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
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
Using knowledge of learning needs. (04/25/24)
students to engage (09/15/23)
them in learning Some students may Students engage in single Students actively utilize a Students take ownership
engage in learning using lessons or sequence of Students engage in variety of instructional of their learning by
instructional strategies lessons that include some learning through the use strategies and choosing from a wide
focused on the class as a adjustments based on of adjustments in technologies in learning range of methods to
whole. assessments instruction to meet their that ensure equitable further their learning that
needs. (09/15/23) access to the curriculum. are responsive to their
(04/25/24) learning needs.
I use data from various I use data from various
formal (ie: exam, quiz formal (ie: exam, quiz
scores) and informal (ie: scores) and informal (ie:
exit tickets, monitoring exit tickets, monitoring
small-group discussion small-group discussion
during classroom during classroom
activities) to learn about activities) to make
students (ie: their adjustments in my
strengths and needs). curriculum and meet
I gather this data and individual identified
reflect on how to best learning needs and
serve the student base of strengths, as specified in
my classes (such as: 504 Plans and/or IEPs.
evaluating writing I have adapted several
Evidence
responses to identify any lessons and/or lesson
potential ELs and activities to include extra,
determine/ implement added supports for
support for them). learners who need them.
I then make a record of Students actively utilize a
this data. variety of instructional
I also utilize and strategies and
incorporate many technologies in learning
community- building and to ensure equal access to
“get-to-know you” their curriculum and
activities into daily/ learning activities,
weekly instruction (ie: including: reading and
Friday Check-Ins, writing scaffolding.
Progress Checks, etc.). (04/25/24)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Adjustments are made
based on students’
strengths, needs, and
interests.
Students engage in
instruction that is tailored
to their strengths (ie:
cultural awareness,
diversity) and needs (ie:
academic writing).
I can continue to learn
about students’ strengths
and needs and
incorporate it into
standard classroom
practices. (09/15/23)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and Some students connect
interests learning activities to their
own lives.
Evidence
Exploring
Uses gathered
information about
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest
to support student
learning. (09/15/23)
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences.
(09/15/23)
I make an effort to get to
know my students, not
only as “students” but as
individuals, via:
conversations,
questionnaires, ice
breaker educational
games, and etc.
I use this knowledge to
gauge students’ strengths
and needs, as well as
general/ personal
interests. Students then
engage in these activities
that they can relate to and
identify with; whenever
possible, I make an effort
to intertwine their
interests with/ into
content learning.
For example, this
semester, I have drawn
upon students’ knowledge
of places they have
traveled to and/or have
Applying Integrating Innovating
Uses school resources and Integrates broad Develops and
family contacts to expand knowledge of students systematically uses
understanding of and their communities to extensive information
students’ prior inform instruction. regarding students’
knowledge, cultural cultural backgrounds,
backgrounds, life prior knowledge, life
experiences, and interests experiences, and
to connect to student interests.
learning.
(04/25/24)
Students make Students are actively Students can articulate
connections between engaged in curriculum, the relevance and impact
curriculum, and their which relates their prior of lessons on their lives
prior knowledge, knowledge, experiences, and society.
backgrounds, life and interests within and
experiences, and across learning activities.
interests.
(04/25/24)
I use school resources and
contact families of
students in order to
expand my understanding
of students’ prior
knowledge, cultural
backgrounds, life
experiences, and interests
that all connect to student
learning. I do this by
utilizing Aeries and Aeries
Communications, as well
as learning about student
interests during class
time and incorporating
these interests into
various lessons.
Students make
connections between
curriculum, prior
knowledge, backgrounds,
life experiences, and
interests by engaging in
lesson activities in
various World History
Standard 1 CSTP: Engaging and Supporting All Students in Learning
an interest in traveling to
when referencing/
teaching regions of the
world in geography
instruction. Students
were engaged in the
lesson and had
opportunities to share
their own travel expertise
with their peers and the
teacher.
I can continue to use
strategies such as these,
building upon them to
enhance student learning,
using additional
resources. (09/15/23)
and/or Geography
lessons that incorporate
current events and
diverse cultures into their
current life-view.
Examples include
learning about the Korean
War and the formation of
North and South Korea
during the Cold War (as I
have had a lot of students
who’ve lived in and/or
visited South Korea and
the DMZ), as well as
events that have a direct
impact on their lives, such
as the rise of
containerization in world
trade.
(04/25/24)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring
Uses real-life connections Explore using additional
during instruction as real-life connections to
identified to curriculum. subject matter in single
lessons or sequence of
lessons to support
understanding.
(09/15/23)
Connecting subject
matter to
meaningful, real-life
Some students relate
contexts
subject matter to real-life. Students make use of
real-life connections
provided in single lessons
or sequence of lessons to
support understanding of
subject matter.
(09/15/23)
In social science, students
find content to be more
relatable when they can
identify and engage with
it during lessons, in a
hands-on manner.
I stress the theme of
change and continuity in
my history/ geography
classes. Often, students
are tasked with lessons/
discussions that require
Evidence them to draw and make
connections between past
and present, as well as
the lives of those who
lived in the past and their
own. This is done via
written/ oral discussion.
In addition, I promote
engagement (and real-
world applications); I
commonly do this by
posing discussions using
Poll Everywhere and/or
Applying Integrating Innovating
Integrates connections Integrates connections to Engages student in
from subject matter to meaningful, real-life actively making
meaningful, real-life contexts in planning connections to relevant,
contexts, including those subject matter instruction meaningful, and real-life
specific to students’ and is responsive during contexts throughout
family and community. instruction to engage subject matter
(04/25/24) students in relating to instruction.
subject matter.
Students utilize real-life Students actively engage Students routinely
connections regularly to in making and using real- integrate subject matter
develop understandings life connections to subject into their own thinking
of subject matter. matter to extend their and make relevant
(04/25/24) understanding. applications of subject
matter during learning
activities.
In social science, students
find content to be more
relatable when they can
identify and engage with
it during lessons, in a
hands-on manner.
I stress the theme of
change and continuity in
my history/ geography
classes. Often, students
are tasked with lessons/
discussions that require
them to draw and make
connections between past
and present, as well as
the lives of those who
lived in the past and their
own. This is done via
written/ oral discussion.
I integrate themes and
concepts that appear in
the modern world, such
as current events that
relate to historical events.
One such example takes
Standard 1 CSTP: Engaging and Supporting All Students in Learning
reviewing current events
that students are directly
affected by. I can continue
to develop this practice to
tailor discussions and
learning to my student
body and each of my 5
diverse class periods.
(09/15/23)
place in World History
and AP Human
Geography when studying
Middle Eastern historical
events and political
territoriality; students
engage with lessons in
order to connect learned
knowledge about a topic
like the Israeli-Palestinian
conflict to real-life,
current events in order to
develop an understanding
regarding subject matter.
(04/25/24)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging Exploring Applying
Uses instructional Explores additional Utilizes a variety of
strategies, resources, and instructional strategies, strategies including
technologies as provided resources, and culturally responsive
by school and/or district. technologies in single pedagogy, resources, and
lessons or sequence of technologies during
lessons to meet students’ ongoing instruction to
Using a variety of
diverse learning needs. meet students’ diverse
instructional
learning needs.
strategies, resources,
(09/15/23)
and technologies to
Some students participate Students participate in
meet students’
in instructional strategies, single lessons or Students participate in
diverse learning
using resources and sequence of lessons instruction using
needs
technologies provided. related to their interests strategies, resources, and
and experiences. technologies matched to
their learning needs.
(09/15/23)
In order to engage
students in content- area
learning and skills
practice/ mastery, I use
and implement a variety
of instructional strategies
and technologies
throughout daily lessons,
including: direct
instruction, indirect
instruction (mixed-
ability peer group
Evidence discussion/ activity),
historical source analysis
with appropriate
scaffolding, oral
discussions, modeling of
academic writing (with
writing supports like
sentence starters, vocab
support), visual v. textual
representation, as well as
accommodations (such
as: speech-to-text).
Integrating Innovating
Creates, adapts, and Refines the flexible use of
integrates a broad range an extensive repertoire of
of strategies, resources, strategies, resources, and
and technologies into technologies to meet
instruction designed to students’ diverse learning
meet students’ diverse needs.
learning needs.
(04/25/24)
Students actively engage Students take
in instruction and make responsibilities for using
use of a variety of a wide range of strategies,
targeted strategies, resources, and
resources, and technologies that
technologies to meet their successfully advance their
individual students learning.
needs.
(04/25/24)
I create, adapt, and
integrate a broad range of
strategies, resources, and
technologies into
instruction, that are all
designed to meet
students’ diverse learning
needs. This is achieved
via many methods,
including: direct
instruction, indirect
instruction (mixed-
ability peer group
discussion/ activity),
historical source analysis
with appropriate
scaffolding, oral
discussions, modeling of
academic writing (with
writing supports like
sentence starters, vocab
support), visual v. textual
representation, as well as
accommodations (such
Standard 1 CSTP: Engaging and Supporting All Students in Learning
In addition, students are as: speech-to-text).
given multiple avenues During the average lesson
through which they can activity, students engage
demonstrate mastery of in lessons with these
knowledge and skill, resources available to
including: oral discussion, them, utilizing specific
written responses, etc. resources depending on
Students participate in the task at hand (ie:
daily lessons with these utilizing writing supports
resources available to in order to write an
them; however, use of evidence-based writing
them does depend on the sample).
task for the day. (04/25/24)
Throughout the school
year, I intend to teach
students how to use the
resources more
intentionally, so that they
may further their
individual mastery of
knowledge and skill.
(09/15/23)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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. (09/15/23)
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. (09/15/23)
All classroom lessons are
focused around an
“Essential Question”.
Throughout the course of
the lesson, the EQ is
considered, discussed,
and eventually answered.
Each lesson’s EQ connects
to a broader EQ for the
unit in question, and
often requires students to
draw upon previous and
learned knowledge and
Evidence skills.
Often, within given
lessons, students engage
in source analysis and
critical thinking skills to
formulate an academic,
evidence- based written
response.
I can continue to draw
stronger connections
between each lesson and
the unit’s EQ, as well as
promote self-evaluation
Applying Integrating Innovating
Guide students to think Supports students to Facilitates systematic
critically through use of initiate critical thinking opportunities for student
questioning strategies, through independently to apply critical thinking
posing/solving problems, developing questions, by designing structured
and reflection on issues in posing problems and inquiries into complex
content. reflecting on multiple problems.
(04/25/24) perspectives.
Students pose problems Students pose and
Students respond to and construct questions answer a wide-range of
questions and problems of their own to support complex questions and
posed by the teacher and inquiries into content. problems, reflect, and
begin to pose and solve communicate
problems of their own understandings based on
related to the content. in depth analysis of
(04/25/24) content learning.
All classroom lessons are
geared towards teaching
students to critically
consider content and
disciplinary skillsets via
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
Students often engage in
sourcework activities that
guide them through
critical thinking,
responding to guiding
questions and problems
in order to pose and solve
problems of their own
related to the content.
As an example, in World
History, students are
guided through a
historical investigation of
the Manhattan Project
and the atomic bomb
attacks that ended World
War II- a controversial
Standard 1 CSTP: Engaging and Supporting All Students in Learning
of critical thinking and event. They are tasked
writing skills. (09/15/23) with a secondary and
primary sourcework
investigation, forming
their own opinions upon
the historical event that
changed history and
warfare. (04/25/24)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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
engagement and regular for assistance, support, or students in mastering the
checks for understanding. challenge. concepts flexibly and
Monitoring student
(09/15/23) (04/25/24) effectively.
learning and
Students receive
adjusting instruction
Some students receive assistance individually or Students successfully Students are able to Students monitor their
while teaching.
individual assistance in small groups during participate and stay articulate their level of progress in learning and
during instruction. instruction. engaged in learning understanding and use provide information to
activities. (09/15/23) teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
(04/25/24)
I frequently monitor I adjust strategies of
students’ grasp of content instruction—based upon
and skill, adding supports formal and informal
assessment of students’
and/or rigor when
learning needs and
necessary. strengths—in order to
I will also frequently support OR challenge
reteach when needed, per students as needed.
informal and formal This happens during
assessment(s). academic writing practice in
For example, when I both my World History
noticed that a large classes, as well as my AP
majority of my students Human Geography classes,
did not know how to as support is adjusted based
Evidence upon the level and progress
approach a historical
of the students (sometimes
source, I modeled how to ‘on-the-spot’).
approach one and analyze Students are able to
it through explicit articulate their level of
modeling. understanding (ie: ask for
I can continue to support help if needed and/or
students during determine if they need
challenges. (09/15/23) assistance) and use guidance
of the teacher to meet their
own needs during
instruction. (04/25/24)