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 of Uses data from multiple Uses comprehensive
through data provided by learn about individual formal and informal measures to make knowledge of students to
the school and/or students.11/21 sources to learn about adjustments to instruction make ongoing
assessments. students and guide and meet individual adjustments and
selection of instructional identified learning needs. accommodations in
strategies to meet diverse instruction.
Using knowledge of learning needs. 4/22
students to engage Students actively utilize a
them in learning Some students may Students engage in single Student engage in learning variety of instructional Students take ownership
engage in learning using lessons or sequence of through the use of strategies and of their learning by
instructional strategies lessons that include some adjustments in instruction technologies in learning choosing from a wide
focused on the class as a adjustments based on to meet their needs. that ensure equitable range of methods to
whole. assessments. access to the curriculum. further their learning that
are responsive to their
learning needs.
September 2020 April 2021 April 2022
Aeries/Pearson/Goforma October 2021
tive NBPTS Proposition 1:
Students record their Teachers are committed to
In the beginning of the warm up on Goformative. students and their
school year I would Everyday I post a problem learning. All my
research each of my that reflects the previous homework, quizzes, and
students previous math learning objective to tests are given using
courses. I learn which determine if they have a goformative an online
subject they are coming proficient understanding platform for students to do
from, IEP, 504, or of it. I use the data to craft their homework on their
previous teacher, and my next lesson by chromebook. Goformative
performance/grade in the adjusting the pace or breaks down how well
class. To seek further providing a remedial students do on each
Evidence
intel about specific lesson for the student. The equation and provides
students especially goformative assignment accurate % of the class
students that earned a organizes their work from average. I would refer to
low grade I would have a the beginning of the school the problem students
dialogue with their year until the present. We struggled the most which
previous teacher to use the same link to do the were problems that are
determine how I should warm up so students will below 60% and review the
begin teaching them, always have access to their concept the next class
what strategy worked warmup to exam their period on their warmup or
best. I would place the progress throughout the an extra assignment.
lower performing school year. Problems are similar in
students in the front of assignments because
the classroom so its everything is cumulative
easier for me to observe so students normally
Standard 1 CSTP: Engaging and Supporting All Students in Learning
them progress in the perform better each
class. I also seek helpful assignment.
advice from the ELL
coordinator about helpful
things for my english
learners and what
resources are available
for them.

I use Goformative and

Pearson for informal or
formal assessments. They
provide data as a whole
class and as well as
breaking it down further
to each individual
student. I use this data to
either reteach specific
concepts or to move
forward onto the lesson.
The Goformative allows
me to provide quick
feedback for each student
by correcting their work
virtually and sharing the
work of other students.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
Evidence
Exploring Applying Integrating Innovating
Uses gathered Uses school resources and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. 4/22 regarding students’
backgrounds, life knowledge, cultural cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
learning.11/21
Students participate in Students make Students are actively Students can articulate
single lessons or connections between engaged in curriculum, the relevance and impact
sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests.
September 2020 April 2021 April 2022
October 2021
I teach Algebra 2A which After every lesson I
are students who are The school communicates upload my notes to the
skipping geometry and with parents using Aeries google classroom so
coming from our Communication. The students can refer back to
foundation Algebra 1. parent and student would the notes if they missed
These are the types of decide which choice of anything. In addition, I
students that struggles communication they would find youtube
with math and skipping prefer such as phone call videos of lessons and
their geometry home, text messages, or concepts I taught in class
foundations will be an email. I use the to offer students an
challenging as they take platform of Aries alternative way to solve
this specialized Algebra Communication to the problem. Sometimes
2A class. I develop an distribute quick messages the way I may explain a
awareness of prior to all my students. I concept may not be the
knowledge by looking up contact parents once best because not all
their transcripts through every beginning of the lessons are created for
aries. I learn about the month regarding their one kind of student.
students I have whether progress in my class. Students come in with
they're English learners, Normally the parents different learning abilities
IEP, or 504. In the would tell me about their and I would try my best to
beginning of the school child’s personal life. incorporate many
year, I have the students Through these teaching strategies but
fill out a series of conversations I find out whatever I lack I would
questionaries that allows what their life is outside find from another teacher
Standard 1 CSTP: Engaging and Supporting All Students in Learning
me to have an idea who of school for example, or online and share it with
my students are. hobbies, extracurricular my student. I am always
Throughout the school activities, if they are trying to improve my
year, I would 1-1 working, etc. I use these teaching by wanting to
conference each quarter information to adjust my always find a better way.
with my students to talk lesson catering it to my
about their grades as well students so the lessons
as how they’re doing in are engaging and
the class. On a Daily basis relatable.
I would talk to my
students to get to know
their interests outside my
class. I reserve the first
7minutes for students to
do their warmup and if
they finish early I would
approach a few and have a
small chat.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.
matter to subject matter. 04/22
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using integrate subject matter
provided in single lessons develop understandings real-life connections to into their own thinking
or sequence of lessons to of subject matter.11/21 subject matter to extend and make relevant
support understanding of their understanding. applications of subject
subject matter. matter during learning
activities.
September 2020 April 2021 April 2022
Throughout the year as I
have a dialogue with my
students I get to know if
I have students create I went over a lesson
they’re working part time, a fligrid video that on trig ratios where
what sports they’re includes their family given a triangle
involved in, how they members. The students are to find
spend their weekend, student is to explain a the angle or the
other hobbies they do etc.
The conversations I have
math problem to missing side length of
with my students I their family member. the triangle. We went
incorporate it into my Students would over real life content
notes, homework, or provide feedback of that involves using
Evidence exams. For example, I had the assignment and the trig ratios and the
a student planning to buy
a car so I made a group
for the most part triangle. I explained
activity for the class to because of distance how firemen would
determine the deprecated learning this gave have to use trig ratios
value of that car over a them an opportunity to help them
specific time. to do something determine the fastest
engaging. The and efficient way to
students are always help save lives. They
on their phone would need the
creating content on measure of the angle
Tik-Tok, instagram, and the building so
etc. By allowing the they would know
Standard 1 CSTP: Engaging and Supporting All Students in Learning
students to create how much ladder
videos relating to they would need to
math but using a use to help someone
similar platform during a 911
enabled the students situation. Time is key
to relate to the math and they need to be
content. especially quick as possible so
since they are being able to do the
including a family math using trig ratios
member in their will help them speed
video it reflects their the process leaving
dedication in extra room to save
learning. lives.

October 2021
ISTE Standard 5b:
Educator as
Designer: Design
authentic learning
activities that align
with content area
standards and use
digital tools and
resources to
maximize active,
deep learning.

I post my warmups
on instagram. The
students would look
at my instagram page
at the beginning of
class and work on the
problem on a
separate sheet of
paper. Once they
complete the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging
Uses instructional
strategies, resources, and
technologies as provided
by school and/or district.
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’
Some students participate
diverse learning
in instructional strategies,
needs
using resources and
technologies provided.
problem they are to
post their problem on
their story or IG page
and tag my username
to it. I would browse
through the
mathwork and write
a comment if they did
it correctly or
provide a few
constructive
feedback. I would
require students to
respond back to at
least 2 of their peers
either within the
class or other
periods.
Exploring Applying Integrating Innovating
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
diverse learning needs. meet students’ diverse learning needs. 04/22
learning needs.11/21
Students participate in Students participate in Students actively engage Students take
single lessons or instruction using in instruction and make responsibilities for using
sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students needs. learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
September 2020 April 2021 April 2022,
Ipad/AppleTv
I teach my lessons
through an ipad that is
I use Goformative in I used to use paper
projected to the screen my class daily. based worksheets
using an appleTV. I Students would work and tests and quizzes
organize my notes using on their classwork or for my students
OneNote. The OneNote homework in class. I because of this I
app on the Ipad allows me
to color code my work
would reserve the would not know how
and provide graphic last 15 minutes to go well my students are
organizers. This is over problems. doing on each
essential in math because Students would ask specific question.
there is so many rules andwhich problems to go Now I have moved
theorems that are being
applied. The students are
over and I would my assessments onto
able to see the work present the solution an online platform
individually. After the of a student’s work. I that provides me
notes are taken I would would ask that crucial data to help
post it on their google student to explain determine how well
classroom for them to
refer back to.
their work to the my students are
Evidence class while everyone understanding the
Google Slides: listens and compares concept. The
I use google slides to their result. platform always gives
make my guided notes. I Goformative is a live me different ways to
especially use google
slides because there is
document, students ask questions and
less wrapping restricting can make changes students love how
making it easier to instantly and I would diverse and flexible
combine text and pictures be able to see all their
the platform is. It
in one document. I also changes right at the allows me to cater to
use google translate
add-ons in the google
moment. my students and the
slide to translate my ability in class. We
notes into any language I Occasionally students use our chromebook
require for my students. would be assigned a daily in class and
classwork on students know how
Google Classroom:
I organize all my
Desmos.com. to access the online
materials on google Students will be split free calculator
classroom as well as into breakout room desmos.com on their
organize their to complete the chromebook. Not
assignments by week. The assignments. The many of my students
google classroom allows
Standard 1 CSTP: Engaging and Supporting All Students in Learning
students to become more students would share are able to purchase a
organized and keep a their screen and scientific calculator
better track of their
assignments that need to
work together to and they can be quite
be completed. They can complete the desmos expensive, so I have
always refer back to their activity. They would found a free device
homework through call me into their online for them to
google classroom. In room if they get stuck use and they can also
many cases with a paper
assignment students are
or have any download the app on
more vulnerable in losing questions. their phone and use
their assignments. google it without internet.
classroom creates a safe October 2021
place for them to keep all ISTE standard 6a:
their assignments
virtually.
Educator as
facilitator: Foster a
culture where
students take
ownership of their
learning goals and
outcomes in both
independent and
group settings.
My student and I use
google classroom on
a daily basis. Every
monday I would send
a schedule of the
entire week, so the
students know what
to expect such as
upcoming homework
assignments, quizzes,
tests, or
announcements. I
assign all my
homework on google
classroom so its
easier for the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
students to locate
their assignments
especially when
students are absent. I
don't have to worry
about providing them
with their missing
work when they can
locate it themselves.
All handouts are
attached to the
google classroom
assignment as a PDF.
Students are to
submit their work
online by taking a
picture of their
assignment and
attaching it to google
classroom. I am
teaching students
how to use online
tools and resources
as well as organize
their work in one
area. If the students
were to lose their
paper they can locate
it on their google
classroom
assignments.

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
Promoting critical
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
thinking though
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
inquiry, problem
require students to recall, posing/solving problems, developing questions, by designing structured
Standard 1 CSTP: Engaging and Supporting All Students in Learning
solving, and interpret, and think
reflection critically.
Some students respond to Students respond to
questions regarding facts varied questions or tasks
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
September 2020 April 2021
● I assign a warmup at The textbook I use is
the beginning of the pearson. Beginning of
class. They are to work every lesson they have a
independently in the Model & Discuss problem.
beginning and This problem would
compare answers after activate prior knowledge
I announce to do so. as well introduce them to
The questions I choose new concepts we will be
are concepts from the learning. The students
previous lessons. The will go online to do these
questions are based on problems and they will
factual knowledge record. These problems
whether or not they require critical thinking
understand the where they would have to
concepts from the explain their answers and
previous lesson by their thinking. Sometimes
Evidence using specific formula the problems require the
and definitions. The students to use the
warmup allows the graphing tool or math tool
students to activate to answer the problem.
prior knowledge as we The last problem of the
begin the lesson. Model & Discuss requires
● Throughout the lesson the student to summarize
I would ask questions their thinking and what
that results of a they will predict they will
specific answer either learn in the following
they would have to use lessons. We would have
order of operations to class discussion and I
get the answer. The would select students to
students will respond share their answers. The
their answer using the rest of the students
whiteboard and should be listening
tentatively because I
and reflection on issues in posing problems and inquiries into complex
content. 11/21 04/22 reflecting on multiple problems.
perspectives.
Students respond to Students pose problems Students pose and answer
questions and problems and construct questions a wide-range of complex
posed by the teacher and of their own to support questions and problems,
begin to pose and solve inquiries into content. reflect, and communicate
problems of their own understandings based on
related to the content. in depth analysis of
content learning.
October 2021
April 2022
I begin the class with
a learning objective.
Students will have
time to think about
the learning objective
and discuss with
their group if they’ve
seen content before
or write questions
about the learning
goals. WhenI teach
the lesson students
will activate prior
knowledge or focus
on the lesson better.
They will think
critically about the
lesson and determine
if they can apply any
previous content to
the lesson and
conclude if it were
applicable or not. At
the end of the class I
would give students
more time if what
Standard 1 CSTP: Engaging and Supporting All Students in Learning
recording their answer would call on another they talked about in
on it. student to reiterate what the beginning of class
was being said.
was relevant to the
lesson. The students
record their response
on their warmup and
write down a
summary of where
they saw the learning
objective and how
they were able to
achieve it or not.
When I am
introducing a new
lesson I would
provide a series of
guided questions to
help the students get
to the main idea.
When I taught the
lesson with
completing the
square I wanted the
students to
understand the form
ax2 + bx + c = (x + p)2.
They were able to
figure out which
quadratics provided
the form in the
perfect square. So
when we dived into
the lesson they
swiftly converted the
quadratic equation
back and forth.
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. 04/22 concepts flexibly and
learning and 11/21 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.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
September 2020 April 2021
I created an activity for During distance I was
the student to complete a limited in creating
scavenger hunt. I was engaging activities but a
allowed to use an outdoor few that I was able to try
space. Our lesson was out the students will
going over Simplifying enjoyed. I made a google
Polynomials. Students slide with Peardeck.
worked in small groups of Students were answering
3. They would wonder questions according to
around finding the next the slides. For example, I
problem. I assign each went over a lesson on key
group a specific animal to features of a graph and
start with and they would they were to identify the
work on the problem. different parts of the
Once they find the answer graph depending on the
the locate the next animal questions I asked.
station to work on. I Students access their
would walk around peardeck and
making sure students are participated in the slides.
doing their work and This allowed me to gain
provide assistance to an understanding of how
Evidence groups that are well the students were
struggling. Depending on comprehending the
how far they complete the lesson or not. Many of the
scavenger hunt as a class students enjoyed the pear
it provided enough data deck because in a normal
for me to decide whether setting they would be
to provide an additional lectured at and copy
lesson or if the class is down notes. This time
ready to move on to the they had the opportunity
next. to participate and engage
with the lesson.
October 2021
I taught a challenging
lesson on completing the
square. I went over a
warmup that aided with
the lesson. The warmup
tested if the students
were able to factor a
quadratic equation and if
they noticed any pattern.
They were to identify that
April 2022
When students are
taking their exam I
monitor their
progress on
goguardian.
Goguardian allows
me to see the
student’s
chromebook screen
and it has a chat
feature. I have a few
students who are a
little
underperforming and
I would allow them to
use the chat feature
to ask questions
regarding the quiz or
tests. I would help
them start it and they
normally are able to
finish the rest on
their own. I also use
this feature when
students are doing
homework as well.
When they are
getting the wrong
answer I would look
at their work on
goguardian and chat
them about their
error so they can try
to fix it.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
these special quadratics
had factors of the same
value. I walked around
the classroom and made
sure they were getting the
answers correctly. If they
did not get the warm up
Iwould have made a mini
lesson to remind them
how to factor again. We
went over the first
problem where they had
to solve the quadratic
using completing the
square. I modelled one
problem and had student
ask questions if they were
confused. If the questions
were not alarming I
moved forwards with the
next example and called
ons students to help work
out the problem together.
The last problem they
would do on their own
and work with their
group. I walked around
the class to make sure the
answers were correct and
if they were incorrect I
would have guided them.
The students had a hard
time find the square root
of a perfect square. I had
to demonstrate how to
find the perfect square
roots. I made a quick
assignment on
goformative where
students had to rearrange
the order of the steps.