Standard 1 CSTP: Engaging and Suppor ng All Students in Learning

Element Emerging Exploring Applying Integra ng Innova ng

Plans daily lessons Plans single lessons Plans differen ated Plans differen ated Plans differen ated
using available or sequence of instruc on based on instruc on, which instruc on that
curriculum and lessons using knowledge of is based on broad provides systema c
informa on from addi onal students’ academic knowledge of opportuni es for
district and state assessment readiness, academic students. Matches suppor ng and
required informa on on language, diverse resources and extending student
assessments. student academic cultural specific strategies learning based on
4.1 Using readiness, language, backgrounds, and to students’ comprehensive
knowledge of cultural background, individual cogni ve, diverse learning informa on on
students’ Is aware of impact and individual social, emo onal, needs and cultural students.
academic of bias on learning. development. and physical backgrounds.
readiness, development to
language Becomes aware of Planning addresses
meet their Engages students in
proficiency, poten al areas of bias, stereotyping,
individual needs. the analysis of bias,
cultural bias and seeks to and assump ons
stereotyping, and
background, and learn about Examines poten al about cultures an
assump ons.
individual culturally responsive sources of bias and members of
development to pedagogy. 9/23/20 stereotyping when cultures.
plan instruc on. planning lessons.
Uses culturally
responsive
pedagogy in
planning.

12/5/21

5/5/22

It is difficult to be At the start of this

familiar with the academic year and
ethnic, language, throughout this past
socioeconomic and semester I have
excep onality been very
background of inten onal in
students at the star ng the class
beginning of the with addressing
year. Especially issues happening
because this with the
informa on is not contemporary as
readily given to all the star ng place
teachers unless for student learning
within the confines in AP US History. For
of a learning plan. example at the
beginning of this
While I do ac vate
year we focused on
prior knowledge of
addressing
learning to support
American foreign
student
policy within
achievement, I am
Afghanistan in the
also wary that my
20th and 21st
implicit bias of
Standard 1 CSTP: Engaging and Suppor ng All Students in Learning
Element Emerging Exploring Applying Integra ng Innova ng

students would centuries. This new

color the way I content leveraged
provide informa on student interest and
to students based was adapted to
on preconceived differen ate for
understanding of student learning
vocabulary/ reading through a variety of
level/ wri ng ability. resources. For
example, I provided
alterna ve videos to
As stated above, watch when there
there are so many was a heavy reading
lessons, ideas, use day to support
of language that I students who were
may not be the best having a harder
expert at, however, I me talking notes
hope that on the college-level
throughout this past secondary sources.
year I was a model
for students in
le ng them know Again, as stated
that it was okay for above, I am
them to not know inten onally making
something, just as pedagogical
long as they were decisions with the
willing to learn. materials I provide
my students that
match the cri cal
consciousness they
will need outside of
the high school
learning
environment.

Communicates Establishes and Establishes and Establishes and Establishes and

learning objec ves shares learning communicates to ar culates learning ar culates
for a single lesson goals for skill students clear goals to students comprehensive
to students based development with learning goals for that integrate short-term and
4.2 Establishing on content students in single content that are content standards long-term learning
and ar cula ng standards and lessons and accessible, with students’ goals for students.
goals for student available sequence of lessons. challenging, and strengths, Assists students to
learning curriculum. differen ated to interests, and ar culate and
12/5/21
9/23/20 address students’ learning needs. monitor learning
5/5/22 diverse learning goals.
5/6/21
needs.
Standard 1 CSTP: Engaging and Suppor ng All Students in Learning
Element Emerging Exploring Applying Integra ng Innova ng

I need to find more As I am growing into

me to provide my career as a
lessons that take teacher, I am taking
larger goals and more me to reflect
break them into on the pacing and
manageable organiza on of my
learning goals, curriculum based on
with the idea that content and skill
these lessons are standards. I have
sequenced not go en into a be er
only in content but habit of wri ng
in skill applica on down these
as well. objec ves for each
of my lesson plans
and units.
I establish learning
expecta ons at the
beginning of the Again, because of
year, but do not do decisions I made to
this work support programs
throughout the like managing
year for mul ple “Diversity
units of study. Showcase” and the
Especially towards swim program at
the end of the school, I have not
year. been able to
progress to the next
level. My objec ves
Throughout the need to become
unit’s lesson plans, more accessible,
I provide the challenging, and
learning objec ves differen ated to
at the beginning. address students’
However diverse learning
some mes if there needs.
is a por on of the
lesson plan that is
a bit more of a
review from the
prior lesson, I do
not put the ini al
learning
objec ves.
Standard 1 CSTP: Engaging and Suppor ng All Students in Learning
Element Emerging Exploring Applying Integra ng Innova ng

Uses available Begins to plan Establishes short- Refines sequence U lizes extensive
curriculum for curriculum units and long-term of long-term plans knowledge of
daily, short- and that include a series curriculum plans for to reflect curriculum, content
long-term plans. of connected subject ma er integra ons of standards, and
4.3 Developing lessons and are concepts and curriculum assess learning
and sequencing linked to long-term essen al related guidelines, needs to design
long-term and planning to support academic language frameworks, and cohesive and
short-term student learning. and formats that assessed comprehensive
instruc onal 9/23/20 support student instruc onal needs long- and
plans to support learning. to ensure student short-term
student learning 5/6/21
learning. instruc onal plans
12/5/21
that ensure high
5/5/22 levels of learning.

Similar to the above I realized this past

point, I can create semester that I
effec ve short-term poten ally should
lesson plans, but I have moved myself
do not have a year last semester from
long curricular Exploring to
calendar with Applying. However,
essen al content it has taken me un l
standards or skills. I Semester 3 to
tend to fit material evaluate and
into where I think it reassess what I have
would best fit. been already doing
in the classroom
and class pacing to
Nothing has support pacing
changed in regards guidelines not only
to this standard. I for development of
always am finding content
new content that understanding, but
changes the way my also development of
units look every skills throughout
year. the year. I am
constantly juggling
two different
learning plans.

I am excited to say I
feel more confident
in this standard. I
believe that by next
academic year I will
be able to “Refine”
Standard 1 CSTP: Engaging and Suppor ng All Students in Learning
Element Emerging Exploring Applying Integra ng Innova ng

these objec ves

a er comple ng the
en re academic
years review of
lessons, units, and
final summa ve
assessments.

Plans instruc on Selects strategies for Incorporates Plans instruc on Plans instruc on
that incorporates single lessons or differen ated using a wide range incorpora ng a
strategies sequence of lessons instruc onal of strategies to repertoire of
suggested by that respond to strategies into address learning strategies
curriculum students’ diverse ongoing planning styles and meet specifically meet
guidelines. learning needs. that addresses students’ assessed students’ diverse
culturally language and language and
4.4 Planning responsive learning needs. learning needs and
instruc on that Is aware of student Seeks to learn about pedagogy, students’ Provides styles to advance
incorporates content, learning, students’ diverse diverse language, appropriate learning for all.
appropriate and language learning and and learning needs support and
strategies to Facilitates
needs through language needs and styles. challenges for
meet the opportuni es for
data provided by beyond basic data. students.
learning needs Uses assessments of students to reflect
the site and 9/23/20
of all students students’ learning Integrates results on their learning
district.
and language needs from a broad range and the impact of
to inform planning of assessments instruc onal
5/6/21 differen ated into planning to strategies to meet
instruc on. meet students’ their learning and
diverse learning language needs.
12/5/21
and language
5/5/22 needs.

I would like to work In planning my

on making sure instruc on for the
lesson plans are needs of my
synchronous with students, I think
student about the content
understanding. For that students will
example, checking need within the
in with students to next couple years
see what they need and within their
during the learning life mes. If I am
process and then teaching a niche
adap ng the lesson point of
plan progression informa on, then I
accordingly. Or will provide less
reviewing content importance on it.
from past lesson However, if what I
plans as necessary. want to teach them
is a content area or
skill that they will
Standard 1 CSTP: Engaging and Suppor ng All Students in Learning
Element Emerging Exploring Applying Integra ng Innova ng

refer back to more

frequently in their
What might be
adult lives (i.e.
helpful for the
wri ng skills), I
upcoming year
know I will need to
would be reading/
organize my me to
wri ng assessments
priori ze those
before we get into
needs. The
content to
assessments I
understand how
create follows those
their use of
content and skill
language will
needs I know my
support their
students will need.
growth as
historians.

I am more focused
on the
differen a on of
instruc on a er a
review of
summa ve
assessments this
semester. This is
especially
surrounding
par cular wri ng
skills that students
s ll need to review.

Implements Begins to adapt Makes adjustments Makes ongoing An cipates and

lessons and uses plans and materials and adapta ons to adjustments to plans for a wide
materials from in single lessons or differen ate instruc onal plans range of
curriculum sequences of instruc onal plans. and uses a variety adapta ons to
4.5 Adap ng provided. lessons to address Uses culturally of materials as the lessons based on in
instruc onal students’ learning responsive instruc onal needs depth analysis of
plans and needs. 9/23/20 pedagogy and arises to support individual student
curricular addi onal materials student learning. needs.
materials to to support students’
Engages with
meet the 5/6/21 diverse learning
students to iden fy
assessed needs.
types of
learning needs
adjustments in
of all students.
instruc on that best
12/5/21
meet their learning
5/5/22 goals.
Standard 1 CSTP: Engaging and Suppor ng All Students in Learning
Element Emerging Exploring Applying Integra ng Innova ng

Again, as stated I have mee ngs

above, it would be with the counselors
really helpful to be to refer to specific
able to provide student IEPs and
students a support changes to
complete unit my classroom
sequence. However, conduct to support
I would addi onally their learning
want to have more needs. In this way I
me to analyze am specifically
student work to differen a ng
inform future based on each
planning. student’s needs.

Again, similar to the By using culturally

above point- it responsive
would be helpful to pedagogy like
poten ally do this providing new
assessment work as ar cles and texts by
summer work? people like August
Wilson, Toni
Morrison, Ida B
Wells to understand
the 20th century
American
experience, I am
expanding my
students
understanding of
history in a more
culturally
responsive manner
and these addi onal
materials that
accompany the
textbook support
students’ diverse
learning needs by
providing new
mediums and ways
to engage with the
historical me
period.