Emily Vielma CSTP CTP

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. 7/19 instruction.
Using knowledge of learning needs.
students to engage
them in learning Some students may Students engage in single Student engage in Students actively utilize a Students take ownership
engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by
instructional strategies lessons that include some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
7/19 10/255/7/21 learning needs.
At the beginning of each
semester, I have students
complete a student
survey to provide
information about their
interests, backgrounds,
language, post-secondary
goals, purpose & goals for
the class, any academic
struggles, physical or
social-emotional health
issues, preferred learning
method and any other
information they want me
Evidence
to know. I use this
information to plan for
instruction and to adjust
my delivery to meet the
range of student needs in
my class. I gather
information from our
English Learner
Department and Special
Education Department to
determine which
students might need
extra adaptations or
modifications and plan
accordingly. Also at the
beginning of each
semester I have students
complete a skills
inventory and rate
themselves on 30 skills
we’ll be developing over
the semester so that I
know where students are
at in their journey, where
the class is at on average,
and this helps me plan for
specific skill-building or
additional time spent
developing certain skills. I
also have them set 2 goals
for the semester, one
technical and one more
conceptual, that we can
refer back to at later
points in the semester.
After each project, I have
students complete a
reflection after project
they complete to identify
what they liked most,
what was most
challenging, what they
are most proud of, any
areas of growth, what
artist habits they used
and what skills they
would like to develop
further. This helps me
work with them
individually and provide
additional feedback &
resources in the areas
identified.
To meet a variety of
needs, students access
new material through
visuals, lectures, videos,
demonstrations, and
most of all projects.
Students can utilize
additional skill-building
activities and resources
to develop their skills
further. To accommodate
students with social-
emotional issues,
students can participate
in different ways,
including through class
discussion, think-pair-
share, small group work,
gallery walks and exit
tickets. Students have
access to lessons and
video recordings of
demonstrations to use
later on their own if they
need to revisit the
material. Students are
given a folder including
handouts of various
artistic terms, concepts
and processes that they
can review and use
independently to assist in
accessing and mastering
the material. 7/19
At the beginning of
each semester, I have
students complete
a student
questionnaire to
provide me with
information about
my students'
backgrounds and
interests. I use this
information to plan
for instruction and to
adjust my delivery to
meet the range of
student needs in my
class.
The first project we

create is an "About
Me" Collage in which
students create
digital collages of
their names and fill
in images of their
favorite things in
each letter of their
name. Then students
all get a chance to
share their collages
with one another.
10/255/7/21
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. to connect to student interests.
knowledge,
learning.
backgrounds, life
experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. 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. 7/19 10/25
and experiences. backgrounds, life and interests within and 5/7/21
experiences, and across learning activities.
interests.
I use the student survey
results at the beginning of
the semester to gather
information about my
students’ cultural, ethnic,
linguistic and religious
(optional) backgrounds to
plan instruction and
activities for the
classroom. I use
information from school
records about my
students’ demographics
Evidence
and socio-economic
status to understand the
context of my students
better. I use warm-up
questions and group
discussion to understand
the thoughts, opinions &
experiences of my
students to help guide
project selection and
approach. I use the skills
inventory results to map
out the average skill level
in a variety of skills and
techniques we will be
covering during the
semester, including
technical, creative, critical
thinking, visual literacy,
communication and
social-emotional skills. I
use these results to plan
for additional skill-
building and projects
designed to target lower
skills. I use student goals
and interests as reported
on the survey and
inventory to make
adjustments to project
plans and instructional
focus. Knowing my
students’ demographic
and social-emotional
backgrounds helps me to
select artists that reflect
and represent them, as
well as interest and
engage them. Since most
of my students are either
Black or Latinx, I select
artists and topics that are
relevant and
representational of their
experience. To me, the art
world is too white and
needs lots of adjustments
to make it relevant and
equitable, so this is a very
important aspect of my
work in the classroom. I
use student goals to
determine collective class
goals, communicate these
to the class and revisit
them as we work toward
them. One class might
collectively want to
develop their creativity,
while another class might
want to develop their
realistic drawing, and this
will allow me to add more
or less time for specific
skill-building.
Each project involves

discussions and
reflections connecting the
material and concepts to
the students’ lives,
including choices for
students to make the
project relevant to
themselves. Each project
contains some element of
either expression or
social engagement and
always involves
conversation about what
that matters. Because of
this, students understand
and can explain the
relevance and impact of
each project on their own
lives and the ways it can
impact society as well.
7/19
I design interactive
discussions to help
students connect to
and express their
backgrounds,
experiences and
interests in a group
setting through
reflective warm-up
prompts such
as "When was the last
time you were truly
inspired?"
I have students
connect artistic skills
to their personal
backgrounds,
experiences and
interests through
projects like
the Expressive Self
Portrait project,
where students get to
make choices in how
to represent
themselves
expressively through
artistic choice. 10/25
In addition to the other
strategies and activities, I
have students create
“About Me” collages to
showcase their
backgrounds, intersts and
future goals. 5/7/21
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. family and community. instruction to engage subject matter
students in relating to instruction.
Connecting subject
subject matter.
matter to
meaningful, real-life
Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
contexts
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. matter during learning
activities. 7/19 10/25
5/7/21
Each project includes an
opportunity for students
to express an aspect of
themselves or an opinion
they have about their
society or culture. We
learn about artists who
engage in artistic
expression and social
impact, and discuss ways
to apply the same
methods in our own
Evidence projects. We discuss ways
to use artistic elements
and principles to
communicate our ideas,
feelings and experiences
through art. Each
semester, students create
some form of a self-
portrait, whether realistic
or expressive, to explore
the way they see
themselves and their
relationship to the world.
Each semester, students
also have an opportunity
to create a work of art
addressing a social issue
or making a cultural
critique. We discuss
symbolism, metaphor and
other artistic techniques
to communicate these
ideas through art.
Students select colors,
textures and subject
matter to express their
views and feelings. Each
project contains some
connection to their own
life and world they live in,
and specific ways they
can use artistic methods,
processes and principles
to express themselves.
Students discuss ways
artistic principles and
elements are used in
other works of art and in
society around them, and
learn to see how elements
and principles
communicate. Some
projects include political
posters, personal topic
Zines, Neo-expressionist
cultural critiques,
expressive masks,
abstract expressionist
process, socially-engaged
collaborative projects and
public art displays. 7/19
I create interactive
discussions
addressing the
intersection between
art and current social
issues such as racial
inequality. I teach
students graphic
design, web design
and branding to help
them acquire skills
for pursuing a
creative career or
entrepreneurial goal.
10/25 In addition to the
other strategies &
activities, I have students
respond to contemporary
artists and create projects
inspired by current
events. 5/7/21

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 targeted a wide range of strategies,
technologies provided. related to their interests technologies matched to strategies, resources, and resources, and
and experiences. their learning needs. technologies to meet their technologies that
individual students needs. successfully advance their
7/19 10/25 learning. 5/7/21
I create and use multiple Throughout the year, I
modes of instruction to use a range of
engage different learning instructional strategies,
styles. To introduce resources & technologies
concepts and ideas, I use to meet students’ diverse
warmup prompts for learning needs. I use
students to explore slides, video tutorials and
through a sketch or live demos to teach
journal response. I then students new skills and
present content through techniques; I use digital
slides, video and design software and
interactive discussion. I website design software
present new techniques to teach them to explore
and processes through digital & web design. I use
video or live google classroom to
demonstration, and a manage all work,
chance for students to resources & handouts. I
practice through skill- use pear deck to promote
building. I model critical student engagement
thinking and project throughout lessons,
planning as a group and google forms for surveys
then give students an and assessments, and a
Evidence opportunity to practice on range of handouts &
their own. I offer additional tutorials. I also
additional video resources offer extra support
and tutorials for students through zoom & google
to further develop their meet 5/7/21
skills. I use online
platforms to house prior
lessons and resources for
students to use, review
and refer to. To give all
students an opportunity to
participate in their
learning, I use whole class,
small group and partner
conversations to engage
kids. Students use red,
yellow & green cards to
communicate to me in a
discreet way how they are
feeling about the concept,
how they are doing on
their project and if they
need any help. They also
use these cards to show
what they know during
review sessions, which
gives me as the teacher a
chance to see who knows
what, as well as what
percent of the class is
understanding a concept,
and what needs to be
revisited. It’s low stakes
since students don’t have
to speak to tell me what
they know, and as a result,
I can expect universal
participation. 7/19
I create tutorial and
skill-building
demonstration videos,
upload them to
Google classroom so
that students can
access additional
support while
working on their
projects.
I offer additional
support hours for
students who are
struggling or need
extra help. 10/25

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
Promoting critical
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
thinking though
require students to recall, posing/solving problems, developing questions, by designing structured
inquiry, problem
interpret, and think and reflection on issues in posing problems and inquiries into complex
solving, and
critically. content. reflecting on multiple problems.
reflection
perspectives.
Some students respond to Students respond to Students respond to Students pose problems Students pose and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into content. problems, reflect, and
critical thinking in single problems of their own communicate
lessons or a sequence of related to the content. understandings based on
lessons. 7/19 10/25 5/7/21 in depth analysis of
content learning.
To introduce new topics Throughout my unit
and concepts, I pose on realistic drawing, I
discussion questions to
allow students to explore
had students reflect
and critically think about and observe the
the material in process, the
connection to their own challenges and their
opinions and experiences. growth on a daily and
I give them opportunities
to question and interpret
weekly basis. I
the meaning of various created prompts and
works of art, and discuss interactive slides for
and reflect on their them to respond to,
interpretations. Students noticing how the task
are asked to consider
their contexts when
felt, how they had
creating pieces of art, and improved since last
Evidence whether their audience time and what they
will understand the still were struggling
meaning of their piece if with. Students shared
they are coming from a
different context. 7/19
this with each other
and the group,
reinforcing the
process of growth
and development
through critical
reflection,
observation and
personal problem-
solving. Here is
another one.
10/255/7/21
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
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. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. 7/19 10/25 instruction. 5/7/21
I use the cards system to I give students choice
assess student during lessons based
engagement and
understanding on an
on how they are
ongoing basis. The cards feeling about their
help me know what needs projects, if they
to be addressed further, would like additional
and where additional help and specifically
skill-building or
explanation is required. It
in what area. I
also helps me to know include regular
where each student is at checkpoints for
on an ongoing basis since students to respond
students are required to to to let me know
update their color to
Evidence reflect how they are how they're doing
feeling and doing with the and to help me plan
material or work. If a and revise the plan
student displays a green for our remaining
card, I know they are time
okay and making
progress. If a student is
together. Students
showing a yellow card, regularly assess
then I check in with them their progress, set
and know I can ask a goals based on it and
question or offer take next steps based
feedback. If a student
displays a red card, I
on it. 5/7/21
know to check in with
them immediately and
privately. I can group
students based on the
color of cards they are
showing, and reteach a
concept or technique to
those with a red or yellow
card, while not wasting
time for students with a
green card. Students
learn that the card system
only works when they’re
honest and I reinforce the
value of growth over
perfection to encourage
student honesty. Students
who might feel more shy
can signal to me
nonverbally, which makes
everyone have access to
teacher support,
regardless of their
comfort level. 7/19
I give students choice
during lessons based
on how they are
feeling about their
projects, if they
would like additional
help and specifically
in what area. I
include regular
checkpoints for
students to respond
to to let me know
how they're doing
and to help me plan
and revise the plan
for our remaining
time together. Here is
an example of a
checkpoint to assess
students' status and
progress with their
work. Here is an
example of a choice-
based checkpoint
that gives students
the option to receive
additional help or
move on to the next
thing. 10/25
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences. Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
7/1910/255/7/21
Classroom culture is very
important to me, and
something I spend the
first 2 weeks really trying
to cultivate. To create a
space where students
have a sense of shared
responsibility, we discuss
the expectations and
norms as a class, and
Evidence
commit to them together.
We agree on a space
where everyone can be
heard, respected and
supported, and where
people who disagree can
do so respectfully and
kindly. To further create
responsibility for our
class culture, I give
students jobs each unit,
from checking
homework, to handing
out participation tickets,
to managing supplies to
handing out papers to
cleanup jobs. This helps
students feel like they’re
part of a tribe and team,
and know that they
matter to the class.
Through mini gallery
walks, students get a
chance to give positive
feedback on their peers’
art, building their sense
of positive community
and mutual trust. Student
are able to express
themselves, their
identities, feelings and
opinions in an open and
safe space, where the
expectation is respect and
open-mindedness.
Students help to foster a
supportive environment
for one another through
the exchange of positive
feedback and genuine
listening. 7/19
I use interactive
slides in our Zoom
sessions to give
students a chance to
hear from one
another on a range of
issues, personal and
social. Students
interact and share
out their responses
and also type them to
be read in a group
thread.10/255/7/21
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
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
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
academic assessment of
interactions.7/19 10/25 interactions to improve
effectiveness and develop
a positive culture for
learning. 5/7/21
I set up my classroom in a Over this past year, I
U shape to promote have utilized zoom
equity and participation
among students. As part breakout rooms for
of my classroom setup, I group work and
create a space where partner work, padlet
Evidence
students can access for group feedback,
materials on their own, as pear deck for
well as resources about
artistic careers, art events individual and
and additional skill- collective
building activities. To participation,
utilize multiple structures feedback and ongoing
for interaction, I
implement partner work, assessment. At the
small group work and end of each unit, I
whole class activities.
This gives students
have students answer
different modes of questions about the
interaction socially and learning
allows for different types environment, their
of interactions amongst social comfort, their
peers. Additionally,
students spend a lot of
comfort participating
time working in discussion and
independently on their comfort with
learning activities and technology, as well as
projects. Students who provide a space for
are vocal can find a place
to share, while also
them to give
having to hear from additional feedback.
someone who is more Students work
reserved, so that every independently, in
voice is heard and every partners and as a
student gets a safe place
to learn and express
group. 5/7/21
themselves. 7/19
I use padlet and Pear
Deck to give students
a space to share and
interact with each
other's work for a
sense of community,
and to create
constructive &
productive
interactions. 10/25
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
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and emotional
safety. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the 5/7/21
classroom. 7/19 10/25
Throughout our semester, From the beginning
students get of the semester, I set
opportunities to explore
and experiment with
the standard for our
materials and methods, to class interactions, the
take risks and potentially culture, the
make mistakes in a safe interactions, and
environment with low throughout the
stakes. They are not
Evidence graded on these
semester, students
explorations at first, and have the chance to
over time they are give feedback on how
required to experiment they are feeling in
and explore as part of the class. Students know
process that they get
graded for. Students also
the expectations for
get opportunities to positive attitudes,
engage in discussion positive feedback for
about issues with peers, thoughtful
divergent viewpoints, and participation and
express different
opinions in a group
contribution to the
setting. Students learn to class environment.
listen to one another and Through anonymous
respect different answering on Pear
viewpoints as an Deck, I have been
important component of
creating a safe
able to create a space
environment. Students where all students
get a chance to reflect on can share their
their habits and identify perspectives, and
areas for growth. Over where the whole
the semester, students get
more and more
class can benefit from
comfortable sharing their the honest
opinions, receiving contributions of
feedback and learn to be everyone. Students
resilient in the face of feel safe sharing, and
their own vulnerability.
7/19
sometimes even
At the end of each sharing out loud,
unit, students which is difficult on
complete zoom. Students feel
an assessment & comfortable sharing
reflection which their warmups,
includes questions projects and
pertaining to their perspectives with me
experience in class, and their partners.
5/7/21
class dynamics,
comfort with
technology and a
space to share any
concerns. 10/25

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
students importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
achievement. expectations.
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. 7/19 and problem solving in order thinking, and consistently high levels of
learning. 10/25 problem solving across factual and analytical
subject matter. 5/7/21 learning.
I introduce learning I have Students are given

targets at the created interactive high expectations
beginning of each lessons and learning from the beginning,
lesson and try to experiences where from the way they
reinforce them standards and targets show up to class, the
throughout. I present are continuously way they participate,
expectations for reinforced, and to the way they are
student work at the students are asked to open to new
beginning of the evaluate themselves techniques to the
semester and show in their progress way they engage and
Evidence models and examples toward these goals. persist with
of rigorous work for Students are techniques, projects
students to try to required to reflect and artistic
reach for. However, and evaluate their processes. Students
due to the nature of progress, their are given scaffolded
this art class being strengths and areas lessons beginning
many students’ first for growth as they with basic skills, then
art class, I often make plans to get evolving into
compromise quality additional support or conceptual skills and
in exchange for skill-building. then finally leading
cultivating student them to creative
confidence and expression. Students
expression. I offer are given additional
students a low stakes resources and
environment for support with
creating art and often skillbuilding along
they don’t feel the the way. The criteria
weight of rigor or and expectations are
craftsmanship upon clearly presented and
them. 7/19 reinforced, with
ample support given.
Students are fully
capable of meeting
the high expectations
if they pay attention
and put in the effort.
5/7/21

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, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. 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 Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. 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. 7/19 behaviors. 10/25 5/7/21 make improvements. unique identities.
I begin the semester I use reminders in
with extensive class and have
references to class implemented one-on-
expectations for one conferencing to
individual and group reinforce student
behavior & conduct, behavior in a group
demonstrating and setting, including
modeling accountability for
appropriate conduct. progress,
However, over time, engagement and
as I get more and participation in class
more comfortable activities. I
with my students, I use google meet to
relax the hold conferences
expectations and give with students
students more space individually while
to talk or not talk if still remaining in a
they want. This turns group Zoom session.
Evidence into some students I explain and
overtaking the class reinforce
culture and others expectations for
shrinking away from interactions in class,
it. This tendency to on the padlet and in
loosen up half way breakout rooms.
through the semester Students know what I
and treat my student expect and I hold
with more flexibility them to it. 10/25
often backfires on 5/7/21
me, and I end up with
an imbalanced
classroom culture at
the end of the
semester. I have
worked over the past
year to try to turn
this around, and
crack down on
student behavior
consistently, but it is
something I would
like to develop more.
Regardless, students
are always very
responsive when I do
correct their
behavior, I just
underestimate the
need to address it at
times. 7/19

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
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
Employing classroom builds on student integrates school
routines, procedures, strengths. standards and culturally
norms, and supports Seeks to promote positive Provides positive relevant norms.
for positive behavior Responds to disruptive behaviors and responds behavior supports. Promotes positive
to ensure a climate in behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
which all students to behaviors in ways that consistently prevents or behaviors and establishes
can learn 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
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. 7/19 learning climate. 5/7/21 promotes learning.
10/25
After presenting and I introduce my

discussing the expectations for
behavioral students at the
expectations at the beginning of the
beginning of the year, semester, then after
I revisit them over each unit, I have
the next several students give
weeks to month to feedback on the class
cement them. I culture and learning
reward positive environment. Every
behavior, healthy unit, students can
discussion, give feedback on the
meaningful effectiveness of class
participation to dynamics. I am
encourage the kind of always open to
behavior I want to student opinions for
Evidence
see. I give students how to improve class
roles each unit, and I dynamics. It has
compliment them on looked different this
a job well done or year than it usually
give feedback for does in a classroom
students who need setting, but the
more development in regular feedback
that role. Given my forms seem to help
small class size, it is keep the channel
usually quite easy for two-way. 5/7/21
me to give a student
timely feedback on
their behavior, and I
try to nip any poor
conduct in the bud
before it evolves or is
spread. 7/19
I use Google
classroom to
organize all course
materials for
students to refer to
before, during and
after projects. I refer
students to Google
classroom to
download any
assignment materials
that they might need
to work on a project.
10/25

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
Using instructional lessons. activities and closure. instructional time.
time to optimize
learning Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in time learning activities and, as and complete a variety of instructional time to own time, are engaged in
allotted. needed, may receive learning activities in the engage in and complete accomplishing learning
some adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and review. prepared for the next reflection, self-
expectations for 7/19 sequence of instruction. assessment, and goal
completion. 10/25 setting. 5/7/21
I pace our instruction I use class time to This semester I have
to allow students of demonstrate learned how to
different skill levels a technique, to guide constantly pivot,
chance to show what skill-building, and to depending on what’s
they know and what conduct discussion, going on with my
they can do. I tend to reflection and space class and where we
give options for for questions and are at. Through
extended completion support. I have interactive slides
of an assignment, students complete with pear deck, I can
especially since independent work always know where
creativity requires during portions of my class is at, and
more or less time class time and adjust lessons,
depending on the beyond class. I use instruction and
student. I offer class time to check in, pacing to match the
additional skill- to hold mini needs of my students
building for students conferences and to and class as a whole.
who need it, and build skills as a Teaching the same
additional time to collective group. I class at two different
Evidence work on something. I give options for blocks, I have
also offer additional students to changed course in
activities for students choose that reflects one class multiple
who finish early to their needs and times because it fit
utilize their time as interests. 10/25 the students in that
well. If I sense that block compared to
the majority of the the other one.
class needs more Usually I would do
time to finish a the exact same thing
project or in the same class, but
assignment, I will through my own
adjust my lesson and development in
schedule to reflect optimizing
the needs of my class instructional time,
and make up for it at I’ve learned to swap
another point. I have out steps, cut steps,
no trouble streamline processes,
reorganizing if it will or add additional
serve my students practice to fit the
better. 7/19 needs of my students.
5/7/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic language to essential subject matter concepts, academic content matter concepts,
academic language, and identify connections concepts, academic standards, and academic current issues, academic
3.1 Demonstrating
academic content between academic language, and academic language in ways that ensure language, and research
knowledge of
standards. content standards and content standards. clear connections and to make relevant
subject matter
instruction. relevance to students. 7/19 connections to
academic content
11/17 standards during
standards
instruction and extend
student learning.
5/7/21
Using mostly project-based Over the years, I have

learning, each project is developed a great
connected to academic curriculum based on the
content standards, presented art standards, and have
through learning targets and adapted and adjusted it
utilizes academic language to to go deep into many of
help students connect to what the standards. I have
they’re learning. At the used various media,
beginning of the semester, I such as drawing,
present the course learning painting, collage, mixed
objectives, that will be built media, sculpture, 3D
over the course of months and digital to teach the
through specific learning standards, and have
targets. I also introduce the developed dozens of
essential questions we will be unique and meaningful
exploring throughout the projects that reflect the
semester, as well as the artist standards for art. I have
habits we will be developing. built my class on the
These three sets of objectives, tenets of visual art
questions and habits will education, and have
form the backbone of all the students regularly
projects we do. At the present, connect,
beginning of each project, I respond and create in a
state the objective targeted, variety of ways with a
we discuss the relevant variety of topics. 5/7/21
question and we hypothesize
which artist habits we will
need to use to create this
project. Then after that, they

learn any technical skills and
concepts they will be using
for the project, so that it
builds from the foundation.
After each project, students
complete a reflection on their
project in which they have to
reflect on which habits and
skills they used. We then
discuss the essential question
and what we think now as a
group. Finally, students are
responsible for knowing
several terms and key
concepts for a unit quiz. 7/19
I create unit reflections
and assessments that
give students the chance
to demonstrate their
understanding of
content standards,
learning targets, artistic
habits and technical
skills. This gives them a
chance to see the
interconnectedness of
the unit's concepts,
projects & framework.
11/17

Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development response to knowledge of range of students knowledge of students
development while and implements student development and development into to guide all students to
becoming aware of learning activities in proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ single lessons or students’ diverse learning ensure student understanding understand subject
understanding of sequence of lessons that needs. Ensures of the subject matter matter including related
subject matter. addresses students’ understanding of subject including related academic academic language.
proficiencies and matter including related language.
Teaches subject-specific support understanding academic language. Engages student at all
vocabulary following of subject matter Provides explicit teaching of levels of vocabulary,
3.2 Applying
curriculum guidelines. including related Provides explicit teaching of specific academic language, academic language, and
knowledge of
academic language. essential vocabulary, idioms, text structures, grammatical, proficiencies in self-
student
key words with multiple and stylistic language features directed goal setting,
development and
Provides explicit meanings, and academic to ensure equitable access to monitoring, and
proficiencies to
teaching of essential language in ways that subject matter understanding improvement. Guides
ensure student
content vocabulary and engage students in accessing for the range of student all students in using
understanding of
associated academic subject matter text or language levels and abilities. analysis strategies that
subject matter
language in single learning activities. 7/19 11/175/7/21 provides equitable
lessons or sequence of access and deep
lessons. Explains understanding of
academic language, subject matter.
formats, and vocabulary
to support student
access to subject matter
when confusions are
identified.

To ensure that I reach all of I use interactive slides
my students, I use multiple and checkpoints
methods of teaching subject
matter, and provide regularly throughout my
handouts with key terms lessons that require
and concepts to facilitate students to self-evaluate,
greater student learning and reflect, report and ask
retention. I use warmups, for help on the various
review activities,
discussions, circulation and
learning tasks and
exit tickets to assess student projects. These slides
development and allow me to see who
proficiencies, and use this exactly needs additional
data to adjust my instruction help, support and can
and activities the following
days. I adapt my plans to
organize breakout rooms
accommodate review, and google meet
reteaching, and further conferences
explanation to ensure that accordingly. 11/175/7/21
all students are keeping up. I
also make my lessons and
slides accessible on Google
classroom to give students
an opportunity to review or
refer to them at a later point.
7/19
Follows organization of Examines organization Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided of curriculum and curriculum and student curriculum and resources to knowledge of
by site and district to considers adjustments readiness to organize and organize and adjust curriculum and related
support student in single lessons or adjust the curriculum to instruction within and across resources to flexibly and
3.3 Organizing understanding of the sequence of lessons to ensure student subject matter to extend effectively organize and
curriculum to subject matter. support understanding understanding. student understanding. 7/19 adjust instruction.
facilitate student of subject matter. 11/17
understanding of Ensures student
the subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand. 5/7/21

Each semester, I create an I use a range of
integrated plan for presenting curriculum components,
new concepts, ideas and skills from the media we use,
in a sequential manner. I to the topics we cover,
begin each semester with to the techniques and
introductory frameworks of processes we practice,
essential questions, class to the concepts we
learning objectives and artist explore. I use an array
habits to develop, then of multimedia resources
carefully use a building block to help students master
approach to introducing new the skills covered. I
skills, methods and projects. I provide regular and
begin with basic skills that daily checkin
require basic creativity but opportunities for
little technical skill, then students to receive
introduce basic drawing, additional support
realistic techniques, then based on issues or
basic painting, expressive questions they are
techniques, then collage and having. Students know
mixed media. Each project how to vocalize their
evolves into a more complex strengths, their
assignment that combines an struggles and their
increasing amount of goals. 5/7/21
conceptual as well as
technical. This helps to take
students on a journey in
which they slowly add and
build new skills as they go. It
requires carefully assessing
content and curriculum to
know which order is best for
student growth and evolution.
7/19
I create lessons that
build on previous
lessons, specifically with
sequential skills like
drawing and painting.
Students start with basic
skills, then progress

through a series of
learning experiences and
projects. I use student
choice slides to give
select their status of task
mastery, whether they
want to receive
additional help or they
are ready to move on.
11/17
Uses instructional Gathers and uses Selects and adapts a variety Integrates instructional Uses an extensive
strategies that are additional instructional of instructional strategies to strategies appropriate to repertoire of
provided in the strategies in single ensure student subject matter to meet instructional strategies
3.4 Utilizing
curriculum. lessons or sequence of understanding of academic students’ diverse learning, to to develop enthusiasm,
instructional
lessons to increase language appropriate to ensure student understanding meta-cognitive abilities,
strategies that are
student understanding subject matter and that of academic language, and and support and
appropriate to the
of academic language addresses students’ diverse guide student in challenge the full range
subject matter
appropriate to subject learning needs. understanding connections of student towards a
matter. within and across subject deep knowledge of
matter. 7/19 11/175/7/21 subject matter.

To teach subject matter, I
begin with exploratory and
reflective warmups and
discussion questions, then
present new material through
introductory slides and
videos, then demonstrations
of the new skills and
processes. I have students
begin working with their
hands on a skill-building
activity that will prepare
them for the main project,
which brings together the
conceptual, the technical and
the process itself. Students
get a chance to take notes on
any terms or concepts while
getting a chance to be guided
through the practical and
technical side of the material.
7/19
I begin new units of art

with an intro lesson
covering the basic terms,
materials, and some
introductory skill-
building. Whether it's
drawing, painting or
digital design, students
develop their skills from
concrete and simple
tasks to more developed,
creative and conceptual
tasks using the same
technical skills. One
example of a more
developed project using

skills acquired in our
drawing, painting and
design units is
the Personal Topic
Hybrid Zine Project.
11/17
I have found that using

videos and tutorials as
the teacher, and myself
acting as the guide on
the side has helped me
to engage students, to
notice problem areas, to
tune into issues students
are having, and spend
more time on something
that seems challenging. I
can share both the video
and my own working of
it in the resources I
provide students at the
end of the lesson. 5/7/21
Uses available Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
instructional materials, instructional materials, appropriate instructional adapted resources, identifying and adapting
3.5 Using and
resources, and resources, and materials, resources, and technologies, and resources, technologies,
adapting resources,
technologies for specific technologies to make technologies for concept and instructional materials to and standards-aligned
technologies, and
lessons to make subject subject matter skill development in subject meet identified student needs instructional materials
standards-aligned
matter accessible to accessible to students. matter. Resources reflect the and make subject matter to extend student
instructional
students. diversity of the classroom accessible to students. understanding and
materials including
Explores how to make and support differentiated critical thinking about
adopted materials,
Identifies technological technological resources learning of subject matter. Assists student with equitable subject matter.
to make subject
resource needs. available to all students. access to materials, resources,
matter accessible to
Guides students to use and technologies. Seeks Ensures that student are
all students
available print, electronic, outside resources and able to obtain equitable
and online subject matter support. 5/7/21 access to a wide range

resources based on of technologies through
individual needs. 7/19 ongoing links to outside
11/17 resources and support.
In addition to making my I use a range of resources for

own lessons and demos students as I teach new
accessible on Google techniques and processes. I
classroom at a later time, I use visuals, slides, videos,
also give students additional tutorials, live demos,
videos, tutorials or websites additional demos, additional
to look at for further support hours and one-on-
learning and skill one conferencing to assess
development. They may use what students need. Through
class time or additional time these one-on-one
at home to learn more about conferences, I can suggest
the subject matter before additional resources and
beginning their project. 7/19 skillbuilding for struggling
I record students, and additional
each demonstration and tutorials for students
interested in furthering their
upload it to our Google skills. I offer modifications for
Classroom so students more advanced or more
can review these at a beginning skill levels. 5/7/21
later time if they need
help or additional
review of processes
while working. 11/17

Is aware of students’ Seeks additional Identifies language proficiencies Integrates knowledge of English Engages English learners
primary language and information describing and English learner strengths in language development, English in assessment of their
English language elements of culture and the study of language and learners’ strengths and assessed progress in English
proficiencies based on language proficiencies in content. Differentiates needs into English language and language development and
available assessment data. listening, speaking, instruction using one or more content instruction. in meeting content
3.6 Addressing the reading, and writing. Uses components of English language standards. Supports
needs of English multiple measures for development to support English students to establish and
assessing English learners’ learners. monitor language and
learners and
performance to identify Develops and adapts instruction content goals.
student with special gaps in English language Creates and implements to provide a wide range of
needs to provide Provides adapted development. scaffolds to support standards- scaffolded support for language
equitable access to materials to help English based instruction using literacy and content for the range of Is resourceful and flexible
the content learners access content. Attempts to scaffold strategies, SDAIE, and content English learners. in the design, adjustment,
content using visuals, level English language and elimination of
models, and graphic development in order for scaffolds based on English
organizers. students to improve language learners’ proficiencies,
proficiencies and understand knowledge, and skills in
content. 7/19 11/175/7/21 the content.
semester, I get information
about which students are EL
students, and I also gather
linguistic information from
student surveys. I make sure
to check in with each of my
EL students more often
when doing checkups and
checkins to make sure they
have understood the
material sufficiently, and
have an opportunity to ask
or clarify any questions they
may have. I utilize SDAIE
strategies of modeling,
examples, sheltered English
and offering multiple modes
of learning to help my EL
students have equitable
access to the content. 7/19
I use Google meet to
hold one-on-one
student conferences to
check in with students

who may be struggling
due to language-related
difficulties. 11/17
I provide all the lessons
and interactive slides
for students, as well as
a range of other
materials on google
classroom. 5/7/21
Has an awareness of the Seeks additional Utilizes information on the full Integrates accommodations, Guides and support the full
full range of students information on the full range of students identified adaptations, and extensions to range of student with
identified with special range of students with special needs to assess instruction for the full range of special needs to actively
needs through data identified with special strengths and competencies to students with special needs to engage in the assessment
provided by the school. needs to address provide appropriate challenge ensure adequate support and and monitor their own
challenges or supports in and accommodations in challenge. strengths, learning needs,
single lessons or sequence instruction. and achievement in
of lessons. Communicates and collaborates accessing content.
3.6 Addressing the Communicates regularly with with colleagues, support staff,
needs of English Attends required meeting resource personnel, para- and families to ensure consistent Communicates and
learners and student with resource personnel Cooperates with resource educators, and families to instruction. Supports families in collaborates with resource
with special needs to and families. personnel, para-educators, ensure that student services are positive engagement with school. personnel, para-educators,
provide equitable and families during provided and progress is made families, leadership, and
access to the meetings and activities in in accessing appropriate Initiates and monitors referral students in creating a
content support of learning plans content. processes and follow-up meeting coordinated program to
and goals. to ensure that students receive optimize success of the full
Refers students as needed in a support and/or extended range of students with
timely and appropriate manner learning that is integrated into special needs.
Learns about referral supported with documented the core curriculum.
processes for students data over time, including Takes leadership at the
with special needs. Seeks additional interventions tried previous to site/district and
information on struggling referral. 7/19 11/175/7/21 collaborates with resource
learners and advanced personnel to ensure the

learners to determine smooth and effective
appropriateness for implementations of
referral. referral processes.

semester, I get information
about which students are
students with disabilities or
special education needs, and
I also gather information
from student surveys. I make
sure to check in with my
students’ special education
specialists to familiarize
myself with what these
students need, any
modifications or adaptations
they may require or benefit
from and I check in with
these students more often. I
make sure they are feeling
good about their learning
environment, know that they
can ask me for additional
help, can get help from their
SES teachers if needed and
stay in regular
communication with them. I
regularly email with their
SES teacher and
communicate any concerns
or issues so that as a team
we can help support the
student as best as possible.
7/19
I use Google meet to

hold one-on-one
student conferences to
check in with students
who may be struggling
due to learning
disabilities or any
personalized
educational
needs.11/17
I check in regularly and extra
with my students with
special needs, to ensure that
they are doing okay, don’t
have questions, are not
falling behind. I create
regular space for them to tell
me any issues they are
having or ask any questions
they might have. 5/7/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
background, and backgrounds, and students’ diverse learning comprehensive
4.1 Using knowledge
individual development. individual cognitive, needs and cultural information on students.
of students’ academic
social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs.
individual
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
development to plan
on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
instruction.
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.
pedagogy. planning lessons. Uses cultures. 5/7/21
culturally responsive
pedagogy in planning.
7/19 11/17
Based on the surveys I have my students

students fill out at the complete surveys at the
beginning of the beginning of each
semester, I make semester to give me
decisions and plan background information
instruction that will on them. I use this and
reflect my diverse demographic info when
learners, their academic choosing artists to study,
abilities, their cultural topics to focus on, etc. I
backgrounds and their also plan resources and
linguistic proficiency. I strategies to fit their
plan for projects that will interests and abilities.
be relevant to them and 5/7/21
their experiences. I try to
reflect on each artist or
style I present to them,
and make sure I choose
diverse artists or works
that are representative of
my students culturally,
socio-economically and
socially. When presenting
concepts and skills, I try
to remain self-aware of
any bias or assumption I
might be making when
talking about the styles,
artists or works. I try to
stay extremely alert for
any under-representation
in my curriculum and
make adjustments as
necessary. To help
connect students to
material, I frame
questions that connect
the works and styles to
their own experiences
whenever possible. 7/19
I use data from our
school Star
Renaissance testing
to determine which
students need
additional language
support, then use
that data to work
with students
accordingly.11/17
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 short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning and differentiated to interests, and learning students. Assists students
address students’ diverse needs. 7/19 11/17 to articulate and monitor
learning needs. learning goals. 5/7/21
At the beginning of each At the beginning of the
unit or project, I present semester, I introduce our
students with the targets class objectives and
and skills they will be students set goals based
aiming for, based on on these and their
content standards and skillsets. Through the
skills students are class, I introduce short-
interested in developing. term learning goals and
When I introduce a target targets based around
that is less exciting or each project. We review
relevant, I always connect these targets and goals
it to a bigger picture, and students self-assess
question or problem, so their progress toward
that students begin to see them periodically. When
the importance of it. We in the classroom, students
then revisit the goals and complete a learning
targets at the end of each target reflection at the
project or unit and end of each unit to assess
students assess how well they mastered
themselves on how well each learning target for
they accomplished the the unit. Students are
target or goal. 7/19 asked to reflect on their
I not only present learning goals throughout
learning targets to and readjust them as they
go. Students are also
students at the encouraged to choose
beginning of each projects or media based
class session and on their goals. Students
project but I also can see the connection
have students reflect between their short-term
and long-term goals.
and self-evaluate on 5/7/21
their level of
completion. 11/17
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student that support student needs to ensure student short-term instructional
learning learning. learning. 7/19 11/17 plans that ensure high
levels of learning. 5/7/21
Based on plans created at Over the course of my

the beginning of the years teaching art, I have
semester, including been able to create a
pacing schedules and really solid year plan that
building block is based around 10
frameworks for student shorter unit plans. Each
learning, I establish long- unit plan is scaffolded
term and short-term from units 1-5, and 6-10,
plans for student to ensure that students
learning. Over the course are building skills
of the semester, students sequentially. Students
make progress and assess begin each semester with
this progress toward the shorter projects and
6 main class learning more simple goals for
objectives, they make their progress. As the
progress and assess their semester progresses,
progress toward 8 artist learning goals become
habits, and they make bigger and more long-
progress and assess their term, connecting students
progress in 30 different to the overall goals for
standard-based skills. the class. 5/7/21
Using discussions,
reflections and self-
assessments, students
remain aware of their
long-term growth.
Through project-based
learning, students begin a
new unit with a question
or concept, develop a new
skill and get to see it
unfold and develop
through a main project.
This skill is often
revisited and built upon
in a later project.
However, some skills or
practices are confined to
the unit only. This is how
I utilize short-term and
long-term learning. 7/19
I revisit prior unit
learning concepts
and targets
throughout each unit
to ensure that
students are
retaining concepts
throughout the
whole semester. I tie
in previous concepts
and multiple items
into each project as
our projects develop
more complexity.
Here's an example
of a project that ties
in concepts from
three units. 11/17
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. and language needs. 7/19 learning and language
11/175/7/21 needs.
I plan instruction using

slides, videos,
demonstrations,
discussions, partner
conversations, group
competitions, guided
instruction, independent
projects and reflections.
The variety of methods
and modes helps students
to engage in different
ways on different levels. I
require participation but
give students options for
how and when to
participate, and when
required in a group
setting, I do not make
linguistic sharing
mandatory. Instead, I use
nonverbal cues through
colored signs to give
students an opportunity
to participate without
feeling uncomfortable
with speaking. I make
sure to offer additional
support to students who
might be struggling or
needing extra help. I use
the color coded cards to
assess student levels and
make sure I am offering
support and
challenge/feedback
accordingly. I use student
surveys, self-assessments,
written reflections, and
informal assessment
through check-ins and
discussions to adjust my
teaching and pacing. 7/19
Through Zoom
and Pear Deck I use
multiple ways for
students to engage
and give feedback,
from vocal
participation, to chat
responses, to the
required feedback
through the
interactive slides.
This allows me to see
where students are
at, how they are
participating and
how they are making
progress toward
learning targets.
11/175/7/21
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. 7/19 learning. 11/175/7/21 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.
I make adaptations to my Through

lessons and projects to regular checkpoints
scaffold for student
learning. I create step-by- on Pear Deck,
step options for students requiring students to
at lower skill levels and reflect and respond
more open-ended options to check-in questions
for students at higher about how they're
skill levels to maintain
appropriate levels of
doing, where they're
challenge and support. I at on their project,
make sure to incorporate what they need help
a variety of language and with and what they
concepts that reflect my plan to do next, I can
diverse students, making
changes to projects or gauge how best to
examples to reflect adjust instructional
cultural sensitivity. I try time and focus. I
to gear all my projects to regularly alter my
themes and methods that plans for the day
are relevant in some way
to my students. 7/19 depending on the
student feedback,
and create one-on-
one conferencing
through Google Meet
to work with
students who need
additional help. I also
use breakout rooms
on Zoom to support
students with small
group feedback.
11/17 5/7/21
CSTP 5: Assessing Students for Learning

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative and to be assessed to select assessments to address assessments to support
assessments. summative assessments. appropriately matches questions about students’ differentiated student
5.1 Applying pre-, formative and learning needs and learning needs and reflect
knowledge of the Begins to identify specific summative assessments. progress. progress.
purposes, characteristics of
characteristics, and assessments that yield Selects assessments Integrates a variety of Draws flexibility from a
uses of different different types of based on clear characteristics into repertoire of appropriate
types of assessments information about student understanding of the assessments to allow assessment options and
preparedness, progress, purposes and students with a ranges of characteristics to
and proficiency. characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. 7/19 11/285/7/21 knowledge.
I use a range of formal
and informal assessments
to gather information
about student learning. I
use pre-assessments at
the beginning of the
semester to measure
against, and post-
assessments at the end of
each unit to measure
student learning during
that unit. I use unit
quizzes to assess student
knowledge of terms and
basic concepts. I use
discussions and written
reflections to assess
student learning of
essential questions and
key concepts, as well as
development in the artist
habits. I use informal
check-ins and circulation
to assess student process
and progression
throughout their projects.
I use exit tickets
occasionally and both
written and competitive
team reviews to assess
how ready students are
for the unit quizzes. 7/19
I use various forms of
formative and
summative
assessments to gauge
student learning
throughout each unit.
After new material is
taught, I use daily
checkpoints to gauge
student
understanding. I hold
mini conferences
weekly to check in
with students on
their work and level
of mastery. I hold
discussions to check
for class
understanding. I use
individual written
unit assessments and
reflections to check
for student mastery
of concepts. The
main area for
assessment is within
the hands-on
projects, in which
students get the
chance to
demonstrate the
skills they have
learned. 11/285/7/21
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
assessments. student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single lessons of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about or sequence of lessons planning and broad range of of learner needs.
sources to inform student learning based on analysis of differentiation of assessments to provide
instruction. assessment data. instruction. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 7/19 11/28 success. 5/7/21
I use a range of formal I use regular assessment
and informal assessments and self-assessment to
to gather information determine the progress of
about student learning. I my students individually
use pre-assessments at and collectively. I use live
the beginning of the data and feedback to
semester to measure inform my instructional
against, and post- plans. I analyze the data
assessments at the end of to determine which
each unit to measure projects, techniques or
student learning during skills are most
that unit. I use unit challenging for my group
quizzes to assess student and how to proceed in
knowledge of terms and helping them master
basic concepts. I use these skills. I rely on
discussions and written student self-assessment
reflections to assess at the end of each unit to
student learning of determine student
essential questions and opinion of projects,
key concepts, as well as difficulties, strengths and
development in the artist overall class dynamics.
habits. I use informal 5/7/21
check-ins and circulation
to assess student process
and progression
throughout their projects.
I use exit tickets
occasionally and both
written and competitive
team reviews to assess
how ready students are
for the unit quizzes.
Based on the date
gathered, I may adjust
pacing, revisit key
concepts or spend more
or less time developing
certain skills and habits. I
use the data to have a
conversation with each
student at the end of their
unit. 7/19
I use a range of
formal and informal
assessments to
gather and use
information about
student learning. I
use informal
checkpoints,
discussions, one-on-
one conferences and
formal assessments
in the form of
projects, written
assessments and
reflections. I use this
data to inform
student feedback,
instruction,
additional skill-
building and next
steps. 11/28
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 processes. 7/19 colleagues and identifies with colleagues to colleagues to analyze identify and address
monitor student learning needs of identify trends and student thinking and causes for achievement
learning individual students. patterns among groups of identify underlying patterns and trends.
11/285/7/21 students. causes for trends.
I review student I have been working
assessment data and with other teachers
monitor it for student
learning but I do not
and our instructional
discuss it with colleagues. coach to review and
7/19 use student data to
plan instruction and
support. I have been
discussing this
through email and
video conferencing to
develop a plan to
better reach low-
performing
students. 11/285/7/21
Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
single lessons or standards for individuals for the fill range of
5.4 Using assessment
sequences of lessons. and groups. students.
data to establish
Plans instruction using Plans differentiated
learning goals and to
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify
learning needs of students’ diverse learning meet individual and differentiate instruction,
instruction
individual students. needs. 7/19 group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
11/285/7/21
I use a variety of I use a range of
assessment data to set formal and informal
student learning goals,
such as data from the assessments to
surveys, student self- gather and use
assessments, reflections, information about
quizzes, discussions, student learning. I
project and observation. use this information
Based on written and
spoken assessments, I set
to adapt and modify
goals for student instruction mid-
development of essential lesson using real-
questions and key terms. time checkpoints and
If it seems that students student feedback. I
are struggling to describe
certain concepts, I will
use student
spend more time checkpoints, one-on-
revisiting, discussing and one conferences,
modeling those concepts. project reflections
I will use the assessment and self-assessments
data to help students
make choices in their
to gauge student
projects, to encourage progress and adjust
them to practice strategies and plans
additional skill-building for individual
or revisit the material. students. Based on
7/19
the data gathered
about students' skills
and progress, I
provide options and
choices that give
select a project
option based on their
various skillsets,
interests and levels
of mastery. 11/28
5/7/21
Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or sequence processes for learning related to content, setting, and progress
5.5 Involving all results. Recognizes the of lessons that include content and academic academic language, and monitoring.
students in self- need for individual goal setting exercises. language development. individual skills.
assessment, goal- learning goals. Develops students’ meta-
setting, and progress Provides students with Guides students to Integrates student self- cognitive skills for
monitoring Monitors progress using opportunities in single monitor and reflect on assessment, goal setting, analyzing progress and
available tools for lessons or sequence of progress on a regular and progress monitoring refining goals towards
recording. lessons to monitor their basis. across the curriculum. high levels of academic
own progress toward 7/19 11/28 achievement. 5/7/21
class or individual goals.
I provide students with I provide students with
many different types of regular opportunities for
self-assessment tasks, self-assessment, goal
from surveys to skill setting and progress
inventories to regular monitoring. Nearly daily,
reflections. At the I have students give
beginning of each feedback on their status,
semester, students set 2 feelings about their
goals for themselves, status,
based on the skills we questions/struggles and
will be developing over often have them make a
the semester. plan for how to move
Additionally, at the end of forward. I have them pick
each project, students from a variety of ways I
identify an area for can support them, from
growth and set a goal to inspiration, to decision-
further that skill. making, to additional
Students are regularly techniques, to feedback.
encouraged to be aware Students reflect on their
of their process, notice unit projects each unit
their feelings, their and set a goal for
struggles and work themselves for the rest of
through them, then the semester. 5/7/21
reflect on them
afterward. Students are
constantly being required
to self-assess and are
very honest. 7/19
In addition to having
students set their
own goals at the
beginning of the
semester, I have
them revisit these
goals at the end of
each unit, as relates
to the content of the
unit. Before
completing their final
project, I conference
with them about the
goals they have set
for themselves and
help them to think
about how they can
address their goals in
their final
project. 11/28
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to implement and implement technologies into the technologies to design,
assessments, determine individual assessments, assessments, record and development, implement, and analyze
proficiency levels, and record results, and analyze results, and implementation, analysis assessments and
5.6 Using available
make required communicate with communicate about of assessments, and provides for an in depth
technologies to assist
communications about administration, student learning with communication of and ongoing
in assessment,
student learning. 7/19 colleagues, and families administration, student learning to all communication regarding
analysis, and
about student learning. colleagues, families, and audiences. 5/7/21 student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
11/28
I use technology to track As a result of the I use Pear deck for
assessment data, I use move to online formative assessment
Google forms to collect and Google forms for
assessment data and
learning, I have had summative assessments. I
Google classroom to to learn a wide use rubrics in google
communicate assessment variety of technology classroom for all grading,
data to students. I email programs and tools and give grades that way,
their home teachers their and have learned to as well as to any parents
scores and grades, but signed up. I share student
don’t go out of my way to
use these in my class work with all staff and
communicate student to collect, analyze parents in an end of
learning with parents or and communicate semester portfolio
administration. School student learning viewing on my
administration get a data. I have used department website, as
chance to observe well as an end of year art
student progression
Zoom, Pear show. 5/7/21
through attending the Deck, Google
end of year art show but Classroom, and other
not until then. 7/19 online resources to
collect, analyze and
communicate data
from and with
students. I use Gmail,
Remind, Google Voice
and SMS
communication to
communicate with
students and their
parents. 11/28
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
to provide feedback in academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of ways that students increased learning. progress and ways to
information to share
student proficiencies, understand. 7/19 Provides opportunities provide and monitor
timely and
challenges, and behavior 11/285/7/21 for comprehensible and Communicates regularly support.
comprehensible
issues through school timely two-way with families to share a
feedback with
mandated procedures. Communicates with communications with range of assessment
students and their
7/19 11/285/7/21 families about student families to share student information that is
families
progress, strengths, and assessments, progress, comprehensible and
needs at reporting raise issues and/or responsive to individual
periods. Contacts families concerns, and guide student and family needs.
as needs arise regarding family support.
struggling students or
behavior issues.
I honestly don’t After each project or unit,
communicate with I give students feedback
families more than is on their work, comment
necessary, and I don’t on strengths and point out
offer more areas for growth.
communication of However, as the semester
student progress than is progresses, I rely more on
required. If I’m talking to informal feedback than a
a parent on the phone, I formal feedback protocol.
will tell them the Sometimes, if I get backed
positives, but usually its up on grading, my
because I’m calling for feedback to the students
something else. I need to isn’t as timely as it should
work on this one! 7/19 be. 7/19
At the end of each At the end of each
unit, I give students unit, I give students
written or verbal written or verbal
feedback on their feedback on their unit
unit through email or through email or
Google meet Google meet
conference. I discuss conference. I discuss
progress with progress with parents
parents when when student are
student are behind behind and share
and share work with work with parents at
parents at the end of the end of the
the semester through semester through
the student website. the student website.
11/285/7/21 11/285/7/21
CSTP 6: Developing as a Professional Educator

Is aware of the need to Begins to engage in Engages in reflection Reflects individually and Maintains ongoing
reflect on teaching reflection on teaching individually and with with colleagues on reflective practice and
practice to support practice individually colleagues on the refinements in teaching action research in
student learning. and with colleagues relationship between practice and connections supporting student
Reflects individually or that is focused on making adjustments in among the elements of learning and raising
with colleagues on methods to support teaching practice and the CSTP to positively the level of academic
immediate student the full range of impact on the full impact the full range of achievement.
learning needs. learners. range of learners. learners. 7/19 11/28
Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
5/7/21
At the beginning of each Throughout this whole
semester, I spent quite a bit year, I have regularly
6.1 Reflecting on of time reflecting on the reflected on nearly
teaching practice in previous semester or year, everything I’m doing for
making adjustments to my the sake of maximizing
support of student plans and projects, and student learning. With
learning have conversations with the help of my mentor, I
colleagues about new have spent hours
approaches, solutions and reflecting on my
strategies. I begin the practices, structures,
semester full of reflective strategies and content to
energy but it starts to fade ensure that I am being as
throughout the semester. effective as possible. I
When I run into big issues believe I have been
or problems, I will seek out forced into this, but it
colleagues, but when things has served me well. I
are going smoothly, I am have also spearheaded a
less likely to seek out this social justice
sort of reflective conversation across our
conversation. 7/19 region that has involved
Lately I have spent staff in conversations
quite a bit of time about why these topics
matter for our students
reflecting and and their learning.
discussing student 5/7/21
learning with other
colleagues, given the
new online learning
environment. I talk
weekly with other
teachers and
colleagues about issues
that arise and potential
solutions. 11/28
Develops goals Sets goals connected Sets goals connected Sets and modifies Sets and modifies a
connected to the CSTP to the CSTP that take to the CSTP that are authentic goals broad range of
through required into account self- authentic, challenging, connected to the CSTP professional goals
6.2 Establishing processes and local assessment of and based on self- that are intellectually connected to the CSTP
professional goals protocols. teaching practice. assessment. challenging and based on to improve
and engaging in self-assessment and instructional practice
continuous and Attends required Expands knowledge Aligns personal goals feedback from a variety and impact student
purposeful professional and skills individually with school and of sources. learning within and
professional development. and with colleagues district goals, and beyond the classroom.
growth and through available focuses on improving Engages in and
development professional student learning. contributes to Engages in ongoing
development. professional inquiry into teacher
Selects and engages in development targeted on practice for
professional student achievement. professional
development based on Pursues a variety of development.
needs identified in additional opportunities
professional goals. to learn Contributes to
professionally.7/19 professional
11/28 organizations, and
development
opportunities to
extend own teaching
practice. 5/7/21
At the end of each semester, I have continued to set

students complete a survey robust goals for my
and I incorporate that professional career, and
feedback when designing have managed to
for the next semester or accomplish many of
year. I ask staff to complete them this year. I wanted
a survey at the end of the to start a social justice
year for yearbook with conversation, and I did it.
honest feedback and I wanted to launch
suggestions for the next social-emotional
year. I attend multiple PDs learning opportunities
per year, most specifically through art, and I did it
the annual conference of art in the form of 60 student
educators, where I spend and staff workshops. I
multiple workshops wanted to evolve as a
discussing my own leader and I facilitated
practices as an educator these staff workshops,
and ways I can improve. culminating with a
7/19 creative SEL PD. I
I am currently enrolled wanted to contribute to
in this program and other PD environments
so I submitted to present
spend time weekly to at our school’s Equity
establish goals and summit and I will be
engage in meaningful presenting in 2 weeks on
professional the topic of ‘Redefining
development. An intelligence for Equity &
example is my POP Engagement.’ I’ve even
been offered a job to
cycle I recently come build art
completed. 11/28 programming for other
schools in our network. I
feel that this year has
been big for my growth
and accomplishment of
professional learning
goals. 5/7/21
Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
other required how best to support student learning and impact on teacher and colleagues.
meetings and teacher and student reflect on teaching student learning within
collaborations. learning. practice at the grade or department and Works to ensure the
6.3 Collaborating classroom level. school and district levels. broadest positive
with colleagues and Identifies student and Begins to identify how impact possible on
the broader teacher resources at to access student and Interacts with Engages with members instructional practice
professional the school and district teacher resources in members of the of the broader and student
level. the broader broader professional professional community achievement at school
community to
professional community to access to access resources and a and district levels and
support teacher community. resources that support wide range of supports for the profession.
and student teacher effectiveness for teaching the full
learning and student learning range of learners. 11/28 Initiates and develops
7/19 professional learning
opportunities with the
broader professional
community focused on
student achievement.
5/7/21
Throughout the year, I This semester I have I’ve been collaborating
attend school PLCs worked with several this year with other
targeted at developing as teachers on the social
educators and improving
other educators to justice conversation, the
student learning. We develop a school-wide socially engaged film
meet as a region social justice group and have had the
quarterly for various PD conversation that privilege of working
sessions aimed at this as would give students a closely with other staff in
well, and get to spend a a way I haven’t had the
considerable amount of
chance to process and opportunity to before.
time talking and sharing discuss relevant topics Additionally, I have put
with colleagues. We and share their together 10 staff
share strategies and perspectives on a workshops to offer
solutions. 7/19 school- professional
development and art
wide Padlet. 11/28 outlets for our staff. I’ve
culminated the series
with a workshop on how
to teach creative SEL
strategies to students
with the hopes of
expanding other
teachers’ repertoire of
strategies. I will be
presenting at our
school’s Equity summit
in 2 weeks on the topic
of “Redefining
intelligence for equity &
engagement” and
decided to present after
success with previous
PDs. 5/7/21
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 families range of opportunities
learning and the need family’s role in student classroom and school. to actively participate in for families to
for interactions with learning. Seeks Adjusts the classroom and contribute to the
families. 7/19 11/28 information about communication to school. classroom and school
cultural norms of families based on community. Supports
families represented awareness of cultural Communicates to a school/district
in the school. norms and wide range families in ways which environment in which
Welcomes family of experiences with show understanding of families take
involvement at schools. and respect for cultural leadership to improve
classroom/ school norms. student learning.
events. 5/7/21
As I mentioned I have attended
previously, I don’t do several PDs
a very good job designed around
6.4 Working with
interacting with my culturally sensitive
families to support
students’ parents teaching and how to
student learning
and families, as work with parents
many are older who may have
students, even 18, different ways of
and I don’t often involvement. I invite
have many issues I my families to
need to report, and student art shows
fail to communicate and share with them
all the positives on a their students
regular basis. I need portfolios and end of
to work on this! 7/19 year art show. 5/7/21
I reach out to
parents and families
to inform them of
student progress.
11/28
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 to increase
communities to support the support the instructional instructional and
surrounding the Includes references or curriculum. program, students, and learning opportunities
school. connections to families. for students.
communities in single Includes knowledge of
Uses available lessons or sequence of communities when Draws from Engages students in
neighborhood and lessons. designing and understanding of leadership and service
community resources implementing community to improve in the community.
in single lessons. 7/19 instruction and enrich the Incorporates
11/285/7/21 instructional program. community members
into the school
learning community.
I don’t really incorporate
the communities into my
6.5 Engaging local classroom. I definitely
communities in explore community
support of the issues all the time, but I
instructional don’t actually include
members of the
program community in my classes
or student activities. I
would love to learn how
to do this better. 7/19
Throughout my
semester, students
engage topics
affecting their
communities and
neighborhoods and
use these topics to
create meaningful
art pieces.
11/285/7/21
Develops an Maintains professional Anticipates Integrates the full range Models
understanding of responsibilities in professional of professional professionalism and
professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
effort required to meet prepares for situations professional
Seeks to meet required Demonstrates expectations. that may be challenging. Responsibilities
commitments to commitment by effectively.
students. exploring ways to Pursues ways to Maintains continual
address individual support students’ effort to seek, develop, Supports colleagues to
student needs. diverse learning needs and refine new and maintain the
and maintains belief in creative methods to motivation, resiliency,
students’ capacity for ensure individual and energy to ensure
achievement. student learning. 7/19 that all students
11/28 5/7/21 achieve.
6.6 Managing I believe I integrate the
professional full range of
responsibilities to professional
maintain responsibilities into
motivation and my work. I am
commitment to all constantly looking for
students new material,
resources, trainings,
skills and
conversations to
develop as an
educator. 7/19
I am professional,
hard-working, creative
and resourceful in my
tasks as an educator. I
create new and
meaningful learning
experiences for my
students and the
school at large. I
handle my
responsibilities while
also pursuing new
opportunities to
develop programming
and outlets for our
students. An example
of this is the Social
Justice Conversation
Challenge. 11/285/7/21
Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
profession in all circumstances.
* As follows:
6.7 Demonstrating • Take responsibility for student academic learning outcomes. Contributes to building professional community
• Is aware of own personal values and biases and recognizes ways in and holding peers accountable to norms of
professional
which these values and biases affect the teaching and learning of respectful treatment and communication.
responsibility, students.
integrity, and • Adheres to legal and ethical obligations in teaching the full ranges of Contributes to fostering a school culture with a
ethical conduct learners, including English learners and students with special needs. high degree of resilience, professional integrity,
• Reports suspected cases of child abuse and/or neglect as outlined in the and ethical conduct. 7/19 11/285/7/21
California Abuse and Neglect Reporting Act.
• 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.
I value personal integrity greatly, and do whatever I can

to promote and maintain this in and outside of the
classroom. I am a team player and value community
responsibility as well. I contribute to my school culture
and always strive for honesty, openness and
collaboration wherever possible. 7/19
I contribute to the conversations around how
to handle online learning, student engagement
and accountability. I contribute to
conversations as they arise around issues
affecting our students, staff and
workplace. 11/28 5/7/21

Emily Vielma CSTP CTP

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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

The first project we

Each project involves

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 2.4 Emerging Exploring Applying Integrating Innovating

I introduce learning I have Students are given

Element 2.5 Emerging Exploring Applying Integrating Innovating

Element 2.6 Emerging Exploring Applying Integrating Innovating

After presenting and I introduce my

Element 2.7 Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Using mostly project-based Over the years, I have

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

I begin new units of art

Element Emerging Exploring Applying Integrating Innovating

I have found that using

Element Emerging Exploring Applying Integrating Innovating

In addition to making my I use a range of resources for

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

At the beginning of each

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Based on the surveys I have my students

Based on plans created at Over the course of my

I plan instruction using

I make adaptations to my Through

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

At the end of each semester, I have continued to set

I value personal integrity greatly, and do whatever I can

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