
instruction 9/19/23 4/25/24 connections and during instruction and
. relevance to students. extend student learning.
Element Emerging Exploring
Most assessments I do in
group classes are based
on ERWC activities. This
means that I have to
connect the activities and
the ideas in them to their
suggested CCSS standards.
I also often modify certain
activities and assessments
if I feel that the content is
better fitting for a
different standard.
9/19/23
Evidence
Applying Integrating Innovating
This semester, I began to
more explicitly
incorporate academic
language instruction into
lessons and activities.
This included verbally
explaining core academic
language and subject
matter concepts pf which
the curriculum assumes
students have prior
knowledge. 4/25/24
Element Emerging Exploring
Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons
understanding of subject that addresses students’
matter. 9/19/23 proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of student curriculum
development and guidelines.9/19/23 Provides explicit teaching
proficiencies to of essential content
ensure student vocabulary and associated
understanding of academic language in
subject matter single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary
to support student access
to subject matter when
confusions are identified
4/25/24.
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. Engages student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in
idioms, key words with language, text structures, self-directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage students ensure equitable access to students in using analysis
in accessing subject subject matter strategies that provides
matter text or learning understanding for the equitable access and deep
activities. range of student language understanding of subject
levels and abilities. matter.

I have begun using word I expanded the use of

journals as a way for reading journals in my
students to personalize class, and incorporated
their own vocabulary more explicit instruction
knowledge, and I am in using the journals to
looking for ways to better build vocabulary
integrate vocabulary and knowledge. I also retaught
CCSS Language standards MLA format and provided
Evidence
into my lessons.9/19/23 tools which made writing
in that format more
manageable for all
learners. 4/25/24
Element Emerging Exploring Applying Integrating Innovating
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. 4/25/24 extend student
facilitate student
matter. 9/19/23 understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
I target 4 CCSS standards This semester, I
per unit, and I use my incorporated additional
knowledge of current formative assessments,
levels and previous both formal and informal,
assessments to adjust into the curriculum and
activities so students can made more frequent
hit those standards. adjustments during units
9/19/23 based on assessed student
readiness. 4/25/24

Evidence
Element Emerging
Uses instructional
strategies that are
provided in the
3.4 Utilizing curriculum. 9/20/23
instructional
strategies that are
appropriate to the
subject matter
This is my first year
working with this
curriculum, so I’ve
followed the provided
strategies closely to gague
their effectiveness.
9/20/23
Evidence
Exploring Applying Integrating Innovating
Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
additional instructional variety of instructional strategies appropriate to repertoire of instructional
strategies in single strategies to ensure subject matter to meet strategies to develop
lessons or sequence of student understanding of students’ diverse learning, enthusiasm,
lessons to increase academic language to ensure student meta-cognitive abilities,
student understanding of appropriate to subject understanding of and support and
academic language matter and that addresses academic language, and challenge the full range of
appropriate to subject students’ diverse learning guide student in student towards a deep
matter. 4/25/24 needs. understanding knowledge of subject
connections within and matter.
across subject matter.
This semester, I more
frequently modified the
core ERWC curriculum
where skill gaps were
identified, such as
incorporating explicit
instruction in advanced
sentence mechanics and
providing alternative
graphic organizers for
larger writing tasks.
4/25/24
Element Emerging Exploring Applying Integrating Innovating
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
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
9/19/23 subject matter. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs. 4/25/24
I’ve recently Based on the previous
experimented replacing semester’s results, I
traditional presentations continued use of Flipgrid
with a combination of and Canva for activities .
Flipgrid and Canva based For my 10th grade class, I
activities. This allows adapted many digital
students to complete activities to be physical
presentations worksheets, which proved
asynchronously and allow to be more accessible
students to rehearse and compared to digital text. I
rerecord their also made course
Evidence presentations. 9/20/23 materials such as
readings available both in
print and digital formats.
4/25/24
Element Emerging
Is aware of students’ primary
language and English
language proficiencies based
on available assessment
data.
3.6 Addressing the
needs of English
learners and student
with special needs to Provides adapted materials
provide equitable to help English learners
access to the content access content. 9/20/23
I adapt materials as
needed in group classes to
support ELs, and choose
modules which have
integrated ELD
components. 9/20/23
Evidence
Exploring
Seeks additional information
describing elements of
culture and language
proficiencies in listening,
speaking, reading, and
writing. Uses multiple
measures for assessing
English learners’
performance to identify gaps
in English language
development.
Attempts to scaffold content
using visuals, models, and
graphic organizers. 4/25/24
This semester, I expanded
my use of models and
graphic organizers to
guide thinking, as well as
provided physical copies
of readings which could
more easily be annotated.
4/25/24
Applying
Identifies language
proficiencies and English
learner strengths in the
study of language and
content. Differentiates
instruction using one or
more components of English
language development to
support English learners.
Creates and implements
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
Integrating
Integrates knowledge of
English language
development, English
learners’ strengths and
assessed needs into English
language and content
instruction.
Develops and adapts
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English learners.
Innovating
Engages English learners in
assessment of their progress
in English language
development and in meeting
content standards. Supports
students to establish and
monitor language and
content goals.
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the content.
Element Emerging
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
3.6 Addressing the with resource personnel and
needs of English families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.9/20/23
In independent study, I
cooperate with IEP
students’s SES teachers
and follow their
suggestions, as well as
attend all required IEP
meetings. 9/20/23
Evidence
Exploring
Seeks additional information
on the full range of students
identified with special needs
to address challenges or
supports in single lessons or
sequence of lessons.
Cooperates with resource
personnel, para-educators,
and families during meetings
and activities in support of
learning plans and goals.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral. 4/25/24
In my group classes, I
sought out additional
information for my
students with IEPs, and
followed suggestions for
modifying activities and
content to better support
their needs. 4/25/24
Applying
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive support
and/or extended learning
that is integrated into the
core curriculum.
Innovating
Guides and support the full
range of student with special
needs to actively engage in
the assessment and monitor
their own strengths, learning
needs, and achievement in
accessing content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
Element Emerging Exploring Applying Integrating Innovating
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
language, cultural diverse cultural specific strategies to learning based on
4.1 Using knowledge background, and backgrounds, and students’ diverse learning comprehensive
of students’ academic individual development. individual cognitive, needs and cultural information on students.
readiness, language social, emotional, and backgrounds.
proficiency, cultural physical development to
background, and meet their individual
individual needs.
development to plan Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
instruction. on learning. 9/19/23 potential areas of bias and Examines potential stereotyping, and analysis of bias,
seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.
pedagogy. 4/25/24 planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
Element Emerging Exploring Applying Integrating Innovating
I follow the ERWC I used funds of knowledge
curriculum closely when strategies as a way to
planning lessons, with learn more about
some modifications to culturally responsive
individual assignments or pedagogy, and this helped
lessons as needed. students make
9/20/23 connections between the
content and their lives.
4/25/24

Evidence

Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with short-term and long-term
articulating goals for available and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning curriculum.9/19/23 4/25/24 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
Element Emerging Exploring Applying Integrating Innovating
I have explored and I had students analyze the
attempted to implement rubrics before taking
“I can” statements for assessments, and clarified
assignments and lessons, what each criteria meant
and am currently looking and what success would
for alternative means to look like. 2/25/24
communicate objectives.
9/19/23

Evidence

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 plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
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 learning. 9/19/23 language and formats that instructional needs to comprehensive long- and
instructional plans to
support student learning. ensure student learning. short-term instructional
support student
4/25/24 plans that ensure high
learning
levels of learning.
Element Emerging Exploring Applying Integrating Innovating
For both of my group I finished pre-planning all
classes, I sequenced and units for two grade levels,
sketched out all units for and I strengthened my
the year units ahead of ability to select standards
time so that units and which pair well and best
lessons would connect to match the content.
and build on each other in 4/25/24
both content vocabulary
and key skills. 9/19/23

Evidence
Element Emerging
Plans instruction that
incorporates strategies
suggested by curriculum
guidelines.
4.4 Planning
instruction that
incorporates
appropriate Is aware of student
strategies to meet the content, learning, and
learning needs of all language needs through
students data provided by the site
and district.9/19/23
I design lessons based on
Universal Design for
Learning (UDL) principles
which generally follow
suggested curriculum
guidelines. I have been
analyzing outcomes of
these lessons, and have
begun identifying areas
where additional,
differentiated instruction
will be needed for specific
Evidence students. 9/19/23
Exploring Applying Integrating Innovating
Selects strategies for Incorporates Plans instruction using a Plans instruction
single lessons or sequence differentiated wide range of strategies to incorporating a repertoire
of lessons that respond to instructional strategies address learning styles of strategies specifically
students’ diverse learning into ongoing planning and meet students’ meet students’ diverse
needs. that addresses culturally assessed language and language and learning
responsive pedagogy, learning needs. Provides needs and styles to
students’ diverse appropriate support and advance learning for all.
language, and learning challenges for students.
Seeks to learn about needs and styles. Facilitates opportunities
students’ diverse learning Integrates results from a for students to reflect on
and language needs Uses assessments of broad range of their learning and the
beyond basic data. students’ learning and assessments into planning impact of instructional
4/25/24 language needs to inform to meet students’ diverse strategies to meet their
planning differentiated learning and language learning and language
instruction. needs. needs.
I used individual
conferences and graphic
organizers to help
individually scaffold
writing. 2/25/24
Element Emerging Exploring Applying Integrating Innovating
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single lessons adaptations to adjustments to a wide range of
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
address students’ learning plans. Uses culturally uses a variety of materials based on in depth
4.5 Adapting
needs.9/19/23 4/25/24 responsive pedagogy and as the instructional needs analysis of individual
instructional plans
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
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I have begun adapting or

modifying activities with
particular attention to
varying levels of English
language acquisition, and
have explored alternate
forms of individual
assignments for ELD and
IEP students beyond the
basic UDL framework.
9/19/23

I continued adapting
Evidence and modifying activities
to meet different needs,
and have begun
tracking their
effectiveness for future
use. 4/25/24
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment, formative
assessments. and summative
assessments.
5.1 Applying
knowledge of the
Begins to identify specific
purposes,
characteristics of
characteristics, and
assessments that yield
uses of different
different types of
types of assessments
information about student
preparedness, progress,
and proficiency. 9/19/23
Most assessments I design
are qualitative rather than
quantitative. Within that
framework, I have
explored different forms
that assessment can take,
such as graphic
organizers, constructed
responses, freewrites, and
video responses.
9/19/23
Evidence
Applying Integrating Innovating
Decides on the purpose Develops and adapts the Demonstrates purposeful
for assessment and skills range of appropriate use of a wide range of
to be assessed to select assessments to address assessments to support
appropriately matches questions about students’ differentiated student
pre-, formative and learning needs and learning needs and reflect
summative assessments. progress. progress.
Selects assessments Integrates a variety of Draws flexibility from a
based on clear characteristics into repertoire of appropriate
understanding of the assessments to allow assessment options and
purposes and students with a ranges of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
4/25/24
This semester, I used
backwards planning to
determine the skills
which students needed to
demonstrate, and then
designed or adapted the
assessments and the
pre-assessment learning
activities around those
goals. 4/25/24
Element Emerging Exploring Applying Integrating Innovating
Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically throughout
assessments. 9/19/23 student learning. informal assessment data instruction to collect
5.2 Collecting and Follows required 4/25/24 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 planning for single and differentiation of broad range of
sources to inform student learning lessons or sequence of instruction. assessments to provide Uses results of ongoing
instruction. 9/19/23 lessons based on analysis comprehensive data analysis to plan and
of assessment data. information to guide differentiate instruction
4/25/24 planning and for maximum academic
differentiation of success.
instruction.
I have used this I have explored using
additional data to draw supplemental
general conclusions about assessments such as
class ability levels in NoRedInk Diagnostic to
anticipation of future pre-assess written
assessments. 9/19/23 language skills. 9/19/23

I used the summative

assessments of
previous units to guide
what activities in the
Evidence curriculum needed to
be adjusted or
modified. 4/25/24
Element Emerging Exploring Applying Integrating Innovating
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and with learning individually and individually and with colleagues ability to
with colleagues, to district colleagues and identifies with colleagues to colleagues to analyze identify and address
monitor student processes.9/19/23 learning needs of identify trends and student thinking and causes for achievement
learning individual students. patterns among groups of identify underlying patterns and trends.
4/25/24 students. causes for trends.
In independent study, I Throughout this semester,
review and monitor the I met with my supervisors
site’s assessment data for regularly to review my
each of my students as caseload and discuss
part of managing their targeted intervention to
individual individual students.
plans.9/19/23 4/25/24

Evidence
Element Emerging
Uses data from
assessments provided by
site and district to set
learning goals for the
class.
5.4 Using assessment
data to establish
learning goals and to Plans instruction using
plan, differentiate, available curriculum
and modify guidelines.9/19/23
instruction
In independent study, I
administer regular
Renstar assessments as a
basis to help students set
learning goals and access
specific supports where
needed. For group
classes, I plan instruction
following ERWC’s
curriculum guidelines
wherever possible or
practical, and I adapt
Evidence
their guidelines for
non-ERWC classes and
units. 9/19/23
Exploring Applying Integrating Innovating
Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments to establish assessment data to set data to set learning goals continuously to make
content-based learning student learning goals for for content and academic ongoing refinements to
goals for class and content and academic language that are learning goals for content
individual students in language. integrated across content and academic language
single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students.
Plans differentiated
Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
instruction to address to instruction to meet instruction targeted to to refine planning,
learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
4/25/24 adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
In group classes, I
revisited writing
standards introduced at
the beginning of the
semester where I felt that
students needed
additional practice or
re-enforcement. 4/25/24
Element Emerging Exploring Applying Integrating Innovating
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 sequence for learning content and related to content, setting, and progress
5.5 Involving all Recognizes the need for of lessons that include academic language academic language, and monitoring.
students in individual learning goals. goal setting exercises. development. individual skills.
self-assessment, Develops students’
goal-setting, and Monitors progress using Provides students with Guides students to Integrates student meta-cognitive skills for
progress monitoring available tools for opportunities in single monitor and reflect on self-assessment, goal analyzing progress and
recording.9/19/23 lessons or sequence of progress on a regular setting, and progress refining goals towards
4/25/24 lessons to monitor their basis. monitoring across the high levels of academic
own progress toward curriculum. achievement.
class or individual goals.
Each assessment is
preceded by an
explanation of what CCSS
standards are being
addressed, what those
standards mean in the
context of the
assignment, and what
constitutes a successful
submission. For
independent studies, I
help students plan
Evidence individual learning goals,
including time frames for
completion. 9/19/23

I continued to inform
students about their
goals and mastery of
learning objectives.
2/25/24
Element Emerging Exploring Applying Integrating Innovating
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and 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 about student colleagues, families, and audiences. learning to all audiences.
communication of learning.9/19/23 students. Ensure that
student learning 4/25/24 communications are
received by those who
lack access to technology.

I used NoRedInk at the

start of the semester as a
diagnostic assessment,
and am looking at ways to
further integrate it into
the curriculum. All
assessments are
implemented digitally
through Google
Classroom. 9/19/23

This semester, I
Evidence explored using
Mailmerge mass-email
software to more
regularly inform
students and families of
their progress. 4/25/24
Element Emerging Exploring Applying Integrating Innovating
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. Seeks strategies for improving and informal assessments communications about
5.7 Using assessment to provide feedback in academic achievement. in ways that support individual student
information to share Notifies families of ways that students increased learning. progress and ways to
timely and student proficiencies, understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated families about student communications with range of assessment
families procedures.9/19/23 progress, strengths, and families to share student information that is
4/25/24 needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues.
I have begun building in
checkpoints in the middle
of unit assessments
which give me the
opportunity to assess
work and provide
feedback before units are
submitted for grading.
Any assignment that
scores below 70% is
returned with specific
feedback for revision and,
for tests, directions on
Evidence what to study ahead of a
retake. 9/19/23

For independent study,

I notify families of
proficiencies,
challenges, and
behavior issues
through
school-provided
conference
opportunities, regular
phone calls home, and
Element Emerging Exploring Applying Integrating Innovating
additional
parent-teacher
conferences as
requested. 4/25/24

Element Emerging Exploring Applying Integrating Innovating

Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
practice to support practice individually colleagues on the refinements in action research in
student learning. and with colleagues relationship between teaching practice and supporting student
6.1 Reflecting on Reflects individually or that is focused on making adjustments in connections among the learning and raising
teaching practice in with colleagues on methods to support the teaching practice and elements of the CSTP the level of academic
support of student immediate student full range of learners. impact on the full to positively impact the achievement.
learning learning needs. 9/19/23 range of learners. full range of learners.
4/25/24 Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
Element Emerging Exploring Applying Integrating Innovating
I created and edit I meet weekly with
running journals and supervisors to reflect on
planning documents for my teaching practice and
both independent study plan for adjustments.
and group classes daily, 4/25/24
which allow me to better
understand student
ability levels, plan
adjustments based on
individual needs, and
reflect on successes and
failures in lessons.
Evidence
9/19/23
Element Emerging
Develops goals
connected to the CSTP
through required
processes and local
protocols.
Attends required
6.2 Establishing professional
professional goals development.
9/19/23
and engaging in
continuous and
purposeful
professional growth
and development
I’ve had regular one on
one coaching sessions
with my site’s curriculum
lead since last year, and I
participate in all regular
professional
development. 9/19/23
Evidence
Exploring
Sets goals connected to
the CSTP that take into
account
self-assessment of
teaching practice.
Expands knowledge
and skills individually
and with colleagues
through available
professional
development. 4/25/24
This semester, I opted in
to a region-wide
professional
development conference
and became part of a
shared discussion space
for all English teachers in
the network. 4/25/24
Applying Integrating Innovating
Sets goals connected to Sets and modifies Sets and modifies a
the CSTP that are authentic goals broad range of
authentic, challenging, connected to the CSTP professional goals
and based on self- that are intellectually connected to the CSTP
assessment. challenging and based to improve
on self-assessment and instructional practice
Aligns personal goals feedback from a and impact student
with school and district variety of sources. learning within and
goals, and focuses on beyond the classroom.
improving student Engages in and
learning. contributes to Engages in ongoing
professional inquiry into teacher
Selects and engages in development targeted practice for
professional on student professional
development based on achievement. Pursues development.
needs identified in a variety of additional
professional goals. opportunities to learn Contributes to
professionally. professional
organizations, and
development
opportunities to
extend own teaching
practice.
Element Emerging Exploring Applying Integrating Innovating
Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
other required how best to support student learning and impact on teacher and colleagues.
meetings and teacher and student reflect on teaching student learning
collaborations. learning. practice at the within grade or Works to ensure the
6.3 Collaborating classroom level. department and school broadest positive
with colleagues and Identifies student and Begins to identify how and district levels. impact possible on
the broader teacher resources at to access student and Interacts with instructional practice
the school and district teacher resources in members of the Engages with members and student
professional
level. the broader broader professional of the broader achievement at school
community to professional community to access professional and district levels and
support teacher and community.9/19/23 resources that support community to access for the profession.
student learning 4/25/24 teacher effectiveness resources and a wide
and student learning range of supports for Initiates and develops
teaching the full range professional learning
of learners. opportunities with the
broader professional
community focused on
student achievement.
Element Emerging Exploring Applying Integrating Innovating
For independent studies,
I consult with all other
staff who the student
regularly interacts with
to meet their individual
needs. In the larger
school context, I have
been part of a data
collection team which
gave administration data
they needed to direct our
sitewide professional
development and identify
Evidence
useful resources.
9/19/23

This semester, I improved

communication with my
students’ independent
studies teachers, EL
specialists, and Special
Education managers to
keep track of individual
students’ progress and
consider different types
of supports. 4/25/24
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 Adjusts communication participate in the contribute to the
6.4 Working with families.9/19/23 information about to families based on classroom and school. classroom and school
families to support 4/25/24 cultural norms of awareness of cultural community. Supports a
student learning families represented in norms and wide range Communicates to school/district
the school. Welcomes of experiences with families in ways which environment in which
family involvement at schools. show understanding of families take
classroom/ school and respect for cultural leadership to improve
events. norms. student learning.
Element Emerging Exploring Applying Integrating Innovating
For independent
students, I meet with
their parents once
per semester as
standard, and
additional times as
needed to address
concerns. Parents are
texted and/or called
when students are
absent. I created a
Evidence weekly progress
report system that
students and families
receive by email
weekly. 9/19/23
I have been working on
establishing and
maintaining open
communication with the
parents of my
independent studies
students. 4/25/24
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 to support the to support the instructional and
6.5 Engaging local surrounding the school. Includes references or curriculum. instructional program, learning opportunities
communities in connections to students, and families. for students.
support of the Uses available communities in single Includes knowledge of
instructional neighborhood and lessons or sequence of communities when Draws from Engages students in
program community resources lessons. 9/19/23 designing and understanding of leadership and service
in single lessons. 4/25/24 implementing community to improve in the community.
instruction and enrich the Incorporates
instructional program. community members
into the school
learning community.
Element Emerging Exploring Applying Integrating Innovating
I reference local
community issues in
lessons, and supplement
readings with recent local
news articles to give
them a perspective of the
community around them.
For my independent
students, I help them
seek outside support in
areas where they need it.
9/19/23
Evidence
I continue to make
relevant connections
between the content and
local issues. 4/25/24

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
6.6 Managing responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
professional effort required to meet prepares for situations professional
responsibilities to Seeks to meet required Demonstrates expectations. that may be Responsibilities
maintain commitments to commitment by challenging. effectively.
motivation and students. exploring ways to Pursues ways to
commitment to all address individual support students’ Maintains continual Supports colleagues to
students student needs.9/19/23 diverse learning needs effort to seek, develop, maintain the
and maintains belief in and refine new and motivation, resiliency,
students’ capacity for creative methods to and energy to ensure
achievement. 4/25/24 ensure individual that all students
student learning. achieve.
Element Emerging Exploring Applying Integrating Innovating
I am timely in all I was more efficient
responses, emails, this semester in
and grades. I’ve lesson planning,
generally been able which freed up time
to get all student to manage my other
work graded within professional
1-2 business days of responsibilities in a
unit completion. I timely manner.
maintain a high 4/25/24
Evidence degree of flexibility
with my independent
study students and
give them options for
completion, and I am
exploring ways to
help them manage
their individual
courses. 9/19/23
Element Emerging Exploring Applying Integrating Innovating
Follows all state education codes, legal requirements, district and site policies, Maintains a high standard of personal integrity
contractual agreements, and ethical responsibilities.* and commitment to student learning and the
profession in all circumstances.
* As follows:
● Take responsibility for student academic learning outcomes. Contributes to building professional community
● Is aware of own personal values and biases and recognizes ways in which and holding peers accountable to norms of
these values and biases affect the teaching and learning of students. respectful treatment and communication.
6.7 Demonstrating ● Adheres to legal and ethical obligations in teaching the full ranges of
professional learners, including English learners and students with special needs. Contributes to fostering a school culture with a
● Reports suspected cases of child abuse and/or neglect as outlined in the high degree of resilience, professional integrity,
responsibility,
California Abuse and Neglect Reporting Act. and ethical conduct.
integrity, and ● Maintains a non-hostile classroom environment and carries out laws and
ethical conduct district guidelines for reporting cases of sexual harassment.
● Understands and implements school and district policies and state and
federal law in responding to inappropriate or violent student behavior.
● Complies with legal and professional obligations to protect the privacy,
health, and safety of students, families, and other school professionals.
● Models appropriate behavior for students, colleagues, and the profession.
● Acts in accordance with ethical considerations for students.
● Maintains professional conduct and integrity in the classroom and school
community. 9/20/23 4/25/24
I have so far followed all policies when interacting with students, staff, and families.
9/20/23

I have continued to follow all policies when interacting with students, staff, and
families, as well as adjusted my practices where feedback was given. 4/25/24

Evidence