Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data to
through data provided by learn about individual
the school and/or students.
assessments. 10/23/22
Using knowledge of
students to engage
them in learning Some students may Students engage in single
engage in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments. 9/23/21
5/6/22
While I have mostly relied
on the school data on
students, through informal
assessment I have adjusted
lessons to better suite their
present musical aptitude.
9/23/21
I have started to gather
more information about
certain students from their
homeroom teachers to
gain insight into their
Evidence behavior and learning. I
am still in the process of
creating sequences of
lessons, but am doing
better at adjusting them to
address areas that still
need extra reinforcement.
Applying
Uses data from a variety of
formal and informal
sources to learn about
students and guide
selection of instructional
strategies to meet diverse
learning needs.
Student engage in learning
through the use of
adjustments in instruction
to meet their needs.
10/23/22
I still gather information
from other teachers and
sometimes peers about
certain students to gain
insights into their
behavior and learning. I
have students self-assess
themselves and adjust
instruction more on the
spot based on their
ratings. 10/23/22
Integrating Innovating
Uses data from multiple Uses comprehensive
measures to make knowledge of students to
adjustments to instruction make ongoing
and meet individual adjustments and
identified learning needs. accommodations in
instruction.
Students actively utilize a
variety of instructional Students take ownership
strategies and of their learning by
technologies in learning choosing from a wide
that ensure equitable range of methods to
access to the curriculum. further their learning that
4/9/23 are responsive to their
learning needs.
I walk around during
lessons, such as when
students are doing a
play-along video, to
informally check for
student participation,
understanding, and
application of musical
concepts. I combine this
insight with other
informal measures like
games and conversation,
and insight from formal
assessments like playing
exams to gain a holistic
view of student learning
and identify learning
needs. 4/9/23
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
Uses gathered
information about
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest
to support student
learning. 9/23/21
10/23/22
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences. 5/6/22
I took a survey of the
student’s interests and am
slowly working on
planning lessons that
incorporate and expand
on the things they are
interested in learning.
9/23/21
Over this first year of
teaching, I have come to
know my students’
backgrounds and
interests better and have
created a series of lessons
on music in movies and
music technology for my
middle schoolers. I am
still fine-tuning and
adjusting based on how
these lessons are received
so that students can make
deeper connections to
learning while having fun.
Applying Integrating Innovating
Uses school resources and Integrates broad Develops and
family contacts to expand knowledge of students systematically uses
understanding of and their communities to extensive information
students’ prior inform instruction. regarding students’
knowledge, cultural cultural backgrounds,
backgrounds, life prior knowledge, life
experiences, and interests experiences, and
to connect to student interests.
learning.
Students are actively
Students make engaged in curriculum, Students can articulate
connections between which relates their prior the relevance and impact
curriculum, and their knowledge, experiences, of lessons on their lives
prior knowledge, and interests within and and society.
backgrounds, life across learning activities.
experiences, and 4/9/23
interests. 10/23/22
Because I’ve had each set As I’ve gotten to know my
of students for a year, I students even better over
bring back resources from the course of my
the previous year (for second-year, I am pretty
example, GamePlan good at judging what
solfege flashcards) to jog activities will be engaging
students’ memories and for students in each class.
build upon their musical Although sometimes they
and life experiences. I have to learn things they
take student suggestions are not interested in, I still
and feedback on the songs involve a lot of student
we learn. 10/23/22 choice and leadership and
incorporate games or
settings my instruction
that might peak their
interest and help them
have a deeper learning
experience. 4/9/23
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.
9/23/21
I make connections to
real life more as
passing comments,
and some students
show signs of
understanding. I am
working on
elaborating more and
creating lessons with
more real life
Evidence applications.
9/23/21
Exploring Applying Integrating Innovating
Explore using additional Integrates connections Integrates connections to Engages student in
real-life connections to from subject matter to meaningful, real-life actively making
subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
students in relating to instruction.
subject matter.
Students make use of Students utilize real-life Students actively engage Students routinely
real-life connections connections regularly to in making and using integrate subject matter
provided in single lessons develop understandings real-life connections to into their own thinking
or sequence of lessons to of subject matter. subject matter to extend and make relevant
support understanding of their understanding. applications of subject
subject matter. 5/6/22 4/9/23 matter during learning
10/23/22 activities.
In certain lessons I’m going to use the
(particularly 4th Global Learning
grade) we have lesson I made with
talked about the my middle school
historical context of classes to help them
spirituals and have connect music to
drawn connections to something they care
biblical stories (I about in real life.
teach at a Catholic Students also
school) so that regularly apply
students can better musical concepts
understand what learned to their
they are singing participation in
about, as well as the school masses. More
importance/impact students sing the
of spirituals on civil worship songs, and
rights and their faith. understand what the
Latin mass parts
After doing a mean because we
listening journal on have learned them
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging
Uses instructional
strategies, resources, and
technologies as provided
by school and/or district.
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’ Some students participate
diverse learning in instructional strategies,
needs using resources and
technologies provided.
ancient Mayan music, through singing in
I showed my 6th both Latin and
graders a video about English. I think this
how indigenous has helped them
cultures keep their appreciate and
traditional music and understand how
dances alive people have
thousands of years participated in mass
later so that they in different languages
could see the music and historical
was still meaningful settings throughout
today. 10/23/22 time. 4/9/23
Exploring Applying Integrating Innovating
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
diverse learning needs. meet students’ diverse learning needs.
9/23/21 learning needs. 5/6/22
Students participate in Students actively engage Students take
Students participate in instruction using in instruction and make responsibilities for using
single lessons or strategies, resources, and use of a variety of a wide range of strategies,
sequence of lessons technologies matched to targeted strategies, resources, and
related to their interests their learning needs. resources, and technologies that
and experiences. 10/23/22 technologies to meet their successfully advance their
individual students needs. learning.
4/9/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
All of the learning I have developed I continue to use
materials used in my single lessons/ a Solfeg.io in my
lessons are from the short series of middle school classes
Game Plan lessons based on and they really look
Curriculum for K-5. students’ interests by forward to it. Even
For middle school, I surveying the the students who
have used a mix of students in middle don’t care about
my own and school school. I also music class will
resources and have incorporate songs participate in some
differentiated and activities that the way when it’s time to
instruction between elementary students play the medleys of
lecture/demonstratio like to supplement pop songs. Everyone
n, individual the GamePlan can participate at
imitation, and group lessons. I their own pace,
collaboration to differentiate whether that means
mixed success. instruction between they play all the
Evidence 9/23/21 modeling, chords, just a few,
group/partner just work on
collaboration, and strumming, or just
games. sing the songs.
Additionally, I have
In middle school, I been using Blooket in
have started to my upper elementary
incorporate and middle school
technology, including classes. This has been
testing out the use of helpful for academic
Solfeg.io to practice purposes and
ukulele chord behavior
changes and get management
relevant song purposes. 4/9/23
suggestions and
playalong videos.
10/23/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring
Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
Promoting critical critically. 9/23/21
thinking though
inquiry, problem
solving, and Some students respond to Students respond to
reflection questions regarding facts varied questions or tasks
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Students critically
listen and reflect on
short musical pieces
through guided
questions in their
listening journals. I
call on random
students to share
their answers aloud.
9/23/21
Evidence
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 5/6/22
4/9/23
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
10/23/22
Students continue to
critically listen and
reflect in their
listening journals. I
have also introduced
reflection questions
in their practice logs.
Students also have
discussions about the
context of songs , and
more kids participate
and answer
questions.
Across all classes,
more students
participate in
discussions. Some
students have begun
to be curious and
asked questions
related to the
content, or extending
Integrating Innovating
Supports students to Facilitates systematic
initiate critical thinking opportunities for student
through independently to apply critical thinking
developing questions, by designing structured
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives.
Students pose problems Students pose and answer
and construct questions a wide-range of complex
of their own to support questions and problems,
inquiries into content. reflect, and communicate
understandings based on
in depth analysis of
content learning.
I pose questions
throughout my lesson
to engage students
and allow them to
think critically and
apply the musical
concepts we are
learning. For
example, I asked my
elementary students
to reflect on the types
of noises that animals
make, and what kind
of instruments,
sounds, and tempos
could be used to
represent those
animals. They came
up with answers such
as big animals being
represented with low
pitches, slow tempos,
and heavy sounds,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
a concept to a song while small animals
they already know. could be represented
10/23/22 with high pitches,
faster tempos, and
lighter sounds.
Furthermore, more of
my younger students
have been asking
more questions on
their own about
different instruments
and different sounds
they have heard.
4/9/23

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
9/23/21 engagement and regular for assistance, support, or students in mastering the
checks for understanding. challenge. concepts flexibly and
Monitoring student
5/6/22 effectively.
learning and
adjusting instruction
Some students receive Students are able to Students monitor their
while teaching.
individual assistance Students receive Students successfully articulate their level of progress in learning and
during instruction. assistance individually or participate and stay understanding and use provide information to
in small groups during engaged in learning teacher guidance to meet teacher that informs
instruction. activities. their needs during adjustments in
instruction. 10/23/22 instruction.
4/9/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I have gone back to Students work in Students rate I continue to use the
review material from small groups and themselves regularly 1-5 rating system
last year to fill holes help each other. I 1-5 to show with students and
in students’ musical float around the themselves and me adjust instruction to
understanding (most small groups and how successful or spend more or less
due to covid). By help where needed, confident they feel on time on something as
starting to break the including helping the target goal after needed. Students
middle schoolers up individual students. I completing a task. take more initiative
into small groups, I constantly check for Student ratings are in letting me know if
have been able to understanding by usually consistent they don’t
give individual having students rate with what I have understand
assistance, but themselves 1-5 on observed. Students something or need
overall I have only how well/confidently take initiative and help, and with my
been able to address they played seek guidance from guidance we are able
Evidence
the needs of the class something we’ve me in order to get to meet their needs
as a whole. 9/23/21 been working on. I their needs met. This right there or make a
am flexible to give can be though plan to continue to
more practice time requesting individual work on the issue. I
when necessary, and practice sessions, am flexible in my
most students use additional time, or plans and would
time wisely. additional modeling. rather students be
10/23/22 able to understand
and apply musical
concepts effectively
than get through a
lesson plan on my
own timetable.
4/9/23