cstp6 Doss 4

CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating

6.1 Reflecting on Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
teaching practice in reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
support of student practice to support practice individually colleagues on the refinements in action research in
learning student learning. and with colleagues relationship between teaching practice and supporting student
Reflects individually or that is focused on making adjustments in connections among learning and raising
with colleagues on methods to support teaching practice and the elements of the the level of academic
immediate student the full range of 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.
9/25/21 NT 4/14/22 NT 11/15/2022 NT
I am engaging on After a lesson or series of I am continually
reflection of my teaching lessons, I reflect on my monitoring student
practice. I check in with teaching practice to see learning and using that
my mentor teacher and how I could have done data to reflect on my
my administrator better or what I would teaching practice so that
weekly, however, I feel like to do differently next my students can achieve
like my teaching practice year. I also interact with more through the best
has a lot of room to my colleagues, ask them strategies I have.
improve. I want to be for quality feedback, ask
able to help my them to observe me, and I collaborate with my
advanced students observe them so I can colleagues in order for
advance more, but I feel learn from their teaching us to reflect collectively
inadequate with my practices. I use what I and help our students as
attempts so far. learn from the CSTP a whole achieve their
elements and resources best scores. One example
and integrate it into my of this is the writing
teaching practice and program we piloted
have had a variety of together after realizing
successes from it. Most that our students’
notably, I have been writing scores were
using my ILP hypothesis below average in all
and data to change the grades.
way I do assessments
and have had really great 4/9/23 NT
success with it. I do all of the above and
4/15/22 MT also I make it a point to
Lucy spends time after do professional
her lessons to go over development so that I
areas where she felt can become a better
could use more support teacher.
(i.e, more resources for
students to grasp
concepts easier, different
type of activity
worksheet, assessment
fit the lesson, etc) and
make notes for future
lessons. She also shares
her lessons and ideas
with colleagues and
administration to get
feedback about things
she can improve on or
things she can take out.
6.2 Establishing Develops goals Sets goals connected Sets goals connected Sets and modifies Sets and modifies a
professional goals connected to the CSTP to the CSTP that take to the CSTP that are authentic goals broad range of
and engaging in through required into account self- authentic, challenging, connected to the CSTP professional goals
continuous and processes and local assessment of teaching and based on self- that are intellectually connected to the CSTP
protocols. practice. assessment. challenging and based to improve
purposeful
on self-assessment instructional practice
professional
Attends required Expands knowledge Aligns personal goals and feedback from a and impact student
growth and professional and skills individually with school and variety of sources. learning within and
development 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
development based on achievement. Pursues development.
needs identified in a variety of additional
professional goals. opportunities to learn Contributes to
professionally. professional
organizations, and
development
opportunities to
extend own teaching
practice.
9/24/21 NT 4/14/22 NT 11/15/2022 NT
I have set goals that I am The goals that I set for My goals this year are
working to attain this myself are based off of based on student
year to improve my my weakness areas in success. I am currently
teaching practice. I also the CSTP. After self- reading a couple of
am taking every assessing (and books by Doug Wilson
opportunity to learn consulting my principal about Classical education
from my colleagues and and mentor), I am aware that address why
from our classical of the areas that I need students are falling
education classes we to improve the most in behind academically in
have available. for my teaching practice recent years and how to
to result in successful best help them succeed
students. My main goal through how we present
this semester is to better their learning to them as
utilize assessments that teachers.
are targeted at the
learning goals and I am also doing e-
measurable. My learnings on the specific
secondary goal is to math curriculum that my
intentionally incorporate school site uses so that I
more technology into my can teach my students
teaching. Having set better.
those goals has helped
me to be able to measure 4/9/23 NT
my growth in them. My goals this year are to
Because I have consulted become better educated
with my colleagues and in what I am teaching my
the administration, I feel students so that they can
confident that my goals in turn do better.
are properly focused on
student achievement. I I pursue every
am also currently going professional
through a professional development
development course opportunity that I can so
with those goals in mind become more effective.
along with how best to
improve student
achievement in writing.
4/15/22 MT
Lucy set professional
goals at the beginning of
the year that was shared
with her colleagues and
the administration. She
reviewed those goals
mid-year. She has a list
of books that she is
reading as well as
investing with the rest of
the faculty on an online
class. Lucy and the rest
of the faculty are now
going through together
the Institute of
Excellence in Writing.
The school will be
implementing this
curriculum next year and
so the faculty are being
actual “students” and
going through the whole
manual together to learn
the method so we are
better prepared to teach
the method to our
students.
6.3 Collaborating Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
with colleagues and level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
the broader other required how best to support student learning and impact on teacher and colleagues.
professional meetings and teacher and student reflect on teaching student learning
collaborations. learning. practice at the within grade or Works to ensure the
community to
classroom level. department and broadest positive
support teacher
Identifies student and Begins to identify how school and district impact possible on
and student teacher resources at to access student and Interacts with levels. instructional practice
learning 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 support broader professional for the profession.
teacher effectiveness community to access
and student learning resources and a wide Initiates and develops
range of supports for professional learning
teaching the full range opportunities with the
of learners. broader professional
community focused on
student achievement.
9/24/21 NT 4/14/22 NT 11/15/2022 NT 4/9/23 NT
I attend all required Throughout the year, I’ve I work with my I meet weekly with my
meetings and can learned how to approach colleagues on a regular colleagues to collaborate
identify and use student my colleagues and ask basis to analyze test and see how we can
and teacher resources them to support my scores and student data improve as a school.
available. I am not, teaching practice and to find trends in student
however, involved in our help me improve. I have learning and improve I have spent the year
professional teaching also learned how to ask learning outcomes. reaching out to teachers
community in any way them for help with in other classical schools
outside of that. specific students so that I I am active on Pinterest to see how we can adopt
can help that student be and follow several some of their strategies
successful. teaching blogs to learn and have created very
how to better my good relationships to
I am also learning how to teaching practice. I also share our knowledge.
use the resources that interact with other
my school site has educators from a
provided to find the conference that I
professional attended virtually last
development courses summer to see how they
and opportunities that are doing things at their
will best help my school and if they are
students. For example, I having better results.
am currently doing a
writing professional
development so I can
teach my students a
concrete way to become
better writers and,
eventually, become our
school site trainer for
our writing curriculum.
4/15/22 MT
Lucy is not shy about
asking for help or asking
for constructive
feedback or
collaborating on ideas
with her colleagues. She
is the only 2/3rd grade
teacher in this school so
she cannot really turn to
another teacher at the
same grade level in our
school but she will
partner with other
teachers to pick their
professional brain to see
what they are doing or
how she can adapt a
younger or older grade
level lesson to fit her
students. Likewise, Lucy
turns to the broader
professional community
for resources. She has
membership to
education associations
that have online classes,
forums, articles, etc. that
she uses to find
resources, materials,
ideas that will best serve
her students.
6.4 Working with Is aware of the role of Acknowledges the Supports families to Provides Structures a wide range
families to support the family in student importance of the contribute to the opportunities and of opportunities for
learning and the need family’s role in student classroom and school. support for families to families to contribute to
student learning the classroom and school
for interactions with learning. Seeks Adjusts actively participate in
community. Supports a
families. information about communication to the classroom and
school/district
cultural norms of families based on school. environment in which
families represented awareness of cultural families take leadership
in the school. norms and wide range Communicates to to improve student
Welcomes family of experiences with families in ways which learning.
involvement at schools. show understanding
classroom/ school of and respect for
events. cultural norms.
9/24/21 4/14/22 NT
As a private classical With the help of one of
school, there is a trivium my parents, I organized a
of home, church, and parent survey for how
school that we are and when parents would
seeking to connect. like to contribute to the
Families are very classroom and the school
involved in their student community. Now I have a
learning here and I parent volunteer every
interact with parents Friday morning who
daily. I learned basic leads literature circles
Korean greetings and with one grade so I can
appropriate times to give the other grade a
bow to show respect. I one-on-one math lesson.
also understand the Parents have decided
why’s of how the parents that they would rather
communicate with me. I create a parent account
feel very confident in that they can donate
this school about money to and designated
working with families to one parent to be in
support student charge of buying any
learning. supplies we might need
during the school year.
Parents are welcome to
come in at any time
during the school year or
day to observe our
classroom (or help out!)
and they are welcomed
every Friday during our
whole school assembly.
Parents are really given
an active leadership role
with their students and
the school and have
spoken about how
welcomed and
comfortable they feel
both at this school and in
my classroom.
4/15/22 MT
Lucy continues to have a
wonderfully open and
honest communication
with her parents. She
has dialogue with them
regarding all aspects of
her students (from why
they are tired one week
to strategies that will
help that student
improve on her tests,
etc.). She welcomes
parent input and
concerns. If parents
bring suggestions that
will enhance learning,
she will take those
suggestions and put
them into practice.
She works with parents
and families to provide
opportunities for them
to be involved in their
children’s learning. They
can volunteer to come in
and be classroom
helpers, lead small
groups, provide supplies
for projects, run centers,
etc.
11/15/2022 NT
I still use the same
parent survey and at the
beginning of the year
this year, I added a sheet
of paper for parents to
check if they need
important documents in
their home language or a
translator at parent-
teacher conferences. I
contact home often for
each of my students with
good news as well as bad
and have parents come
into the classroom on a
regular basis.
4/9/23 NT
This year, I have a parent
committee in my
classroom where parents
can be as involved as
they would like. My
parents this year have
set up snack rotations to
bring snacks for
students, organized
school wide lunches and
set up big history days.
6.5 Engaging local Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
communities in about local neighborhood and neighborhood and neighborhood and community members
support of the neighborhoods and community resources. community resources community resources to increase
instructional communities to support the to support the instructional and
surrounding the Includes references or curriculum. instructional program, learning opportunities
program
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 improve in the community.
in single lessons. instruction and enrich the Incorporates
instructional program. community members
into the school
learning community.
9/24/21 4/14/22 NT 11/15/2022 NT 4/9/23 NT
If there is a box for Because I felt so I started using my local I have reached out and
before emerging, that’s abysmally behind in this library as a major had community
the one I should be area, I did some research resource this year to members from the police
checking for this. Most of into the local community help supplement department, fire
my students do not live where the school is curriculum. The students department, doctors,
in the city our school is in located. For birthdays, really love being able to dentists, and more come
so I absolutely do not parents like to bring in have the different books into our classroom and
bother with this lunch or dessert for the available. work on campus.
standard. What we are whole class (and
connected with is the sometimes school) and I I am also in contact with
church our school is have a short list of close a local farm in order to
housed in and we work neighborhood spots that try to bring an
intimately with them. I other parents have used agricultural experience
use events happening at and are friendly to our to our students during
the church to engage lunchtimes. I also their unit on babies that
students in lessons. researched the different hatch.
communities in the city
our school site is located
in so I can use them in
math lessons for
distance and as a
reference point for
learning vocabulary in
geography.
4/15/22 MT
With the school being in
its first year of
operations, I think it was
very difficult for Lucy
(and all teachers) to try
to engage in local
communities in support
of the school’s
instructional program. It
will take this year to go
through the curriculum
that we are teaching to
really familiarize with
the content and what
kinds of events, activities
will enhance our
students learning. Once
that is done, then I think
it is more feasible for
teachers to look around
our local community to
see what is out there to
support what is going on
in the classroom.
*Note: students did have

a field trip to Centennial
Farm at OC Garden, in
school assemblies that
dealt with recycling and
water and a field trip to
Discovery Cube.
Develops an Maintains professional Anticipates Integrates the full Models
understanding of responsibilities in professional range of professional professionalism and
professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
responsibilities. support as needed. manages time and advanced planning meeting and exceeding
effort required to meet and prepares for professional
6.6 Managing Seeks to meet required Demonstrates expectations. situations that may be Responsibilities
professional commitments to commitment by challenging. effectively.
responsibilities to students. exploring ways to Pursues ways to
maintain address individual support students’ Maintains continual Supports colleagues to
motivation and student needs. diverse learning needs effort to seek, develop, maintain the
commitment to all and maintains belief in and refine new and motivation, resiliency,
students’ capacity for creative methods to and energy to ensure
students
achievement. ensure individual that all students
student learning. achieve.
9/24/21 4/14/22 NT 11/15/2022 NT 4/9/23 NT
I maintain my I am aware of my I understand my I open my classroom to
professional professional the other teachers as a
professional responsibilities and have responsibilities and take place to meet and talk
responsibilities and gotten time management them into consideration about our professional
seek support as under control. I have when planning and responsibilities and how
become better at lesson preparing for to meet those best. I
needed, but I feel planning, understanding challenging situations. model energy and grace
like I am treading the time it takes to For example, I have to for our students with
water just to stay lesson plan, carving out balance my lesson them and try to model
afloat. I feel very time for professional planning and my work efficiency as well.
busy all the time development, and for my credential at the
grading. I have a very same time.
trying to meet all of successful system for
the goals I need to time management that I make sure that I spend
meet, including allows for grading before quality time and effort to
reaching each school, lesson planning make sure that the
student where he or during prep periods, and methods I’m using are
handling professional effective and change
she is at. development and CSTP them when they are not
work after school. Once I so that each student
figured out how to receives the attention
effectively manage my and learning experiences
time, I found the time to he or she needs to reach
figure out the best ways his or her full potential.
to support student
learning needs and have
the time to put plans into
action and reflect on
how well they work. I
absolutely believe each
of my students is more
than capable!
4/15/22 MT
Lucy is a great manager
of time. She is the
mother of 2 small
children as well as a full-
time teacher. However,
she uses her time so
efficiently. She is always
early with all of her
weekly lesson plans,
plans activities and
events that enhance her
students learning. For
example, her class is
reading Little House on
the Prairie. She has
planned a Prairie Day –
her students will come
dressed in costume,
learn to make butter, a
lantern, a Native
American necklace, and a
teepee. She has enlisted
the help of parents to
bring this period to “life”
for her students.
6.7 Demonstrating Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
professional policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
responsibility, profession in all circumstances.
integrity, and * As follows:
 Take responsibility for student academic learning outcomes. Contributes to building professional community
ethical conduct
 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.
 Complies with legal and professional obligations to protect the privacy,
health, and safety of students, families, and other school professionals.
 Models appropriate behavior for students, colleagues, and the
profession.
 Acts in accordance with ethical considerations for students.
 Maintains professional conduct and integrity in the classroom and
school community.
9/24/21 NT
As a teacher at a Christian school, integrity is at the
base of what we are doing (along with a belief
system that places an imperative on ethical and
moral soundness). I comply with everything listed in
6.7 and go above that to the integrating and
innovating aspect because anything less does not
reflect my personal beliefs.
4/14/22 NT
My number one priority at school is my commitment
to student learning and my own professional
integrity. It is the basis for everything I do. I make
sure I interact with my peers and colleagues in a
professional and respectful manner and expect the
same from them. Ethics, morals, and integrity are at
the core of our school’s foundations and at the core
of the staff who work here including myself.
4/14/22 MT
From the moment I met Lucy, she has never shown a
moment where she has not been a professional who
taught with integrity and carried herself with
dignity. Working in a Christian school, expectations
are pretty high.
1. In the classroom – Lucy takes her teaching
responsibilities and duties seriously. She
treats her students and parents with
respects and expects it from them. She
believes her students deserve respect that
every human deserves. Many people feel
children should be seen and not heard or
just follow directions. Lucy takes the time to
listen and see each child individually and
modifies her lessons, assessments,
conversations to best teach and reach each
child so they can realize their potential.
2. Lucy expects quality work and kindness
from her students because she holds herself
up to those ethics. She spends time on her
lessons, to make sure she is well-versed on
her lessons, objects and goals her students
need to master. She takes the time and
spends time to ensure that her classroom
has a routine and follows rules. She is
consistent in the way she disciplines her
students. She is very calm and handles all
situations with calmness and reason.
3. Lucy deals with her colleagues with extreme
respect as well. She is always on time,
cordial, and thinks of others. She will
accommodate those who needs schedule
changes.
She is a team player who welcomes
opportunities to work together and come up
with ideas. She willingly and
enthusiastically contributes to professional
development classes that the faculty take
together. She is always prepared with
assignments and loves to share her ideas
and thoughts with others.
11/15/2022 NT
I act with integrity at all points in my professional
and personal life. I interact with students in a way
that lets them know they are valued and loved for
who they are. Grace is at the center of any discipline
that needs to be done and there is no such thing as a
“bad child” in my classroom. I follow all of the
standards for 6.7 daily. I also treat my colleagues
with respect and make sure that everything I do is
above reproach so that I am a trustworthy
individual. I do my best to create an atmosphere of
mutual respect and trust with anyone I interact with
in the school setting so that everyone feels safe and
accepted here.
4/9/23 NT
I am doing all of the above still. I also implement
teaching with emotionless discipline. For example, a
rule is a rule and it has a consequence, but I do not
get upset if a student misbehaves; that is their choice
and their consequence.

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CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

*Note: students did have

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