CSTP 1-6 Edited 12 21

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.
Currently, as an 8th grade Every week, the SPED Students have started to
team, we are using datat department sends out a use choice menus as
gathered by the NWEA list of updated list of prescribed by induction
Map test to assess accommodations that are program this semester.
student success in designated for EL
English, Writing, and students and students 12/9/21
Math. Once we review with special needs. I also
the results, we are setting make sure to attend the
goals as an 8th grade for IEP meetings for all of my
the whole class and students so I can gather
individual students by the data I need and
building learning plans provide my own personal
and equitable lesson commentary on a
Evidence plans. student’s success and
deficits. I use the
9/29/20 resources I gather from
these sources to lesson
plan for my students with
special needs and also
develop a differentiated
instructional and
assessment plan for all of
my students.
5/3/21
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 knowledge, cultural students’ prior inform instruction. regarding students’
interests represented backgrounds, life knowledge, cultural cultural backgrounds,
Connecting among students. experiences, and interest backgrounds, life prior knowledge, life
learning to to support student experiences, and experiences, and
students’ prior learning. interests to connect to interests.
knowledge, student 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 differentiate The school and I relate topics to the
student lessens for myself sent out a Armenian culture
students with special student survey at the and heritage that my
needs and students beginning of the year students come from.
with IEP’s which and at the half way
form a student’s point where we tried 12/9/21
individualized to assess students’
academic plan. I use social and emotional
my Get to know you health. Once
forms and data about received, each
Evidence individual students student was
to inform my choice reviewed by myself
on these academic and the counseling
plans. team for a
social-emotional ILP.
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5/3/21
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter 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 connections connections regularly to Students actively engage integrate subject matter
real-life. provided in single develop understandings in making and using into their own thinking
lessons or sequence of of subject matter. real-life connections to and make relevant
lessons to support subject matter to extend applications of subject
understanding of subject their understanding. matter during learning
matter. activities.
One of the For US History, we I have students
assignments that I have been studying complete research
gave my students at the constitution and projects connecting
the beginning of the elections this subject matter to real
year was on the topic semester. I have used life contexts. 12th
of mapping with clips, articles, and grade government
social justice in podcasts from does the most of this.
mind. Students were various online
asked to examine the sources to connect 12/9/21
Mercator and peter’s this material to the
Evidence projection map to subject matter and
talk about common core
geographic and standards we are
social equity. addressing.
9/29/20 5/3/21
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse learning needs.
instructional diverse learning needs. meet students’ diverse learning needs.
strategies, learning needs.
resources, and
technologies to meet Some students Students participate in Students participate in Students actively engage Students take
students’ diverse participate in single lessons or instruction using in instruction and make responsibilities for using
learning 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 students their learning.
needs.
I use a variety of I expanded my use of Choice menus were
technological online platforms this used to a greater
platforms to enhance semester to include degree this semester
student learning collaborative than before.
including Pear Deck, programs to help Learning was both
Kahoot, Writable, with project based blended and
and Waggle. learning goals. The differentiated.
platform I used
9/29/20 regularly was called 12/9/21
pear deck and it
Evidence allowed me to
facilitate multiple
socratic seminars at
one time.
5/3/21
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 though
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.
We have discussions I had my students Students were asked
about the content create interview to build arguments
nearly every week questions for Abigail and thesis
that ask students to Adams this semester statements based on
reflect, analyze, or in the form of an the material this
interpret the interview. I asked year.
content. We usually them to think about
focus our discussion Adams in the context 12/9/21
about how content of a women’s rights
pieces fit into social activist and then ask
Evidence issues that fit into her questions about
the contemporary how she sees
period. women’s rights in
the 21st century.
9/29/20
5/3/21
Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, students in mastering the
Monitoring student checks for or challenge. concepts flexibly and
learning and understanding. effectively.
adjusting instruction
while teaching. Some students receive Students receive Students are able to Students monitor their
individual assistance assistance individually or Students successfully articulate their level of progress in learning and
during instruction. in small groups during participate and stay understanding and use provide information to
instruction. engaged in learning teacher guidance to meet teacher that informs
activities. their needs during adjustments in
instruction. instruction.
I meet with my This semester I have As we were in
students with 504’s started to person this semester,
and IEP on an incorporate I was able to meet
individual basis formative knowledge the individual needs
during my tutoring checks embedded in of my students to a
hours biweekly to go my lecture much greater degree.
over their progress presentations that
in my class and their help me gauge 12/9/21
individual academic student
plans. understanding and
Evidence engagement. They
9/29/20 have informed my
instruction and I
have made
adjustments to my
pacing or material in
real time.
5/3/21
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 always treat my I always model proper
students with respect. behavior in my zoom This was harder this
For example, I greet classroom by using semester as I found that
every student as they appropriate language, some of my students were
enter my classroom by dressing professionally, culturally not as woke as
their first name and and keeping my focus on my students in the past.
usually say I am happy the class at all times. Adjustments were made
you are here. and expectations were
5/3/21 set.
Evidence 9/29/20
12/9/21
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and the design of learning
to understand and deepen their enhance instruction and environments and
complete learning tasks understanding of the reflect their diversity. structures for
in single lessons or content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
I provide the Like I mentioned Collaboration was
opportunity for earlier, I have started easier this year in
students to use to use online person than it was
platforms like collaborative tools to before. Discussions
Kahoot and Pear help my student and socratic
Deck which interact and deepen seminars were more
Evidence
encourage their discourse this possible.
collaborative and semester. I have
competitive learning. enjoyed using the 12/9/21
resource “Pear Deck”
9/29/20 in particular.
5/3/21
Adheres to policies and Recognizes and Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks and with the students for the
that are required by the regarding materials, intellectual, and offer respectful opinions establishment and
site, district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases emotional environment
safety as they arise. in the learning focused on high quality
environment and and rigorous learning.
Establishing and curriculum. Engages in reflection on
maintaining Explores strategies to their own language and
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
safety. achievement, and emotional safety for
establish intellectual and themselves and others in
emotional safety in the the classroom.
classroom.
The chat function on I encourage my Students were given
zoom is disabled students to use “I expectations about
from student to statements” when expected behavior in
student in order to they are class. Violations to
maintain a safe communicating with those expectations
learning each other and were not common.
environment free of myself. In this way
Evidence bullying and they are speaking 12/9/21
discrimination. from their own
experience and can
9/29/20 avoid inflammatory
language.
5/3/21
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for while becoming aware of understanding of technologies throughout Supports students to
learning
students. achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high
support for all
achievement. expectations.
students
Some individuals and Students engage in a
Some students ask for groups of students work variety of differentiated Students actively use Students take
teacher support to with the teacher to supports and challenges supports and challenges responsibility to fully
understand or complete support accuracy and in ways that promote to complete critical utilize teacher and peer
learning tasks. 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 scaffold all of my This semester I have Choice menus and

assessments to meet used scaffolded blended learning
the needs of my assignments to help allowed students to
students. For students learn how take more leadership
example, I am to write an in their own
currently scaffolding argumentative piece learning.
my primary source in social science.
Evidence learning module. Each assignment has 12/9/21
built on the last
Tier 1: Content assignment and has
acquisition served my students
Tier 2: Content well.
Regurgitation
Tier 3: Content 5/3/21
Analysis
9/29/20

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 high standards for individual and group role in monitoring and
expectations for individual and group behavior within and maintaining high
individual and group behavior. across learning activities. standards for individual
behavior. and group behaviors.
Developing,
Refers to standards for Utilizes routine Guides and supports
communicating, and
behavior and applies Reviews standards for references to standards students to self-assess,
maintaining
consequences as needed. behavior with students in for behavior prior and monitor, and set goals for
high standards for
single lessons or during individual and individual and group
individual and group
sequence of lessons in group work. behavior and
behavior
anticipation of need for participation.
reinforcement.
Students are aware of Students follow behavior Students respond to Students demonstrate
classroom rules and Students know expectations, accept individual and group positive behavior,
consequences. expectations for behavior consequences and behaviors and encourage consistent participation
and consequences and increase positive and support each other and are valued for their
respond to guidance in behaviors. to make improvements. unique identities.
following them.
I give my students a Students are

five-week checklist accountable for
where they go back proper zoom
to review their behavior. I have
assignments and started designating
participation grades student monitors for
and are asked to the camera and face
make in zoom. The
Evidence
recommendation for students hold
how they can better themselves more
themselves. accountable than I
can.
9/29/20
5/3/21
I believe that I am
still at this rating in
12/9/21.
This should also be

highlighted in blue.

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Employing Seeks to promote Provides positive relevant norms.
classroom routines, Responds to disruptive positive behaviors and behavior supports. Promotes positive
procedures, norms, behavior. responds to disruptive Responds appropriately behaviors and Promotes positive
and supports for behavior. to behaviors in ways that consistently prevents or behaviors and
positive behavior to lessen disruptions to the refocuses behaviors establishes preventions
ensure a climate in learning climate. disruptive to the learning and a positive classroom
which all students Students participate in climate. climate that eliminate
can learn routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of positive behaviors.
procedures, routines, and Students receive Students are involved in Students share
classroom norms. correction for behavior Students receive timely assessment and responsibility with
that interferes with and effective feedback monitoring of routines, teacher for managing and
learning, and positive and consequences for procedures, and norms in maintaining a positive
reinforcement in behaviors that interfere ways that improve the classroom climate that
following routines, with learning. learning climate. promotes learning.
procedures, and norms.
Students are Students are given Daily routine is
expected to join the three warning before reinforced by an
zoom classroom with kicked out of a zoom agenda and a
their cameras on, in classroom session if website. Agenda is
uniform, and their they are in violation not regularly broken.
face clearly visible. If of a school or
they are not, then classroom policy. 12/9/21
they are kicked out Students are also
Evidence
of the zoom. acknowledged for
active zoom
9/29/20 participation like
reading or answering
formative
assessments in class.
5/3/21

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and understanding, students in the
impact pacing and transitions to optimize completion of learning monitoring of
lessons. learning. activities and closure. instructional time.
Using instructional
time to optimize
Some students complete Students participate in Students use their Students monitor their
learning
learning activities in time Students complete and complete a variety of instructional time to own time, are engaged in
allotted. learning activities and, as learning activities in the engage in and complete accomplishing learning
needed, may receive time allotted with learning activities and goals, and participate in
some adjustments of options for extension and are prepared for the next reflection,
time allotted for tasks or review. sequence of instruction. self-assessment, and goal
expectations for setting.
completion.
I struggle with this Due to the fact that Pauses for questions
piece at the moment. we are still virtual, I at different times to
In this time of online always allow my check for student
learning and students extra time understanding.
instruction, I actually to complete their Warm ups and exit
do not penalize work (usually done tickets are regularly
students for late by the end of the used to monitor
work, but they do week) and allow student learning.
have due dates for them to revise
Evidence assignments. assignments for 12/9/21
more credit using my
9/29/20 feedback and
comments as a
reference.
5/3/21
Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic content language, and academic academic language in research to make relevant
matter academic
standards and instruction. content standards. ways that ensure clear connections to standards
content standards
connections and during instruction and
relevance to students. extend student learning.
I always examine the I align the learning Connect subject matter to
online text that we use to objective with both Armenian contexts is
make sure that I teach the helpful at an Armenian
most relevant lessons that
the content standard school. Allows for
are directly addressing the and the common core students to put history of
CA state standards for 8th standard we are other cultures into their
grade history. If we are working with that own cultural context.
ahead of the game in day. Students are
terms of the content, then 12/9/21
I consider bringing in
responsible for
outside material to reviewing the digital
support student learning. agenda where that
information can be
9/29/20 accessed.
5/3/21
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge 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 to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning 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 including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. levels of vocabulary,
knowledge of curriculum guidelines. Provides explicit teaching Provides explicit teaching academic language, and
student development Provides explicit teaching of essential vocabulary, of specific academic proficiencies in
and proficiencies to of essential content idioms, key words with language, text structures, self-directed goal setting,
ensure student vocabulary and associated multiple meanings, and grammatical, and stylistic monitoring, and
understanding of academic language in academic language in language features to improvement. Guides all
subject matter single lessons or sequence ways that engage students ensure equitable access to students in using analysis
of lessons. Explains in accessing subject subject matter strategies that provides
academic language, matter text or learning understanding for the equitable access and deep
formats, and vocabulary to activities. range of student language understanding of subject
support student access to levels and abilities. matter.
subject matter when
confusions are identified.
Vocabulary is scaffolded I continue to include Students are asked to

within a lesson sequence. subject specific collate a study guide so
When I introduce new they are prepared for
subject specific
vocabulary in each of their unit assessments.
vocabulary, I usually my lecture Study guide is
provide the definition in presentations. I have comprehensive and
written form. The next students type the students can use their
Time I use the word or defintion into the study guide on the
term I only say the assessments.
definition, and subsequent
chat in their own
uses are not explained. words. I also provide 12/9/21
them with a list of
9/29/20 subject specific
vocabulary before
unit assessments.
5/3/21
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
It is my firm belief that the I try to connect with the I make use of
textbook puts too much English department assignments that directly
content for general regularly to ensure cross relate to the world
student understanding. It subject coherence for my around my students to
goes above and beyond students. For example, I reinforce student
the CA state standards. have my students do a understanding.
Because of this, I try to persuasive paper in Sometimes this works,
shift through information history while they are but sometimes it does
that is relevant and learning about persuasive not.
irrelevant. writing in English. The
assignment usually 12/9/21
9/29/20 counts for both English
and history.
5/3/21
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
provided in the strategies in single lessons strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing curriculum. or sequence of lessons to student understanding of students’ diverse develop enthusiasm,
instructional increase student academic language learning, to ensure meta-cognitive abilities,
strategies that are understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that addresses academic language, and challenge the full range of
subject matter appropriate to subject students’ diverse learning guide student in student towards a deep
matter. needs. understanding knowledge of subject
connections within and matter.
across subject matter.
I like to use online Like I mentioned Lessons and units are
resources like the Stanford above, I try to scaffolded in nature to
Education Group to bring ensure a step by step
in primary sources that
reinforce subject process towards a
are relevant to the content specific vocabulary particular learning goal.
that we are learning about three different ways. I
in class. Primary source include the term in 12/9/21
reading is extremely the lecture, provide
important in social science
education right now.
the definition, ask my
students to type the
9/29/20 definition of the term
in their own words
via the chat, and then
I usually have them
recall the term in a
knowledge check the
following day.
5/3/21
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials,
subject matter. equitable access to Ensures that student are
to make subject
materials, resources, and able to obtain equitable
matter accessible to
Guides students to use technologies. Seeks access to a wide range of
all students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
I use other online I have not been able I use technology in the
resources that are not to provide my class to assist with
necessarily accessible for student learning.
all students including
students with printed Different platforms are
primary sources and news materials this year as used to helps students
articles. When this is the we are digital. I use relate material more
case, I try to adapt the different online easily to real life contexts.
material into a google doc resources that appeal
which is accessible for all 12/9/21
students.
to different learning
styles and
9/29/20 accommodate
student IEP’s or
504’s.
5/3/21
Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
I provide a translated I follow all of the Instructional supports are
version of lectures and recommended used as prescribed by the
assignments to students school. There are fewer
with an EL designation.
accommodations students with special
Currently, I have only provided by the SPED needs and learning
Spanish speaking EL team for English accommodations. I only
students, and I work with learners. Sometimes have one EL student this
the Spanish teacher to it is a struggle and I year.
provide the best possible
translation for my
am not sure if I am
12/9/21
students. getting across with
the new subject
9/29/20 specific vocabulary
that I am providing to
these students.
5/3/21
Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Attends required meeting Cooperates with resource Communicates and
with resource personnel personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
3.6 Addressing the and families. and families during meetings with resource personnel, support staff, and families to collaborates with resource
needs of English and activities in support of para-educators, and families ensure consistent personnel, para-educators,
learners and student learning plans and goals. to ensure that student instruction. Supports families, leadership, and
with special needs to services are provided and families in positive students in creating a
provide equitable progress is made in engagement with school. coordinated program to
access to the content accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral Seeks additional information referral processes and special needs.
processes for students with on struggling learners and Refers students as needed in follow-up meeting to ensure
special needs. advanced learners to a timely and appropriate that students receive Takes leadership at the
determine appropriateness manner supported with support and/or extended site/district and
for referral. documented data over time, learning that is integrated collaborates with resource
including interventions tried into the core curriculum. personnel to ensure the
previous to referral. smooth and effective
implementations of referral
processes.
I always attend IEP and I have partnered with Instructional supports are
504 meetings for my the SPED team this used as prescribed by the
students. I keep up to school. There are fewer
date on the
semester to help meet students with special
accommodations that the the needs of my needs and learning
school is providing for students. We have accommodations. I only
students with special more regular have one EL student this
learning designations. meetings and I have year.
9/29/20
requested that a SPED
12/9/21
teacher attend my
zoom so they can
support students in
breakout rooms.
5/3/21

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’ individual development. individual cognitive, needs and cultural information on students.
academic readiness, social, emotional, and backgrounds.
language proficiency, physical development to
cultural background, meet their individual
and 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 and Examines potential stereotyping, and analysis of bias,
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 plan history-based Students are asked to get I try to to get my students

writing assessment that out of their normal to think about how
are designed and cultural perceptions and history in America is at
scaffolded to both test and look beyond their times, whitewashed. For
advance the reading and preconceived notions. example, when we
writing level of all my studied Columbus’ voyage
students. These lessons 5/3/21 to America, we discussed
are designed to work in how Columbus could not
conjunction with the have discovered America
English curriculum to because people already
support cross-disciplinary lived there. Then we
instruction. discussed why Americans
would want to believe
9/29/20 that Columbus did
discover America and
why we celebrate
Columbus Day.
12/9/21
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to students articulates learning goals articulates
lesson to students based development with clear learning goals for to students that integrate comprehensive
4.2 Establishing and on content standards and students in single lessons content that are content standards with short-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 post a daily digital I share a learning More readily makes use of

agenda on my teacher objective and a rubrics then ever before.
website where I highlight Rubrics are shared
the California state
common core beforehand so students
standards addressed in standard with my can better prepare for
the lesson, the desired students each day success.
learning outcome, and that they are in class. I
the assessment method have them copy down
that I am using to gauge 12/9/21
student understanding.
the learning objective
and the standard
9/29/20 being addressed in
their agenda daily.
5/3/21
Uses available Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
curriculum for daily, units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
short- and long-term of connected lessons and plans for subject matter integrations of content standards, and
sequencing
plans. are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
long-term and
planning to support related academic language frameworks, and assessed design cohesive and
short-term
student learning. and formats that support instructional needs to comprehensive long- and
instructional plans
student learning. ensure student learning. short-term instructional
to support student
plans that ensure high
learning
levels of learning.
I scaffold my vocabulary I scaffold my Scaffolding is centered

use throughout the year. I department’s writing around the completion of
usually provide key terms benchmark assignments
and subject specific
skill goals for my 8th that are given periodically
vocabulary at the graders into my unit throughout the year.
beginning of the year. In and semester
the middle I no longer planning. I gave 12/9/21
provide definitions, and at assignments this
the end of the year I ask
that students go through
semester that built
the text themselves and on argumentative
pick out words they do writing skills
not know and find including thesis
definitions for those building, evidence
words relevant to the
content.
gathering, and
writing of
9/29/20 introductory and
concluding
paragraphs.
5/3/21
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or sequence differentiated wide range of strategies incorporating a
suggested by curriculum of lessons that respond to instructional strategies to address learning styles repertoire of strategies
guidelines. students’ diverse learning into ongoing planning that and meet students’ specifically meet
needs. 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.
As a department, we set I receive a report Choice menus allow for

out goals at the from the LPAC test for differentiated and
beginning of each blended learning. I was
semester in term of
all of my EL students successful in
curriculum and skills. For that I review and incorporating this three
example, this semester refine individual times this semester.
my department is using a students’ ILP’s
scaffolded approach to accordingly. 12/9/21
reading and analyzing
primary sources.
5/3/21
9/29/20
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single lessons adaptations to adjustments to a wide range of
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
4.5 Adapting address students’ learning plans. Uses culturally uses a variety of materials based on in depth
instructional plans needs. responsive pedagogy and as the instructional needs analysis of individual
and curricular additional materials to arises to support student student needs.
materials to meet support students’ diverse learning.
the assessed learning needs. Engages with students to
learning needs of all identify types of
students. adjustments in
instruction that best meet
their learning goals.
I incorporate knowledge I do not differentiate Assignments are not more

checks into my lessons. particular differentiated with choice
These knowledge checks menus. I have a deeper
are all recall in nature and
assignments that well of assignments and
so if students are support content assessments to choice
struggling with the usually. I try to from now in my third
knowledge check, then I incorporate a variety year.
know I need to go back assignments within a
and review some material 12/9/21
before moving on. Perhaps
unit itself that
I need to approach the challenge student
content in a different way weaknesses and
to ensure equitable access. augment strengths.
9/29/20
5/3/21

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of for assessment and skills range of appropriate use of a wide range of
formative and summative pre-assessment, to be assessed to select assessments to address assessments to support
assessments. formative and summative appropriately matches questions about differentiated student
5.1 Applying assessments. pre-, formative and students’ learning needs learning needs and
knowledge of the summative assessments. and progress. reflect progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
I try to use a variety of My assessments are Assessments are still
assessments and created by me in created by me and
pre-assessments for my students are familiar
students. I use multiple
order to test both with their structure.
choice, open ended content standards Study guides are given
question, DBQ’s, primary and common core well in advance to
source readings, video standards. I also prepare students.
questions, surveys, and keep in mind what
games to appeal to a 12/9/21
variety of different
skills my students
learners and test takers. should be proficient
at in order to be
9/29/20 successful in high
school next year.
5/3/21
Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically
assessments. student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
I give my assessment on a I make adjustments Knowledge checks are
platform like Socrative to individual lessons used as data points to
that provides me with assess student learning
data about individual
based on the throughout the class
questions or types of knowledge checks period and across
questions. I use this data that I incorporate units/semesters.
to better address deficits into my daily agenda.
in my own instruction These knowledge 12/9/21
and to plan for additional
instructional supports as
checks include a
needed. warm up, mid lesson
check, and exit ticket.
9/29/20
5/3/21
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment additional assessment variety of data on student broad range of data work and fosters
both individually data as required by site data individually and learning individually and individually and with colleagues ability to
and with colleagues, and district processes. with colleagues and with colleagues to colleagues to analyze identify and address
to monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups identify underlying patterns and trends.
of students. causes for trends.
As a department we used I review NWEA and Benchmark assessments
the NWEA data to map IAB data with my are now used to assess
out individual academic student learning. I like
plans for our 8th grade
grade level team and the benchmarks and have
students. We tried to my department to been critical in their
develop lessons and track students creation and
strategies to better progress along implementation this year.
prepare them for history multiple data points
reading. 12/9/21
and learning goals
9/29/20 for all of our
students.
5/3/21
Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and Plans differentiated Uses data systematically
and modify guidelines. instruction to address modifications to instruction targeted to to refine planning,
instruction learning needs of instruction to meet meet individual and differentiate instruction,
individual students. students’ diverse group learning needs. and make ongoing
learning needs. adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and
informal assessments. groups.
We try to gather data on I plan units that are I am trying to
general strengths and differentiated day to differentiate daily lessons
general weakness for the on a more regular basis. I
class and individual
day. It is challenging am successful with
students alike. Once to differentiate a choice menus and using
trends are identified then daily lesson to meet different platforms to
we try to vary our the needs of all of my reinforce learning.
instructional and students. With that
assessment style to 12/9/21
better accommodate
said, I try to build
students that need extra differentiated
support in a particular lessons within a unit
area. plan so there is
something for every
9/29/20
student.
5/3/21
Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to opportunities for student
outcomes, and learning goals through and goal setting self-assess and set self-assessment, goal
summative assessment single lessons or processes for learning learning goals related to setting, and progress
results. Recognizes the sequence of lessons that content and academic content, academic monitoring.
5.5 Involving all
need for individual include goal setting language development. language, and individual
students in
learning goals. exercises. skills. Develops students’
self-assessment,
Guides students to meta-cognitive skills for
goal-setting, and
Monitors progress using Provides students with monitor and reflect on Integrates student analyzing progress and
progress monitoring
available tools for opportunities in single progress on a regular self-assessment, goal refining goals towards
recording. lessons or sequence of basis. setting, and progress high levels of academic
lessons to monitor their monitoring across the achievement.
own progress toward curriculum.
class or individual goals.
I offer a “test-correction” I create an Rubrics are given ahead
assignment where I assignment for my of time so students can
encourage students to go self assess before I assess
back and take a look at
students before work. This has been
the questions they did every progress successful this semester.
not do well on in a report called an
summative assessment. assignment checklist 12/9/21
This test correction in advisory. This
assignment is designed
to get students to build
assignment checklist
connections between the allows students to
assessment pieces that keep track of their
they did not do well on, grades received,
and we try to build a plan comments, over all
for the next time we have
to tackle a similar
class grades, and
summative assessment. helps them build
goals for future
9/29/20 academic progress.
5/3/21
Uses available Explores use of Uses technology to Integrates a variety of Use a wide range of
technologies to record additional technologies design and implement technologies into the technologies to design,
assessments, determine to implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to
communications about with administration, student learning with communication of and ongoing
assist in assessment,
student learning. colleagues, and families administration, student learning to all communication
analysis, and
about student learning. colleagues, families, and audiences. regarding student
communication of
students. Ensure that learning to all audiences.
student learning
communications are
received by those who
lack access to technology.
We do this. With our I use technology on I use a wide variety of

NWEA data, we made all of formative and technology applications
sure to share the family to create a differentiated
report with students and
summative and blended
families so they can see assessments. instructional and
how their student is Students have a assessment model.
progressing in their chromebook
education. The family computer and so all 12/9/21
report also gives students
and families
of their work is on
recommendations about one platform or
how they can facilitate at another.
home development. The
data was sent to families 5/3/21
via email during the
pandemic.
9/29/20
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. assessments in ways that individual student
information to share Notifies families of feedback in ways that support increased progress and ways to
timely and student proficiencies, students understand. Provides opportunities learning. provide and monitor
comprehensible challenges, and behavior for comprehensible and support.
feedback with issues through school Communicates with timely two-way Communicates regularly
students and their mandated procedures. families about student communications with with families to share a
families progress, strengths, and families to share student range of assessment
needs at reporting assessments, progress, information that is
periods. Contacts families raise issues and/or comprehensible and
as needs arise regarding concerns, and guide responsive to individual
struggling students or family support. student and family needs.
behavior issues.
I comment most, if not If I see a pattern Feedback is always
all, of the formative regarding comments that timely and clear. I
assessments that are I put on a student’s comment on student
given in my class. Since works I try to make work and schedule
we are all online, these individual contact with parent teacher
comments come on those students and conferences to go over
google classroom. These during our parent strengths and points of
comments are designed conferences we discuss growth for individual
to give students feedback these patterns. We plan students.
to guide possible to address these
resubmissions for a comments in a student’s 12/9/21
better grade if they individual academic plan.
choose to redo the
assignment. 5/3/21
9/29/20

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 reflective practice and
practice to support practice individually colleagues on the on 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 connections among learning and raising
with colleagues on methods to support in teaching practice the elements of the the level of academic
immediate student the full range of and impact on the full CSTP to positively achievement.
learning needs. learners. range of learners. impact the full range
of learners. Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
I try to reflect on I collaborate with the I converse with my
individual lesson, teachers in my department regularly
classes, units, and department and my about what goes on in
6.1 Reflecting on
semesters to see what mentor from my my classroom. I share
teaching practice in worked and what did not induction program in my work extensively and
support of student work and what worked. I order to both bounce use others’ work as well.
learning cannot grow as a teacher ideas off of and to talk
if I do not use reflection a about the success and 12/9/21
tool to grow as a teacher. failures of certain
lessons. I also
9/29/20 collaborate with my
SPED team in order to
fulfill the needs of my
students with learning
difference.
5/3/21
Develops goals Sets goals connected Sets goals connected Sets and modifies Sets and modifies a
connected to the CSTP to the CSTP that take to the CSTP that are authentic goals broad range of
through required into account authentic, challenging, connected to the CSTP professional goals
processes and local self-assessment of and based on self- that are intellectually connected to the CSTP
protocols. teaching practice. assessment. challenging and based to improve
on self-assessment instructional practice
Attends required Expands knowledge Aligns personal goals and feedback from a and impact student
professional and skills individually with school and variety of sources. learning within and
development. and with colleagues district goals, and beyond the classroom.
through available focuses on improving Engages in and
professional student learning. contributes to Engages in ongoing
development. professional inquiry into teacher
Selects and engages in development targeted practice for
professional on student professional
6.2 Establishing development based on achievement. Pursues development.
professional goals needs identified in a variety of additional
and engaging in professional goals. opportunities to learn Contributes to
continuous and professionally. professional
purposeful organizations, and
professional development
opportunities to
growth and
extend own teaching
development practice.
I believe I engage in this I have tried to I am creating benchmark
standard. For example, participate more on assessments for my
with the primary source department this year. I
goal our department has
goal setting and ILP set the standard for how
set I have set a goal for creation for the benchmarks were to
myself to support my students this be structured.
SPED students with semester in PD. It is
reading and analyzing difficult with an 12/9/21
primary sources better.
Some of the language is
unprofessional and
inaccessible. In this inexperienced
regard, we have decided admin.
that changing some of
the language in primary 5/3/21
sources is appropriate.
9/29/20
Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
other required how best to support student learning and impact on teacher and colleagues.
meetings and teacher and student reflect on teaching student learning
collaborations. learning. practice at the within grade or Works to ensure the
classroom level. department and broadest positive
Identifies student and Begins to identify how school and district impact possible on
teacher resources at to access student and Interacts with levels. instructional practice
the school and district teacher resources in members of the and student
level. the broader broader professional Engages with achievement at school
professional community to access members of the and district levels and
community. resources that broader professional for the profession.
support teacher community to access
effectiveness and resources and a wide Initiates and develops
6.3 Collaborating student learning range of supports for professional learning
with colleagues teaching the full range opportunities with the
and the broader of learners. broader professional
professional community focused on
community to student achievement.
support teacher I have touched on this I created a career Like I mentioned before,
previously. We talked day activity for my the benchmark
and student about how to better met assessments that I have
learning the needs of our SPED
advisory students been creating this year
students with Primary where I bring in a have been essential to
Sources. We decided as a career professional this CSTP.
department to change from the community
some of the more to share with my 12/9/21
inaccessible language
and provide subject
class at least once a
specific vocabulary lists month. It has been
that are frontloaded. great during the
pandemic to keep
9/29/20 my students
engaged.
5/3/21
Is aware of the role of Acknowledges the Supports families to Provides Structures a wide
the family in student importance of the contribute to the opportunities and range of opportunities
learning and the need family’s role in classroom and school. support for families to for families to
for interactions with student learning. Adjusts actively participate in contribute to the
families. Seeks information communication to the classroom and classroom and school
about cultural norms families based on school. community. Supports
of families awareness of cultural a school/district
represented in the norms and wide range Communicates to environment in which
school. Welcomes of experiences with families in ways which families take
family involvement at schools. show understanding leadership to improve
classroom/ school of and respect for student learning.
events. cultural norms.
I am aware of the This semester I have Relate subject
role of families in tried more targeted matter to Armenian
6.4 Working with supporting student communication with cultural heritage.
families to support learning. I email parents and family. I
student learning parents and families send out emails 12/9/21
weekly. I post a every week and
digital agenda every make phone calls
week to help home to parents
families navigate whose students may
online learning. I be falling behind or
speak with parents are exhibiting
directly about behavior/work
academic and habits that are
behavioral deficits outside their norm.
that I see in the
classroom. 5/3/21
9/29/20
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 Includes references or curriculum. instructional program, learning opportunities
school. connections to students, and families. for students.
communities in single Includes knowledge of
Uses available lessons or sequence of communities when Draws from Engages students in
neighborhood and lessons. designing and understanding of leadership and service
community resources implementing community to in the community.
in single lessons. instruction improve and enrich Incorporates
the instructional community members
program. into the school
learning community.
I am aware of the I have learned that I I brought in two
majority-minority do not want to teach community partners this
6.5 Engaging local nature of the community semester to assist with
communities in we serve. In this way, I
in the community student learning.
support of the try to highlight the that I am currently
instructional contributions of teaching in. 12/9/21
minorities and women
program in history rather than 5/3/21
focusing on white men
in general.
9/29/20
Develops an Maintains Anticipates Integrates the full Models
understanding of professional professional range of professional professionalism and
professional responsibilities in responsibilities and responsibilities into supports colleagues in
responsibilities. timely ways and seeks manages time and advanced planning meeting and
support as needed. effort required to and prepares for exceeding
Seeks to meet required meet expectations. situations that may be professional
commitments to Demonstrates challenging. Responsibilities
students. commitment by Pursues ways to effectively.
exploring ways to support students’ Maintains continual
address individual diverse learning needs effort to seek, develop, Supports colleagues to
student needs. and maintains belief and refine new and maintain the
in students’ capacity creative methods to motivation, resiliency,
for achievement. ensure individual and energy to ensure
student learning. that all students
6.6 Managing achieve.
professional I always strive to I try to touch base Fine with school this
responsibilities to meet the social, with students and year but not so fine
maintain emotional, and their families if they with induction. Very
motivation and academic of all of my are struggling in my challenging to
commitment to all students. I do this class. I can then balance but I am
students my using an meet their needs completed
approach that better in my class everything in a
considers the and also connect timely manner.
socioeconomic and them with the
culture background resources at the 12/9/21
of my students. school with the
SPED team.
9/29/20
5/3/21
Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
profession in all circumstances.
* As follows:
● Take responsibility for student academic learning outcomes. Contributes to building professional community
● Is aware of own personal values and biases and recognizes ways in and holding peers accountable to norms of
which these values and biases affect the teaching and learning of respectful treatment and communication.
students.
● Adheres to legal and ethical obligations in teaching the full ranges of Contributes to fostering a school culture with a
learners, including English learners and students with special needs. high degree of resilience, professional integrity,
● Reports suspected cases of child abuse and/or neglect as outlined in the and ethical conduct.
California Abuse and Neglect Reporting Act.
● Maintains a non-hostile classroom environment and carries out laws
and district guidelines for reporting cases of sexual harassment.
● Understands and implements school and district policies and state and
federal law in responding to inappropriate or violent student behavior.
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
integrity, and profession.
ethical conduct ● Acts in accordance with ethical considerations for students.
● Maintains professional conduct and integrity in the classroom and
school community.
I always try to maintain a classroom experience that is social justice minded and I own up to my mistakes. If I make a mistake in
safe for a variety of different learners. I ensure that there is no bullying in my grading or make a mistake in my presentations that I
classroom but disabling the chat between students. I also make sure that give in class, I always own up to that mistake. This
students are in uniform, and appropriately presenting themselves on zoom every provides a model for my student to exemplify
day. I make sure that I monitor and regulate my language use even when I am behavior that is honest and integrity focused.
frustrated by the lack of participation among my students or zoom booming’s
that come once in a while. 5/3/21
5/3/21

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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

I scaffold all of my This semester I have Choice menus and

Element 2.5 Emerging Exploring Applying Integrating Innovating

I give my students a Students are

This should also be

Element 2.6 Emerging Exploring Applying Integrating Innovating

Element 2.7 Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Vocabulary is scaffolded I continue to include Students are asked to

Element Emerging Exploring Applying Integrating Innovating

I plan history-based Students are asked to get I try to to get my students

I post a daily digital I share a learning More readily makes use of

I scaffold my vocabulary I scaffold my Scaffolding is centered

As a department, we set I receive a report Choice menus allow for

I incorporate knowledge I do not differentiate Assignments are not more

Element Emerging Exploring Applying Integrating Innovating

We do this. With our I use technology on I use a wide variety of

Element Emerging Exploring Applying Integrating Innovating

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