CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

6.1 Reflecting Is aware of the Begins to engage Engages in reflection Reflects individually and Maintains ongoing reflective practice and
on teaching need to reflect in reflection on individually and with with colleagues on action research in supporting student
practice in on teaching teaching practice colleagues on the refinements in teaching learning and raising the level of academic
support of practice to individually and relationship between practice and connections achievement.
support student with colleagues making adjustments among the elements of the
student
learning. Reflects that is focused on in teaching practice CSTP to positively impact the Engages in and fosters reflection among
learning
individually or methods to and impact on the full range of learners. colleagues for school wide impact on
with colleagues support the full full range of learners. student learning.
on immediate range of learners. 07/13/2020
student learning 12/06/20
needs.
05/01/2021

Weekly meetings with Evidence: Department Meetings

curriculum coordinator are
conducted to see how students
are progressing towards their
learning goals and what
alterations in instruction need
to be made.
I engage in quarterly meetings with the English
and History departments to collaborate and
share ideas to improve our teaching practices.
Evidence: POP Cycle

Focus of reflecting on teaching

practice is to help students
achieve their instructional
goals. This involves reflection of
several questions, such as: How
can student engagement be
improved? Did the class run
smoothly? Are there any
prerequisite skills lacking and
was background knowledge and
skills of students accessed?
Were students equally treated
and individually supported?
Was assessment appropriate to
learning goals and was it
effective? What did assessment
reveal about student progress?
As a part of the induction program, I have
engaged in POP cycle reflection, where I
collaborate with my mentor on planning and
implementing a lesson, receive feedback, and
reflect on the data to inform future instruction.
See the POP cycle form here.
12/06/20
Evidence: Reflecting and analyzing on data and
research with my language counterpart to
support student language acquisition in both
English and Portuguese.
05/01/2021
 CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

What needs to be re-taught or
re-emphasized? Were the
expected learning goals met?
Etc.

Meetings with both the

curriculum coordinator and
colleagues involve discussion
and exploration of new
strategies and techniques that
can be implemented in
instruction.

07/13/2020
6.2 Establishing Develops goals Sets goals Sets goals connected Sets and modifies authentic Sets and modifies a broad range of
professional connected to the connected to the to the CSTP that are goals connected to the CSTP professional goals connected to the CSTP
goals and CSTP through CSTP that take authentic, that are intellectually to improve instructional practice and
engaging in required into account self- challenging, and challenging and based on impact student learning within and
processes and assessment of based on self- self-assessment and beyond the classroom.
continuous and
local protocols. teaching practice. assessment. feedback from a variety of
purposeful
sources. Engages in ongoing inquiry into teacher
professional Attends required Expands Aligns personal goals practice for professional development.
growth and professional knowledge and with school and Engages in and contributes
development development. skills individually district goals and to professional development Contributes to professional organizations,
and with focuses on improving targeted on student and development opportunities to extend
colleagues student learning. achievement. Pursues a own teaching practice.
through available variety of additional
professional Selects and engages opportunities to learn 12/06/20
development. in professional professionally.
development based 05/01/2021
on needs identified 07/13/2020
in professional goals.
 CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating
Professional development
focused on student achievement
occurs through various means,
such as annual AASSA and ACSI
conferences in Brazil, AP
College Board workshops and
institutes, NWEA MAP testing
learning workshops, and
semester-long professional
development groups with
colleagues
Observations of colleagues are
conducted each semester.
Department and cross-
curricular meetings take place
monthly to improve linear
student development and
learning progression.
Professional development
activities occur beyond what is
required by the district (for
example, the NWEA MAP
testing learning workshop) and
additional meetings with
curriculum coordinator.
07/13/2020
Innovating
Evidence: Teacher Mentor Program 
One of my professional goals is to take on
more of a leadership role at my school site.
One step I made towards achieving that goal is
volunteering to be a part of the mentor
program at my school between veteran and
new teachers, of which I am a mentor teacher.
In this program, I meet monthly with my
mentee and go over her self-evaluation of
teaching practice as well as conduct a monthly
"check-in" reflection. We then identify areas
needing improvement in the different teacher
standard areas and strategize specific ways to
improve as well as create SMART goals. In
addition, we meet with the curriculum
coordinator to make adjustments to instruction
using backwards design. A formal observation
is made each quarter.
12/06/20
ISTE Standard 1a:  Educator as Learner:  Set
professional learning goals; explore and apply
pedagogical approaches made possible by
technology; and reflect on my effectiveness
Level of Development: INNOVATING
- Contributes to knowledge base through
design of technology-enhanced
teacher/learning. Continuously implements
innovative technology-enhanced teacher and
learning 
Evidence: Blended Learning
One of my goals was to understand and apply
best teaching practices through blended
learning. I started a course on blended learning
with the Christensen Institute. I have also been
modeling my teaching practices on blended
 CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

learning around Catlin Tucker's research and

approaches (her book, blog, and podcast).
Through this research, I have learning about
numerous digital tools and how to use them
effectively in order to enhance learning. 
12/06/20

Teacher Leader Standard: Domain

3: Promoting Professional Learning for
Continuous Improvement; Domain
4: Facilitating Improvements in Instruction and
Student Learning

Domain 3g: Provides constructive feedback to

colleagues to strengthen teaching practice and
improve student learning

Domain 4c: Supports colleagues’ individual

and collective reflection and professional
growth by serving in roles such as mentor,
coach, and content facilitator

Level of
Development:  Integrating/Innovating (I/I) - a
level of development in which the
teacher/teacher leader is fully skilled and
confident. The Integrating/Innovating
teacher/teacher leader contributing to the
broader educational community through staff
development, research, or publication in
professional journals. 

Evidence: Mentoring

I am currently mentoring the 6th grade ELA

teacher. We meet once or twice a month to set
goals, reflect on practice, analyze student data,
and create units. I also go through a "POP
 CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

cycle" with her which involves collaborative

planning, observation, and reflection.
The observation form  incorporates
the California Standards for the Teaching
Profession.

05/01/2021

6.3 Attends staff, Consults with Collaborates with Collaborates with colleagues Facilitates collaboration with colleagues.
Collaborating grade level, colleagues to colleagues to to expand impact on teacher
with colleagues department, and consider how best improve student and student learning within Works to ensure the broadest positive
and the broader other required to support teacher learning and reflect grade or department and impact possible on instructional practice
meetings and and student on teaching practice school and district levels. and student achievement at school and
professional
collaborations. learning. at the classroom district levels and for the profession.
community to
level. Engages with members of
support teacher Identifies Begins to identify the broader professional Initiates and develops professional
and student student and how to access Interacts with community to access learning opportunities with the broader
learning teacher student and members of the resources and a wide range professional community focused on
resources at the teacher resources broader professional of supports for teaching the student achievement.
school and in the broader community to access full range of learners.
district level. professional resources that 05/01/2021
community. support teacher 12/06/20
effectiveness and
student learning

07/13/2020
 CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

Weekly conversations Evidence: Professional Teacher Leader Standard: Domain
are held in a Development Committee  4: Facilitating Improvements in Instruction and
professional manner Student Learning
among colleagues to Last month, I was asked to join
reflect and improve my school's professional Domain 4d: Serves as a team leader to harness
teaching practice. development committee, where the skills, expertise, and knowledge of
we brainstorm practical ways to colleagues to address curricular expectations
Leadership positions support and improve school and student learning needs
include the following: policy, teacher training, and
support provider student learning.  Level of
(mentoring) to novice Development:  Integrating/Innovating (I/I) - a
teacher, school 12/06/20 level of development in which the
workshop presenter on teacher/teacher leader is fully skilled and
NWEA MAP testing, confident. The Integrating/Innovating
and secondary ISTE Standard 2c:  Educator teacher/teacher leader contributing to the
curriculum as Leader:  Model for broader educational community through staff
representative colleagues the identification, development, research, or publication in
exploration, evaluation, and professional journals. 
Regular contact is adoption of new digital
made with special ed resources and tools for
Evidence: Bilingual Project-Based PLC
staff, psychologist, learning. 
Group Facilitator
academic advisor, and
EL coordinator to Level of
Created PLC group to collaborate in bilingual
monitor student Development: INNOVATING
project-based learning units to aid in students'
progress and needed - Contributes to knowledge base
ability to  reach deeper levels of learning (see
accommodations. through design of technology-
presentation used in  1st meeting here )
enhanced teacher/learning.
Part of 3 different Continuously implements
innovative technology-enhanced Includes humanities teachers in the American
department groups
teacher and learning  and Brazilian departments (English and
that collaborate on
Portuguese)
ways to improve
teaching practice and Evidence: Leading workshops
integrate cross- Involves the creation of shared learning
curriculum standards objectives / standards (see Padlet here )
In August of this school year, I
and learning goals. led a workshop on digital tools
& blended learning for the Involves the collection and analyzing of data
07/13/2020 faculty at my school. The to identify gaps in student learning across
following month I conducted a languages in order to come up with strategies
second workshop, this time on to improve their transfer of knowledge
hybrid teaching. The workshop
 CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

included a time where I helped Involves the creation of interdisciplinary

facilitate my co-workers in project-based units (see example here )
creating their hybrid lessons. 
05/01/2021
12/06/20

Is aware of the Acknowledges the Supports families to Provides opportunities and Structures a wide range of opportunities
role of the family importance of the contribute to the support for families to for families to contribute to the classroom
in student family’s role in classroom and actively participate in the and school community. Supports a
learning and the student learning. school. Adjusts classroom and school. school/district environment in which
need for Seeks information communication to families take leadership to improve
interactions with about cultural families based on Communicates to families in student learning.
families. norms of families awareness of ways which show
represented in the cultural norms and understanding of and respect
school. Welcomes wide range of for cultural norms.
family experiences with
involvement at schools. 07/13/2020
classroom/ school 12/06/20
events. 05/01/2021
6.4 Working
with families to Both students and families
support student understand the learning goals,
learning which are communicated
through the following methods;
beginning of the school year
notices, syllabi, homework
instructions, absent student
shared Word Doc, report cards,
Open House, PTS conferences,
emails to parents, messaging on
Microsoft Teams, IEPs, and
website updates.

Students’ culture and

background are important in
driving instruction.

Parents are involved in the

 CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

learning process when
appropriate (specific examples:
feedback in review/editing
portion of writing workshop,
family member interviews, and
job shadow).

07/13/2020

Monthly emails are sent out

explaining the learning
objectives for that month as
well as recapping learning that
occurred the previous month.
Parent surveys are sent out
occasionally to identify needs as
well.

12/06/20

Parents are involved in the

students’ PBL projects, most
notably in their semester-long
passion project, where parents
work with students to help keep
them accountable to their goals
and facilitate conversations
with the students’ mentor.
Respect for cultural and
linguistic norms are met
between teacher and parents by
ensuring all communications
are done bilingually – both in
Portuguese and English – to
ensure clarity and to show
value and respect for the home
language of the students.

05/01/2021
 CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

Develops Seeks available Uses a variety of Uses a broad range of Collaborates with community members to
awareness about neighborhood and neighborhood and neighborhood and increase instructional and learning
local community community community resources to opportunities for students.
neighborhoods resources. resources to support support the instructional
and communities the curriculum. program, students, and Engages students in leadership and
surrounding the Includes families. service in the community.
school. references or Includes knowledge Incorporates community members into
connections to of communities Draws from understanding the school learning community.
Uses available communities in when designing and of community to improve
neighborhood single lessons or implementing and enrich the instructional
and community sequence of instruction program.
resources in lessons.
single lessons. 07/13/2020 05/01/2021
12/06/20
Several community Evidence: Student Mentors
6.5 Engaging cultural events take
local place throughout the As a part of the 7th grade
year, such as passion project, students have
communities in international festival all been placed with a mentor in
support of the and walk-a-thon. the community (either local or
instructional global) to aid in their learning
program Free library resources and progress throughout the
are frequently utilized semester. This mentor
in instruction and has professional expertise in the
provide additional topic of each student's project. 
support.
Students meet with their
Students participate in mentors monthly to engage in
a variety of school and the learning process. Here is
community projects a sample of a meeting mentor
and service (examples: log that students fill out with
Habitat for Humanity, their mentor.  
volunteering in nursing
homes, donating to and
visiting orphanages). 05/01/2021

Speakers from inside

and outside of the
community visit often
 CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

to discuss character
and career
development.

07/13/2020
12/06/20

6.6 Managing Develops an Maintains Anticipates Integrates the full range of Models professionalism and supports
professional understanding of professional professional professional responsibilities colleagues in meeting and exceeding
responsibilities professional responsibilities in responsibilities and into advanced planning and professional
to maintain responsibilities. timely ways and manages time and prepares for situations that Responsibilities effectively.
seeks support as effort required to may be challenging.
motivation and
Seeks to meet needed. meet expectations. Supports colleagues to maintain the
commitment to
required Maintains continual effort to motivation, resiliency, and energy to
all students commitments to Demonstrates Pursues ways to seek, develop, and refine ensure that all students achieve.
students. commitment by support students’ new and creative methods to
exploring ways to diverse learning ensure individual student 05/01/2021
address individual needs and maintains learning.
student needs. belief in students’
capacity for 07/13/2020
achievement. 12/06/20
 CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

Participation outside of school
is conducted weekly
(exercising, sports, church,
family outings, community get-
togethers, etc.).
Personal, family, and
professional responsibilities are
balanced.
Positive attitude is maintained
among colleagues.
07/13/2020
12/06/20
Evidence: Facilitating Workshops for
English Department
In response to expressed frustration over
curriculum and challenges of effective hybrid
teaching and learning, I led two different
workshops to provide solutions. One was a
workshop on backwards curriculum design
focused on making the learning process more
focused in order to maximize time and
resources. The other was on project-based
learning as a way to provide authentic
problem-solving learning experiences and
engage students collaboratively in online and
hybrid environments. These workshops helped
motivate teachers to find new and creative
teaching approaches to engage their students as
well as eliminate excessive or unnecessary
work to ensure learning is meaningful.

05/01/2021

6.7 Follows all state education codes, legal requirements, district INNOVATING
Demonstrating and site policies, contractual agreements, and ethical
professional responsibilities.* Maintains a high standard of personal integrity and commitment to
responsibility, student learning and the profession in all circumstances.
* As follows:
integrity, and
 Take responsibility for student academic learning Contributes to building professional community and holding peers
ethical conduct
outcomes. accountable to norms of respectful treatment and communication.
 Is aware of own personal values and biases and recognizes
ways in which these values and biases affect the teaching Contributes to fostering a school culture with a high degree of resilience,
and learning of students. professional integrity, and ethical conduct.
 Adheres to legal and ethical obligations in teaching the full
ranges of learners, including English learners and students 07/13/2020
with special needs. 12/06/20
 Reports suspected cases of child abuse and/or neglect as 05/01/2021
outlined in the California Abuse and Neglect Reporting Act.
 CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

 Maintains a non-hostile classroom environment and carries
out laws and district guidelines for reporting cases of sexual
harassment.
 Understands and implements school and district policies
and state and federal law in responding to inappropriate or
violent student behavior.
 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.
Professional demeanor and integrity are maintained in both the classroom and
community.

Holding peers accountable to a high standard of respect and integrity is part of

the culture of the school.

All state education codes, legal requirements, district/site policies, contractual

agreements, and ethical responsibilities are prioritized and maintained.

A high commitment to student learning and ongoing development of teacher skills

and knowledge is both demonstrated and valued.

07/13/2020

Mentoring new teacher and holding her to high standards as an educator, which is
done through POP cycle planning, observation, and implementation, monthly
meetings, goal settings, etc.

12/06/20

Conscious effort to create a learning environment that is equitable, fair, values

diversity, and fights against injustice, discourages bystander behavior, and
develops student-leaders in the classroom through the integration of social-
justice standards. This is also modeled to colleagues in my facilitation of a
bilingual interdisciplinary PCL group.
 CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

05/01/2021