Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data
through data provided by to learn about individual
the school and/or students. 9.19.20
assessments.
Using knowledge of
students to engage
them in learning Some students may Students engage in single
engage in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments.
9.19.20
Before and after class, I
often speak with my
students individually
about their likes, dislikes
and events going on in
their lives. I also gain
valuable information on
choice-based activities
like creative writing in
gaining knowledge about
their interests.
Evidence
Applying Integrating Innovating
Uses data from a variety 10.17.21 Uses data from Uses comprehensive
of formal and informal multiple measures to knowledge of students to
sources to learn about make adjustments to make ongoing
students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
learning needs. 04.30.21
Student engage in Students actively utilize a Students take ownership
learning through the use variety of instructional of their learning by
of adjustments in strategies and choosing from a wide
instruction to meet their technologies in learning range of methods to
needs. 9.19.20 that ensure equitable further their learning that
access to the curriculum. are responsive to their
04.30.21 learning needs.
9.19.20 04.30.21
I often will adjust my The new vocabulary
instruction based on their program is individualized
prior knowledge or to each student’s needs.
interests. I often have This is great because I
multiple tiers of an didn’t realize the severity
assignment to better of the gaps in vocabulary
reach the needs of all my that a lot of my second
students. language learners have.
04.30.21
I have a few more 10.17.22 & 04.02.22
different tools to use now I have more choice based
which guide my teaching, activities in my arsenal so
specifically a new that students are not
vocabulary program and always showing their
some more assessments. knowledge in one specific
way.
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 Integrates broad Develops and
information about and family contacts to knowledge of students systematically uses
students’ prior expand understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural 04.30.21 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. 9.19.20
Students participate in Students make 10.17.21 Students can
single lessons or connections between Students are actively articulate the relevance
sequences of lessons curriculum, and their engaged in curriculum, and impact of lessons on
related to their interests prior knowledge, which relates their prior their lives and society.
and experiences. backgrounds, life knowledge, experiences, 04.02.22
experiences, and and interests within and
interests. across learning activities.
9.19.20 04.30.21
9.19.20 9.19.20 I had to be careful in
Since my school is so As often as possible, I teaching "The Crucible"
close knit with many of have choice or open because some orthodox
my students’ parents ended activities so Jewish people believed
being fellow staff students feel that they that all magic is evil and
members, I often have the have a say in their own that it should not be
opportunity to speak with learning. discussed. In order to
parents about their teach this book, I had to
student’s life and 04.30.21 make sure that the
learning. I’ve learned a lot about students understood the
the Jewish culture over connections between the
this past year, which has major theme of
helped my understanding intolerance and have
of the students’ lives. It them make connections
has helped me to better between the play and
create activities that they current society. Below is
can relate with and enjoy. a political cartoon I used
as part of their unit test to
have them compare the
message of the cartoon to
"The Crucible".
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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 meaningful, and real-life
lessons to support specific to students’ instruction and is contexts throughout
understanding. family and community. responsive during subject matter
instruction to engage instruction.
Connecting subject
students in relating to
matter to
subject matter. 9.19.20
meaningful, real-life
Some students relate Students make use of Students utilize real-life 04.30.21 Students routinely
contexts
subject matter to real-life. real-life connections connections regularly to integrate subject matter
provided in single lessons develop understandings Students actively engage into their own thinking
or sequence of lessons to of subject matter. 9.19.20 in making and using real- and make relevant
support understanding of life connections to applications of subject
subject matter. subject matter to extend matter during learning
their understanding. activities. 10.17.21
04.30.21
9.19.20 9.19.20 10.17.21
Since I teach humanities Students and I often In both history and novel
(ELA, history & novel discuss not just what we studies, it’s easy to take
studies), it is really easy are learning, but why we major themes and discuss
to make connections are learning it. We make them in the context of our
between the material and connections using news lives today. The 7th
real life. sources, making graders are currently
connections across time reading The Outsiders,
and to their own personal which has lead us to
lives on a daily basis. some great conversations
and connections on
04.30.21 stereotypes and being an
Evidence Through my new lit circle outsider.
unit, students have been
practicing text to life
discussions, which have
helped them make more
connections with the
humanities material. I’ve
also created research and
lit projects which ask
them questions like, Why
is it difficult to
understand other people?
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging Exploring Applying Integrating Innovating
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional diverse learning needs. meet students’ diverse learning needs.
strategies, resources, 9.19.20 learning needs. 04.30.21
and technologies to
meet students’ Some students Students participate in Students actively engage Students take
diverse learning participate in Students participate in instruction using in instruction and make responsibilities for using
needs instructional strategies, single lessons or strategies, resources, and use of a variety of a wide range of
using resources and sequence of lessons technologies matched to targeted strategies, strategies, resources, and
technologies provided. related to their interests their learning needs. resources, and technologies that
and experiences. 9.19.20 04.30.21 technologies to meet successfully advance
their individual students their learning.
needs. 10.17.21 04.04.22
9.19.20 04.30.21 10.17.21
I feel as if I have a good I feel like my “toolbox” is ISTE Standard 5a:
toolbox of strategies and much larger this year. Educator as Designer:
resources, but not a great I’ve incorporated more of Use technology to create,
toolbox. the fine arts as well as adapt and personalize
material from Facing learning experiences that
History to help with foster independent
meeting learning needs. learning and
accommodate learner
differences and needs.
Level of Development:
Exploring
Evidence Date: 10.17.21
Evidence: The below
assignment shows a use
of technology to create
individualized learning
experiences by using a
choice menu through
Google Docs. There were
also able to make a video
to show their learning
versus just paper and pen
activities.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring Applying Integrating Innovating
Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues posing problems and inquiries into complex
critically. in content. 9.19.20 reflecting on multiple problems.
Promoting critical
perspectives. 04.30.21
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. 9.19.20 04.30.21 in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
9.19.20
The students struggle
with the desire to just be
“told the answer” instead
of coming up with their
own interpretations. This
is something I would
really like to focus on for
my students.
04.30.21
Students are beginning to
pose more of their own
questions, but still need a
lot of guidance from me
Evidence on how to do so.
Element 1.6 Emerging Exploring Applying
Implements lessons Seeks to clarify Makes ongoing
following curriculum instruction and learning adjustments to
guidelines. activities to support instruction based on
Monitoring student student understanding. observation of student
learning and engagement and regular
adjusting instruction checks for understanding.
while teaching.
Some students receive Students receive Students successfully
individual assistance assistance individually or participate and stay
04.30.21
Students have been
creating their own
questions weekly for
their lit circle and novel
studies books. By
allowing them to take
charge of the question
making, they are able to
see what makes a good
question.
10.17.21
Evidence: A silly debate
that we had in 7th and
8th grade was on "Is a hot
dog a sandwich?" This
lead to making
connections between
other types of food, the
definition of the word
'sandwich' and posing
questions to the opposing
side. This lead into a
heated debate which
required problem solving
and reflection and ended
with an informational
article on hot dog eating
contests.
Integrating Innovating
Adjusts strategies during Makes adjustments to
instruction based on the extend learning
ongoing monitoring of opportunities and
individual student needs provide assistance to
for assistance, support, or students in mastering the
challenge. 9.19.20 concepts flexibly and
04.30.21 effectively.
Students monitor their
Students are able to progress in learning and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
during instruction. in small groups during engaged in learning articulate their level of provide information to
instruction. activities. 9.19.20 understanding and use teacher that informs
teacher guidance to meet adjustments in
their needs during instruction.
instruction. 04.30.21
9.19.20 9.19.20 04.04.22
With such small class I believe this is one of my Since I have so many
sizes, it is easier to strengths because I different assignments,
monitor student learning anticipate and welcome I’m able to make
and adjust accordingly. changes to my lesson adjustments to help
My lesson plans are never plans if it helps my students master content.
set in stone and I might students academically,
find myself doing socially or emotionally.
something complete “off
books” because of new 04.30.21
information I get from While I think that I’m
student feedback. about the same for
adjusting strategies, I
believe the students are
getting better at asking
questions on how to get
help by being more
specific about what they
do and don’t understand.
Evidence Before they would just
say they didn’t
understand, but not what
they didn’t understand.

10.17.21
Evidence: Due to COVID,
many of my students are
struggling with grade
level material. I have
been adjusting my
schedule to include more
time for key activities and
have been using my
lesson planbooks to see
where kids were last
year, and then comparing
it to this year. A recent
example of when I have
adjusted strategies is
Standard 1 CSTP: Engaging and Supporting All Students in Learning
breaking the day down in
more chunks because the
kids have struggled to
stay focused on one task
for a longer period of
time.