CSTP 6 Benitez 42824

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

6.1 Reflecting on Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
teaching practice in reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
support of student practice to support practice individually colleagues on the refinements in action research in
learning student learning. and with colleagues relationship between teaching practice and supporting student
Reflects individually or that is focused on making adjustments in connections among the learning and raising
with colleagues on methods to support teaching practice and elements of the CSTP the level of academic
immediate student the full range of impact on the full to positively impact achievement.
learning needs. learners. range of learners. the full range of
learners. Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
Emerging-Is aware of the Exploring-Begins to Applying-Engages in Integrating- Reflects
need to reflect on engage in reflection on reflection individually individually and with
teaching practice to teaching practice and with colleagues on colleagues on
support student learning. individually and with the relationship between refinements in teaching
Reflects individually or colleagues that is focused making adjustments in practice and connections
with colleagues on on methods to support teaching practice and among the elements of
immediate student the full range of learners. impact on the full range the CSTP to positively
learning needs. Date: March 2023 of learners. impact the full range of
Date: September 2022 Evidence: Upon reflecting Date: October 2023 learners.
Evidence: I look at the on any lesson, I ask Evidence: Our school has Date: April 2024
percentages of work that myself how a lesson went set KPI goals to reflect on Evidence: Our school has
is completed. This lets me through at the end of our teaching practices, moved into the next
know how many students each day before I also and to actively apply phase of this school
are aware of their discuss with other these goals within our year’s KPI goals to
expectations. I can use teachers if there’s a lessons. Our latest KPI continue to better serve
that data to follow up student who did very goal involves reading our diverse learners. The
with other teachers to see well to master the skills (LINK). I decided to latest KPI goal is to
if they have similar content in a lesson or if use partner and whisper integrate more English-
results. they need additional reading in my facing text-dependent
supports to ensure they lessons(LINK) as my questions to increase our
can meet the content stake-holding in our students’ reading skills
standard of the lesson. school-wide effort to (LINK). I decided to use
We also build on these improve our students' inferences and
reflections during our reading skills. We will contradicting statements
grade-level development reflect on the results of as the two main sections

meetings, where we our goal setting in the of the English-facing
present information such following semester and questions students will
as the distribution of our make adjustments as answer in their history
grades in each of our needed. This goes with class (LINK) as my
classes (LINK) that can ISTE standard2.5.a- responsibility in our
be compared to see if Accommodate Learner school-wide push to
there's any group of Differences: Use improve the literacy of all
students who require technology to create, students. Upon reflecting
additional support or if adapt and personalize on the initial goals of the
we should analyze the learning experiences that KPI from semester one,
rigor of content within foster independent we realized that reading
our curriculum. learning and by itself is not enough to
accommodate learner have strong growth,
differences and needs. which led to the
Since we know how increased collaboration
varied our student between our history
demographics are, we department and social
have planned how to studies department.
incorporate reading into
our lessons. Some
technology is used, such
as when students use
PowerPoint to go over
the reading, as well as
some students who are
dominant in another
language other than
English using translation
apps. With the use of this
technology, students can
become better in their
reading strategies, which
is what our school wants
for all of our students,
not simply the ones I
have.

6.2 Establishing Develops goals connected Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
professional goals to the CSTP through the CSTP that take into the CSTP that are authentic goals broad range of
required processes and account self-assessment authentic, challenging, connected to the CSTP professional goals
and engaging in local protocols. of teaching practice. and based on self-
continuous and that are intellectually connected to the CSTP
assessment.
challenging and based to improve
purposeful Attends required Expands knowledge and
on self-assessment and instructional practice
professional growth professional skills individually and Aligns personal goals
development. with colleagues through with school and district feedback from a and impact student
and development variety of sources. learning within and
available professional goals, and focuses on
development. improving student beyond the classroom.
learning. Engages in and
contributes to Engages in ongoing
Selects and engages in professional inquiry into teacher
professional development targeted practice for
development based on on student professional
needs identified in
achievement. Pursues development.
professional goals.
a variety of additional
opportunities to learn Contributes to
professionally. professional
organizations, and
development
opportunities to
extend own teaching
practice.
Emerging-Develops goals Exploring-Sets goals Applying-Sets goals
connected to the CSTP connected to the CSTP connected to the CSTP
through required that take into account that are authentic,
processes and local self-assessment of challenging, and based on
protocols. Attends teaching practice. self- assessment. Aligns
required professional Expands knowledge and personal goals with
development. skills individually and school and district goals,
Date: September 2022 with colleagues through and focuses on improving
Evidence: With a available professional student learning. Selects
thorough analysis of my development. and engages in
strengths and Date: March 2023 professional
weaknesses of the CSTP Evidence: I have development based on
standards, I will start to discussions with my needs identified in
see how I can improve in coach each week, in professional goals.
my areas of deficit. I which we discuss the Date: October 2023

attend the professional goals I have chosen for Evidence: Upon
developments with our student learning. In discussing my teaching in
school during specific addition, the goals also this school year with one
times each month. connect in how I can of my assistant
continue to improve as principals, we settled on
an educator within my a goal based on CSTP 3,
department. Recently, we where students will
had a discussion about develop their own skills.
how to improve our skills The focus will be on the
in teaching vocabulary use of academic
teaching in one of our vocabulary use when
department meetings talking during a lesson.
(LINK), where I The goal was that: By the
presented the worksheet end of December 2023,
I created to help students 85% of students will
decode vocabulary demonstrate their
(LINK), as that was the development of academic
goal I set for myself this vocabulary usage when
semester. sharing responses with
their partner or group
(LINK). My assistant
principal and I will revisit
it this goal in semester 2
and see if my teaching
needs to be adjusted or if
a new action step will be
undertaken.
Applying-Sets goals
connected to the CSTP
that are authentic,
challenging, and based on
self- assessment. Aligns
personal goals with
school and district goals,
and focuses on improving
student learning. Selects
and engages in
professional

development based on
needs identified in
professional goals.
Date: April 2024
My coach and I discussed
the glows and grows of
my teaching this school
year. One area of growth
that connects with CSTP
1 is: By June 2024,
Spanish-dominant
scholars in Periods 5 and
6 will practice their
English reading fluency
and accuracy, as
measured by anecdotal
observations during
whisper or partner
reading opportunities.
This can be seen in this
packet of the previous
unit (LINK) where most
of the assignments are
still in the students’
native language, but
strategically chosen
documents have been
inputted to increase our
students’ familiarity and
application of academic
English.
6.3 Collaborating Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
with colleagues and level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
the broader other required how best to support student learning and impact on teacher and colleagues.
professional meetings and teacher and student reflect on teaching student learning
collaborations. learning. practice at the within grade or Works to ensure the
community to
classroom level. department and school broadest positive
support teacher
Identifies student and Begins to identify how and district levels. impact possible on
and student teacher resources at to access student and Interacts with instructional practice

learning the school and district teacher resources in members of the Engages with members and student
level. the broader broader professional of the broader achievement at school
professional community to access professional and district levels and
community. resources that support community to access for the profession.
teacher effectiveness resources and a wide
and student learning range of supports for Initiates and develops
teaching the full range professional learning
of learners. opportunities with the
broader professional
community focused on
student achievement.
Emerging-Attends staff, Exploring-Consults with Applying-Collaborates Integrating-Collaborates
grade level, department, colleagues to consider with colleagues to with colleagues to
and other required how best to support improve student learning expand impact on
meetings and teacher and student and reflect on teaching teacher and student
collaborations. Identifies learning. Begins to practice at the classroom learning within grade or
student and teacher identify how to access level. Interacts with department and school
resources at the school student and teacher members of the broader and district levels.
and district level. resources in the broader professional community Engages with members of
Date: September 2022 professional community. to access resources that the broader professional
Evidence: I attend staff Date: March 2023 support teacher community to access
meetings, grade-level Evidence: I consult with effectiveness and resources and a wide
meetings and meetings grade-level meeting student learning. range of supports for
with my coach every every Monday (excluding Date: October 2023 teaching the full range of
week. I have identified days off), where we Evidence: The grade- learners.
resources available to discuss topics and plan level meeting is done Date: April 2024The
provide support at my assemblies based on every Monday (excluding administration of my
school (dean, counselor, topics such as academic days off), where we school approved my
and psychologist). progress, students of discuss topics such as professional
concern, upcoming academic progress, development meeting on:
events and other school students of concern, “Curriculum and Rigor”
updates (LINK). Staff upcoming events and (LINK). By being able to
meetings focus on other school updates. share the best practices I
school-specific issues Staff meetings focus on use in the classroom and
every Wednesday. school-specific issues how they help build the
Coaching meeting is done every Wednesday. foundations for all
every Tuesday to discuss  Coaching meeting is diverse learners to access
lesson plans, data and done every Tuesday to the content, this allows
other information for my discuss lesson plans, data all teachers to see of

own teaching. and other information for there’s any strategies
my own teaching. they can use, and provide
 Working together with their own advice on how
the dean for the 6th to further my teaching.
grade, the 6th/7th grade This information can also
counselor, and the school be shared with teachers
psychologist, our grade- at other school sites
level collaboratively within our charter
planned a school district, where more
assembly address an information can be
issue within student discussed with all
learning and our teachers, not only history
community: hate speech. teachers. This aligns with
Using the C.A.A.R.E ISTE 3.5.b Participate in
framework (LINK), PLNs: Participate
myself and the other regularly in online
grade-level teachers and professional learning
staff created a suitable networks to
lesson that could be collaboratively learn with
presented during the and mentor other
assembly, as seen in this professionals, as these
PowerPoint (LINK). This meetings hosted by
PowerPoint, along with myself and other
other activities, helped teachers help support all
our students at an teachers, from veterans
individual level as each to first-year teachers,
student made their while allowing the
pledge to stop hate presenting teacher to
speech in our campus build qualities to be a
and off-campus stronger teacher leader
whenever possible. when presenting their
best practices.
Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
the family in student importance of the contribute to the and support for range of opportunities
6.4 Working with
learning and the need family’s role in student classroom and school. families to actively for families to
families to support
for interactions with learning. Seeks Adjusts participate in the contribute to the
student learning families. information about communication to classroom and school. classroom and school
cultural norms of families based on community. Supports a
families represented in awareness of cultural Communicates to school/district

the school. Welcomes norms and wide range families in ways which environment in which
family involvement at of experiences with show understanding of families take
classroom/ school schools. and respect for cultural leadership to improve
events. norms. student learning.
Emerging-Is aware of the Exploring-Acknowledges Applying-Supports

role of the family in the importance of the families to contribute to
student learning and the family’s role in student the classroom and school.
need for interactions with learning. Seeks Adjusts communication
families. information about to families based on
Date: September 2022 cultural norms of families awareness of cultural
Evidence: Families were represented in the norms and wide range of
sent a syllabus with the school. Welcomes family experiences with schools.
expectations of the involvement at Date: October 2023
classroom, the units that classroom/ school Evidence: Some of the
will be taught during the events. actions I do to work with
year and what homework Date: March 2023 families for my students
would be during the year. Evidence: I provide include: families are
My contact information is updates to families for contacted if there’s any
there so families can important deadlines issues of concern with a
contact me. (such as essays) that are student by myself and all
done in my classroom via families receive updates
ParentSquare (LINK). I on grades with progress
also make sure that reports our school sends
parents have updated out every 5 weeks. To
grades to look at on involve the parents even
Powerschool. more, we have hosted a
student-led conference
with parents, with some
of our advisory time
dedicated to setting up
the conferences for the
families (LINK). During
the conference, students
presented all of the
information while I
provided additional
information and the
option for a one-on-one
teacher conference if any

parent opted to do so.
Applying-Supports
families to contribute to
the classroom and school.
Adjusts communication
to families based on
awareness of cultural
norms and wide range of
experiences with schools.
Date: April 2024
Evidence: This semester
was one where I
proactively met with
parents for our scholars
with concerns. I asked
teachers to share
information about these
students (LINK) and then
discussed how we can
support the scholar with
their parents or
guardians, and
emphasized that this
meeting was not punitive
or seeking punishments.
This information goes
with the progress reports
that are compiled and
sent every 5 weeks.
6.5 Engaging local Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
communities in about local neighborhood and neighborhood and neighborhood and community members
support of the neighborhoods and community resources. community resources community resources to increase
instructional communities to support the to support the instructional and
surrounding the school. Includes references or curriculum. instructional program, learning opportunities
program
connections to students, and families. for students.
Uses available communities in single Includes knowledge of

neighborhood and lessons or sequence of communities when Draws from Engages students in
community resources lessons. designing and understanding of leadership and service
in single lessons. implementing community to improve in the community.
instruction and enrich the Incorporates
instructional program. community members
into the school
learning community.
Emerging-Develops Exploring-Seeks available Applying-Uses a variety
awareness about local neighborhood and of neighborhood and
neighborhoods and community resources. community resources to
communities surrounding Includes references or support the curriculum.
the school. Uses available connections to Includes knowledge of
neighborhood and communities in single communities when
community resources in lessons or sequence of designing and
single lessons. lessons. implementing instruction
Date: September 2022 Date: March 2023 Date: March 2023
Evidence: I researched Evidence: The data I Evidence: As I am aware
the data of the local found on BLS and the that many families face
community so I am aware SARC(LINK) indicate how issues with technology
of what factors and other the community where my (such as having no or
life aspects are typical of school is has an intermittent internet
the students in my overwhelmingly Hispanic access), I inform families
classroom. (LINK) population, with a low to look at some
socio-economic status. community resources,
This might impact the like the LA County
student in terms of their Library (LINK) where
expectations at home they can use a computer
(such as having to or print documents. In
contribute to working addition, I make the
even at a young age) content that I teach
along with things they relevant to students by
might not have (such as having students
not having internet at collaborate with a
home). partner to reflect on what
they have learned in a
unit and see if any of the
inventions from the
civilization we are
studying is still being
used today, and why it's

important to study about
it (LINK).
Applying-Uses a variety
of neighborhood and
community resources to
support the curriculum.
Includes knowledge of
communities when
designing and
implementing instruction
Date: April 2024
Evidence: To connect
with families, I created an
assignment where
students would have
their family live in
ancient India, and they
would describe how their
family would be. To
accommodate the needs
of our Spanish-dominant
families and guardians, I
included the information
in English and Spanish
for all students, to avoid
singling any student out
(LINK). I also keep
promoting services that
our community can
access, such as internet
access, printing and book
loans at a local LA County
Library (LINK).

6.6 Managing Develops an Maintains professional Anticipates Integrates the full Models
professional understanding of responsibilities in professional range of professional professionalism and
responsibilities to professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
maintain responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
effort required to meet prepares for situations professional
motivation and
Seeks to meet required Demonstrates expectations. that may be Responsibilities
commitment to all
commitments to commitment by challenging. effectively.
students students. exploring ways to Pursues ways to
address individual support students’ Maintains continual Supports colleagues to
student needs. diverse learning needs effort to seek, develop, maintain the
and maintains belief in and refine new and motivation, resiliency,
students’ capacity for creative methods to and energy to ensure
achievement. ensure individual that all students
student learning. achieve.
Level of Development: Level of Development:
Emerging-Develops an Exploring-Maintains Level of Development:
understanding of professional Anticipates professional
professional responsibilities in timely responsibilities and
responsibilities. Seeks to ways and seeks support manages time and effort
meet required as needed. Demonstrates required to meet
commitments to students. commitment by expectations. Pursues
Date: September 2022 exploring ways to ways to support
Evidence: I look to find address individual students’ diverse
restorative practices to student needs. learning needs and
help address student Date: March 2023 maintains belief in
needs, collaborating with Evidence: I discuss any students’ capacity for
other staff to help students of concern achievement.
implement these (grades or behavior) with Date: April 2024
restorative practices. my coach. We then The continued use of
strategize what solutions Boystown helps cultivate
we can implement so that positive behaviors and
we can help the student help redirect any non-
of concern so they can positive behaviors. The
have a more positive Boystown model has
outcome in their classes. been rolled out school-
wide to ensure all
Level of Development: students understand that
Exploring-Maintains equity is valued and
professional shown to all students.

responsibilities in timely
ways and seeks support
as needed. Demonstrates
commitment by
exploring ways to
address individual
student needs.
Date: October 2023
If support is needed, I
schedule meetings with
members of my
leadership team to
discuss solutions to be
able to stay motivated. I
use Boystown to help
redirect any negative
behaviors and reinforce
positive behaviors. This
system is used school-
wide to help cultivate
these behavior
expectations with all
students, with the
expectations of Boystown
outlined here(LINK),
which reinforces our
commitment to treat all
students in a way that
demonstrates equity to
all. This goes with ISTE
standard2.4.d-
Demonstrate cultural
competency:
Demonstrate cultural
competency when
communicating with
students, parents and
colleagues, and interact
with them as co-
collaborators in student

learning. By using the
Boystown system in
connection with software
such as Deanslist and
Parentsquare, we can
have all stakeholders
engaged with any
concerns in and out of
the classroom in a timely
fashion. I also make sure
to use these apps to help
students whom I notice
are not their ordinary
selves, and can refer
them to get the help they
need (such as sending a
notice to our counselor
on the Deanslist
software) rather than
simply glossing over
what the student is going
through.
6.7 Demonstrating Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
professional policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
responsibility, profession in all circumstances.
integrity, and * As follows:
 Take responsibility for student academic learning outcomes. Contributes to building professional community
ethical conduct
 Is aware of own personal values and biases and recognizes ways in which and holding peers accountable to norms of
these values and biases affect the teaching and learning of students. respectful treatment and communication.
 Adheres to legal and ethical obligations in teaching the full ranges of
learners, including English learners and students with special needs. Contributes to fostering a school culture with a
 Reports suspected cases of child abuse and/or neglect as outlined in the high degree of resilience, professional integrity,
California Abuse and Neglect Reporting Act. and ethical conduct.
 Maintains a non-hostile classroom environment and carries out laws and
district guidelines for reporting cases of sexual harassment.
 Understands and implements school and district policies and state and
federal law in responding to inappropriate or violent student behavior.

 Complies with legal and professional obligations to protect the privacy,
health, and safety of students, families, and other school professionals.
 Models appropriate behavior for students, colleagues, and the profession.
 Acts in accordance with ethical considerations for students.
 Maintains professional conduct and integrity in the classroom and school
community.
Level of Development: Exploring-Follows all state education codes, legal

requirements, district and site policies, contractual agreements, and ethical
responsibilities.*
* As follows:
 Take responsibility for student academic learning outcomes.
 Is aware of own personal values and biases and recognizes ways in which
these values and biases affect the teaching and learning of students.
learners, including English learners and students with special needs.
 Reports suspected cases of child abuse and/or neglect as outlined in the
California Abuse and Neglect Reporting Act.
community.
Date: September 2022

Evidence: All training was completed prior to the start of the school year
commencing.
Level of Development: Exploring-Follows all state education codes, legal

responsibilities.*
* As follows:
community.
Date: March 2023

Evidence: This is an exploring level for my own teaching. I have completed the
necessary training for things such as mandated reporting(LINK) and privacy laws.
Level of Development: Applying-Follows all state education codes, legal

responsibilities.*
* As follows:

community.
Date: October 2023

Evidence: This is going up into an applying state with the new school year. The
reason for the increase in development is that I am not making sure that I am
aware of my own personal values and biases within my lessons. Our school is now
reading a book that helps us focus on this point (Unearthing Joy by Dr.
Mohammad)(LINK) that has us reflect how we can recognize how we teach and
what we plan to do with it to better reach our students.
Level of Development: Applying-Follows all state education codes, legal

responsibilities.*
* As follows:

community.
Date: April 2024

Evidence: With the continual school-wide analysis of Unearthing Joy by Dr.
Mohammad, we have had passionate discussions (LINK) on uncovering any
potential biases and how to plan to include points such as criticality and joy for all
of our diverse learners.

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CSTP 6 Benitez 42824

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CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Emerging-Is aware of the Exploring-Acknowledges Applying-Supports

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Level of Development: Exploring-Follows all state education codes, legal

Date: September 2022

Level of Development: Exploring-Follows all state education codes, legal

Element Emerging Exploring Applying Integrating Innovating

Date: March 2023

Level of Development: Applying-Follows all state education codes, legal

Element Emerging Exploring Applying Integrating Innovating

Date: October 2023

Level of Development: Applying-Follows all state education codes, legal

Element Emerging Exploring Applying Integrating Innovating

Date: April 2024

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