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 9/15/23 needs. that ensure equitable further their learning that access to the curriculum. are responsive to their learning needs. I employ reflective practices to adapt my teaching to my students' strengths and interests. Meaningful conversations about their hobbies, life experiences, and interests guide my approach to teaching scientific phenomena. Beginning the year with "get to know you" activities and using formative assessments Evidence helps personalize lessons and ensure a more engaging and relatable science education. Standard 1 CSTP: Engaging and Supporting All Students in Learning Element 1.2 Emerging Exploring Applying Integrating Innovating Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses backgrounds, life students’ prior understanding of and their communities to extensive information experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’ represented among backgrounds, life knowledge, cultural cultural backgrounds, students. experiences, and interest backgrounds, life prior knowledge, life Connecting learning to support student experiences, and interests experiences, and to students’ prior learning. to connect to student interests. knowledge, learning.7/16/23 backgrounds, life experiences, and Some students connect Students participate in Students make Students are actively Students can articulate interests learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact own lives. 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. 9/15/23 backgrounds, life and interests within and experiences, and across learning activities. interests. I've been exploring the use of mini-phenomenons to scaffold our exploration of scientific concepts, leveraging unique perspectives for peer learning. While this method has shown promise, I'm working on refining it further, ensuring seamless integration with our Evidence broader narrative and finding ways to engage all students in the subject matter. Standard 1 CSTP: Engaging and Supporting All Students in Learning Standard 1 CSTP: Engaging and Supporting All Students in Learning Element 1.3 Emerging Exploring Applying Integrating Innovating Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in during instruction as real-life connections to from subject matter to meaningful, real-life actively making identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant, lessons or sequence of contexts, including those subject matter 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 Connecting subject students in relating to instruction. matter to subject matter. meaningful, real-life contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely subject matter to real-life. 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. 9/15/23 matter during learning activities. I've been using "healing" as an overarching phenomena to teach cellular processes/systems. However, I acknowledge that not all students connect equally with this approach, and some may find it challenging or less interesting. To address this, I'm working on Evidence making the content more relatable with other real-world examples and emphasizing its significance in daily life. 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. 9/15/23 their learning needs. resources, and technologies that technologies to meet their successfully advance their individual students needs. learning. I've explored various instructional strategies and resources, an example being Claims-Evidence-Reasoni ng (CER) responses to assess their understanding. I use collaborative activities like group discussions and think-pair-share exercises. However, I'm Evidence aware of the need to improve equity in student interactions. I'm working on intentionally returning to classroom norms to ensure every student feels empowered to participate and reflect on their learning. 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 Promoting critical critically. content. reflecting on multiple problems. thinking though perspectives. inquiry, problem solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer reflection questions regarding facts varied questions or tasks questions and problems and construct questions a wide-range of complex and comprehension. designed to promote posed by the teacher and of their own to support questions and problems, comprehension and begin to pose and solve inquiries into content. reflect, and communicate critical thinking in single problems of their own understandings based on lessons or a sequence of related to the content. in depth analysis of lessons. 9/15/23 content learning. I provide various rubrics to help students develop/understand critical thinking skills, and norming activities to foster a shared understanding of various assessments. Rather than relying on traditional lecturing, I've shifted to a student-centered approach that encourages questioning and exploration. I believe it's Evidence essential for students to answer their questions and embrace the idea that it's okay to initially be "wrong" as long as they revise their understanding through exploration. However, I've noticed that some students struggle with open-ended questions, so I'm actively creating a supportive environment that encourages inquiry Standard 1 CSTP: Engaging and Supporting All Students in Learning and emphasizes the value of the process over the answer.
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. 9/15/23 activities. teacher guidance to meet teacher that informs their needs during adjustments in instruction. instruction. Standard 1 CSTP: Engaging and Supporting All Students in Learning I've incorporated "wait time" as a tool to support students in processing information and engaging in their learning. I also pay attention to signs of confusion, such as body language or silence, to identify areas needing clarification. In my ongoing growth as a teacher, I aim to gain a deeper understanding of Evidence how to effectively guide and support students, especially by emphasizing the importance of inquiry that drives our exploration. This involves continually reinforcing the student-centered Driving Question Board (DQB) approach in our classroom.