Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
Using knowledge of learning needs.
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
learning needs.
Before the school year
begins, we are provided
with information on the
children that will be my
students. This
information consists of a
student info packet from
the parents and previous
teachers.
This information helps
me to understand each of
their learning needs and
styles. It is also useful
Evidence knowing when there are
ESL students to help
prepare for them as well.
9/26/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
Evidence
Exploring Applying Integrating Innovating
Uses gathered Uses school resources and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
learning.
Students participate in Students make Students are actively Students can articulate
single lessons or connections between engaged in curriculum, the relevance and impact
sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests.
The parent and teacher
packets provided prior to
the school year give
valuable information on
each student’s learning
styles and strengths. It
provides previous school
years assessment info to
help me get a better
understanding of each
child’s current level.
Two days before the
school year starts, we
have meet & greet days
with each child and their
parents individually. In
these 30-minute sessions
it allows me to connect
with the parents and
learn about home life. I
also observe the child in
the classroom to see their
behavior and speak about
their current needs.
9/26/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
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.
When teaching in
group settings I try to
find something within
each lesson that is used
in daily life that the
children can easily
relate to.
This is mostly used
with books, to make
the information more
relatable that way the
Evidence students can make a
better connection with
the material. 9/26/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4
Emerging Exploring Applying Integrating Innovating
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional diverse learning needs. meet students’ diverse learning needs.
strategies, resources, learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students learning.
needs.
I incorporate hands-on
science experiments to
go along with a lesson. I
try to implement this in
a group setting where
students are working
in teams.
On other lessons I will
pair an educational
video to accompany
instruction to help
Evidence enhance the lesson
material. 9/26/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.5 Emerging Exploring Applying Integrating Innovating

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
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. content. reflecting on multiple problems.
Promoting critical
perspectives.
thinking though
inquiry, problem
Some students respond to Students respond to Students respond to Students pose problems Students pose and
solving, and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
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. in depth analysis of
content learning.
I ask several questions
to help with reading
comprehension
regarding characters
and what the plot of the
story is about.
I will also circle back
during the week and
ask follow up questions
to lessons that were
taught to see how
Evidence much information the
students have retained
and understand.
9/26/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
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. instruction.
I use visual
demonstrations to
explain lessons and
then I’ll pair the
students in small
groups based upon
their current abilities
and comprehension
levels. I will then go
around the room to
Evidence monitor the groups
working together. I
check in with the
groups and ask them
questions regarding
the task to see their
understanding and
comprehension of the
lesson tasks and clarify
if needed. 9/26/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
support social and respect in students to resolve maintaining a caring on respect, fairness, and
development. communications with conflicts. classroom community. the value of all members.
students about language Incorporates cultural Supports students in
Promoting social
and behavior. awareness to develop a taking leadership in
Development and
Seeks to understand positive classroom developing a caring
responsibility
cultural perceptions of climate. community that is Students take leadership
within a caring
caring community. responsive to the diverse in resolving conflict and
community where
Some students share in Students demonstrate cultural norms of creating a fair and
each student is
responsibility for the Students participate in efforts to be positive, identities of all students. respectful classroom
treated fairly and
classroom community. occasional community accepting, and respectful community where
respectfully
building activities, of differences. Students take student’s home culture is
designed to promote responsibility resolving included and valued.
caring, fairness, and conflicts and Students communicate
respect. maintaining a caring with empathy and
classroom community. understanding in
Students promote interactions with one
respect and appreciation another.
for differences.
Through out the room
there is material posted
regarding respecting the
classroom and
classmates.
I also have group
conversations to
reinforce being fair and
respectful to one
Evidence
another, during this
discussion the students
are reminded what
behavior is expected and
what classroom
consequences are.
My school uses Second
Step which is a program
for social and emotional
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
well-being and gives the
students an opportunity
to talk about their
feelings and it helps to
provide lessons on
behavior. 9/26/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.2 Emerging Exploring Applying Integrating Innovating

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 interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
I have many different
centers around the
classroom that foster
play and learning
among the students.
Evidence We also have 3 large
tables, instead of desks,
to encourage group
work and working
together. 9/26/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.3 Emerging Exploring Applying Integrating Innovating

Adheres to policies and Recognizes and Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks with the students for
that are required by the regarding materials, intellectual, and and offer respectful the establishment and
site, district, and state. student interactions, emotional safety using opinions about maintenance of a safe
Responds to behaviors and the organization of multiple strategies that divergent viewpoints. physical, intellectual,
that impact student the learning include examining and emotional
safety as they arise. environments. biases in the learning environment focused on
environment and high quality and
curriculum. Engages in reflection on rigorous learning.
Establishing and their own language and
maintaining Explores strategies to Models and provides behavior that
learning establish intellectual instruction on skills that contributes to
environments that and emotional safety in develop resiliency and intellectual and
are physically, the classroom. support intellectual and emotional safety in the
intellectually, and emotional safety. classroom.
emotionally safe Students are aware of Students demonstrate
required safety resiliency in
procedures and the Students follow teacher Students take risks, Students develop and perseverance for
school and classroom guidance regarding offer opinions, and practice resiliency skills academic achievement.
rational for maintaining potential safety issues share alternative and strategies to strive Students maintain
safety. for self or others. perspectives for academic intellectual and
achievement, and emotional safety for
establish intellectual themselves and others
and emotional safety in in the classroom.
the classroom.

I have many
discussions with the
class as a whole about
classroom safety and
what is acceptable
Evidence behavior. We discuss
safety issues and
there are visual
posters in the
classroom about class
rules. 9/26/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Emerging Exploring Applying Integrating Innovating

Element 2.4
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high
support for all
achievement. expectations.
students
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. and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.

I reinforce the
importance of
pronunciation of letters
and basic word
formation. Having the
children focus on the
Evidence accuracy of this helps
to show the importance
it plays in reading and
writing as they move
up in grades. Since it’s
their foundation.
9/26/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
Developing, 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. behaviors. make improvements. unique identities.

I always start this

development on the
first day of school. Here
I go over what the
expected classroom
behavior is, along with
room rules and safety.
I focus on positive
Evidence reinforcement and the
students know if their
behavior is outside of
the established rules
their parents will be
informed. 9/26/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
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
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom
Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures,
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports
to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior
lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in
learning climate. disruptive to the learning positive classroom
which all students
Students participate in climate. climate that eliminate
can learn
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. learning climate. promotes learning.

From the first week of

school, I involve the
students in the daily
routine. This helps
them to know what to
expect for the day and
Evidence helps to give them
some independence
within this daily
timeline. 9/26/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.7 Emerging Exploring Applying Integrating Innovating

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

I constantly take lesson

pacing into
consideration. Some
lessons involve more
activity for the students
to fully take-in the core
of the lesson. This is
also reinforced when I
see the class is
Evidence struggling in certain
topics. Here I will work
to incorporate more
practice lessons where
we can slow down to
fully focus on the topic
at hand. 9/26/21
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 academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. ways that ensure clear make relevant
content standards instruction. connections and connections to standards
relevance to students. during instruction and
extend student learning.

The school I work at

uses both State
standards and
curriculum adopted by
the school. We have
weekly grade level
meetings where we
collaborate and discuss
our instruction along
with reviewing
curriculum progress.
We also discuss lesson
strategies and what has
been successful in our
rooms. 9/26/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons
understanding of subject that addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter language in single lessons
or sequence of lessons.
Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions
are identified.
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. Engages student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access students in using analysis
students in accessing to subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
levels and abilities. matter.

I am aware of what
instruction is
developmentally
appropriate for my
students and I
differentiate my lessons
and activities for the
students’ abilities. We
Evidence
learn new vocabulary and
high frequency words
weekly. 9/26/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. extend student instruction.
facilitate student matter. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I regularly adjust my
lessons and curriculum to
support student
understanding. If there is
a theme or concept some
students aren’t grasping, I
will revisit the lesson and
schedule more time for
additional teaching and
practice. This is done in
either small groups or
Evidence whole class lessons.
9/26/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
I use a variety of
instructional strategies
and resources, such as
visuals, technology,
music, videos, hands on
activities, manipulatives,
etc. All of these strategies
increase student
understanding. Each
week we learn a new
“letter of the week” and
high frequency words to
increase our knowledge
Evidence of academic language.
9/26/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
We have a school-wide
program and use the
“Parent Gateway” which
has our class website,
where teachers can
upload photos of the class
and other resources/links
available for additional
learning. 9/26/21

Evidence
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
Currently in my class I
have three ESL students.
For them I incorporate
more visuals and hands
on demonstrations for in
lessons.
Through observation and
one-on-one lessons, I
keep track of their
progress. Observing them
Evidence on a daily basis
communicating with
other students helps to
see their progress and
comprehension. We also
use a buddy system.
9/26/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Attends required meeting Cooperates with resource Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
needs of English families. and families during with resource personnel, support staff, and families to collaborates with resource
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
learners and student
support of learning plans to ensure that student instruction. Supports families, leadership, and
with special needs to and goals. services are provided and families in positive students in creating a
provide equitable progress is made in engagement with school. coordinated program to
access to the content accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
special needs. on struggling learners and a timely and appropriate that students receive Takes leadership at the
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
referral processes.
Currently in my class I do
not have any students
identified with special
needs. The private school
I work at does not
currently have a special
needs program. If I did
have a student with
special needs, I would
Evidence
make the necessary
adjustments in my
lessons to keep them on
track and included.
Knowing what type of
needs a student is
identified with helps to
make those
modifications. 9/26/21
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
background, and backgrounds, and students’ diverse learning comprehensive
4.1 Using knowledge of
individual development. individual cognitive, needs and cultural information on students.
students’ academic
social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs.
individual development
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
to plan instruction.
on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
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.
culturally responsive
pedagogy in planning.

After a unit of lessons is

complete, I check for
understanding and make
sure my students are
ready for us to move onto
another concept. I also
aim for inclusivity with
the ESL students in my
class and encourage them
to share their culture
Evidence with their classmates.
9/26/21
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
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. to articulate and monitor
learning needs. learning goals.

There are many goals I

set for my students, such
as learning independence
and self-help skills. These
are skills we practice as a
whole class with
demonstration and
modeling, and the
students practice
individually as well. I also
encourage my students to
set goals each week by
practicing the “letter of
the week” and there are
many activities we do,
Evidence both at school and home,
to enhance their
understanding of letters
of the alphabet. 9/26/21
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
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,
term plans. of connected lessons and plans for subject matter integrations of content standards, and
4.3 Developing and
are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
sequencing long-term and
planning to support related academic frameworks, and design cohesive and
short-term instructional
student learning. language and formats assessed instructional comprehensive long- and
plans to support student
that support student needs to ensure student short-term instructional
learning
learning. learning. plans that ensure high
levels of learning.

Each month we have

different “themes” and
this facilitates our
curriculum planning for
long term and short-term
goals. When collaborating
with my grade level team,
we plan together and
share resources to
enhance our lessons.
9/26/21

Evidence
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
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
responsive pedagogy, learning needs. Provides language and learning
4.4 Planning instruction students’ diverse appropriate support and needs and styles to
that incorporates language, and learning challenges for students. advance learning for all.
appropriate strategies to Is aware of student Seeks to learn about needs and styles.
meet the learning needs content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
of all students language needs through and language needs Uses assessments of broad range of for students to reflect on
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. learning and language
needs.

I provide many different

opportunities for my
students to learn. Some
students learn through
visuals, hands on
experiences, music, group
activities. Technology,
and some learn through
play. I use many of these
strategies to plan my
lessons and respond to
my students’ diverse
Evidence learning needs. 9/26/21
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single 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 instructional students’ learning needs. responsive pedagogy and materials as the analysis of individual
plans and curricular additional materials to instructional needs arises student needs.
materials to meet the support students’ diverse to support student
assessed learning needs learning needs. learning. Engages with students to
of all students. identify types of
adjustments in
instruction that best meet
their learning goals.

I provide a variety of
different materials and
manipulatives for my
students to use in the
classroom. My school
encourages “learning
through play” so I have
many educational toys
and different centers in
the classroom for my
students to enhance their
Evidence learning and
understanding. 9/26/21
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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 to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
Teaching younger
children, I do a lot of
observation to help me
check their progress. I
also check for
understanding during
lessons by asking
questions using thumbs
up or down.
Whole class activities and
review worksheets also
help to check
Evidence understanding for the
class. 9/26/21
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically
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 of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of 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. success.
The information I gather
through observation and
review worksheets helps
me to get an overall
understanding of class
progress. This is where I
will make the decision
whether to spend more
time on the concept, or
topic, or move on to the
next lesson. If the
students show they need
Evidence to spend more time on a
subject I will then think of
new activities to present
the subject to help all
learning styles. 9/26/21
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.

Teaching a younger
class, we do not have
formal tests or
assessments at the
private school I am
teaching at. Here the
school board has a
curriculum they want
covered but leaves pre-
k assessments to
teacher discretion. I
will do my own version
of formal assessments
of students in one-on-
Evidence one or small group
settings where I can get
a sense of the students’
progress. 9/26/21
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. 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.
Taking the data from the
above mentioned one-on-
one, or small group,
progress checks I will see
where the students need
more time on certain
lessons. I will also check
in with the students to
see what lessons and
activities they felt helped
them understand a topic
Evidence the best. This helps to
develop content using
different learning styles
in areas where the
students have the most
need and can reach the
necessary goal for each
lesson. 9/26/21
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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 processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
need for individual include goal setting language development. individual skills.
students in self-
learning goals. exercises. Develops students’ meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
I will review daily
activities with the class.
This helps to inform, and
involve, them with the
daily structure. Before
starting certain activities,
like a science experiment,
I will review with them
what the overall objective
or end goal is and how
the activity accomplishes
that.
Throughout lesson
Evidence activities I will monitor
and check-in with
students to see their
progress. This helps me
to be aware of students
that might have
misunderstood directions
or just aren’t fully
understanding the lesson.
This allows me to spend
time with them
individually on a
following lesson on the
same subject. 9/26/21
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to assist
communications about with administration, student learning with communication of and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
about student learning. colleagues, families, and audiences. student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.

My school provides an
iPad for each class. I use
this iPad with students in
small group lessons. I will
use it to plan paired
activities with lessons
and educational apps.
This allows me to assess
student progress
electronically. Each class
does put together a
weekly newsletter to
parents. Here we inform
Evidence
the parents of the
different lessons and
activities that took place
during the week. We also
put down where the class
excelled in some lessons
and ones, we will be
spending a little more
time on. This helps to
inform the parents of
potential topics to focus
on at home. 9/26/21
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal assessments communications about
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that increased learning. progress and ways to
information to share
student proficiencies, students understand. Provides opportunities provide and monitor
timely and
challenges, and behavior for comprehensible and Communicates regularly support.
comprehensible
issues through school Communicates with timely two-way with families to share a
feedback with
mandated procedures. families about student communications with range of assessment
students and their
progress, strengths, and families to share student information that is
families
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues.

In class I provide
modelling and
demonstrations to
students who might be
struggling with
something like writing
their name. I will provide
verbal feedback and
positive reinforcement
and direction. I feel the
modelling and
Evidence demonstration helps the
students the most being
younger they need to
visualize what I’m asking
during each lesson.
9/26/21
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
practice to support practice individually colleagues on the refinements in action research in
student learning. and with colleagues relationship between teaching practice and supporting student
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
6.1 Reflecting on learners. Engages in and fosters
teaching practice in reflection among
support of student colleagues for school
wide impact on
learning
student learning.
We have weekly grade
level meetings. This
allows us to collaborate
and discuss what tactics
have been successful. We
also discuss what needs
improvement and we
plan lessons for all
learning types. This
conversation helps me
individually by taking
what we discussed and
using it to reflect on how
my week went with the
Evidence students and see how I
can help my students
more. 9/26/21
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Develops goals connected Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a broad
to the CSTP through the CSTP that take into the CSTP that are authentic goals range of professional
required processes and account self-assessment authentic, challenging, connected to the CSTP goals connected to the
local protocols. of teaching practice. and based on self- that are intellectually CSTP to improve
assessment. challenging and based on instructional practice and
Attends required Expands knowledge and self-assessment and impact student learning
6.2 Establishing professional skills individually and Aligns personal goals feedback from a variety within and beyond the
professional goals development. with colleagues through with school and district of sources. classroom.
and engaging in available professional goals, and focuses on
development. improving student Engages in and Engages in ongoing
continuous and learning. contributes to inquiry into teacher
purposeful professional practice for professional
professional growth Selects and engages in development targeted on development.
and development professional student achievement.
development based on Pursues a variety of Contributes to
needs identified in additional opportunities professional
professional goals. to learn professionally. organizations, and
development
opportunities to extend
own teaching practice.
The week before school
starts, we have a staff
only week where we meet
in our grade levels. Here
we review school
curriculum and state
standards for the year
and plan lessons. We
organize and plan our
curriculum a month out.
During the school year we
Evidence have mandatory
professional develop.
Sometimes the school
brings in outside
professionals and
speakers to meet with all
the teachers to workshop.
9/26/21
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
other required how best to support student learning and impact on teacher and colleagues.
meetings and teacher and student reflect on teaching student learning
collaborations. learning. practice at the within grade or Works to ensure the
classroom level. department and school broadest positive
Identifies student and Begins to identify how and district levels. impact possible on
6.3 Collaborating teacher resources at to access student and Interacts with instructional practice
the school and district teacher resources in members of the Engages with members and student
with colleagues and
level. the broader broader professional of the broader achievement at school
the broader professional community to access professional and district levels and
professional community. resources that support community to access for the profession.
community to teacher effectiveness resources and a wide
support teacher and student learning range of supports for Initiates and develops
and student teaching the full range professional learning
learning of learners. opportunities with the
broader professional
community focused on
student achievement.
Once a month we have a
professional faculty
meeting. Here we discuss
school updates, upcoming
campus events and do
grade-level check ins.
This pairs with our
weekly grade level
meetings. We have a
resource room that we go
to while planning weekly
Evidence lessons and curriculum.
Here there are books,
STEAM related games and
activities, art supplies
that we can draw from
and incorporate into our
planned lessons. 9/26/21
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
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
families. information about communication to classroom and school. classroom and school
cultural norms of families based on community. Supports a
families represented in awareness of cultural Communicates to school/district
6.4 Working with the school. Welcomes norms and wide range families in ways which environment in which
families to support family involvement at of experiences with show understanding of families take
classroom/ school schools. and respect for cultural leadership to improve
student learning
events. norms. student learning.

My school encourages
family involvement
with events on
campus, classroom
activities, as well as
involvement in their
child’s learning. During
Back-to-School Night, I
communicate to the
parents the many ways
they can get involved
and support the
classroom throughout
Evidence the year. Each year in
February, some
families volunteer to
teach the class about
Chinese New Year.
There are many ways
we include all cultures
into our classroom.
9/26/21
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
about local neighborhood and neighborhood and neighborhood and community members
neighborhoods and community resources. community resources community resources to increase
communities to support the to support the instructional and
surrounding the school. Includes references or curriculum. instructional program, learning opportunities
connections to students, and families. for students.
Uses available communities in single Includes knowledge of
neighborhood and lessons or sequence of communities when Draws from Engages students in
community resources lessons. designing and understanding of leadership and service
in single lessons. implementing community to improve in the community.
6.5 Engaging local instruction and enrich the Incorporates
communities in instructional program. community members
support of the into the school
instructional learning community.
program I live in the same
community that my
school is located in, so
I’m aware of local
events and resources
available. We have a
nearby park by the
school that we use for
“nature walks” and to
explore our
community. We also
have conversations and
Evidence lessons about local
weather and
geography. 9/26/21
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Develops an Maintains professional Anticipates Integrates the full Models
understanding of responsibilities in professional range of professional professionalism and
professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
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 Responsibilities
commitments to commitment by challenging. effectively.
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.
6.6 Managing
I am regularly
professional communicating with
responsibilities to my coworkers and
maintain principal to find new
motivation and strategies to connect
commitment to all with my students and
students address their
individual needs. I
model professionalism
at work and manage
my time effectively by
turning in lesson plans
and assignments on
time. 9/26/21
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

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:
• Take responsibility for student academic learning outcomes. Contributes to building professional community
• Is aware of own personal values and biases and recognizes ways in which and holding peers accountable to norms of
these values and biases affect the teaching and learning of students. respectful treatment and communication.
• 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.
6.7 Demonstrating
• Complies with legal and professional obligations to protect the privacy,
professional health, and safety of students, families, and other school professionals.
responsibility, • Models appropriate behavior for students, colleagues, and the profession.
integrity, and • Acts in accordance with ethical considerations for students.
ethical conduct • Maintains professional conduct and integrity in the classroom and school
community.
I create a safe learning environment for my students and model
appropriate behavior by connecting with them and practicing positive
reinforcement. I maintain professionalism and follow all district policies
and laws. 9/26/21