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
9/24/20 learners Engages in and fosters
5/8/21. reflection among
12/9/21 colleagues for school
wide impact on
student learning.
 Professional learning  This semester it’s
communities are been good to look
6.1 Reflecting on formed and back at where I felt I
reflection is common was at the end of last
teaching practice in about teaching year.
support of student practices.  Going through this
learning  Teachers in the PLC assessment is useful
often share their to both understand
learning activities how I can describe
and the effectiveness where I am at, but
of those activities in also how I should
their opinion. proceed to improve
 Discussions about in my teaching
specific students and practice.
how their needs
might better be
served are had.
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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
9/24/20 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
5/8/21 professionally. professional
organizations, and
development
opportunities to
extend own teaching
practice.
 The professional  I don’t think in the
goals being explored past I had articulated
are coming from self- what my goals were
assessment using the as a professional.
CTSP as a guideline.  Having spent time
 Personal taking with my
professional goals master teacher and
were simply for the going through the
refinement of skills modules these last
that are already two semesters, I’ve
being practiced. begun setting more
goals for myself
outside of those I
discussed explicitly
with my master
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teacher.
 I am still looking for
more options for
professional
development, but so
far most of them
have been focused on
content knowledge
or content delivery.
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.
9/24/20 teacher effectiveness resources and a wide
and student learning range of supports for Initiates and develops
5/8/21 teaching the full range professional learning
12/9/21 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

 Collaboration is  More resources have
typically done in the been made available
planning process, but for teachers to
some reflection takes employ in their
place as well. classrooms.
 School intervention  Teachers have been
resources are well collaborating in how
known and made use to implement these
of. resources for the
benefit of our
student population.
 Collaboration has
been possible with
teachers of other
schools to broaden
teaching strategies
and practices.

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
family involvement at of experiences with show understanding of families take
families to support
classroom/ school schools. and respect for cultural leadership to improve
student learning events. 9/24/20 norms. student learning.
5/8/21
12/9/21
 Parents who
contribute to
students’ classroom
experiences are
highly encouraged.
 Some opportunities
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Element Emerging Exploring Applying Integrating Innovating

for students to
involve themselves
are presented in
particular those that
have relevant careers
to the content in the
curriculum.
 Becoming familiar
with the
demographics of
students makes it
easier to plan
communication
between teacher and
guardians of
students.

 Nothing has changed

in the last year.
Communication has
been maintained, but
no new
opportunities for
involvement have
been created for
families of students.
6.5 Engaging local Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
communities in about local neighborhood and neighborhood and neighborhood and community members
support of the neighborhoods and community resources. community resources community resources to increase
instructional communities to support the to support the instructional and
surrounding the school. Includes references or curriculum. instructional program, learning opportunities
program
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.
9/24/20 instruction and enrich the Incorporates
12/9/21 instructional program. community members
into the school
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learning community.
 Very little community
exploration has been
done.
 Almost no
involvement of the
community has been
attempted.
 Several nearby
businesses have
strong ties to the
concepts in the
curriculum, but no
effort to get in
contact with them
has taken place.

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
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achievement. ensure individual that all students
student learning. achieve.
9/24/20
5/8/21
12/9/21
 Planning is done
with the intent to
increase student
learning.
 Differentiated
instruction is taken
into account in the
planning process.
 Additional supports
are used to help at-
risk learners.
 Professional time is
used to reflect on
teaching practices
and explore new
research-based
practices that can
improve student
success.

 I have a hard time

judging my impact
on others’ teaching
practice.
 I am always willing
to collaborate and
share anything that I
do if it is useful for
others.
 In our collaboration
meetings, teachers
defer to me in some
cases because I
(along with one
other teacher)
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developed our
district’s current
curriculum for most
of the physics
students.
 I think at this point,
I’m not sure whether
I’ve entirely crossed
into the Innovating
level.

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:
ethical conduct  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 5/8/21
district guidelines for reporting cases of sexual harassment. 12/9/21
 Understands and implements school and district policies and state and
federal law in responding to inappropriate or violent student behavior.
 Complies with legal and professional obligations to protect the privacy,
health, and safety of students, families, and other school professionals.
 Models appropriate behavior for students, colleagues, and the profession.
 Acts in accordance with ethical considerations for students.
 Maintains professional conduct and integrity in the classroom and school
community.
9/24/20
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying
 Personal connections with students are limited to those that are positive and
encouraging and supportive.
 Relationships with peers include helping develop teaching strategies, sharing
practices, and celebrating collaborative successes.
 Hold peers to a high degree of expectations and support their growth by
giving useful feedback and support with their planning process.
Integrating Innovating
 In my district I do feel I’ve taken the role of a
teacher-leader and have managed to serve as
something of a model to some colleagues.
 I’ve tried to participate more in the community,
but there’s still a lot of work to be done on that
end.