Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying
Learns about students Gathers additional data to Uses data from a variety
through data provided by learn about individual of formal and informal
the school and/or students. sources to learn about
assessments. students and guide
selection of instructional
strategies to meet diverse
Using knowledge of learning needs.7/16/23
students to engage
them in learning Some students may Students engage in single Student engage in
engage in learning using lessons or sequence of learning through the use
instructional strategies lessons that include some of adjustments in
focused on the class as a adjustments based on instruction to meet their
whole. assessments. 7/16/23 needs. (12/10/23)
I find that despite my I use beginning, middle
gathering of data, and end of year 1x1
students typically will synchronous
inconsistently be assessments, iReady
especially engaged in Diagnostics, and informal
lessons because I find it data that I gather from
hard to meet specific talking to the parents and
needs of every single one students at the beginning
of my students with of the year to learn their
100% accuracy 7/16/23 likes/dislikes,
strengths/weaknesses,
passions, etc. 7/16/23
Evidence I used engaging websites
such as Blooket to gather
ongoing data on a
consistent basis. For
example: Teacher gives a
Blooket at least monthly
to check in with students
in their multiplication fact
fluency. This data
influences how much this
skill will be reviewed in
class. (12/10/23)
Integrating Innovating
Uses data from multiple Uses comprehensive
measures to make knowledge of students to
adjustments to make ongoing
instruction and meet adjustments and
individual identified accommodations in
learning needs. instruction.
Students actively utilize a Students take ownership
variety of instructional of their learning by
strategies and choosing from a wide
technologies in learning range of methods to
that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
I have continued to use
diagnostic data, parent
communication, and
student check ins, as well
as informal data
collection through games
during my live classes.
Additionally, I have been
in communication with
my PLC to gather grade
wide information, and I
have utilized this
information to help me
better develop my cycle
long projects for next
year.
During the day to day live
classes, I make sure to use
a plethora of engaging
programs, that vary from
IXL, Blooket, ST Math,
Explore Learning, etc to
gather a variety of data,
but keep STs excited
about class. 4/27/24
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. 7/16/23
(12/10/23)
I try to remember the Over the course of
sports, hobbies, etc. that this year I have
my students are involved
in and bring them up
created multiple long
often or making activities term projects
related to them. In turn, Istudents can
have seen students participate in such as
become confident in literature studies,
themselves and make
these connections in class,
novel studies, passion
but I have yet learned projects and STEAM
how to help my students lab cycles. All of these
integrate and apply those cycles allow for
connections. 7/16/23 students to be
I spent time at the
actively engaged,
beginning of the year to working on relatable
have students create a real life projects, all
'Getting to Know You' the while allowing for
Presentation that individual
students then individually
adjustments and
shared out. This allowed
for students to learn of accommodations, and
common interests and the ability to
hobbies. We can then incorporate their
Standard 1 CSTP: Engaging and Supporting All Students in Learning
point back to this learned own values into their
information when it projects. 4/27/24
relates to a specific unit in
math or story we are
reading in literature
studies (12/10/23)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring
Uses real-life connections Explore using additional
during instruction as real-life connections to
identified to curriculum. subject matter in single
lessons or sequence of
lessons to support
understanding.
Connecting subject
matter to
meaningful, real-life
contexts Some students relate Students make use of
subject matter to real-life. real-life connections
provided in single lessons
or sequence of lessons to
support understanding of
subject matter. 7/16/23
I find it easy to create an
independent lesson that
would apply to something
in real-life, for example if
we are talking about
fossils, I can easily make
the connection and teach
students about the career
of archeology, but it is not
something that I do
consistently enough.
7/16/23
Evidence
Applying Integrating Innovating
Integrates connections Integrates connections to Engages student in
from subject matter to meaningful, real-life actively making
meaningful, real-life contexts in planning connections to relevant,
contexts, including those subject matter instruction meaningful, and real-life
specific to students’ and is responsive during contexts throughout
family and community. instruction to engage subject matter
students in relating to instruction.
subject matter.
Students utilize real-life Students actively engage Students routinely
connections regularly to in making and using real- integrate subject matter
develop understandings life connections to subject into their own thinking
of subject matter. matter to extend their and make relevant
(12/10/23) understanding. applications of subject
matter during learning
activities.
I lead 4-week cycles of The Passion Projects
literature studies in that I created this
which students learn to
read texts critically, and
year, included, Cook
then participate in Book Creations, Tiny
discussions. This critical House Designs, and
reading and discussion Creating Art w/
time is preparing them Disabilities. All of
for the real-life
professional realm in
these had real life
which they will have to applications, while
collaborate and incorporating
communicate with concepts, such as
colleagues one day. fractions, area,
(12/10/23)
budgeting, publishing
and more into the
projects. (4/27/24)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging Exploring Applying
Uses instructional Explores additional Utilizes a variety of
strategies, resources, and instructional strategies, strategies including
technologies as provided resources, and culturally responsive
by school and/or district. technologies in single pedagogy, resources, and
lessons or sequence of technologies during
Using a variety of lessons to meet students’ ongoing instruction to
instructional diverse learning needs. meet students’ diverse
strategies, resources, learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in
diverse learning in instructional strategies, single lessons or instruction using
needs using resources and sequence of lessons strategies, resources, and
technologies provided. related to their interests technologies matched to
and experiences. their learning needs.
7/16/23
Evidence Considering the nature of
my school being fully
online, implementing
certain technological
resources is a given, and
it is the only option for
students to participate. I
use a variety of resources
such as Zoom, Nearpod,
ClassKick, Blooket,
Mathigon, and the list
goes on. 7/16/23
I continue to use a wide
variety of websites and
platforms to help
differentiate for students.
One website
includes: Toy Theatre.
This is a free website that
requires no log ins and
can be shared with
families, but allows them
to access various
different math
Integrating Innovating
Creates, adapts, and Refines the flexible use of
integrates a broad range an extensive repertoire of
of strategies, resources, strategies, resources, and
and technologies into technologies to meet
instruction designed to students’ diverse learning
meet students’ diverse needs.
learning needs.
Students actively engage Students take
in instruction and make responsibilities for using
use of a variety of a wide range of strategies,
targeted strategies, resources, and
resources, and technologies that
technologies to meet their successfully advance their
individual students learning.
needs.
I have added onto my
‘tool box’ of
resources to use this
year, and have
included programs
such as ST Math, and
Explore learning that
have actively excited
my students, but
allowed for moments
of deeper critical
thinking. 4/27/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
manipulatives to help
them better succeed in
Math lessons. (12/10/23)

Element 1.5 Emerging Exploring Applying Integrating Innovating

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
critically.
Promoting critical
thinking though
inquiry, problem
Some students respond to Students respond to
solving, and
questions regarding facts varied questions or tasks
reflection
and comprehension. designed to promote
7/16/23 comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
(12/10/23)
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
and construct questions answer a wide-range of
of their own to support complex questions and
inquiries into content. problems, reflect, and
communicate
understandings based on
in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
This is a great area of
weakness for me, I find
that in my limited Live
Lesson schedule, I have to
rush through lessons and
I barely get through the
factual information and
rarely find I have the time
to help my students think
my critically. It truly is a
time management issue
for me. 7/16/23
Evidence
Element 1.6 Emerging
Implements lessons
following curriculum
guidelines.
Monitoring student
learning and
adjusting instruction
while teaching. Some students receive
individual assistance
during
instruction.7/16/23
Began Using Number As discussed in my
Talks for daily math leadership project
warmups. These
warmups are math
this semester, I have
problems that do not incorporated the
have one right or wrong concept of productive
answer and encourage struggle into my
open ended discussion student’s daily
between students.
Students are also
learning, consistently
encouraged to share if giving opportunities
they agree or disagree for students to ask
and why. (12/10/23) questions, get
curious, discuss with
each other, and
problem solve
without me giving
the answer. 4/27/24
Exploring Applying Integrating Innovating
Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
instruction and learning adjustments to instruction based on the extend learning
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
checks for challenge. concepts flexibly and
understanding.7/16/23 effectively.
Students receive Students are able to Students monitor their
assistance individually or Students successfully articulate their level of progress in learning and
in small groups during participate and stay understanding and use provide information to
instruction. engaged in learning teacher guidance to meet teacher that informs
activities.4/27/24 their needs during adjustments in
instruction. instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
During my actual live
lessons, I have to be
tactful in how I help out
students individually so
as not to call them out or
embarrass them, because
we are in Zoom, so I
definitely feel like I need
growth in this
area.7/16/23
Will give students polls at
Evidence the end of a lesson to see
how confidence they feel
on the topic. Students
that indicate that they are
not sure or not feeling
confident, are encouraged
to stay on longer and
practice the skill a few
more times. (12/10/23)
Again, given the very
limited amount of time
that I get with my student
each day, I do my best to
use student engagement
data to better my lessons
for the next year or even
for later in the same unit.
Additionally I do daily
spiral review to ensure
that we are going back
and reviewing things that
I notice my students need
7/16/23
Although I continue to get
better at collecting data,
and learning my students,
most of my adjustments,
occur during long term
projects or after the fact. I
am still working on
making adjustments in
real time. 4/27/24