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 Students 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.
Before the school year I gather data from the child’s
begins, we are provided parents and guardians, as well
with information on the as their previous teachers to
children that will be my help me learn about their
students. This individual needs. I plan
information consists of a lessons and additional
student info packet from practice (if needed) based on
the parents and previous the students’ success and my
teachers. observations. 5/6/22
This information helps
me to understand each of
their learning needs and
styles. It is also useful
Evidence knowing when there are
ESL students to help
prepare for them as well.
9/26/21
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. 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.
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.
The parent and teacher Parent teacher conferences
packets provided prior to and communication via email
the school year give are effective ways for me to
valuable information on expand my knowledge and
each student’s learning understanding of each student;
styles and strengths. It this way I am able to use that
provides previous school understanding to better
years assessment info to connect to their interests to
help me get a better engage them in lessons. 5/6/22
understanding of each
child’s current level.
Two days before the
school year starts, we
have meet & greet days
with each child and their
parents individually. In
these 30-minute sessions
it allows me to connect
with the parents and
learn about home life. I
also observe the child in
the classroom to see their
behavior and speak about
their current needs.
9/26/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to
meaningful, real-life
contexts Some students relate
subject matter to real-life.
When teaching in group
settings I try to find
something within each
lesson that is used in
daily life that the children
can easily relate to.
This is mostly used with
books, to make the
information more
relatable that way the
students can make a
better connection with
Evidence the material. 9/26/21
Exploring Applying
Explore using additional Integrates connections
real-life connections to from subject matter to
subject matter in single meaningful, real-life
lessons or sequence of contexts, including those
lessons to support specific to students’
understanding. family and community.
Students make use of Students utilize real-life
real-life connections connections regularly to
provided in single lessons develop understandings
or sequence of lessons to of subject matter.
support understanding of
subject matter.
I plan and create lessons that
are engaging and include the
students’ current interests. I
also implement hands- on
experiences and sensory
activities regularly, so the
students can make those
connections. 5/6/22
Integrating
Integrates connections to
meaningful, real-life
contexts in planning
subject matter instruction
and is responsive during
instruction to engage
students in relating to
subject matter.
Students actively engage
in making and using real-
life connections to subject
matter to extend their
understanding.
Innovating
Engages student in
actively making
connections to relevant,
meaningful, and real-life
contexts throughout
subject matter
instruction.
Students routinely
integrate subject matter
into their own thinking
and make relevant
applications of subject
matter during learning
activities.
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, learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. 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 learning.
needs.
I incorporate hands-on This semester I particularly
science experiments to go focused on using a variety of
along with a lesson. I try strategies in my lessons to
to implement this in a engage all learning styles. I
group setting where used visuals, books, music,
students are working in YouTube videos, whole group
teams. activities, independent work,
On other lessons I will sensory and hands-on
pair an educational video learning, STEAM activities in
to accompany instruction small groups, etc. 5/6/22
to help enhance the
lesson material. 9/26/21
Evidence
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 in posing problems and inquiries into complex
critically. content. reflecting on multiple problems.
Promoting critical
perspectives.
thinking though
inquiry, problem
Some students respond to Students respond to Students respond to Students pose problems Students pose and
solving, and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
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.
I ask several questions I will model problem solving
to help with reading and critical thinking for the
comprehension class, mainly by using text. I
will read a story for the class
regarding characters
and “think aloud” while also
and what the plot of the asking them questions and
story is about. having them answer and
I will also circle back reflect. 5/6/22
during the week and
ask follow up
questions to lessons
that were taught to see
Evidence how much information
the students have
retained and
understand.
9/26/21
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. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
I use visual I regularly monitor student
demonstrations to progress and walk around the
explain lessons and classroom taking notes and
observations. This allows me
then I’ll pair the
to see which students are
students in small understanding the concepts
groups based upon and skills, and who needs
their current abilities more practice; this helps me
and comprehension adjust my instruction and
levels. I will then go lessons. 5/6/22
around the room to
Evidence monitor the groups
working together. I
check in with the
groups and ask them
questions regarding
the task to see their
understanding and
comprehension of the
lesson tasks and clarify
if needed. 9/26/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
support social and respect in students to resolve maintaining a caring on respect, fairness, and
development. communications with conflicts. classroom community. the value of all members.
students about language Incorporates cultural Supports students in
Promoting social
and behavior. awareness to develop a taking leadership in
Development and
Seeks to understand positive classroom developing a caring
responsibility
cultural perceptions of climate. community that is Students take leadership
within a caring
caring community. responsive to the diverse in resolving conflict and
community where
Some students share in Students demonstrate cultural norms of creating a fair and
each student is
responsibility for the Students participate in efforts to be positive, identities of all students. respectful classroom
treated fairly and
classroom community. occasional community accepting, and respectful community where
respectfully
building activities, of differences. Students take student’s home culture is
designed to promote responsibility resolving included and valued.
caring, fairness, and conflicts and Students communicate
respect. maintaining a caring with empathy and
classroom community. understanding in
Students promote interactions with one
respect and appreciation another.
for differences.
Throughout the room By using classroom posters
there is material posted and Social Emotional
regarding respecting the learning, I reinforce a
classroom and positive learning
classmates. environment. I regularly
I also have group model and encourage
conversations to positive interactions between
reinforce being fair and the students and help them
respectful to one settle arguments by using
Evidence their words. 5/6/22
another, during this
discussion the students
are reminded what
behavior is expected and
what classroom
consequences are.
My school uses Second
Step which is a program
for social and emotional
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
well-being and gives the
students an opportunity
to talk about their
feelings and it helps to
provide lessons on
behavior. 9/26/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.2 Emerging Exploring Applying Integrating Innovating

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 enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks understanding of the 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 have many different I regularly do whole group
centers around the lessons and occasionally small
classroom that foster group lessons. This helps the
students learn from each other
play and learning
and collaborate with their
among the students. peers. I have many centers
Evidence We also have 3 large located in the classroom that
tables, instead of desks, support student learning and
to encourage group exploration. 5/6/22
work and working
together. 9/26/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.3 Emerging Exploring Applying Integrating Innovating

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 with the students for
that are required by the regarding materials, intellectual, and and offer respectful the establishment and
site, district, and state. student interactions, emotional safety using opinions about maintenance of a safe
Responds to behaviors and the organization of multiple strategies that divergent viewpoints. physical, intellectual,
that impact student the learning include examining and emotional
safety as they arise. environments. biases in the learning environment focused on
environment and high quality and
curriculum. Engages in reflection on rigorous learning.
Establishing and their own language and
maintaining Explores strategies to Models and provides behavior that
learning establish intellectual instruction on skills that contributes to
environments that and emotional safety in develop resiliency and intellectual and
are physically, the classroom. support intellectual and emotional safety in the
intellectually, and emotional safety. classroom.
emotionally safe Students are aware of Students demonstrate
required safety resiliency in
procedures and the Students follow teacher Students take risks, Students develop and perseverance for
school and classroom guidance regarding offer opinions, and practice resiliency skills academic achievement.
rational for maintaining potential safety issues share alternative and strategies to strive Students maintain
safety. for self or others. perspectives for academic intellectual and
achievement, and emotional safety for
establish intellectual themselves and others
and emotional safety in in the classroom.
the classroom.

I have many I have many toys and

discussions with the centers in my classroom that
class as a whole about are age appropriate, and we
discuss classroom rules and
classroom safety and
safety when playing with
what is acceptable toys and their peers. During
Evidence behavior. We discuss circle time, students are
safety issues and encouraged to share their
there are visual ideas and thoughts. 5/6/22
posters in the
classroom about class
rules. 9/26/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Emerging Exploring Applying Integrating Innovating

Element 2.4
Focuses the rigor of the
learning environment on
accuracy of answers and
completion of learning
tasks.
Is aware of the
importance of
maintaining high
Creating a rigorous
expectations for students.
learning
environment with
high expectations
and appropriate
support for all
students
Some students ask for
teacher support to
understand or complete
learning tasks.
Strives for a rigorous
learning environment
that includes accuracy,
understanding, and the
importance of meeting
targeted learning goals.
Works to maintain high
expectations for students
while becoming aware of
achievement patterns for
individuals and groups of
students.
Some individuals and
groups of students work
with the teacher to
support accuracy and
comprehension in their
learning.
Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment throughout the learning learning environment in
that includes accuracy, environment that values which students take
analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate levels of critical reading, writing Fosters extended studies,
challenge. and thinking. research, analysis and
Holds high expectations Integrates strategic purposeful use of
for students. Has an scaffolds and learning.
understanding of technologies throughout Supports students to
achievement patterns, instruction that support utilize an extensive
and uses scaffolds to the full range of learners repertoire of
address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
achievement. expectations.
Students engage in a
variety of differentiated Students actively use Students take
supports and challenges supports and challenges responsibility to fully
in ways that promote to complete critical utilize teacher and peer
their accuracy, analysis, reading, writing, higher support, to achieve
and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.

I reinforce the I use the curriculum and

importance of upcoming units to plan my
pronunciation of letters lessons and create a rigorous
learning environment. I set
and basic word
goals for myself and for the
formation. Having the students. Through
children focus on the observations, I’m able to form
Evidence accuracy of this helps small groups and be attentive
to show the importance to their learning needs. 5/6/22
it plays in reading and
writing as they move
up in grades. Since it’s
their foundation.
9/26/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.5 Emerging Exploring Applying Integrating Innovating

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 expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.

I always start this I set expectations for the

development on the first students’ behavior from the
day of school. Here I go first week of school and we
over what the expected regularly discuss throughout
classroom behavior is, the year. Students know
along with room rules expectations and posters are
and safety. I focus on available around the room as
positive reinforcement visual reminders. We have a
and the students know if daily schedule and routine,
Evidence their behavior is outside which helps keep the students
of the established rules on track and they know what
their parents will be to expect. 5/6/22
informed. 9/26/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.6 Emerging Exploring Applying Integrating Innovating

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
Seeks to promote positive Provides positive relevant norms.
Employing classroom
Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures,
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports
to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior
lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in
learning climate. disruptive to the learning 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 Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.

From the first week of We have a “classroom rules”

school, I involve the poster and the students gave
students in the daily their opinions and we created
it together as a class. This
routine. This helps
helps them know the
them to know what to expectations and
expect for the day and consequences of their
Evidence helps to give them behavior. If there is a negative
some independence behavior, I address it privately
within this daily with the child and reinforce
timeline. 9/26/21 positive behaviors. 5/6/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding,
completion of learning
activities and closure.
Students participate in
and complete a variety of
learning activities in the
time allotted with options
for extension and review.
Paces instruction to
include ongoing
assessment of student
learning. Supports
students in the
monitoring of
instructional time.
Students use their
instructional time to
engage in and complete
learning activities and are
prepared for the next
sequence of instruction.
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.

I constantly take lesson Whether we are doing a

pacing into consideration.
Some lessons involve
more activity for the
students to fully take-in
the core of the lesson.
This is also reinforced
when I see the class is
struggling in certain
topics. Here I will work to
Evidence incorporate more practice
lessons where we can
slow down to fully focus
on the topic at hand.
9/26/21
whole class lesson, small
groups, or individual work, I
regularly check for
understanding and pace
around the classroom and
make observations for myself.
These observations help me
determine if more time is
needed to learn and/or
practice the concepts. 5/6/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. ways that ensure clear make relevant
content standards instruction. connections and connections to standards
relevance to students. during instruction and
extend student learning.

The school I work at uses I regularly review the

both State standards and academic content standards
curriculum adopted by and incorporate them into my
the school. We have daily lessons and curriculum.
weekly grade level I use age-appropriate learning
meetings where we concepts and academic
collaborate and discuss language with my students, so
our instruction along they know what the learning
with reviewing objectives are. 5/6/22
curriculum progress.
We also discuss lesson
strategies and what has
been successful in our
rooms. 9/26/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons
understanding of subject that addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter language in single lessons
or sequence of lessons.
Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions
are identified.
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. Engages student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access students in using analysis
students in accessing to subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
levels and abilities. matter.

I am aware of what Most of the vocabulary and

instruction is academic language used in
developmentally my classroom are the high-
appropriate for my frequency words that the
students and I students are expected to learn
differentiate my lessons and know. I support their
and activities for the learning and offer more
students’ abilities. We practice when needed. 5/6/22
Evidence
learn new vocabulary and
high frequency words
weekly. 9/26/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Follows organization of Examines organization of
curriculum as provided curriculum and considers
by site and district to adjustments in single
support student lessons or sequence of
3.3 Organizing understanding of the lessons to support
curriculum to subject matter. understanding of subject
facilitate student matter.
understanding of the
subject matter
I regularly adjust my
lessons and curriculum to
support student
understanding. If there is
a theme or concept some
students aren’t grasping, I
will revisit the lesson and
schedule more time for
additional teaching and
practice. This is done in
either small groups or
whole class lessons.
Evidence
9/26/21
Applying Integrating Innovating
Uses knowledge of Integrates knowledge of Uses extensive
curriculum and student curriculum and resources knowledge of curriculum
readiness to organize and to organize and adjust and related resources to
adjust the curriculum to instruction within and flexibly and effectively
ensure student across subject matter to organize and adjust
understanding. extend student instruction.
understanding.
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
I will first look at the
curriculum and learning
objectives when planning my
lessons. Then I will determine
where my students are at
academically and
developmentally, to plan next
steps. I remain flexible in my
lessons to allow further
instruction and/or practice of
concepts to ensure student
understanding. 5/6/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Uses instructional Gathers and uses
strategies that are additional instructional
provided in the strategies in single
3.4 Utilizing curriculum. lessons or sequence of
instructional lessons to increase
strategies that are student understanding of
appropriate to the academic language
subject matter appropriate to subject
matter.
I use a variety of
instructional strategies
and resources, such as
visuals, technology,
music, videos, hands on
activities, manipulatives,
etc. All of these strategies
increase student
understanding. Each
week we learn a new
“letter of the week” and
high frequency words to
increase our knowledge
Evidence of academic language.
9/26/21
Applying Integrating Innovating
Selects and adapts a Integrates instructional Uses an extensive
variety of instructional strategies appropriate to repertoire of
strategies to ensure subject matter to meet instructional strategies to
student understanding of students’ diverse develop enthusiasm,
academic language learning, to ensure meta-cognitive abilities,
appropriate to subject student understanding of and support and
matter and that academic language, and challenge the full range of
addresses students’ guide student in student towards a deep
diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
I use a variety of strategies in
my daily lessons, and this was
my main focus this semester.
I used books, manipulatives,
visuals, worksheets, videos on
iPad, whole group instruction,
small groups, independent
work, hands-on activities, and
sensory play. All of these
strategies will address my
students’ diverse learning
styles and needs. 5/6/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
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, to
subject matter. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
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.
We have a school-wide Some instructional materials
program and use the that I use daily are books,
“Parent Gateway” which iPad, and manipulatives. Each
has our class website, of these resources allows me
where teachers can to build the students’ skill
upload photos of the class development. I encourage
and other resources/links students to read books in the
available for additional classroom library daily.
learning. 9/26/21 5/6/22

Evidence
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
writing. Uses multiple
measures for assessing
3.6 Addressing the English learners’
needs of English performance to identify gaps
learners and student in English language
with special needs to Provides adapted materials development.
provide equitable to help English learners
access to the content access content. Attempts to scaffold content
using visuals, models, and
graphic organizers.
Currently in my class I
have three ESL students.
For them I incorporate
more visuals and hands
on demonstrations for in
lessons.
Through observation and
one-on-one lessons, I
keep track of their
progress. Observing them
Evidence on a daily basis
communicating with
other students helps to
see their progress and
comprehension. We also
use a buddy system.
9/26/21
Applying Integrating Innovating
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the development, English in English language
study of language and learners’ strengths and development and in meeting
content. Differentiates assessed needs into English content standards. Supports
instruction using one or language and content students to establish and
more components of English instruction. monitor language and
language development to content goals.
support English learners.
Creates and implements Develops and adapts Is resourceful and flexible in
scaffolds to support instruction to provide a the design, adjustment, and
standards-based instruction wide range of scaffolded elimination of scaffolds
using literacy strategies, support for language and based on English learners’
SDAIE, and content level content for the range of proficiencies, knowledge,
English language English learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
Some ways that I differentiate
instruction and support
language development is by
scaffolding vocabulary and
using visuals. I also pair
students together in small
groups which allows the EL
students to learn from their
peers and feel more
comfortable speaking in a
smaller group versus whole
class. 5/6/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
3.6 Addressing the with resource personnel and
needs of English families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
Currently in my class I do
not have any students
identified with special
needs. The private school
I work at does not
currently have a special
needs program. If I did
have a student with
special needs, I would
Evidence
make the necessary
adjustments in my
lessons to keep them on
track and included.
Knowing what type of
needs a student is
identified with helps to
make those
modifications. 9/26/21
Exploring
Seeks additional information
on the full range of students
identified with special needs
to address challenges or
supports in single lessons or
sequence of lessons.
Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
I utilize the school counselor
when necessary to support my
students with behavioral
issues. I work closely with her
and families to develop an
action plan to better support
my students and their needs.
5/6/22
Applying
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided, and
progress is made in
accessing appropriate
content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive
support and/or extended
learning that is integrated
into the core curriculum.
Innovating
Guides and support the full
range of student with
special needs to actively
engage in the assessment
and monitor their own
strengths, learning needs,
and achievement in
accessing content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

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
background, and backgrounds, and students’ diverse learning comprehensive
4.1 Using knowledge of
individual development. individual cognitive, needs and cultural information on students.
students’ academic
social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs.
individual development
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
to plan instruction.
on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures and members of assumptions.
pedagogy. planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

After a unit of lessons is Some ways that I check for

complete, I check for students’ academic readiness
understanding and make is through informal
sure my students are assessments, teacher
ready for us to move onto observations and progress
another concept. I also monitoring, and
aim for inclusivity with communicating with the
the ESL students in my parents. I make sure to
class and encourage them include all of my students’
to share their culture cultures into my lessons and
Evidence with their classmates. classroom centers by using a
9/26/21 variety of books, music, toys,
etc. 5/6/22
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Communicates learning Establishes and shares
objectives for a single learning goals for skill
lesson to students based development with
4.2 Establishing and on content standards and students in single lessons
articulating goals for available curriculum. and sequence of lessons.
student learning
There are many goals I
set for my students, such
as learning independence
and self-help skills. These
are skills we practice as a
whole class with
demonstration and
modeling, and the
students practice
individually as well. I also
encourage my students to
set goals each week by
practicing the “letter of
the week” and there are
many activities we do,
Evidence both at school and home,
to enhance their
understanding of letters
of the alphabet. 9/26/21
Applying Integrating Innovating
Establishes and Establishes and Establishes and
communicates to articulates learning goals articulates
students clear learning to students that integrate comprehensive short-
goals for content that are content standards with term and long-term
accessible, challenging, students’ strengths, learning goals for
and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
I communicate learning goals
to the students by using
visuals and posters around the
classroom. We have class
discussions about what we are
expected to learn and how
they should be practicing at
home with their families. I
differentiate and challenge the
students who are ready for
more, and scale back for those
who need more practice.
5/6/22
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Uses available curriculum Begins to plan curriculum
for daily, short- and long- units that include a series
term plans. of connected lessons and
4.3 Developing and
are linked to long-term
sequencing long-term and
planning to support
short-term instructional
student learning.
plans to support student
learning
Each month we have
different “themes” and
this facilitates our
curriculum planning for
long term and short-term
goals. When collaborating
with my grade level team,
we plan together and
share resources to
enhance our lessons.
9/26/21
Evidence
Applying Integrating Innovating
Establishes short- and Refines sequence of long- Utilizes extensive
long-term curriculum term plans to reflect knowledge of curriculum,
plans for subject matter integrations of content standards, and
concepts and essential curriculum guidelines, assess learning needs to
related academic frameworks, and design cohesive and
language and formats assessed instructional comprehensive long- and
that support student needs to ensure student short-term instructional
learning. learning. plans that ensure high
levels of learning.
I work closely with my grade
level team to plan short- and
long-term curriculum plans
and lessons. We usually meet
once a week and make sure
we are on track with pacing
and learn new ideas from
each other. 5/6/22
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
responsive pedagogy, learning needs. Provides language and learning
4.4 Planning instruction students’ diverse appropriate support and needs and styles to
that incorporates language, and learning challenges for students. advance learning for all.
appropriate strategies to Is aware of student Seeks to learn about needs and styles.
meet the learning needs content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
of all students language needs through and language needs Uses assessments of broad range of for students to reflect on
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.

I provide many different I use a variety of strategies to

opportunities for my address my students’ diverse
students to learn. Some learning needs and cultural
students learn through backgrounds. I use visuals,
visuals, hands on books, music, videos,
experiences, music, group manipulatives, hands-on
activities. Technology, activities, art, etc. 5/6/22
and some learn through
play. I use many of these
strategies to plan my
lessons and respond to
my students’ diverse
Evidence learning needs. 9/26/21
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting instructional students’ learning needs. responsive pedagogy and materials as the analysis of individual
plans and curricular additional materials to instructional needs arises student needs.
materials to meet the support students’ diverse to support student
assessed learning needs learning needs. learning. Engages with students to
of all students. identify types of
adjustments in
instruction that best meet
their learning goals.

I provide a variety of Teacher observations and

different materials and progress monitoring allows
manipulatives for my me to adapt my lessons and
students to use in the instructional plans. If I see
classroom. My school many students are not
encourages “learning understanding concepts, I will
through play” so I have revisit the lesson and try to
many educational toys instruct them in a different
and different centers in way with different materials. I
the classroom for my have learned by students learn
students to enhance their best through sensory activities
Evidence learning and and connecting to real-life
understanding. 9/26/21 scenarios. 5/6/22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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 pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. pre-, formative, and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. 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 range 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.
Teaching younger I use mostly informal
children, I do a lot of assessments and teacher
observation to help me observations to assess my
check their progress. I students’ skills. As the school
also check for year goes on and my students
understanding during get older, I’m able to use
lessons by asking more worksheets and
questions using thumbs individual assessments to
up or down. better understand where they
Whole class activities and are developmentally. 5/6/22
review worksheets also
help to check
Evidence understanding for the
class. 9/26/21
CSTP 5: Assessing Students for Learning
Element Emerging
Use data from required
assessments to assess
student learning.
5.2 Collecting and Follows required
analyzing processes for data
assessment data analysis and draws
from a variety of conclusions about
sources to inform student learning
instruction.
The information I gather
through observation and
review worksheets helps
me to get an overall
understanding of class
progress. This is where I
will make the decision
whether to spend more
time on the concept, or
topic, or move on to the
next lesson. If the
students show they need
Evidence to spend more time on a
subject I will then think of
new activities to present
the subject to help all
learning styles. 9/26/21
Exploring Applying Integrating Innovating
Explores collecting Collects a variety of Designs and integrates an Infuses assessments
additional data using formal and informal assessment plan that strategically and
supplemental assessment data on provides formal and systematically
assessments. student learning. informal assessment data throughout instruction to
on student learning. collect ongoing
Make adjustments in Uses analysis of a variety assessment data
planning for single of data to inform Uses data analysis of a appropriate for the range
lessons or sequence of planning and broad range of of learner needs.
lessons based on analysis differentiation of assessments to provide
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 use data from informal
assessments, teacher
observations, communications
with the parents, and
collaborating with our
enrichment teachers (music,
librarian, PE). Using all of
these resources and data
allows me to better
understand the child fully
developmentally and what
their skills are. 5/6/22
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
Teaching a younger class, Each week I meet with my
we do not have formal grade level team and we share
tests or assessments at our curriculum, lessons,
the private school I am resources, and strategies. This
teaching at. Here the is also a time to share our
school board has a assessment data and
curriculum they want collaborate on future lesson
covered but leaves pre- k plans. I’m able to compare
assessments to teacher my students’ learning with the
discretion. I will do my rest of the grade level to see if
own version of formal we are on track with pacing
assessments of students and learning objectives. I also
in one-on- one or small collaborate with my
group settings where I administrator and share data
can get a sense of the with her for additional
students’ progress. support. 5/6/22
Evidence
9/26/21
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Uses data from Uses data from available
assessments provided by assessments to establish
site and district to set content-based learning
learning goals for the goals for class and
class. individual students in
5.4 Using assessment single lessons or
data to establish sequences of lessons.
learning goals and to Plans instruction using
plan, differentiate, available curriculum Plans adjustments in
and modify guidelines. instruction to address
instruction learning needs of
individual students.
Taking the data from the
above mentioned one-on-
one, or small group,
progress checks I will see
where the students need
more time on certain
lessons. I will also check
in with the students to
see what lessons and
activities they felt helped
them understand a topic
Evidence the best. This helps to
develop content using
different learning styles
in areas where the
students have the most
need and can reach the
necessary goal for each
lesson. 9/26/21
Applying Integrating Innovating
Uses a variety of Uses a broad range of Reflects on data
assessment data to set data to set learning goals continuously to make
student learning goals for for content and academic ongoing refinements to
content and academic language that are learning goals for content
language. integrated across content and academic language
standards for individuals for the fill range of
and groups. students.
Plans differentiated
lessons and modifications Plans differentiated Uses data systematically
to instruction to meet instruction targeted to to refine planning,
students’ diverse learning meet individual and differentiate instruction,
needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
The data I get from informal
assessments and teacher
observations allows me to
plan future lessons and set
realistic goals for the class. If
I notice trends of students not
mastering skills, then I will
revisit the curriculum and
modify my instruction and
add more lessons for further
practice. 5/6/22
CSTP 5: Assessing Students for Learning
Element Emerging
Informs students about
learning objectives,
outcomes, and
summative assessment
results. Recognizes the
5.5 Involving all
need for individual
students in self-
learning goals.
assessment, goal-
setting, and progress
Monitors progress using
monitoring
available tools for
recording.
I will review daily
activities with the class.
This helps to inform, and
involve, them with the
daily structure. Before
starting certain activities,
like a science experiment,
I will review with them
what the overall objective
or end goal is and how
the activity accomplishes
that.
Throughout lesson
Evidence activities I will monitor
and check-in with
students to see their
progress. This helps me
to be aware of students
that might have
misunderstood directions
or just aren’t fully
understanding the lesson.
This allows me to spend
time with them
individually on a
following lesson on the
same subject. 9/26/21
Exploring Applying Integrating Innovating
Begins to encourage Models and scaffolds Implements structures Provides systematic
students to establish student self-assessment for students to self-assess opportunities for student
learning goals through and goal setting and set learning goals self-assessment, goal
single lessons or processes for learning related to content, setting, and progress
sequence of lessons that content and academic academic language, and monitoring.
include goal setting language development. individual skills.
exercises. Develops students’ meta-
Guides students to Integrates student self- cognitive skills for
Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
opportunities in single progress on a regular and progress monitoring refining goals towards
lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
This was a goal of mine this
semester, to have the students
set goals for themselves and
monitor their own progress
over the year. I model goal
setting for them, and we do
examples together as a whole
class. A realistic goal might
be to practice their numbers
1-50 or learn how to write
their first and last name
correctly. By modeling goal
setting for the students, they
can see how it’s realistic and
fun and they get excited to
reach their goals each month.
5/6/22
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine 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 assist
communications about with administration, student learning with communication of and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
about student learning. colleagues, families, and audiences. student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.

My school provides an I use my laptop and iPad to

iPad for each class. I use help me plan lessons and
this iPad with students in assessments. I use checklists
small group lessons. I will daily to help me monitor
use it to plan paired student progress and I record
activities with lessons that data using my laptop.
and educational apps. Other ways I use technology
This allows me to assess is through email, videos,
student progress Zoom meetings, and our
electronically. Each class monthly newsletter that gets
does put together a emailed to families. For those
weekly newsletter to that lack technology, I
parents. Here we inform communicate with them via
Evidence phone or in person. 5/6/22
the parents of the
different lessons and
activities that took place
during the week. We also
put down where the class
excelled in some lessons
and ones, we will be
spending a little more
time on. This helps to
inform the parents of
potential topics to focus
on at home. 9/26/21
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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 assessments communications about
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that increased learning. progress and ways to
information to share
student proficiencies, students understand. Provides opportunities provide and monitor
timely and
challenges, and behavior for comprehensible and Communicates regularly support.
comprehensible
issues through school Communicates with timely two-way with families to share a
feedback with
mandated procedures. families about student communications with range of assessment
students and their
progress, strengths, and families to share student information that is
families
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues.

In class I provide I have parent teacher

modelling and conferences with the families
demonstrations to about three times each year,
students who might be however I also meet with my
struggling with students to discuss their
something like writing progress and goals. The
their name. I will provide students love to learn and get
verbal feedback and excited when they achieve
positive reinforcement their goals. 5/6/22
and direction. I feel the
modelling and
Evidence demonstration helps the
students the most being
younger they need to
visualize what I’m asking
during each lesson.
9/26/21
CSTP 6: Developing as a Professional Educator
Element Emerging
Is aware of the need to
reflect on teaching practice
to support student
learning.
Reflects individually or
with colleagues on
immediate student
learning needs.
6.1 Reflecting on
teaching practice in
support of student
learning
Evidence
Exploring Applying Integrating Innovating
Begins to engage in Engages in reflection Reflects individually and Maintains ongoing
reflection on teaching individually and with with colleagues on reflective practice and
practice individually colleagues on the refinements in teaching action research in
and with colleagues relationship between practice and connections supporting student
that is focused on adjusting in teaching among the elements of learning and raising the
methods to support the practice and impact on the CSTP to positively level of academic
full range of learners. the full range of learners. impact the full range of achievement.
learners.
Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
We have weekly grade I regularly reflect on my
level meetings. This teaching practice, with my
allows us to collaborate colleagues, mentor, and
and discuss what tactics administrator. Through these
have been successful. We reflections, I gain feedback
also discuss what needs and helpful advice to better
improvement and we improve my practices and to
plan lessons for all support my students. I am
learning types. This always looking for
conversation helps me opportunities to advance my
individually by taking skills and professional
what we discussed and development. 5/6/22
using it to reflect on how
my week went with the
students and see how I
can help my students
more. 9/26/21
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Develops goals connected Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a broad
to the CSTP through the CSTP that take into the CSTP that are authentic goals range of professional
required processes and account self-assessment authentic, challenging, connected to the CSTP goals connected to the
local protocols. of teaching practice. and based on self- that are intellectually CSTP to improve
assessment. challenging and based on instructional practice and
Attends required Expands knowledge and self-assessment and impact student learning
6.2 Establishing professional skills individually and Aligns personal goals feedback from a variety within and beyond the
professional goals development. with colleagues through with school and district of sources. classroom.
and engaging in available professional goals and focuses on
development. improving student Engages in and Engages in ongoing
continuous and learning. contributes to inquiry into teacher
purposeful professional practice for professional
professional growth Selects and engages in development targeted on development.
and development professional student achievement.
development based on Pursues a variety of Contributes to
needs identified in additional opportunities professional
professional goals. to learn professionally. organizations, and
development
opportunities to extend
own teaching practice.
The week before school This semester I set goals for
starts, we have a staff myself, such as including
only week where we meet more effective strategies in
in our grade levels. Here my lessons that are inclusive
we review school to my students’ diverse
curriculum and state learning needs. Through self-
standards for the year assessment and mentor
and plan lessons. We feedback, I was able to set
organize and plan our more goals and research
curriculum a month out. professional development
During the school year we opportunities. 5/6/22
Evidence have mandatory
professional develop.
Sometimes the school
brings in outside
professionals and
speakers to meet with all
the teachers to workshop.
9/26/21
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Attends staff, grade level, Consults with colleagues Collaborates with Collaborates with Facilitates
department, and other to consider how best to colleagues to improve colleagues to expand collaboration with
required meetings and support teacher and student learning and impact on teacher and colleagues.
collaborations. student learning. reflect on teaching student learning within
practice at the grade or department and Works to ensure the
Identifies student and Begins to identify how to classroom level. school and district levels. broadest positive impact
teacher resources at the access student and possible on instructional
school and district level. teacher resources in the Interacts with members Engages with members practice and student
6.3 Collaborating broader professional of the broader of the broader achievement at school
with colleagues and community. professional community professional community and district levels and
to access resources that to access resources and a for the profession.
the broader support teacher wide range of supports
professional effectiveness and for teaching the full Initiates and develops
community to student learning range of learners. professional learning
support teacher opportunities with the
and student broader professional
community focused on
learning
student achievement.

Once a month we have a I interact and collaborate

professional faculty with my colleagues daily,
meeting. Here we discuss both in grade level
school updates, upcoming meetings and informal
campus events and do conversations at lunch and
grade-level check ins.
after school. This
This pairs with our
collaboration helps me
weekly grade level
meetings. We have a learn new teaching
resource room that we go practices and best support
to while planning weekly my students with more
Evidence lessons and curriculum. resources. 5/6/22
Here there are books,
STEAM related games and
activities, art supplies
that we can draw from
and incorporate into our
planned lessons. 9/26/21
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Is aware of the role of the Acknowledges the Supports families to Provides opportunities Structures a wide range
family in student learning importance of the contribute to the and support for families of opportunities for
and the need for family’s role in student classroom and school. to actively participate in families to contribute to
interactions with families. learning. Seeks Adjusts communication the classroom and the classroom and school
information about to families based on school. community. Supports a
cultural norms of awareness of cultural school/district
families represented in norms and wide range of Communicates to families environment in which
the school. Welcomes experiences with in ways which show families take leadership
6.4 Working with family involvement at schools. understanding of and to improve student
families to support classroom/ school respect for cultural norms. learning.
events.
student learning

My school encourages With the recent pandemic

family involvement with the past few years, this has
events on campus, limited parental
classroom activities, as involvement physically
well as involvement in inside the classroom and
their child’s learning.
on campus. Fortunately,
During Back-to-School
this year parents were
Night, I communicate to
the parents the many allowed back on campus,
ways they can get and this has allowed me to
involved and support the involve them in classroom
classroom throughout activities and school
the year. Each year in events. I communicate
February, some families with families via email,
Evidence volunteer to teach the Zoom, in person, and by
class about Chinese New phone if necessary. 5/6/22
Year.
There are many ways we
include all cultures into
our classroom.
9/26/21
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Develops awareness about Seeks available Uses a variety of Uses a broad range of Collaborates with
local neighborhoods and neighborhood and neighborhood and neighborhood and community members to
communities surrounding community resources. community resources community resources to increase instructional
the school. to support the support the and learning
Includes references or curriculum. instructional program, opportunities for
Uses available connections to students, and families. students.
neighborhood and communities in single Includes knowledge of
community resources lessons or sequence of communities when Draws from Engages students in
in single lessons. lessons. designing and understanding of leadership and service in
implementing instruction community to improve the community.
and enrich the Incorporates
6.5 Engaging local instructional program. community members
communities in into the school
support of the learning community.
instructional
program I live in the same This is still a goal of mine
community that my for this next semester, to
school is located in, so I’m find more resources within
aware of local events and the community to support
resources available. We the school. I plan to
have a nearby park by the
collaborate with my peers
school that we use for
and friends to find ways to
“nature walks” and to
explore our community. engage them in our
We also have instructional program. I
conversations and enjoy having parents and
lessons about local families come into the
weather and geography. classroom and share about
Evidence 9/26/21 their careers and cultural
experiences. 5/6/22
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring
Develops an Maintains professional
understanding of responsibilities in timely
professional ways and seeks support
responsibilities. as needed.
Seeks to meet required Demonstrates
commitments to students. commitment by
exploring ways to
address individual
student needs.
Applying Integrating Innovating
Anticipates professional Integrates the full range Models professionalism
responsibilities and of professional and supports colleagues
manages time and effort responsibilities into in meeting and
required to meet advanced planning and exceeding professional
expectations. prepares for situations Responsibilities
that may be challenging. effectively.
Pursues ways to support
students’ diverse Maintains continual Supports colleagues to
learning needs and effort to seek, develop, maintain the motivation,
maintains belief in and refine new and resiliency, and energy to
students’ capacity for creative methods to ensure
achievement. ensure individual that all students achieve.
student learning.

6.6 Managing I am regularly I pride myself on having

professional communicating with my effective time management
responsibilities to coworkers and principal and organization skills.
maintain to find new strategies to This allows me to be
motivation and connect with my professionally responsible
students and address
commitment to all and complete my
their individual needs. I
students assignments on time.
model professionalism
at work and manage my 5/6/22
time effectively by
turning in lesson plans
and assignments on
time. 9/26/21
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

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 Contributes to fostering a school culture with a
of learners, including English learners and students with special high degree of resilience, professional
needs. integrity, and ethical conduct.
 Reports suspected cases of child abuse and/or neglect as outlined in
the 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.
6.7 Demonstrating
 Understands and implements school and district policies and state and
professional federal law in responding to inappropriate or violent student
responsibility, behavior.
integrity, and  Complies with legal and professional obligations to protect the
ethical conduct 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.
CSTP 6: Developing as a Professional Educator
I create a safe learning environment for my students and model
appropriate behavior by connecting with them and practicing positive
reinforcement. I maintain professionalism and follow all district policies
and laws. 9/26/21
I demonstrate professional responsibility at work each
day by showing up on time, preparing my lessons,
collaborating with my colleagues, and using the best
teaching practices to support my students. I adhere to
my school’s ethical conduct and contribute to our
school culture by maintaining relationships and good
communication with my colleagues and administrator.
5/6/22