CSTP CTP Sem 3 Document For Website

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.
When it comes to using I use surveys throughout
student’s knowledge to the year to learn about
engage them in learning I the students and their
would say that I fall in the likes and dislikes. In
exploring category. I have addition, I use
used Pear Deck in my information from AERIES
lessons as a way to check to help me learn more
for student about them and keep my
comprehension. I am able lessons engaging. 1/2021
to ask multiple choice
and open ended
questions in order to
asses students learning. I
am able to see a snap
Evidence
shot of the students
answers and from there I
am able to decide where
to gear my lesson. For
example, I recently
informally assessed my
students on various verbs
by giving them a listening
comprehension activity.
They had to draw out
each part of the story and
provide details about the
characters. I used the
“grid mode” in Pear Deck
Standard 1 CSTP: Engaging and Supporting All Students in Learning
to view the responses
and that allowed me to
see which students were
struggling and which
were not. It also let me
see clearly what verbs or
adjectives I needed to
review before moving on
to the independent
practice activity. It was
clear that I needed to
review the verb “tiene =
he/she has” because the
some students did not
seem to hear me.
9/25/2020

Develops awareness of Uses gathered Uses school resources Integrates broad Develops and
prior knowledge, culture, information about and family contacts to knowledge of students systematically uses
backgrounds, life students’ prior expand understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. to connect to student interests.
knowledge,
learning.
backgrounds, life

experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests.
I do my best to always Due to covid I feel that I At this point in the
keep my students have not grown much in semester, I know my
interests at the forefront this area. I use the students pretty well and
of all my lessons. I do this information gathered are able to connect the
by constantly providing from their surveys. curriculum to their likes
them with However, I have seen my and dislikes. For example
comprehensible input students grow and are – in my Spanish 1 class I
that is interesting and making connections connect the stories I
relatable to them. At the between the curriculum make to their likes – they
start of the school year I and their daily lives. They like playing rock, paper
always assign a survey to are starting to ask more scissors so I created a
my students. The survey questions and ask me Movie Talk about those
is crucial for me because how to communicate items. 9/2021
Evidence it is how I learn more something about their
about their likes and interests or sports to the
dislikes. I also spend time target language. 3/2021
getting to know them
during the first week by
assigning ice breakers
that provide me more
information about their
likes and dislikes. I use
this information to create
personalized stories
about my students
and/or use this
information about their
favorite characters to
write a story related to
the verbs and vocabulary
we are learning in class.
For example, I had many
students say they liked
Selena Gomez and I also
had many students say
one of their favorite
movies was the Grinch. I
decided to create a story
that incorporated both
characters. This sort of
story catches their
attention because it is
unique and tailored
towards them. This
engagement in turns
helps with language
acquisition. 9/25/2020

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 meaningful, and real-life
lessons to support specific to students’ instruction and is contexts throughout
understanding. family and community. responsive during subject matter
Connecting subject instruction to engage instruction.
matter to students in relating to
meaningful, real-life subject matter.
contexts Some students relate Students make use of Students utilize real-life Students routinely
subject matter to real-life. real-life connections connections regularly to Students actively engage integrate subject matter
provided in single lessons develop understandings in making and using real- into their own thinking
or sequence of lessons to of subject matter. life connections to and make relevant
support understanding of subject matter to extend applications of subject
subject matter. their understanding. matter during learning
activities.
Currently I am teaching I have seen growth in I had students
Spanish 1 regular and this element. I complete an
Spanish 1 for Spanish started planning assignment in which
Speakers. In my lesson sequences they had to go to a
Speaker class I am able
that not only grocery store around
to connect the content
followed state our school and
and material to the
students on a regular standards but that purchase an item in
basis. However, in my had a meaningful Spanish and have a
Spanish 1 class it is connections to the worker sign off. In
more difficult. I am students. For this way they used
currently at the point example, they asked the food and
Evidence where the students are me for a unit on restaurant
learning high shopping and at their vocabulary in a real
frequency verbs to be favorite stores at the life setting. 11/2021
able to engage in basic mall and I created a
conversations. Though lesson for series for
I am personalizing
that. I do what I can
lessons and discussing
their interests the to make sure the
content and curriculum content is always
is very planned out at meaningful to them.
this point. Meaning, I 3/21/2021
am being specific about
the verbs I teach. Once
They have learned the
Super 7 verbs I will be
able to empower them
more to use the target
language in a way that
is more meaningful to
their everyday lives
and not just in a
superficial way that
describes themselves
or their favorite tv
show and or/celebrity.
9/25/2020

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 Students participate in Students participate in Students actively engage Students take
diverse learning
participate in single lessons or instruction using in instruction and make responsibilities for using
needs
instructional strategies, sequence of lessons strategies, resources, and use of a variety of a wide range of
using resources and related to their interests technologies matched to targeted strategies, strategies, resources, and
technologies provided. and experiences. their learning needs. resources, and technologies that
technologies to meet successfully advance
their individual student’s their learning.
needs.
This school year, more I have incorporated I not only
then last, I have began many new EdTech incorporate a wide
to incorporate more resources into my arrange of
EdTech tools in my lessons. More recently technologies but I do
lessons. The reason for I had my students
it in a way that is
this is because I want create a Garbanzo
to make sure that I am account. With this
meaningful. I like to
keeping my students account they are able add different
engaged. I also used to read stories at activities each day. If
EdTech tools because it various levels. This I use a Pear Deck one
is a way for me to allows me to day I make sure to
check for differentiate my lesson change it up the next
understanding and to meet all my students day so that student
hold students needs using outside engagement is
accountable during resources beyond my higher. I also switch
class. I usually presentations. 4/2021 between kahoot and
incorporate interactive
blooket each week to
slides using Pear Deck
Evidence and will check for
review. I do this not
understanding or only for engagement
review for a formal purposes but to
assessment using make sure that I am
Kahoot. In addition, I meeting a variety of
use websites like learning styles.
EdPuzzle to also allow 9/2021
students to review a
lesson at their own
pace. It is important to
incorporate various
EdTech tools
throughout the week to
meet the students
various learning styles
and maintain student
engagement
throughout the lesson.

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 posing problems and inquiries into complex
critically. in content. reflecting on multiple problems.
Promoting critical
perspectives.
thinking through

inquiry, problem
Some students respond Students respond to Students respond to Students pose problems Students pose and
solving, and
to questions regarding varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
facts 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.
One of the high As the second In my Spanish
frequency verbs in semester progressed Speaker classes I
Spanish is the verb I began to ask always have them go
“tener”. The verb can students high order beyond just a basic
be tricky to understand
level thinking answer. I use Blooms
as it is not always
directly translated but
questions during Taxonmy to
sometimes used as an their warm-ups. challenge them to go
expression. For that They noticed the beyond in their
reason I have designed change as it caused analysis and ask
a lesson that reviews them to have to put “why” they wrote a
various conjugations of together a complete certain answer
the verb “tener” in sentence without any down. This
Evidence context. The first additional support or challenges them to
lesson went over sentence started. It reflect on multiple
grammar rules. The requires them to perspectives and
second lesson used the
think back to defend their answer.
verb in context of a
previous lessons to
story that also included
target vocabulary answer a “why”
about body parts and question. Students I
included a cultural feel have stayed in
reference of the legend the same level. They
“El Cucuy”. The lesson respond to questions
that followed was a I ask but have not
drawing of a class gone beyond as much
monster. I asked as I feel is beyond
students specific first semester which
questions on Pear Deck is why I left their
about what our class progression the
monster was to look
same. 3/2021
like. After we created a
class monster the
students then created
their own monster,
labeled the body parts
and wrote three
sentences describing
the monster. This
activity will serve as an
assessment to see
where the students are
at and will guide my
next lesson. The
following lesson will
either be a re-teach of
the verb or a reading to
continue promoting
this new target
vocabulary and verb. I
would consider myself
to be in exploring
because I am not
having the students
create their own
assessment or
reflection on any of my
stories but rather I am
having them read and
answer comprehension
questions to gauge
their understanding
thus far. 9/25/2020

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.
During class I Beyond monitoring Back in November I
consistently ask yes or students got observed in class
no questions and or understanding of a during my POP cycle
either or questions to lesson and making lesson. During the
check for adjustments for the lesson, when I began
understanding of the next day, I am at the
language. I try to stay point where I am very
to discuss my
in the target language comfortable making monster I noticed
90% of the time which changes in the moment that one student was
is why it is important if I see a certain class dominating the
that I have many needs additional lesson and rather
checks for support or scaffolding. than continue and
understandings I feel last year I felt I allow him to blurt
throughout my lesson. had to keep each class our the answers I
Evidence During class I will ask on the same track but I changed my
the students to either have learned to be expectations in the
turn their cameras on flexible and take my moment. I said,
and show me a thumbs time with each class as
up or down or show needed. For example,
rather then shout out
me a 1, 3 or 5 with during our shopping you all need to put
their fingers. For unit I spent more time your hands in the air
students who do not on a series with one with answers 1, 2 or
want to have their class then I did with 3. In that way all
cameras on or are my others just to students could
having technical ensure they grasped participate and give
difficulties I ask them everything. 2/2021 their answers. I had
to send me a private to be okay with
chat. If I see that adjusting my
students need more instruction in the
review after I check for moment. 11/2021.
understanding I use
the time to review a
topic and explain in
further detail before
moving on to the next
part of the lesson. I also
am able to check for
understanding on Pear
Deck. I ask questions
and depending on the
students responses I
am able to give in the
moment feedback and
make any necessary
adjustments to my
lessons before moving
on to the next segment
or topic. 9/25/2020

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences. Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
I would say that Element
2.1 is one of my strengths.
I do my best to always
promote a classroom
environment that is
positive and respectful. It
is important that my
students always see me
being positive and
respectful to them.
Evidence Building a positive
rapport is one of the most
important things to
teaching. Without a
positive rapport it is
difficult for students to
want to be engaged in the
classroom and learn the
content. For that reason, I
do my best to always
incorporate team
building or community
building activities so that
they get to know each
other. So far, it is going
well this year. I have two
classes (3rd and 6th
period) who love to
communicate with each
other on zoom. Whether
it be to talk about
something going on int
heir life or to connect a
theme or topic we are
discussing in class to
their life, the students in
those classes us the chat
box to always talk to each
other. As long as it is not
distracting, I really like
them talking to each
other. I feel they need
that student interaction
with one another. I want
to build this sort of
community with all my
classes and that will be
my goal this year.
9/25/2020

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.
If I were reflecting on
my teaching last year I
would probably score
myself higher in
element 2.2. However, I
am currently still on
Evidence
Distance Learning and I
do not feel that I have
successfully been able
to get my students to
interact. With the
exception of two
periods, most of my
classes will not ineract
with each other. They
will interact with my
and keep their cameras
on if I ask so that I can
check for
comprehension but the
students are still, for
the most part very
quiet. I try my best to
be positive and
promote a classroom
that is a safe space for
learning the language
but it is very difficult
right now. In order to
maintain enagement
and promote student
learning I incorporate a
variety of EdTech tools
such as Pear Deck,
Kahoot and Edpuzzle.
However, this still lacks
that student
interaction.

When a student
participates I do make
all my students clap or
say “Muy bien” outloud.
Anything to keep
encouraging a positive
environment when
they participate and
partake in speaking the
target language.
9/25/2020


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

Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and emotional
safety. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Promoting and
maintaining a safe
learning environment
in all areas; physically,
intellectually and
emotionally safe are of
upmost importance to
me. I always greet my
Evidence students and ask them
how they’re doing,
every single day. I want
to make sure that they
are okay because their
well-being matters to
me. If they are not
doing okay how can I
expect them to learn
anything in my class? I
try to always be
culturally responsive
and aware with in my
pedagogy. I want my
lessons to be helpful
and promote respect in
all areas of our lives. In
order to create an
environment that is
safe I pride myself on
making my lessons
personalized to my
students and all of their
interests. I want them
to know that I care
about them as people
so that they can come
to my class and know
that they can be
themselves and will not
be judged and feel safe.
9/25/2020

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

I do strive for a
rigourous learning
environment but I do
feel that I can do better.
I scaffold and
differentiate my
lessons to meet a
variety of students
learning abilities but I
feel that at times I
might do too much. I
feel that learning a new
language is
intimidating and I
never want my
students to feel
overwhelmed. With
Evidence that said, I give them a
lot of scaffolded
support and are
working on ways to
assess them in a way in
which they are
challenged and forced
to use the language
without feeling
overwhelmed. I want
them to come to my
class and know that
there are high
expectations of them
but not feel
overwhelmed by the
expectations I have of
them as students. It is
something I recognize
and are doing my best
to be more rigorous so
that they feel
empowered to use the
language on their own
9/25/2020.

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 am very clear about
my expectations to my
students. Whenever we
are engaged in
asynchronous learning
I always have my
presentation shared
with detailed
explanations about
what they should be
working on. I always
communicate my
expectations of them as
students and let them
know that I will not
give them credit on an
assignment if they are
not in class. I also will
offer extra credit points
to students who finish
Evidence first. I have found that
by making things a
competition I get more
active engagement and
it allows me an
opportunity to provide
positive reinforcement.

On the other hand, my
expectations of them as
students is clear and
they know I will not
tolerate students being
disrespectful. There
was an incident this
semester where a
student used an
inappropriate name
while logging into
Kahoot. I removed the
student and shut the
entire game down for
the class. I addressed it,
in a calm way and let
them know that as a
class we need to hold
each other accountable
and I was not going to
tolerate that sort of
behavior even if we are
in Distance Learning. I
told them we would see
how the week
progressed and if they
were actively
participating and
engaged we would play
at the end of the week.
They did well and so
we played. However,
they need to know
what our expectations
are of them.
9/25/2020

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

A big part of being a
teacher is Classroom
Management. I think
that in order to create a
safe space you need to
have good classroom
management. My
students have clear
routines and
expectations even
through Distance
Learning. They know
that they are
responsible for the
warm-ups every day
Evidence because they have pop
quizzes twice a month
on them and I do not
post it. If they are
absent it is their
responsibility to email
me to get anything they
missed. I post
reminders on Google
Classroom and have my
Google Classroom set
up in a way that they
can access the material
by week and at the top
I have all the resources
they might need to log
in and be successful. I
provide Rubrics for
assignments that are
not reading
comprehension but
more of a project so
that there is no
confusion. I do my best
to constantly hold my
students accountable.
They know that if they
submit something late
they will receive 50%.
If something is going
on int heir life they
need to communicate
that with me. Before a
due date I always have
this talk with them as a
friendly reminder and
because I do not want
them to be surprised if
they do not earn credit
on something. I think it
is important to give
them responsibility for
their work and put it in
their hands as well.
9/25/2020

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
Using instructional
how transitions and for sufficient student instruction, checking for learning. Supports
time to optimize
classroom management work time and transitions understanding, students in the
learning
impact pacing and to optimize learning. completion of learning monitoring of

lessons. activities and closure. instructional time.

Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in time learning activities and, as and complete a variety of instructional time to own time, are engaged in
allotted. needed, may receive learning activities in the engage in and complete accomplishing learning
some adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and review. prepared for the next reflection, self-
expectations for sequence of instruction. assessment, and goal
completion. setting.

I think depending on
the activity and the day
I am between
Exploring and Applying
in Element 2.7. within
the last few weeks I
have found that I need
to monitor my students
more consistently
when I give them time
in class. Whenever I
assign them an activity
I monitor their
progress in class.
Though this is time
consuming and takes
away from me
Evidence completing other tasks,
it is important to the
learning of the
students. They need to
be held accountable
and that is why I am
there. I always tell
them okay guys in 5
minutes I am going to
check your progress
and if you have not
started you will receive
a zoom chat from me. I
also make a note in
their google doc so that
when I go to grade it I
know whether or not
they used their time in
class efficiently or not.
It is also important for
me to monitor their
progress in class
because I can see when
a student is completing
an assignment
correctly and when
they are not. It helps
me adjust my lessons
and it is a clear way for
me to see whether or
not I need to spend
more time on a topic of
I could move on.
9/25/2020

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 Uses extensive
knowledge of subject subject matter and the relationship between of inter-relationships knowledge of subject
matter, related academic academic language to essential subject matter of concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standard’s. 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.

I earned my credential at I have made it a point
CSULB and they pushed our this year to incorporate
content standards more speaking
knowledge a lot. For that activities into all of my
reason I feel that I know students weekly
what the expectation of me lessons. This is so that I
as a teacher is when it am ensuring I am
comes to teaching world helping students better
language. The standards their proficiency in the
today focus on the Five C’s: language. I have
Communication, incorporated more
Connections, Culture, FlipGrids and partner
Comparisons and speaking activities so
Community. I keep these in they feel better using
mind as I lesson plan and the language in class.
when I am in 10/2021
communication with my
peers. With the support of
my Administration, my
department has been able to
steer away from textbook
teaching and that has
allowed for more creativity
to ensure language
acquisition from the
students. For that reason,
when discussing the unit
map with my peers we
made it clear that each topic
and theme covered the Five
C’s. 9/25/2020

When I lesson plan I still
ensure that my lesson is
covering one of the The Five
C’s from the California state
standards. Language
acquisition is the goal which
is why my lessons always
include learning through
context and storytelling. I do
not feel I am integrating yet
as this year I am still
perfecting my lessons and
making sure one day I cover
listening comprehension,
reading comprehension etc.
There is integration but not
to the point where I would
rate myself higher, yet.
1/2021

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

I consider myself to be a As the second semester
CI teacher. Meaning that I progressed and the students
teach the target language started using the target
in a way that is language more and more
comprehensible to my they began to ask me
students. I teach the questions about idioms and
language in context of phrases in Spanish. I have
communication and make found myself conversing
it interesting to them by with my students more and
personalizing the lesson. more during out warm-ups.
With the support of our I now ask them
administration we have personalized questions
been able to steer away versus just asking questions
from the textbook and about the previous lesson so
develop our own that they know how to
curriculum that follows communicate with each
standards based other. 4/2021

instruction. With that
being said, a big part of I do not feel that I have seen
making lessons much growth in this area. I
comprehensible means still have students ask me
that I am constantly about idioms but not
checking for enough to move me to the
understanding from my integrating level. This year, I
students. If I am ever did start doing a quote of
speaking to fast they the day for the students so
know to raise their hand that we begin to discuss
up in a fist. This tells me more culture, idioms and
to slow down. If I am grammar structures that we
telling a story I always might not typically discuss
make it a point to ask in class. I call it “Dicho de la
yes/no and either/or Semana”. 8/2021
questions in order to
check for understanding
of a story. At the end of a
new lesson I also always
provide my students with
exit tickets that I review
at the end of the day. This
helps me to know if I can
move on with the next
lesson planned or if I
need to spend more time
on any given topic or
vocabulary. 9/25/2020
Follows organization of Examines organization of Uses knowledge of Integrates knowledge Uses extensive
curriculum as provided curriculum and considers curriculum and student of curriculum and knowledge of curriculum
by site and district to adjustments in single readiness to organize and resources to organize and related resources to
support student lessons or sequence of adjust the curriculum to and adjust instruction flexibly and effectively
3.3 Organizing
understanding of the lessons to support ensure student within and across organize and adjust
curriculum to
subject matter. understanding of subject understanding. subject matter to instruction.
facilitate student
matter. extend student Ensures student
understanding of the
understanding. comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.

This year, with the One thing that I have been Now that we are back
support of our able to keep improving on is in person I have been
administration, I was able the organization of my able to see more clearly
to develop a unit map lessons. Lesson sequencing where my students are
with my peers so that we is coming more naturally to headed and what I
could be somewhat on me now. I find it easier to want them to have
the same track with our determine what theme or learned by the end of
Spanish 1 and Spanish 2 grammar units to teach the semester. I feel that
students. This is next. For example, I taught it is going much more
important because we the friendship unit in smoothly then it did
want to make sure that February to coincide with last year since I now
we are not only following Valentine’s Day and make it have a scope of
content based standards relevant to the student’s sequence for each class
but are also sequencing lives versus teaching it in that I teach. 10/2021.
our lessons in a way that April. 2/2021
sets them up for the next
level of learning. Though
we do not follow one set
curriculum we have put
together a curriculum
from multiple resources
and the text book in order
to best meet the needs of
our students at La Habra
High School. 9/25/2020
Uses instructional Gathers and uses Selects and adapts a variety Integrates instructional Uses an extensive
strategies that are additional instructional of instructional strategies to strategies appropriate repertoire of
provided in the strategies in single ensure student to subject matter to instructional strategies to
3.4 Utilizing curriculum. lessons or sequence of understanding of academic meet students’ diverse develop enthusiasm,
instructional lessons to increase language appropriate to learning, to ensure meta-cognitive abilities,
strategies that are student understanding of subject matter and that student understanding and support and
appropriate to the academic language addresses students’ diverse of academic language, challenge the full range of
subject matter appropriate to subject learning needs. and guide student in student towards a deep
matter. understanding knowledge of subject
connections within and matter.
across subject matter.

One thing that I have loved I definitely feel that I
and appreciate about being have always score
a teacher is the creative really high on this
aspect that comes with our CSTP standard but this
lesson plans. I enjoy lesson semester I have been
planning because I like that able to go beyond the
I can incorporate new same routines of
strategies each day. I do my EdPuzzle and Pear
best to never repeat an deck. Now that we are
activity the same week. Not back in person I am
only is it helpful to the able to incorporate
students because of all their more hands on
varying learning abilities material while still
but it just helps with integrating technology.
student engagement as well. I like creating puzzles
A lesson for me one week and games that they
looked like the following: play in class and then
Monday – Introduce new have to complete an
vocabulary using PQA activity online. It helps
(personalized questions and keep the class even
answers) along with a more engaging and less

Google Slide to support mundane than the
student learning. typical pear deck.
Tuesday – Create a story 8/2021
using the vocabulary and
have students interact with
the presentation on Pear
Deck by answering
comprehension questions.
Wednesday – Listening
Comprehension activity. I
usually will create a Pear
Deck in which the students
can draw what is happening
in the story. On Wednesday
I might also incorporate an
Edpuzzle to review
grammatical structures.
Thursdays- I either play a
Kahoot as a review game
and/or read a story and
have the students answer

comprehension questions.
Fridays- assessment day

Regardless of the week I
always try to incorporate an
array of activities so that
they are actively engaged.
9/25/2020

I feel that I am still in the
Applying level. I still have
the same routine and
schedule. The difference
now is that I have
incorporated more higher
order thinking questions
throughout my activities so
that students push
themselves. I make sure that
each day is focused on a
specific skill. Whether it be
reading, writing or listening
comprehension. 1/2021
Uses available Explores additional Selects, adapts, and utilizes Integrates a wide range Engages students in
instructional materials, instructional materials, appropriate instructional of adapted resources, identifying and adapting
3.5 Using and resources, and resources, and materials, resources, and technologies, and resources, technologies,
adapting resources, technologies for specific technologies to make technologies for concept instructional materials and standards-aligned
technologies, and lessons to make subject subject matter accessible and skill development in to meet identified instructional materials to
standards-aligned matter accessible to to students. subject matter. Resources student needs and extend student
instructional students. reflect the diversity of the make subject matter understanding and
materials including Explores how to make classroom and support accessible to students. critical thinking about
adopted materials, to Identifies technological technological resources differentiated learning of subject matter.
make subject matter resource needs. available to all students. subject matter. Assists student with
accessible to all equitable access to Ensures that student are
students Guides students to use materials, resources, able to obtain equitable
available print, electronic, and technologies. Seeks access to a wide range of
and online subject matter outside resources and technologies through

resources based on support. ongoing links to outside
individual needs. resources and support.
I feel that I try my best to I would say that I have I feel that this semester
make sure that all the improved in this area over I have done my best to
EdTech tools that I the last semester. Recently ensure that all students
incorporate in my lessons my district gave us the are receiving the same
are accessible to my premium versions of access and
students. Before I assign EdPuzzle, Kahoot Premium opportunities to the
something I will make a and GimKit plus. I have been assignments. Not that I
Screencastify video able to further enhance all was not before but this
showing them step by my lessons using these semester I am able to
step how to set a new EdTech tools. In addition, identify in the moment,
account up. If I am having my school purchased the when a student needs
them complete an activity EdTech website Garbanzo. It additional support or if
I always like to make sure was developed by The I need to change the
I model what I expect Comprehensible Classroom methodology of my
from them so that they which uses CI strategies to lesson. In addition, I
know exactly what the teaching a World Language. am able to paste links
expectation is of them as The website consists of on Google Classroom
students. I also make my stories so that the students and help students
presentations on can practice acquiring the while we are in class to
vocabulary available to all language through reading. It ensure they have
students because I want is a great addition to my access to the
them to know there is no lessons. assignment. This is an
need to use google improvement from last
translate when they have year when we were all
all the material they need distance learning.
on google classroom. In 9/2021
addition, I do my best to
always ensure that all my
IEP and 504 students
have access to teacher
notes so that they can
complete all the
assignments. 9/25/2020

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 study development, English in English language
proficiencies based on proficiencies in listening, of language and content. learners’ strengths and development and in meeting
available assessment data. speaking, reading, and Differentiates instruction using assessed needs into content standards. Supports
writing. Uses multiple one or more components of English language and students to establish and
3.6 Addressing the measures for assessing English language development content instruction. monitor language and
needs of English English learners’ to support English learners. content goals.
learners and student performance to identify gaps
with special needs to in English language Creates and implements
provide equitable Provides adapted materials development. scaffolds to support standards- Develops and adapts Is resourceful and flexible in
access to the content to help English learners based instruction using literacy instruction to provide a the design, adjustment, and
access content. Attempts to scaffold content strategies, SDAIE, and content wide range of scaffolded elimination of scaffolds
using visuals, models, and level English language support for language and based on English learners’
graphic organizers. development in order for content for the range of proficiencies, knowledge,
students to improve language English learners. and skills in the content.
proficiencies and understand
content.
As a Spanish teacher I Now that we are back on
have not had many a full time basis it is much
students who are English easier to identify when
Langauge learners and my EL students need
have had difficulty in my additional scaffolds and
class because Spanish is when my Special Needs
usually their primary students need additional
language. However, last time and support on
year I did have a student assignments. Now when
who was from Guatemala we are in class I am able
and spoke a native to identify immediately
dialect. He understood when I need to slow
some Spanish but not all down, when I need to

and did not undersdtand provide a printed
any English. He was assignment, when I need
illiterate in reading and to extend deadlines. I am
writing. For that reason, I also able to provide
had to scaffold my additional examples in
material to make it very the moment rather than
easy for him to wait for an assessment to
understand with pictures. show me where the
I also had to give him student are at. 9/2021.
alternate assignments
because anything that I
had for my regular
students was still to hard.

At the start of the week I
would give him a packet
and check in with him
while the students did
their warm-ups. It was
the only way to ensure
that he would take away
some of the language. He
was put in my class half
way through the
semester before we then
went on Distance
Learning. During Distance
Learning I felt bad
because I was not able
offer him one on one
support. This is definitely
an area that I feel I need
to work on. 9/25/2020

I do not feel that I have
improved in this area this
semester. I have very few
English Language learner
students. The student I do
have is very quick in
picking up the language
and requires very little
adjustments to the lesson.
There have not been any
changes in my practice
from last semester to this
one. 5/2021

Has an awareness of the full Seeks additional information Utilizes information on the full Integrates Guides and support the full
range of students identified on the full range of students range of students identified accommodations, range of student with special
with special needs through identified with special needs with special needs to assess adaptations, and needs to actively engage in
data provided by the school. to address challenges or strengths and competencies to extensions to instruction the assessment and monitor
supports in single lessons or provide appropriate challenge for the full range of their own strengths,
sequence of lessons. and accommodations in students with special learning needs, and
instruction. needs to ensure adequate achievement in accessing
support and challenge. content.
Attends required meeting Cooperates with resource Communicates regularly with
with resource personnel and personnel, para-educators, resource personnel, para- Communicates and Communicates and
3.6 Addressing the families. and families during educators, and families to collaborates with collaborates with resource
needs of English meetings and activities in ensure that student services colleagues, support staff, personnel, para-educators,
learners and student support of learning plans are provided and progress is and families to ensure families, leadership, and
with special needs to and goals. made in accessing appropriate consistent instruction. students in creating a
provide equitable content. Supports families in coordinated program to
access to the content positive engagement with optimize success of the full
Refers students as needed in a school. range of students with
Learns about referral timely and appropriate manner special needs.
processes for students with Seeks additional information supported with documented Initiates and monitors
special needs. on struggling learners and data over time, including referral processes and Takes leadership at the
advanced learners to interventions tried previous to follow-up meeting to site/district and collaborates
determine appropriateness referral. ensure that students with resource personnel to
for referral. receive support and/or ensure the smooth and
extended learning that is effective implementations of
integrated into the core referral processes.
curriculum.
I feel that at this point I This semester I have made
have a better it a point to speak to my IEP
understanding of the students case carriers more
needs my English frequently regarding a
Language Learns and student’s progress in class. I
Special Educations have a student who has
students need because of been struggling in my class
my experience working in and rather than just ignore
the office as a classified his behaviors and lack of
staff member. That time motivation I have reached
gave me the confidence in out to his case carrier and
being able to reach out to worked with her in order to
case carriers or help him be successful in
Administration when the class. I feel that by
additional support is reaching out we are able to
needed with a student. show the student we care
This past week, I had two and thus encourages them
students who are not to try more in class. I also
progressing in class. They make it a point to make

log into zoom but when I material accessible by
call on them (3 or more printing out packets for the
times) they do not students so that they have a
respond. My students hard copy rather than print
know that if they need to it out on google classroom.
step away from a
computer they need to
send me a chat. Because if
they are logged in and do
not respond then they
were not in my class.
Before I mark students
with IEP’s absent I always
will copy the case carrier
on an email and ask them
to speak to the student. I
usually give them the
control to tell me how to
move forward. I do this
because although I want
to keep my students
accountable I want to
make sure that I am
making my lessons
accessible. Especially now
during Distance Learning,
having to be online is
rough for everyone,
imagine students who
have learning disabilities,
it has got to be that much
more difficult. That is
why, I do my best to stay
in contact with the case
carrier so that they serve
as additional support in
getting the student to be
successful. 9/25/2020

Much like CSTP 3.5 there
have not been any
changes to my teaching

practice in this element
this semester. I will
always do my best to
accommodate all of my
EL students, IEP students
and 504 students. If I
need to modify a lesson
and print out notes I will
do that. I have a student
whom requires my
presentations be printed.
I email them to his case
carrier on a weekly basis
so that she can print them
for him and help him with
his work. 2/2021

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

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

I currently am in the I have made it a point to
process of developing my make sure that my
own curriculum for my presentations in class are
Spanish 1 and Spanish 1 all inclusive. I do this by
for Spanish Speaker making sure I am
classes. We have including elements that
developed a unit map but are related to all of my
were given the go ahead students heritages. This is
to create our own done by either playing
curriculum that is more music, putting a picture
relevant for the students. as an example or using

I make sure to plan them directly in a story.
lessons and series of This is done so that I am
lessons that are relevant helping curb biases in my
to the students today. I lessons and helps all
also make sure to be students feel welcomed.
culturally responsive in 8/2021.
my teaching and are
careful to always check
my own biases so as to
not incorporate
something that might be

offensive to a student. In
my examples I also try to
always incorporate
students from all
backgrounds and walks of
life so that they feel
included. Even though I
teach about the Hispanic
and Latino culture I make
sure to always include all
of my students various
ethnic backgrounds,
cultures and traditional in
my lessons plans. I do this
by incorporating them in
stories or in my
presentations when I am
introducing vocabulary.
But I always make sure to
never include anything
that might be culturally
insensitive or racially
biased. 9/25/2020

I would say that I have
not seen growth in this
element. The reason for
that is because I have not
finished the year and thus
my curriculum is not
done. In addition, I have
not had my students in
person with this new
curriculum and have not
been able to adapt it to
better meet my student’s
needs, interests and
backgrounds. Though I
personalize my lessons I
feel that I can address
biases better but need to
have my students in the

classroom full-time in
order to understand each
of their cultural
backgrounds better.
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.

I think that I definitely I have seen a lot of I have made it a point to
need to work on making improvement in this area. not only write the
my objectives clear in When I first started the objective on the board at
each lesson. Though I program, I was struggling the start of each class but
have weekly goals and with making sure that I am also having students
always give my students a each lesson had an end read it everyday. In
“weekly overview” I feel goal to it in which the addition to reading it, we
that I could improve on students understood. This always close the lesson
making my daily semester I have improved out by returning to the
objectives more clear. a lot. I make sure to let objective and discussing
During Distance learning my students know exactly how we met that goal. I

I am still having my what we are doing and began to do this after I
students complete daily what I expect them to met with my principal for
warm-ups. I will start leave the class having my post observation.
incorporating the learned. Each class has a 10/2021.
objective right after and purpose that I can
have a student read it. identify and that the
This is something I will students can identify. I
make sure to work on this know I can do better but I
semester. 9/25/2020 have seen improvements
for established learning
goals. 1/2021

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student that support student needs to ensure student short-term instructional
learning learning. learning. plans that ensure high
levels of learning.

I am currently developing Now that our Scope and
my curriculum. We Sequence is finished I am
recently were told by our able to develop long and
administration that we do short term goals for
not need to follow our myself and for my
textbook but that it was students when it comes
there as a support tool. to delivering the
We have been curriculum. I am more
encouraged to follow the intentional with the
content standards and things that I teach my
research curriculum that students on a day to day
is relevant to our basis because it is now
students today. As I part of greater picture in
create my daily lessons the curriculum. I have an
they are all part of a long end goal (May) and are
term end goal. I am very able to teach to that

organized this year and directly. 9/2021
are linking all my units
that belong together in
my google drive. In
addition, I have a unit
map that I am following.
It is helping me not only
maintain organized but it
allows me to look at what
I am doing with my
students and ensure that
what I am teaching them
has a purpose and is all
connected. 9/25/2020

As I have mentioned for

other elements, because I
have yet to finish the
school year and the new
curriculum I do not feel
that I have had the ability
to create additional short
and long term goals.
During the summer I
hope to analyze and
evaluate where myself
and my other colleagues
were able to teach so that
we can make
improvements for the
next year. 5/2021

Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. and language needs. learning and language
needs.

I do my best to always When I use Señor Wooly
incorporate various or Garbanzo I always
teaching strategies, change the level of
education tools in order difficulty for each student
to meet the learning to either be novice or
needs of all students. In proficient (depending on
addition, I feel that I where the student is at).
scaffold my lessons in This allows me to make
order to prepare my an activity more
students for their challenging for a student
assessments/end goal. In or keep it at the
addition, I try to appropriate level 1 for all
incorporate a new my other students. In
teaching strategy each addition, if we are
day so that I am meeting reading in class and I ask
the needs of all my students to respond in
students and not just English but I have a
some. Even though student who is more
changing it up is a lot of advanced I will require
work, I feel that it is part the answer in the target
of my duty and job as a language. I constantly am
teacher. I need to make making adjustments to
sure that I am developing them. 10/2021
the best content for them.


I also do my best to
always use my students
independent practice or
assessments a way to
guide my teaching. For
example, the students had
to complete draw a
monster and write three
sentences describing the
monster using the verb
“tener”. Before giving
them a test on this, I had
them submit it three days
before so that I could see
what to review with them
prior to their assessment.
After they submitted their
assessment on FlipGrid I
was able to see that the
students understand their
colors and body parts
very well but I need to
review numbers and only
slightly review the verb
tener. For the most part
the students understood
the difference between
“tengo” and “tiene”.
Regardless, I used their
assessment as a way to
guide my teaching the
upcoming week.
9/25/2020

I wrapping up the school
year by finishing the new
curriculum. I am using my
students work,
independent practices
and curriculum to guide
my lessons and
instruction on a daily

basis. I make sure that all
of my lessons are relevant
to them so that they are
engaged and want to
continue learning the
Spanish language. I do
feel that next year when it
is a traditional year I will
have a more fair
assessment of gauging my
students learning. This
year with Distance
Learning it has been
difficult to assess and
accurately monitor. I
hope to improve next
semester in this element.
1/2021.
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.


As I have mentioned in With all that has Now that we are back on
other elements my I am happened this past year I a traditional schedule I
currently developing my can confidently say that I am able to get to know
own curriculum. We have done everything I my students even better
recently were told by our can to be a Culturally then I did the past year in
administration that we do Responsive Teacher. It is a half. I am able to change
not need to follow our our job as teachers to my instruction in the
textbook but rather use it ensure a safe and moment to meet their
as a support tool when welcoming learning needs or to challenge
and if needed. We have environment for all our them further. In addition,
been encouraged to students. While at the I am able to provide more
follow the content same time not ignoring activities and practice in
standards and research what is happening in the class which helps with
curriculum that is real world. I have their language
relevant to our students provided my students acquisition. I am
today. I am creating a with the space to discuss constantly making
curriculum that focus on in small groups or to adjustments to my lesson
the Five C’s. Currently, I discuss as a class their to ensure that I will cover
have organized my thoughts on race, racism, the necessary content
lessons into Vocabulary COVID-19 and their within the 55 minutes
Weeks. So for the first set mental health. I have and to ensure they are

of vocabulary I gave my received feedback from also grasping the
students I named it students thanking me for material. 12/2021
“Vocabulario #1” and also allowing them to express
wrote the verb “poder” on themselves. If I do not
the first slide. This is address things going on
telling me what in the real world my
vocabulary and verb I am students will not learn in
focusing on that week. I my class. Once I have
also am able to sequence lowered the affective
my lessons and see how filter my students will do
long each topic will take their best and I have been
me. For example, I made a able to better assess them
note that the first exam because they are more
covered Vocabulary #1 – engaged and learning.
Vocabulary #3. Though 1/2021.
these are all connected
and build on each other
they each have their own
focus. Regardless of the
focus (colors, numbers,
adjectives etc.) they are

all connected and
sequenced in a way that
is communicative and
makes sense to the
students. 9/25/2020

CSTP 5: Assessing Students for Learning

Is aware of the purposes Explores the use of different Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of types of pre-assessment, for assessment and skills range of appropriate use of a wide range of
formative and summative formative and summative to be assessed to select assessments to address assessments to support
assessments. assessments. appropriately matches questions about students’ differentiated student
5.1 Applying pre-, formative and learning needs and learning needs and reflect
knowledge of the Begins to identify specific summative assessments. progress. progress.
purposes, characteristics of
characteristics, and assessments that yield Selects assessments Integrates a variety of Draws flexibility from a
uses of different different types of based on clear characteristics into repertoire of appropriate
types of assessments information about student understanding of the assessments to allow assessment options and
preparedness, progress, and purposes and students with a ranges of characteristics to
proficiency. characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
I am currently creating my Over the last few month’s I always make sure that
own curriculum and for that I have been particular all of my assessments
reason are exploring the use about the types of have an array of
of various formative and assessments I assign my questions. Some are
summative assessments. I students. I understand reading comprehension,
would say that my go to that some students are others are speaking. I also
formative assessments are not great test takers and include listening
basic comprehension checks using only GoFormative is comprehension,
“yes/no and either /or not the only way to assess vocabulary and matching
questions”. I also ask the their progress. I have questions so that all of
students at the end of the given asssessments on my students can feel
class to submit an exit ticket EdTech websites such as successful during the
whenever possible. In terms Kahoot and EdPuzzle. quiz/test. My quizzes are
of summative assessments I Though more time shorter so I might have
think that it depends on my consuming to grade I two – three types of
class. For my Spanish think it supports student questions but my exams
speakers I usually will learning better. are longer and
create summative incorporates everything.
assessments that are fill in 9/2021.
the blank and multiple
choice but there are also
times that I that I have my
students create short essays.
I also

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 assessments. assessment data on provides formal and systematically
student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required Make adjustments in on student learning. collect ongoing
analyzing processes for data planning for single lessons Uses analysis of a variety assessment data
assessment data analysis and draws or sequence of lessons based of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about on analysis of assessment planning and broad range of of learner needs.
sources to inform student learning data. differentiation of assessments to provide
instruction. 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.
I think that I currently am in During this semester we When we developed the
Exploring for element 5.2. had to collect various Scope and Sequence we
The reason for this is forms of data which also developed an
because I do implement helped me with my assessment / placement
various checks for instruction. It is tests to identify where all
understanding and important to always students were at and
comprehension throughout differentiate my lessons whether or not they were
my lessons but I use it to but my assessments as Spanish Speakers and
inform my in the moment well so that its fair for all needed to be switched to
teaching. I do use my Exit students. During a lesson a different class. 9/2021
Tickets to inform my lesson series I assed via
for the next day but I will GoFormative, Pear Deck
say that sometimes I have and Kahoot. 3/2021

my week planned and if I
might forget to check the
exit tickets. The reason for
this is because now that we
are Distance Learning there
is so much more to grade
and check that it has
happened to me this year
where I forget to check an
Exit Ticket until a few days
later. It is something that I
am aware of and will do my
best to better this as the

semester goes on so that I
can use the exit tickets to
inform my teaching the next
day and make any necessary
adjustments. 9/25/2020
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 data variety of data on student broad range of data work and fosters
both individually and as required by site and individually and with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
monitor student learning needs of individual identify trends and student thinking and causes for achievement
learning students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.

I would consider myself After we developed the
emerging in this area scope and sequence we sat
because as of now I have to discuss our students
not had to review any Examen #1 scores so that
assessment data with my we could make the
site or colleagues. I do appropriate adjustments to
think that as a department our Spanish 2 Scope and
we need to have more
Sequence. This is because
shared goals that help
we needed to use it as a
promote and develop our
gauge to make sure that our
program to be more
streamlined. We would expectations for the year
have to start by evaluating were not unrealistic and
all of our students and actually attainable by the
assessing their Finals and students. 9/2021.
the data we collect from
that. This is something I
am going to keep in mind
and discuss with my
mentor further as well.
9/25/2020

Though I have met with my
mentor/colleague to
discuss student
assessments I do not feel
that it has been something
established with the rest of
the department. For that
reason, I do not feel I have
really seen growth in this
area. We are supposed to
have a meeting next week
to discuss assessments and
student placements with
the department but I do
not feel it is enough to
move me to “exploring”
5/2021.

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 single language. integrated across content and academic language
5.4 Using assessment lessons or sequences of standards for individuals for the fill range of
data to establish 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 individual students’ diverse learning meet individual and differentiate instruction,
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.
I do my best to make sure After I taught -AR present
that the formative and tense conjugations to my
summative assessments I students and ask them if
give my students meet it was “fácil, difícil or más
the varying needs of all o menos” and the
my students. My majority of the class
summative assessments responded with “más o
are currently broken up menos” I had to make the
into four sections: decision in the moment to
Vocabulary, Reading not move on to a reading
Comprehension, but rather to teach the
Listening Comprehension content in another way
and Writing. This is the last 15 minutes of
because I want to make class. I realized they
sure that I am able to see needed to see it in
where each student is context so I let them play
struggling and where Blooket. Having it
they excel. This helps me gamified and in context
guide my teaching helped them understand
methodologies. For what I expected of them.
example, I am starting to 10/2021.
notice that this year the
students excel with
listening comprehension.
For that reason, I am

incorporating a Listening
and Draw activity each
Wednesday because that
seems to work for their
language acquisition and
they enjoy it as well.

By separating my lessons
I am able to see how my
students are progressing
in all areas and can even
use it to guide my
teaching as I move
forward in following
weeks. 9/25/2020

Due to Distance Learning
seen more growth in this
area. The students
recently came back
hybrid but I do not feel it
is enough to allow me to
continue to modify my
lessons. I feel I could see
growth in this area the
following semester. I do
differentiate my lessons
but I do not see myself
making modifications to
my lessons because they
are currently specifically
designed to fit a hybrid
model. 1/2021

Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or sequence processes for learning related to content, setting, and progress
5.5 Involving all results. Recognizes the of lessons that include goal content and academic academic language, and monitoring.
students in self- need for individual setting exercises. language development. individual skills.
assessment, goal- learning goals. Develops students’ meta-
setting, and progress Provides students with Guides students to Integrates student self- cognitive skills for
monitoring Monitors progress using opportunities in single monitor and reflect on assessment, goal setting, analyzing progress and
available tools for lessons or sequence of progress on a regular and progress monitoring refining goals towards
recording. lessons to monitor their basis. across the curriculum. high levels of academic
own progress toward class achievement.
or individual goals.
I feel that last year I This semester, after the Not only do I still do the
would have scored myself warm-up, I began to put an daily “anuncios” page for
higher in Element 5.5. announcement page and my students but I am also
However, now that we began to outline to my having them give me
are distance learning I students what we were feedback at the end of
feel that I am really going to be covering that each unit so that they can
struggling in this area. day and week. I think it is tell me what they know
The reason for it is important for them to and what we still need to
because I feel that we do understand what we are work on before moving
not have enough time. In covering and why. It also on to the next unit. I have
addition, all my quizzes provides them a look at been having them submit
are on GoFormative and what is to come next. It “Unit Evaluations” at the
because I feel that I do helps me set daily goals with end of each unit with 5
not have enough time I the class and it allows them questions regarding the

have not been able to to send individual goals. unit and their progress.
take the time to review 1/2021 10/2021
and assessments with my
students. I do open them
up and make it available
to them but I wish that I
was able to review it with
them the following day so
that I could show them in
the moment where they
might have gone wrong.
Instead, what I am doing
is adding the most missed
questions to the warm-

ups the following week
and reviewing that
content there. I think that
I should incorporate
more opportunities for
my students to evaluate
their own learning and
provide them a space
where they tell me how
they feel they are
progressing in the class.
9/25/2020
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to implement and implement technologies into the technologies to design,
assessments, determine individual assessments, assessments, record and development, implement, and analyze
proficiency levels, and record results, and analyze results, and implementation, analysis assessments and
5.6 Using available
make required communicate with communicate about of assessments, and provides for an in depth
technologies to assist
communications about administration, colleagues, student learning with communication of and ongoing
in assessment,
student learning. and families about student administration, student learning to all communication regarding
analysis, and
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.

I feel that I integrate a I have definitely began to
variety of technology not integrate technology even
just in my lessons but to more in my students
communicate with learning. Not only do I
students and provide use GoFormative as an
them with Formative and assessment tool, I am also
Summative assessments using FlipGrid to assess
as well. For lesson my students even further
planning I use the for speaking procifiency.
following EdTech tools: Something I lacked to do
Pear Deck, Google Slides , the past few semesters.
EdPuzzle, Duolingo 9/2021.
Kahoot and Quizlet. I use
GoFormative and FlipGrid
for student assessments.
In my district we use
Aeries for grading but
also use Aeries
Communications to
communicate with
parents on a weekly basis
about their student’s
progress in my class. If a
student is habitually
absent or not making
progress I have to make a
note of that in Aeries
under
Pre-Refferal” and also
email an administrator so
that they too can attempt
to reach out to the
families. I also use Google
Classroom on a daily
basis to communicate
with my class about
announcements and
provide them with any
necessary assignments.
9/25/2020


This year I am
incorporating a lot of
EdTech resources and are
incorporating them in my
lessons. I am still
incorporating the usuals
GoFormative, EdPuzzle,
Pear Deck but more
recently began
incorporating Garbanzo. I
do not feel that I have
used ALL the resources as
a form of assessment.
Garbanzo is fairy new and
I need to look through the
data before moving to the
next level. 4/2021
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. Seeks strategies for improving and informal assessments communications about
5.7 Using assessment
to provide feedback in ways academic achievement. in ways that support individual student
information to share
Notifies families of that students understand. increased learning. progress and ways to
timely and
student proficiencies, Provides opportunities provide and monitor
comprehensible
challenges, and behavior Communicates with families for comprehensible and Communicates regularly support.
feedback with
issues through school about student progress, timely two-way with families to share a
students and their
mandated procedures. strengths, and needs at communications with range of assessment
families
reporting periods. Contacts families to share student information that is
families as needs arise assessments, progress, comprehensible and
regarding struggling raise issues and/or responsive to individual
students or behavior issues. concerns, and guide student and family needs.
family support.
I feel that I would I do feel that I provide I have recently started
consider myself to be students with timely giving students feedback
somewhere in between feedback. They know they not only on their
emerging and exploring need to give me a week to assignments in Google

in this element. The assignments and that late classroom or on paper
reason for that is because work will be graded after. but I have been sharing
I do follow all the school When it comes to the scores through Aeries
mandated procedures assessments I am able to communications so that

and always provide record my voice and give parents are aware,
students with feedback them personalized feedback immediately about the
on their assignments in as opposed to just writing a student’s scores and are
order to help them generic comment. I also am involved in their child’s
progress on the next in contact with families via academic progress.
assignment. However, Aeries communication and 10/2021.
over the last two weeks I phone. 2/2021
started to incorporate
more detailed feedback
on students assignments
because I began to use a
Google Extension called
“Mote”. It allows me to
record my voice so that I
am not typing and can
provide more feedback
that is personal and
direct which helps with
student understanding.

I also am making it a
point to reach out to
families on a biweekly
basis about their
progress in my class.
However, since I just
started that I do not want
to say I am exploring just
yet. I want to keep
implementing that and
reevaluate myself as I
move forward through
the semester. 9/25/2020

CSTP 6: Developing as a Professional Educator

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
learners. Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
I feel that I am at the This year academic I have had more
point where I understand school year has been a opportunities to
that teacher support and tough one for many collaborate with my
6.1 Reflecting on collaboration is key to teachers. I feel that I have peers now that we are on
teaching practice in success in this given it my all since day a traditional schedule
profession. I not only am one of Distance Learning. and we have been able to
support of student in constant It has been challenging not only collaborate on
learning communication with my adapting previous CSTP related topics but
mentor but I also have a lessons to digital learning also been able to bond
group of teacher friends but I feel that I have done about things outside of
with whom I discuss the best that I could due, work which has helped
various teaching given the circumstances, us be a better team.
methodologies that will so that my students could 11/2021.
support a full range of be successful. Since we
learners. I also make it a have been back hybrid I
point to discuss feel that I take into
methodologies with account my students
teachers outside of my feedback and incorporate
subject area because I it where I can. For
feel that it helps example, one day they
broadens my scope of asked if we could do a
methodologies to help MovieTalk using a Lego
student learning. episode and so that night
9/25/2020 I created en EdPuzzle in
which I asked them
questions related to

family and incorporated
the travel vocabulary. It
is important to always
keep pushing myself to
keep student engagement
high. 4/2021
Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
connected to the CSTP the CSTP that take into the CSTP that are authentic goals broad range of
through required account self- authentic, challenging, connected to the CSTP professional goals
6.2 Establishing processes and local assessment of teaching and based on self- that are intellectually connected to the CSTP
professional goals protocols. practice. assessment. challenging and based to improve
and engaging in on self-assessment and instructional practice
Attends required Expands knowledge Aligns personal goals feedback from a and impact student
continuous and
professional and skills individually with school and variety of sources. learning within and
purposeful development. and with colleagues district goals, and beyond the classroom.
professional growth through available focuses on improving Engages in and
and development 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
extend own teaching
practice.
I am a firm believer in I have made it a point to

professional take on more of a
development. I know that leadrship role in our
it helps not only myself department. There are a
but my students lot of changes and I have
ultimately benefit not been shy about
positively from it. As a expressing my thoughts
language teacher I have about what and how
been introduced of things could be bettered.
teaching with My administration has
Comprehensible Input. I been very supportive and
do my best to always stay I feel it is helping me
up to date on new grow as a professional as
strategies. One of the well. Not only do I focus
professional on my own goals and
developments that I am growth as a professional
exploring outside of my but I worry about my
school and district is with department as a whole
the COACH Foreign 10/2021
Language Project. They
have multiple
opportunities throughout
the school year. This year
they have an opportunity
that I am already
registered for in October.

9/25/2020

This semester I had to
opportunity to attend the
CUE conference. It was an
amazing opportunity and
there was such great
information shared from
the presenters. However,
with it being Distance
Learning I do not feel my
department is aligned
nor do we have common
goals that I can
accurately assess myself
on. I do feel that as a
professional I have
grown but in order to
move froward in this
element I feel that I need
to ensure that my
curriculum and lessons
are aligned with my
peers and school goals.
1/2021
Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
6.3 Collaborating other required how best to support student learning and impact on teacher and colleagues.
with colleagues and meetings and teacher and student reflect on teaching student learning
the broader collaborations. learning. practice at the within grade or Works to ensure the
classroom level. department and school broadest positive
professional
Identifies student and Begins to identify how and district levels. impact possible on
community to
teacher resources at to access student and Interacts with instructional practice
support teacher the school and district teacher resources in members of the Engages with members and student
and student level. the broader broader professional of the broader achievement at school
learning 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.
As it relates to Element We decided as a
6.2 I believe that being in department to meet
communication and every Friday even if there
collaboration with other are no agenda items from
teachers is important for Admin just so that we are
us to be successful in our all on the same page and
jobs. For that reason, I can discuss ideas and
have also made the things worked and did
COACH Foreign Project not work in our
opportunity known to my classroom that week.
colleagues because I This has been really
believe it is important for helpful not only building
us to be in constant community but it has
collaboration and helped us on a day to day
communication for the basis in our classroom.
benefit of our students. 10/2021.
We also meet weekly
during our PLC’s to
discuss where we are in
regards to our Unit Map
and will discuss highs
and lows of any lesson
we might have worked
on together. I am also a
part of many Facebook
groups online that are
another support in the
broader professional
community. I am not
only a part of groups
related to World
Language but also other
groups that are for all
general education
teachers. The groups I am

a part of online are:
Somos Curriculum
Collaboration, Bitmoji
Craze for Educators, Tech
for World Language
Teachers, CI Liftoff,
IFLT/NTPRS/CI teaching,
Woology – Sr. Wooly
Teachers, Fluency
Matters Comprehension
Based Readers, and
GimKit for Teachers.
9/25/2020

seen growth in this
element from the start of
the year. I hope to see
growth in this next year
because at this time I
have not collaborated
with members of a
professional broader
community. Though I do
have friends in other
districts I have not been a
part of leading any
professional
developments. That is a
goal I have for the future.
1/2021

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.

I feel that Element 6.4 This year I have had
is something that I more communication
need work on this with parents via
semester. Especially phone virtually and
now during distance
even have had
learning. I recognize
parents come to the
the importance of
family support during classroom now that
Distance Learning but we are back on
will admit that I only campus. I have also
do what is required. I continued to
do not go above and communicate with
beyond to meet with parents via Aeries
parents outside of my Communications. In
mandated meetings addition, I am
and or calls. I will make seeking information
biweekly calls to about students from
families via Aeries
Communications to
other teachers via
inform parents about the Aeries
their students progress interventions tab to
in class. I feel that I give me a better
need to do better and understand of a
make a more student as a whole.
conscience effort to 9/2021.
involve families and get
to know them so that I
can be more
understanding and
culturally aware of
their beliefs and
integrate that into my
lessons as appropriate.
9/25/2020

Due to Distance
Learning

parents/guardians and
families have not been
allowed on campus. In
a typical school year, I
have had parents come
observe a student in
the classroom. I always
encourage parents to
take an active role in
their students’ lives. It
is important for them
to be held accountable
not just by their
teachers but by their
guardians as well. This
year, I had a parent
come observe the class
once but we were on
zoom and the
interactions are not the
same. Next year when
we are on a traditional
schedule I believe I will
see growth in this
element as it is very
important. 1/2021

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.
instruction and enrich the Incorporates
instructional program. community members
into the school
learning community.
I would say that as a I use the local stores
Developing Professional around our school as a
6.5 Engaging local Educator I would point of reference in all of
communities in consider myself to be my stories. This helps the
support of the emerging in most areas. I students connect the
instructional currently make my language to the real
students aware of local world. Not only do I use
program instructional programs or them in my stories but I
support that are available have created projects
to my students but not using the stores and food
because I have sought eateries around us to
them out but because help them connect better
they have been sent to me with the content.
by my Administration. 10/2021.
For example, my principal
sent us an opportunity for
Free Tutoring being
offered by CSUF to
students in the area. I
have posted this link on
my Google Classroom and
have made my students
aware and even sent it
out via Aeries
Communication to the

students and parents. In
terms of understanding
the community as a
whole I would say that I
am pretty strong in that
regard. I grew up in La
Habra and are an alumni
of La Habra High School,
where I currently teach. I
feel that last year I was
able to draw more
connections from the
community and
implement them in my
Spanish Speaker classes
but this year, given the
circumstance, I feel I have
not done all that I can to
encourage students to be
active member of the
community. It is
definitely something I will
keep in mind and will
work to improve.
9/25/2020

Element 6.5 is the
element I need to work
on the most. There was
no growth in this area. I
always incorporate the La
Habra community and
events in my lessons but I
want to incorporate small
businesses in a project or
something the students
can relate to so that they
use the target language
outside of my classroom.
5/2021

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 believe that it is in my A week ago we were
professional character to be made aware that a
responsibilities to professional and colleague had
timely in all the things accepted another
maintain
that I am a part of. position within our
motivation and Maintaining
commitment to all professionalism while
district. She
students at work is of upmost currently teachers
importance to me. I Speaker 1 and
make sure to always be Speaker 2 classes. By
ahead of the game and her leaving we now
will plan for multiple have a huge whole in
scenarios in my lesson our master schedule.
to ensure that I am Admin has asked me
prepared if something if I am willing to
goes wrong. For switch my schedule
example, during this
and take over the
semester Google Drive
Spanish Speaker
has gone down twice. I
have friends who are program in its
school techs and they entirety. It is a big
warned me about that undertaking but I
happening. At the start understand the

of the week, I always importance of it and
download my know why I am the
presentations as a PDF right fit for the
and have them on my position. Which is
desktop as a backup.
why I am already
This has been so
preparing for next
helpful every time
Google Drive has gone semester since I do
down. In addition, even not teacher Speaker
if things do not go as 2 classes. 12/2021
planned I always
remain calm under
pressure. In addition, I
constantly try to
maintain a positive
attitude and are kind
to all my students.
Even if a student has
failed to submit
assignments I do not
get upset with them I
try to see things from
their perspective to get
a better understanding
of how they feel and
from there are able to
encourage them to
keep going so that they
can be successful.
9/25/2020

I recently had a
conversation with my
principal regarding
maintaing
professionalism at
work regardless of

what might be
happening or how we
feel. I had a student ask
me, “Maestra, if you
are so tired how do
you always find a way
to smile and be happy
with us?” I thought
that was interesting
because to me it is my
job to make sure my
classroom is a
welcoming place for
them to be and I like
that I am doing my job.
However, it got me
thinking about the
experiences they might
be having in other
classrooms and that
made me sad. I will
always do my best to
make sure that my
lessons are engaging
and that my students
know I am there to
support them, no
matter what it is that
they are going through.
I also feel it is always
important to give
students a fresh start
every day. 4/2021

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.
As I have mentioned in other elements, maintaining my professionalism at work is I feel that this year I have grown as a professional. Not
of upmost importance to me. Having a high moral and ethical conduct is something just in my teaching but as an educator. In addition to
that is very important to me in my personal and professional life. I believe that it is all the points I touched on last semester in regards to
important to lead by example not just with my students but with my peers as well. professionalism and not engaging in negativity I feel
I make it a point to not engage in negativity and try to support my colleagues that I have grown even more professionally this year.
whenever I see they are down or need additional support. I do this because I have As teachers we are in a position of authority and it is
seen and understand how teachers supporting each other is crucial to our success our responsibility to always maintain a high ethical
in this profession. During Distance Learning we have been faced with many code of conduct in and out of the classroom. In
unknowns and it is easy to lose sight of why we first came into the profession. addition, we need to make sure we are leading by
Which is why, I am always trying to keep a positive mindset and do my best to example if we want to move up in leadership
transfer this over to my students. I give them daily quotes on positivity. Even if I positions. However, because this year has been so
am helping one student I am at least helping one person brighten their day and challenging for many teachers I found it easy to jump
that is what counts. into mentorship roles and help others navigate this
new way of teaching. In addition, I had no problem
As a teacher, we are in a position of authority and we are responsible for the well- sharing lesson plans, classroom management
being of all of our students while they are in our care. It is important that we strategies or thoughts with my fellow colleagues so
always act in the best interests of our students. During my first year of teaching I that we all could be on the same page with our

was faced with a very scary situation in my classroom. I had a student who passed students. It’s important for a school to have some sort
out and was unconscious. When I went over to her she was not breathing. I of continuity across campus and curriculums and I am
remained calm, removed all the students from my class, called the office and glad I was a part of that. 4/2021
immediately began CPR. After having spoken about the situation with other
colleagues they say that they do not know if they would have done the same thing I I feel this year I am continuing to learn and improve
did. To me, it was what I had to do in the moment. I never second guessed it. I will in my practice everyday. I am collaborating with my
always do what is best for my students in all areas whether it be academic or peers more then ever and I feel that is only impacting
health related. It is my job and duty as a teacher to protect them and that is what I them in a positive way. I also am starting to take more
will do. 9/25/2020 of a leadership role in our department and helping to
improve our Spanish Speaker program. 12/2021.

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