CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

6.1 Reflecting on Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
teaching practice in reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
support of student practice to support practice individually colleagues on the refinements in action research in
learning student learning. and with colleagues relationship between teaching practice and supporting student
Reflects individually or that is focused on making adjustments in connections among the learning and raising
with colleagues on methods to support teaching practice and elements of the CSTP the level of academic
immediate student the full range of impact on the full to positively impact achievement.
learning needs. learners. range of learners. the full range of
learners. Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
Because I’m a team of As the academic year has As we approach the end
one (in terms of middle progressed, I have of this academic year, I
school English), I first engaged more and more have continued to engage
reflect on my teaching in an ongoing reflection in a reflection process
practice by myself, process, particularly with with my colleagues,
usually on a weekly basis. a couple of my particularly with my
I ask myself if my colleagues. For example, I mentor, Cheryl Beshke.
students met the learning meet twice a week with She and I meet multiple
targets for the week, if my mentor for this FOTIP times a week, especially
they’re making progress program, Cheryl Beshke now that we are teaching
on their learning goals in (one meeting is for in a hybrid format. We
the ways I hoped they FOTIP, the other is for IB reflect on how our
would, etc. Once a week, I MYP planning and English I lessons go after
also meet with my training). In these we teach them in this
department chair and meetings, Cheryl and I hybrid format, and we
other HS English teachers discuss best practices, make ongoing
(including my mentor, how I can better support adjustments to our
who will also mentor me my ELLs and students instruction throughout
in IB MYP instruction). I with learning differences, the week. Additionally,
also am in new strategies to try, where we can, Cheryl and
communication with my new forms of assessment I will make connections
students’ learning to create, etc. between our shifts in
specialists and our ELL Additionally, I am still in instruction with my
coordinator on a weekly regular communication growing development in
basis, in which I will ask with our students’ the CSTP standards, so
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

them for advice on new learning specialists and that we can have specific
strategies to try, offer our ELL coordinator. My conversations about my
support during my free meetings and discussions growth as a new teacher.
blocks for additional with learning specialists 5/8/21
reinforcing instruction, in particular have
etc. 9/26/19 increased, and I have
even been able to use
some of my prep blocks
to work with a student
and their learning
specialist on anything
English related for
additional instruction,
reinforcement of key
ideas/concepts, support
with writing tasks, etc.
5/3/20 and 10/16/20
6.2 Establishing Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
professional goals connected to the CSTP the CSTP that take into the CSTP that are authentic goals broad range of
and engaging in through required account self- authentic, challenging, connected to the CSTP professional goals
continuous and processes and local assessment of teaching and based on self- that are intellectually connected to the CSTP
protocols. practice. assessment. challenging and based to improve
purposeful
on self-assessment and instructional practice
professional growth
Attends required Expands knowledge Aligns personal goals feedback from a and impact student
and development professional and skills individually with school and variety of sources. learning within and
development. and with colleagues district goals, and beyond the classroom.
through available focuses on improving Engages in and
professional student learning. contributes to Engages in ongoing
development. professional inquiry into teacher
Selects and engages in development targeted practice for
professional on student professional
development based on achievement. Pursues development.
needs identified in a variety of additional
professional goals. opportunities to learn Contributes to
professionally. professional
organizations, and
development
opportunities to
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring
I regularly self-assess my
teaching practice once a
week (usually on
weekends) individually
first, and then I will meet
with my department
chair and mentor once a
week to discuss
challenges I face in my
practice. I work with my
mentor to identify areas
of improvement, I keep
up with research related
to pedagogy (e.g. NCTE
journals, books by
experts like Kelly
Gallagher, etc.), and I co-
plan units/lessons with
my mentor and with
fellow English teachers in
other middle schools (my
own personal PLC).
9/26/19
Applying
As the academic year has
progressed, I have been
regularly meeting with
my mentor, Cheryl
Beshke, to help me set
clear goals that are
aligned with the CSTPs so
that I can improve
specific areas of my
teaching practice. In
particular, during the
inquiry research project,
I worked with Cheryl to
set goals around my
teaching practice that
focused specifically on
incorporating a variety of
instructional strategies
that would best support
ELLs and students with
learning differences. I
also set goals around
modeling more of the
process of reflection for
my students and giving
them authentic
opportunities to reflect
and think
metacognitively about
the work they were doing
in my class.
Additionally, I align a lot
of my goals for teaching
practice (specifically
around planning and
assessment) with our
school’s goals as we
Integrating Innovating
extend own teaching
practice.
I improved in this
standard as a result of my
Teacher Leader Project. I
set goals for myself and
for my entire ELA
department that are not
only academically
rigorous, but are also
based on national
feedback from students,
parents, and other
educators who are
invested in creating more
inclusive, justice-oriented
curricula for students.
For this Teacher Leader
Project, I challenged my
colleagues to begin
integrating their new
knowledge of the
Historically Responsive
Literacy framework into
their existing curriculum,
in order to either pair
canonical texts with
newer, more relevant and
inclusive texts, or to
swap texts entirely. All of
this was designed to help
my department engage in
purposeful professional
growth geared towards
the creation of a more
inclusive and equitable
ELA classroom.
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

transition into an
International
Baccalaureate school. I
regularly meet with my
IB mentor in order to set
goals around my
curriculum planning and
around my assessment,
to experiment with new
instructional strategies,
to try out new
assessments, etc. 5/3/20
and10/16/20
6.3 Collaborating Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
with colleagues and level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
the broader other required how best to support student learning and impact on teacher and colleagues.
professional meetings and teacher and student reflect on teaching student learning
collaborations. learning. practice at the within grade or Works to ensure the
community to
classroom level. department and school broadest positive
support teacher
Identifies student and Begins to identify how and district levels. impact possible on
and student teacher resources at to access student and Interacts with instructional practice
learning the school and district teacher resources in members of the Engages with members and student
level. the broader broader professional of the broader achievement at school
professional community to access professional and district levels and
community. resources that support community to access for the profession.
teacher effectiveness resources and a wide
and student learning. range of supports for Initiates and develops
teaching the full range professional learning
of learners. opportunities with the
broader professional
community focused on
student achievement.
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

As discussed above, I As the academic year has Beginning in Semester 3,
meet with my high school progressed, I have I have been much more
English department once continued to meet intentional and thorough
a week for a regularly regularly with my about communicating
scheduled meeting. English department, my with our learning
Outside of that, I meet mentor for both FOTIP specialist team as this
with my mentor once or and IB MYP season of distance
twice a week in person, training/planning, and learning continues. All of
and going forward in this my out-of-school PLC of my students’ learning
program, I will English teachers. In support specialists have
communicate with her particular, my current been added to each of my
via email as well to share department has been Google Classrooms as
my progress, any working together to set teachers, so they can
questions I have, etc. goals about Approaches easily gain access to
to Learning skills that we assignments,
I also have a PLC outside need to explicitly teach instructions, materials,
of my school our students, and we’ve and daily agendas
environment, made up of been meeting to discuss whenever their students
English teachers with which skills should be need them. Additionally,
whom I attended taught in which grade my schedule worked out
graduate school to get levels across the English in such a way this year
our MAT degrees. We co- curriculum map from that I’ve been able to
plan lessons together, grade 6 – grade 12. meet with a student and
share struggles and their learning support
advice from our own We’ve also been engaging specialist in a small
teaching practice, etc. in ongoing professional group during one of my
development workshops free blocks; I will drop in
When possible, I observe for further IB MYP on their work sessions
experienced, expert training; sometimes my whenever necessary.
English teachers on my mentor leads those
campus and ask them for trainings (since she is As a specific example, I
advice about best also our IB MYP have a 9th grade student
practices, instructional coordinator), and this year with an IEP. She
strategies to try to sometimes we schedule struggles with ADHD, as
support all learners, etc. workshops with IB well as a visual
9/26/19 consultants to ensure processing disorder.
that an unbiased third- Together, her learning
party can help us set specialist and I have
goals and track our taken my reading
progress. 5/3/20 schedule Google Doc for
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

this student’s class and
recreated it into a special
calendar of notes,
assignments,
benchmarks, etc. for this
specific student. The
learning specialist and I
keep our student
accountable through the
use of this Google Doc,
and it also allows us all to
collaborate in order to
best support this
student’s learning, time
management, and
organizational skills.
10/16/20 and 5/8/21
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 range of opportunities
learning and the need family’s role in student classroom and school. families to actively for families to
for interactions with learning. Seeks Adjusts participate in the contribute to the
6.4 Working with families. information about communication to classroom and school. classroom and school
families to support cultural norms of families based on community. Supports a
student learning families represented in awareness of cultural Communicates to school/district
the school. Welcomes norms and wide range families in ways which environment in which
family involvement at of experiences with show understanding of families take
classroom/ school schools. and respect for cultural leadership to improve
events. norms. student learning.
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring
I set up intentions and
expectations for parent
involvement on Back to
School Night. I explained
my feedback system to
parents, how to access
the feedback I leave on
student work via
MyBackpack, etc. I
regularly communicate
when parents have
questions, and I respond
by email within 24 hours
of parent contact.
I reach out to parents and
learning specialists if I’m
concerned about missing
work from students, a
difference in behavior in
class, etc. I also work
with students, parents,
and learning specialists
to modify assignments,
offer one-on-one support
during support blocks,
and provide additional
help during our after-
school program (ASP)
tutoring if need be.
I want to do a better job
of making all
assignments digital so
that parents and students
can access all feedback at
any time. 9/26/19 and
5/3/20
Applying Integrating Innovating
As our season of distance
learning continues, I have
increased my
communication with
parents, both via email
and phone call, in order
to provide ongoing
support and check-ins
regarding my students. I
also will help parents get
in touch with the campus
support personnel and
resources they most
need, if a particular
problem is beyond my
skill set, such as when
parents need technical
support for their
student’s learning
devices. I have stepped
up my commitment to
families this year by
increasing
communication and
working out schedules
with families to meet
with parents at more
convenient hours for
them, to adjust
assignment due dates
and deadlines for
students with special
family circumstances, etc.
As an example, this year,
one of my new students
was falling desperately
behind, not just in my
class, but in all of his
classes. I began ongoing
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

communication with the
student’s legal guardian,
our school admissions
office, and our school
counselor. Once I learned
from the guardian about
the extremely difficult
family circumstances my
student was facing, I met
with him and his
guardian and together
we crafted an action plan
of missing assignments in
my class to help him get
back on track. I also
negotiated to have some
of this student’s
formative assessments
and assignments
exempted from his
gradebook, to keep
things more equitable
and to give the student a
chance at a clean slate for
the term. 10/16/20 and
5/8/21
CSTP 6: Developing as a Professional Educator
Element Emerging
Develops awareness
about local
neighborhoods and
communities
surrounding the school.
Uses available
neighborhood and
community resources
in single lessons.
To be honest, I have yet to
really incorporate local
6.5 Engaging local neighborhood and
communities in community resources
support of the into my curriculum.
instructional Because most of my
program students’ families do not
live in the area where the
campus is located, I have
not done well bringing
the community to their
awareness. I did invite a
local poet/speaker to do
an event for a diversity
symposium at our school
last year, but that was it.
Moving forward, I will
look for ways to
incorporate local
community cultural
events, neighborhood
resources, etc. into at
least a few lesson plans.
9/26/19 and 5/3/20
Exploring Applying Integrating Innovating
Seeks available Uses a variety of Uses a broad range of Collaborates with
neighborhood and neighborhood and neighborhood and community members
community resources. community resources community resources to increase
to support the to support the instructional and
Includes references or curriculum. instructional program, learning opportunities
connections to students, and families. for students.
communities in single Includes knowledge of
lessons or sequence of communities when Draws from Engages students in
lessons. designing and understanding of leadership and service
implementing community to improve in the community.
instruction and enrich the Incorporates
instructional program. community members
into the school
learning community.
Together with my
mentor teacher, I am
looking to my local
community for more
opportunities and
resources that we can
bring to our students. In
particular, I seek out
ways to get students’
writing out into the real
world via competitions,
workshops, etc. I am also
looking for living writer
series opportunities that
are applicable to the kind
of writing that we are
working on in class.
As an example, my 9th
grade class is working on
creating their own short
graphic novel that
follows the twelve stages
of the Hero’s Journey. A
local author in our
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

community is hosting a
virtual writing workshop
for teens about building
good characters,
outlining a strong plot,
and creating a believable
world for a story. All of
these would be essential
elements for my students
to create their own story,
so I plan on inviting
students to attend this
workshop as part of the
curriculum. 10/16/20
and 5/8/21
6.6 Managing Develops an Maintains professional Anticipates Integrates the full Models
professional understanding of responsibilities in professional range of professional professionalism and
responsibilities to professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
maintain responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
effort required to meet prepares for situations professional
motivation and
Seeks to meet required Demonstrates expectations. that may be Responsibilities
commitment to all
commitments to commitment by challenging. effectively.
students students. exploring ways to Pursues ways to
address individual support students’ Maintains continual Supports colleagues to
student needs. diverse learning needs effort to seek, develop, maintain the
and maintains belief in and refine new and motivation, resiliency,
students’ capacity for creative methods to and energy to ensure
achievement. ensure individual that all students
student learning. achieve.
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

I work strategically As this academic year
during my free blocks in winds down to a close, I
school hours to plan take as many
lessons, grade/assess opportunities as I can to
student work, maintain uplift my students’ self-
communication with esteem, spirits, etc. by
parents and colleagues, reminding them how
etc. in order to minimize proud I am that they
the amount of work I show up with their best
take home every week. I foot forward every day.
set aside 4-6 hours per Additionally, I try to
weekend to do additional strategically use our
lesson planning, grading, tutorial block time as a
discussing with way to both help them
colleagues where need practice focus and
be. productivity techniques
(e.g. Pomodoro
I maintain my own technique) and offer
personal life outside of them time to relax,
work, including my unwind, play, etc. as a
family, my work in the reward when they’ve
arts community as a poet, completed all their work.
etc. 5/8/21

I make sure to strike a

balance between
demonstrating a positive
attitude to my students
and being honest with
them about where I’m at
personally (e.g. if I’m
under the weather, I will
let students know).
9/26/19 and 5/3/20 and
10/16/20
6.7 Demonstrating Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
professional policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
responsibility, profession in all circumstances.
integrity, and * As follows:
 Take responsibility for student academic learning outcomes. Contributes to building professional community
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

 Is aware of own personal values and biases and recognizes ways in which and holding peers accountable to norms of
these values and biases affect the teaching and learning of students. respectful treatment and communication.
 Adheres to legal and ethical obligations in teaching the full ranges of
learners, including English learners and students with special needs. Contributes to fostering a school culture with a
 Reports suspected cases of child abuse and/or neglect as outlined in the high degree of resilience, professional integrity,
California Abuse and Neglect Reporting Act. and ethical conduct.
 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.
ethical conduct  Maintains professional conduct and integrity in the classroom and school
community.
I maintain a professional demeanor at all times in the classroom, but I also make This particular academic year, I have contributed to
sure to demonstrate warmth and compassion to my students as well, in order to my professional community and maintained a high
make our classroom environment feel safe and welcoming. standard of both personal and professional integrity
by speaking up more during department meetings,
I am upfront and clear about any opinions or biases I may have in the classroom— faculty meetings, etc. Now that I am in my third year
meaning, if a student asks me what I think about something or what my opinion is as an educator, I no longer shy away and quiet myself
on something, I make sure I clarify that any information I share is my own in the corner; I stand up for my values as an educator
personal opinion, and that it should not invalidate students’ opinions if they differ. and speak up when I feel that we may be making
I review classroom discussion guidelines and communication norms in order to decision as a faculty that are not necessarily in our
ensure that my students feel safe engaging in healthy, respectful discussions, best interests, the students’ best interests, or in
dialogues, and disagreements. families’ best interests. 5/8/21

9/26/19 and 5/3/20 and 10/16/20