CSTP Semester 2 Sampson 5 11 18

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 of Uses data from multiple Uses comprehensive
through data provided by learn about individual formal and informal sources measures to make knowledge of students to
the school and/or students. to learn about students and adjustments to instruction make ongoing adjustments
assessments. guide selection of and meet individual and accommodations in
instructional strategies to identified learning needs. instruction.
meet diverse learning 5/10/18
Using knowledge of
students to engage needs. 9/27/17
Students take ownership of
them in learning Some students may engage Students engage in single Student engage in learning Students actively utilize a their learning by choosing
in learning using lessons or sequence of through the use of variety of instructional from a wide range of
instructional strategies lessons that include some adjustments in instruction to strategies and technologies methods to further their
focused on the class as a adjustments based on meet their needs. 5/10/18 in learning that ensure learning that are responsive
whole. assessments. 9/27/17 equitable access to the to their learning needs.
curriculum.
Students are participating I receive data from a variety I gathered information from
in class activities that of placed to get to know my aeries, student folders and
involve volunteering to students. The first place I surveys to identify learning
read/ respond to a always look is on Aeries to needs 5/10/18
discussion question or see where they are
working in a group. This classified. Next I would
is done calling on look in the cum files in the
students. As work/ front office. I would collect
evidence gets turned in- data the first week of school
students may need to about each kid by having
change groups or them complete a survey.
assignments may to be 9/27/17
modified to fit the needs
of individual students. Students adapted and
Evidence Extra material will also be became pros at knowing
available to students who their needs to changes in
need to be challenged my own learning. For
more or for those (EL, example if they needed to
etc) that need more help. use sentence starters they
9/27/17 pulled them out of their
binder. 5/10/18
Develops awareness of Uses gathered information Uses school resources and Integrates broad knowledge Develops and
prior knowledge, culture, about students’ prior family contacts to expand of students and their systematically uses
backgrounds, life knowledge, cultural understanding of students’ communities to inform extensive information
experiences, and interests backgrounds, life prior knowledge, cultural instruction. 5/10/18 regarding students’ cultural
represented among students. experiences, and interest to backgrounds, life backgrounds, prior
support student learning. experiences, and interests to knowledge, life
Connecting learning connect to student learning. experiences, and interests.
to students’ prior
knowledge, 9/27/17
Students participate in
backgrounds, life Some students connect single lessons or sequences Students make connections Students can articulate the
experiences, and learning activities to their of lessons related to their between curriculum, and Students are actively relevance and impact of
interests own lives. interests and experiences. their prior knowledge, engaged in curriculum, lessons on their lives and
backgrounds, life which relates their prior society.
knowledge, experiences,
experiences, and interests. and interests within and
9/27/17 across learning activities.
5/10/18
To understand the kids Through aeries and
backgrounds I usually look
on Aeries. Next I would talk class surveyings I
to to their previous teacher adapted my instruction
to know prior knowledge to meet student needs.
about the content from last
year. The survey I have This for example in
them take at the beginning mythology I noticed
of the year also gives me
insight to their personal they love marvel
interests and background. movies, so I reference
9/27/17 those as teaching.
Evidence 5/10/18
Example would be in
geography allowing them to Students are excited about
connect the information to the material and activity
their culture or interest participate. 5/10/18
through a group assignment.
They had to add details that
related to them personally
(picture of soccer or a place
they have visited) 9/27/17

Uses real-life Explore using additional Integrates connections Integrates connections to Engages student in
connections during real-life connections to from subject matter to meaningful, real-life actively making
instruction as identified subject matter in single meaningful, real-life contexts in planning connections to relevant,
to curriculum. 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 9/27/17 students in relating to instruction.
matter to subject matter. 5/10/18
meaningful, real-life
contexts Students make use of Students actively engage Students routinely
Some students relate real-life connections Students utilize real-life in making and using real- integrate subject matter
subject matter to real- provided in single connections regularly to life connections to into their own thinking
life. lessons or sequence of develop understandings subject matter to extend and make relevant
lessons to support of subject matter. 5/10/18 their understanding. applications of subject
understanding of subject matter during learning
matter. 9/27/17 activities.
Students are able to In class we look at what
make the connection we are doing/ learning
between real-life/ and apply it to things
modern contexts and the happening all the time.
content we are exploring One example would be
in class. This is evident taking current events,
in their responses to reading them in class,
questions asked about then discussion their
currents events. 9/27/17 importance and
connection to what we
are learning. I do this in
Evidence World History within our
Islam Unit and for the
Plague during Medieval
Europe. 9/27/17

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 of an extensive repertoire of
technologies as provided by resources, and technologies culturally responsive strategies, resources, and strategies, resources, and
school and/or district. in single lessons or pedagogy, resources, and technologies into technologies to meet
sequence of lessons to meet technologies during instruction designed to students’ diverse learning
Using a variety of students’ diverse learning ongoing instruction to meet meet students’ diverse needs. 5/10/18
instructional strategies, needs. students’ diverse learning learning needs. 9/27/17
resources, and needs.
technologies to meet
students’ diverse Some students participate Students participate in Students participate in Students actively engage in Students take
learning needs in instructional strategies, single lessons or sequence instruction using strategies, instruction and make use of responsibilities for using a
using resources and of lessons related to their resources, and technologies a variety of targeted wide range of strategies,
technologies provided. interests and experiences. matched to their learning strategies, resources, and resources, and technologies
needs. 9/27/17 technologies to meet their that successfully advance
their learning.
individual students needs.
5/10/18
Students use resources Everyday I use multiple With every new group
within the class to strategies to help aide
of students I am
participate and complete student success. Group
assignments. Some are work, partner work, class switching up my
allowed to use chrome discussions and activities to make them
books to complete independent work are meet there needs.
assignments to the best used within a period to 5/10/18
of their ability, some help every student
use/ require succeed. Also technology
supplementary materials is incorporated through
(readings, book) to google classroom/ drive.
Evidence complete assignments, Class assignments/
others use sentences supplementary resources
frames, extended are added to it for review
instructions/ rubric to and continuation of
help be successful study. 9/27/17
9/27/17
Students participate and
engage without teacher
prompting during gallery
walks, independent work
and class activities.
5/10/18

Asks questions that focus Includes questions in single Guide students to think Supports students to initiate Facilitates systematic
on factual knowledge and lessons or a sequence of critically through use of critical thinking through opportunities for student to
comprehension. lessons that require students questioning strategies, independently developing apply critical thinking by
to recall, interpret, and posing/solving problems, questions, posing problems designing structured
think critically. and reflection on issues in and reflecting on multiple inquiries into complex
content. 9/27/17 perspectives. 5/10/18 problems.
Promoting critical
thinking though Students respond to varied Students pose problems and
inquiry, problem Some students respond to questions or tasks designed construct questions of their Students pose and answer a
solving, and reflection Students respond to
questions regarding facts to promote comprehension questions and problems own to support inquiries wide-range of complex
and comprehension. and critical thinking in posed by the teacher and into content. questions and problems,
single lessons or a sequence begin to pose and solve reflect, and communicate
of lessons. 9/27/17 problems of their own understandings based on in
related to the content. depth analysis of content
5/10/18 learning.
Students are starting to Before/ after a reading or By posing guiding
think of responses on activity there are class
questions and giving
their own and are discussion or discussion
developing the skills with their elbow buddies them the right content
needed to critically think to prepare or review before hand, students
on their own. Student material. This is guided/ successfully work
responses are still structure by the teacher
independently. 5/10/18
minimal and could be to help them stay on
expanded. Students are track. Also essential
comprehending first questions are used before
level questioning but an activity to help them
deeper and multi- unit think of the bigger
Evidence questions are still picture and what they
difficult. 9/27/17 need to know. 9/27/17
Students participated in
class discussions and
quick writes where they
worked through difficult
questions independently.
5/10/18

Implements lessons Seeks to clarify instruction Makes ongoing adjustments Adjusts strategies during Makes adjustments to
following curriculum and learning activities to to instruction based on instruction based on the extend learning
guidelines. support student observation of student ongoing monitoring of opportunities and provide
understanding. engagement and regular individual student needs for assistance to students in
checks for understanding. assistance, support, or mastering the concepts
Monitoring student 9/27/17 challenge. 5/10/18 flexibly and effectively.
learning and adjusting
instruction while Students monitor their
teaching. Some students receive Students receive assistance Students successfully Students are able to progress in learning and
individual assistance during individually or in small participate and stay articulate their level of provide information to
instruction. groups during instruction. engaged in learning understanding and use teacher that informs
teacher guidance to meet adjustments in instruction.
activities. 9/27/17
their needs during
instruction. 5/10/18
In class I monitor student I am constantly
understanding through class
discussions monitored by switching up activities
myself, informal assessments and lessons to meet the
like ticket out the doors or
through formal tests/ quizzes/ needs of ALL students.
projects. If I notice anything One class may do a
surprising or that the content is
not understood I can try it reading in groups,
again in a different way during another whole class
instruction on the same day or
for the next class period. If and another
students seemed disengaged independently 5/10/18
during an activity I would try
Evidence to change it up for the next one
or try not to have that activity
be the majority of the class/ Students can work
break it up with video clips or independently and gather
think/pair/shares 9/27/17 the information needed to
be independent. 5/10/18
students are completely their
portions of the assignments
and responding with correct
answers, seem to be focused
during activities and are
actively raising their hands to
share responses. Conversations
stay focused on the class topic.
9/27/17
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Models and communicates Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
expectations for fair and behavior. Demonstrates responsible, and respectful responsibility with students reflection and ongoing
respectful behavior to commitment to fairness student interactions. Assists for resolving conflict and improvement of the caring
support social development. and respect in students to resolve creating and maintaining a community based on respect,
communications with conflicts. caring classroom fairness, and the value of all
students about language Incorporates cultural community. members. 5/10/18
Promoting social and behavior. awareness to develop a Supports students in taking
Development and Seeks to understand positive classroom climate. leadership in developing a
responsibility within a cultural perceptions of caring community that is
caring community Some students share in caring community. Students demonstrate responsive to the diverse Students take leadership in
where each student is responsibility for the efforts to be positive, cultural norms of identities resolving conflict and
treated fairly and classroom community. Students participate in accepting, and respectful of of all students. 9/27/17 creating a fair and respectful
respectfully occasional community differences. 9/27/17 classroom community where
building activities, Students take responsibility student’s home culture is
designed to promote resolving conflicts and included and valued.
caring, fairness, and maintaining a caring Students communicate with
respect. classroom community. empathy and understanding
Students promote respect in interactions with one
and appreciation for another.
differences. 5/10/18
Students actively try to Using a classroom matrix, Through my classroom
have PRIDE (positive, expectation poster, syllabus matrix and voice levels chart
respect, integrity, and our school wide PBIS I facilitate students in
determination, excellence) matrix students know ongoing improvement.
when around campus or in exactly what kind of 5/10/18
the classroom. I can see behavior is expected when
them reminding their peers involved in different
and themselves to have this activities on campus or in
respect through campus. my classroom. 9/27/17
9/27/17
Evidence
Through restorative circles
and other methods students
take responsibility for
themselves. 5/10/18
Is aware of the importance Experiments with and/or Develops physical Maintains physical Adapts physical and/or
of the physical and/or virtual learning environments that reflect environments that reflect environments flexibly to
virtual learning environments that support student diversity and student diversity and facilitate access to a wide
environments that support student learning. provide a range of resources provides a broad range of range of resources that
student learning. for learning. 9/27/17 resources, displays, and engage students in learning.
artifacts that are current and Ensures that environments
Is aware that structured Structures for interaction Utilizes a variety of integral to instruction. enhance learning and reflect
interaction between students are taught in single lessons structures for interaction 5/10/18 diversity within and beyond
can support learning. or sequence of lessons to during learning activities the classroom.
Creating physical or support student learning. that ensures a focus on and Integrates a variety of
virtual learning completion of learning structures for interaction Selects from a repertoire of
environments that tasks. 9/27/17 that engage students structures for interaction to
promote student constructively and ensure accelerated learning
learning, reflect productively in learning. for the full range of
diversity, and Some students use available 5/10/18 students.
encourage resources in learning Students use resources Students use a variety of
constructive and environments during provided in learning resources in learning Students participate in
productive instruction. environments and interact environments and interact Students routinely use a monitoring and changing
interactions among with each other to in ways that deepen their range of resources in the design of learning
students understand and complete understanding of the learning environments that environments and structures
learning tasks in single content and develop relate to and enhance for interactions.
lessons or sequence of constructive social and instruction and reflect their
lessons. 9/27/17 academic interactions. diversity.
Students share in
monitoring and assessment
of interactions to improve
effectiveness and develop a
positive culture for learning.
5/10/18
Students are kept My classroom is set up in a My room reflects the
accountable by myself and way that promotes success
their peers to stay on track- for students. They are needs of all students,
they know to encourage and seating next to an elbow from student work to
help each other do this. buddy, but can easily get classroom matrix/ rules
They also can look to the into their groups of four for
voice level/ matrix charts group work. Poster/ matrix and expectations to
Evidence around the room. 9/27/17 around the room remind voice levels. 5/10/18
students of appropriate
interactions. Voice level Student use the resources
chart is also displayed and presented in class help with
utilize for different their instructions like
classroom activities. chromebooks, books/
9/27/17 posters… 5/10/18

Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and emotional offer respectful opinions establishment and
district, and state. interactions, and the safety using multiple about divergent viewpoints. maintenance of a safe
Responds to behaviors that organization of the learning strategies that include 9/27/17 physical, intellectual, and
impact student safety as environments. examining biases in the emotional environment
they arise. learning environment and focused on high quality and
curriculum. Engages in reflection on rigorous learning. 5/10/18
Establishing and
maintaining learning their own language and
Explores strategies to Models and provides behavior that contributes to
environments that are establish intellectual and instruction on skills that intellectual and emotional
physically, emotional safety in the develop resiliency and safety in the classroom.
intellectually, and classroom. support intellectual and 9/27/17
emotionally safe emotional safety.
Students develop and Students demonstrate
Students are aware of practice resiliency skills resiliency in perseverance
required safety procedures Students follow teacher Students take risks, offer and strategies to strive for for academic achievement.
and the school and guidance regarding opinions, and share academic achievement, and Students maintain
classroom rational for potential safety issues for alternative perspectives establish intellectual and intellectual and emotional
maintaining safety. self or others. emotional safety in the safety for themselves and
classroom. 9/27/17 others in the classroom.
5/10/18
Conversations are Myself and my
continually had throughout
the year about respect and students use the
appropriate/ constructive resources we have in
responses. PBIS also class to maintain a
supports this. 9/27/17
healthy environment
through routines and
Students are respectful with
Evidence responses, think before they classroom resources
ask a question/ comment like. 5/10/18
creating a safe environment
for discussions/ activities
9/27/17 students participate and
engage in classroom
activities where they are
respectful of themselves,
myself and their peers
5/10/18

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor throughout Facilitates a rigorous
learning environment on learning environment that learning environment that the learning environment learning environment in
accuracy of answers and includes accuracy, includes accuracy, analysis, that values accuracy, which students take
completion of learning understanding, and the problem solving, and analysis, and critical leadership in learning.
tasks. importance of meeting appropriate levels of reading, writing and Fosters extended studies,
Is aware of the importance targeted learning goals. challenge. thinking. research, analysis and
of maintaining high Works to maintain high Holds high expectations for Integrates strategic purposeful use of learning.
expectations for students. expectations for students students. Has an scaffolds and technologies Supports students to utilize
Creating a rigorous while becoming aware of understanding of throughout instruction that an extensive repertoire of
learning environment achievement patterns for achievement patterns, and support the full range of differentiated strategies to
with high expectations individuals and groups of uses scaffolds to address learners in meeting high meet high expectations.
and appropriate students. achievement gaps. 9/27/17 expectations for
support for all students achievement. 5/10/18 Students take responsibility
Some students ask for Students engage in a variety to fully utilize teacher and
teacher support to Some individuals and of differentiated supports Students actively use peer support, to achieve
understand or complete groups of students work and challenges in ways that supports and challenges to consistently high levels of
learning tasks. with the teacher to support promote their accuracy, complete critical reading, factual and analytical
accuracy and analysis, and problem writing, higher order learning.
comprehension in their solving in learning. 9/27/17 thinking, and problem
learning. solving across subject
matter. 5/10/18
Throughout a lesson Through differentiating
multiple types of learning is
available through instruction for all
discussions, DBQ’s done in students through
groups or individually that modified readings and
challenge the kids. They
have to use past learned adding supplementary
content and apply it to the activities/ readings
help then conquer new info. 5/10/18
Evidence 9/27/17
Students work with elbow Students then use these

buddies in discussions, same supports to challenge
class discussions or small themselves 5/10/18
group work to help within
grapple with new
information. 9/27/17
Establishes expectations, Develops expectations with Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences for some student involvement. including culturally expectations, positive environment using systems
individual and group Communicates, models and responsive instruction to supports, and consequences that ensure students take an
behavior. explains expectations for develop and maintain high for individual and group active role in monitoring
individual and group standards for individual and behavior within and across and maintaining high
behavior. group behavior. learning activities. 9/27/17 standards for individual and
group behaviors. 5/10/18
Developing, Reviews standards for Utilizes routine references Guides and supports
communicating, and Refers to standards for behavior with students in to standards for behavior students to self-assess,
maintaining behavior and applies single lessons or sequence prior and during individual monitor, and set goals for
high standards for consequences as needed. of lessons in anticipation of and group work. individual and group
individual and group need for reinforcement. behavior and participation.
behavior 9/27/17
Students know expectations Students follow behavior
for behavior and expectations, accept Students respond to Students demonstrate
Students are aware of consequences and respond consequences and increase individual and group positive behavior,
classroom rules and to guidance in following positive behaviors. behaviors and encourage consistent participation and
consequences. them. and support each other to are valued for their unique
make improvements. identities. 5/10/18
9/27/17
Expectations are clearly Through routines set
stated at the beginning of
class verbally as well as on up in the class room,
the board through the voice levels and the
Objective and daily classroom and school
activities. They also have
the classroom matrix and wide matrix students
syllabus. 9/27/17 have high standards for
behavior. 5/10/18
Evidence Students can communicate
Students can demonstrate
well and respond well by
their understanding
having contest reminders,
independently with the
sentence starters (to help
strategies put in place by
with appropriate
the teacher. 5/10/18
conversations and
responses) and use each
other as resources to help
with content mastery.
9/27/17
Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for single procedures, and norms in routines and procedures monitoring and reflecting participating in developing,
lessons to support student single lessons or sequence that are culturally on routines, procedures, monitoring, and adjusting
learning. of lessons with some responsive and engage and norms in ways that are routines and procedures
student involvement. students in the development culturally responsive. focuses on maximizing
and monitoring of norms. Maintains a quality learning learning.
9/27/17 climate that builds on Classroom climate
student strengths. 5/10/18 integrates school standards
Seeks to promote positive and culturally relevant
behaviors and responds to Provides positive behavior Promotes positive norms.
Employing classroom Responds to disruptive disruptive behavior. supports. behaviors and consistently
routines, procedures, behavior. Responds appropriately to prevents or refocuses Promotes positive
norms, and supports behaviors in ways that behaviors disruptive to the behaviors and establishes
for positive behavior to lessen disruptions to the learning climate. 5/10/18 preventions and a positive
ensure a climate in learning climate. classroom climate that
which all students can Students participate in eliminate most disruptive
learn routines, procedures, and behavior.
norms and receive
Students receive correction reinforcement for positive Students are involved in
Students are aware of for behavior that interferes behaviors. 9/27/17 assessment and monitoring
procedures, routines, and with learning, and positive of routines, procedures, and Students share
classroom norms. reinforcement in following Students receive timely and norms in ways that improve responsibility with teacher
routines, procedures, and effective feedback and the learning climate. for managing and
norms. consequences for behaviors 5/10/18 maintaining a positive
that interfere with learning. classroom climate that
9/27/17 promotes learning.
Every class period starts the Through reflections

same way and know how
they need to act (through a and tickets out the door
warm up), expectations students can reflect on
have been set on their voice their own goals/
levels, behavior and how
class activities are to be learning. 5/10/18
completed. They clearly
Evidence know what is expected
when they work in groups, Students help plan out their
individually, or as a whole goals and routines which
group. 9/27/17 improved their learning
environment. 5/10/18
Students know their
expectations and clearly
know the consequences.
9/27/17

Paces instruction based on Paces instruction with some Paces instruction with Paces instruction to include Paces, adjusts, and fluidly
curriculum guidelines. consideration of lesson students to provide ongoing assessment of facilitates instruction and
Develops awareness of how type, adjustments for adequate time for student learning. Supports daily activities. 5/10/18
transitions and classroom sufficient student work time instruction, checking for students in the monitoring
management impact pacing and transitions to optimize understanding, completion of instructional time.
and lessons. learning. of learning activities and 9/27/17
Using instructional closure.
time to optimize Some students complete Students use their
learning learning activities in time Students complete learning Students participate in and instructional time to engage Students monitor their own
allotted. activities and, as needed, complete a variety of in and complete learning time, are engaged in
may receive some learning activities in the activities and are prepared accomplishing learning
adjustments of time allotted time allotted with options for the next sequence of goals, and participate in
for tasks or expectations for for extension and review. instruction. 5/10/18 reflection, self-assessment,
completion. 9/27/17 and goal setting.
In a class period students Instruction is determined by Through pacing and

work independently where the students are with
through the warm up, as a their learning. Every day I adaption of materials I
whole group when we go access where they are at help them set their own
over it or with new and determine where to go goals. 5/10/18
instruction or prancing new next. Assessment is either
content in groups or with a formal or informal. 9/27/17
partner. They also know
they can receive extensions
or more resources for Students use time in class
review through taking to appropriately to complete
me or on our google learning activities and
Evidence classroom 9/27/17 lessons 5/10/18
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
knowledge of subject subject matter and the relationship between inter-relationships of subject matter concepts,
3.1 Demonstrating matter, related academic academic language to essential subject matter concepts, academic content current issues, academic
knowledge of subject language, and academic identify connections concepts, academic standards, and academic language, and research to
matter academic content standards. between academic content language, and academic language in ways that make relevant connections to
content standards standards and instruction. content standards. 9/27/17 ensure clear connections standards during instruction
and relevance to students. and extend student learning.
5/10/18
Content standards are the By using many different
backbone for the subject strategies for my students-
matter taught in my group conversations, visual
classroom- through the vocal, etc. 5/10/18
standards I then teach the
essential content through
using academic language
for content mastery. 9/27/17

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge of
knowledge of subject subject matter and the relationship between inter-relationships of subject matter concepts,
3.1 Demonstrating matter, related academic academic language to essential subject matter concepts, academic content current issues, academic
knowledge of subject language, and academic identify connections concepts, academic standards, and academic language, and research to
matter academic content standards. between academic content language, and academic language in ways that make relevant connections to
content standards standards and instruction. content standards. 9/27/17 ensure clear connections standards during instruction
and relevance to students. and extend student learning.
5/10/18
Content standards are the By using many different
backbone for the subject strategies for my students-
matter taught in my group conversations, visual
classroom- through the vocal, etc. 5/10/18
standards I then teach the
essential content through
using academic language
for content mastery. 9/27/17

Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to develop
becoming aware of activities in single lessons proficiencies to meet instructional decisions to proficiencies, understand
differences in students’ or sequence of lessons students’ diverse learning ensure student subject matter including
understanding of subject that addresses students’ needs. Ensures understanding of the subject related academic language.
matter. proficiencies and support understanding of subject matter including related
understanding of subject matter including related academic language. Engages student at all levels
Teaches subject-specific matter including related academic language. 9/27/17 of vocabulary, academic
vocabulary following academic language. Provides explicit teaching language, and proficiencies
3.2 Applying curriculum guidelines. Provides explicit teaching of specific academic in self-directed goal setting,
knowledge of student Provides explicit teaching of essential vocabulary, language, text structures, monitoring, and
development and of essential content idioms, key words with grammatical, and stylistic improvement. Guides all
proficiencies to ensure vocabulary and associated multiple meanings, and language features to ensure students in using analysis
student understanding academic language in academic language in ways equitable access to subject strategies that provides
of subject matter single lessons or sequence that engage students in matter understanding for the equitable access and deep
of lessons. Explains accessing subject matter range of student language understanding of subject
academic language, text or learning activities. levels and abilities. 5/10/18 matter.
formats, and vocabulary 9/27/17
to support student access
to subject matter when
confusions are identified.
As I am teaching I used By using different levels of

assessments to figure out articles or readings or
where students are at with allowing students to use
their knowledge then adapt separate research to aide
instruction to meet their their learning depending on
needs. 9/27/17 the student and their
specific needs 5/10/18
Before units we go over
content vocal and academic
vocal to help support
student learning. 9/27/17

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge of
curriculum as provided by curriculum and considers curriculum and student curriculum and resources to curriculum and related
site and district to support adjustments in single readiness to organize and organize and adjust resources to flexibly and
student understanding of the lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing subject matter. lessons to support ensure student across subject matter to adjust instruction.
curriculum to facilitate understanding of subject understanding. extend student
student understanding matter. understanding. 9/27/17 Ensures student
of the subject matter comprehension and
facilitates student
articulation about what they
do and do not understand.
5/10/18
Through assessments and Knowledge of the
context knowledge of the curriculum allows me at the
groups I am teaching I teacher to prepare a wide
change/ adjust my range of activities and
instruction according to supplementary resources to
their understanding. 9/27/17 support my students and
adjust instruction when
needed. 5/10/18

Uses instructional strategies Gathers and uses Selects and adapts a variety Integrates instructional Uses an extensive repertoire
that are provided in the additional instructional of instructional strategies to strategies appropriate to of instructional strategies to
curriculum. strategies in single ensure student subject matter to meet develop enthusiasm, meta-
lessons or sequence of understanding of academic students’ diverse learning, cognitive abilities, and
3.4 Utilizing lessons to increase language appropriate to to ensure student support and challenge the
instructional strategies student understanding of subject matter and that understanding of academic full range of student towards
that are appropriate to academic language addresses students’ diverse language, and guide student a deep knowledge of subject
the subject matter appropriate to subject learning needs. in understanding matter. 5/10/18
matter. connections within and
across subject matter.
9/27/17
Different instructional In every activity we do
strategies are used on a together in my classes we
daily basis to help with use a wide range of
content mastery by every instructional strategies such
student within my as whole class discussion,
classroom. These activities elbow buddy work, group
also content to past and help work, and independent work.
with future content 5/10/18
understanding. 9/27/17

Uses available instructional Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
materials, resources, and instructional materials, appropriate instructional adapted resources, identifying and adapting
technologies for specific resources, and materials, resources, and technologies, and resources, technologies, and
lessons to make subject technologies to make technologies for concept instructional materials to standards-aligned
3.5 Using and adapting matter accessible to subject matter accessible and skill development in meet identified student instructional materials to
resources, technologies, students. to students. subject matter. Resources needs and make subject extend student understanding
and standards-aligned reflect the diversity of the matter accessible to and critical thinking about
instructional materials Identifies technological Explores how to make classroom and support students. subject matter.
including adopted resource needs. technological resources differentiated learning of
materials, to make available to all students. Assists student with Ensures that student are able
subject matter. 9/27/17
subject matter equitable access to to obtain equitable access to
accessible to all materials, resources, and a wide range of technologies
Guides students to use
students technologies. Seeks outside through ongoing links to
available print, electronic,
and online subject matter resources and support. outside resources and
resources based on 5/10/18 support.
individual needs. 9/27/17
Many different instructional I use many resources that
strategies are used within support my students such as
my classroom and change supplementary readings,
according to the students sentence starters, chrome
needs. We use posters, books, iPads, etc. 5/10/18
stations, worksheets,
chrome books, videos,
powerpoint etc. 9/27/17

Is aware of students’ primary Seeks additional information Identifies language Integrates knowledge of Engages English learners in
language and English language describing elements of proficiencies and English English language development, assessment of their progress in
proficiencies based on culture and language learner strengths in the study of English learners’ strengths and English language development
available assessment data. proficiencies in listening, language and content. assessed needs into English and in meeting content
speaking, reading, and Differentiates instruction using language and content standards. Supports students to
writing. Uses multiple one or more components of instruction. 9/27/17 establish and monitor language
3.6 Addressing the measures for assessing English language development and content goals.
needs of English English learners’ to support English learners.
learners and student performance to identify gaps
with special needs to Provides adapted materials to in English language Creates and implements Is resourceful and flexible in the
Develops and adapts
provide equitable help English learners access development. scaffolds to support standards- design, adjustment, and
instruction to provide a wide
access to the content content. based instruction using literacy elimination of scaffolds based
range of scaffolded support for
Attempts to scaffold content strategies, SDAIE, and content on English learners’
language and content for the
using visuals, models, and level English language proficiencies, knowledge, and
graphic organizers. development in order for range of English learners. skills in the content. 5/10/18
students to improve language 9/27/17
proficiencies and understand
content.
language development for By monitoring and always

the EL’s students with looking at data for my EL’s
special needs in my then using that to modify
classroom is used by instruction allows for the
reviewing vocab before a growth and success of my
unit, allowing access to EL students. These
dictionaries. Chromebooks modification could include
are also available to aide in sentence starters, seating,
student learning. 9/27/17 translations, aides, ect.
5/10/18
Scaffolding is done within
my lessons by using many
different kinds of learning
strategies within a lesson.
Also student seating,
supplementary resources,
translations, sentence
starters. 9/27/17

Has an awareness of the full Seeks additional information Utilizes information on the full Integrates accommodations, Guides and support the full
range of students identified on the full range of students range of students identified adaptations, and extensions to range of student with special
with special needs through data identified with special needs with special needs to assess instruction for the full range of needs to actively engage in the
provided by the school. to address challenges or strengths and competencies to students with special needs to assessment and monitor their
supports in single lessons or provide appropriate challenge ensure adequate support and own strengths, learning needs,
sequence of lessons. and accommodations in challenge. and achievement in accessing
instruction. 9/27/17 content.
Communicates and
3.6 Addressing the Attends required meeting with Cooperates with resource collaborates with colleagues, Communicates and collaborates
Communicates regularly with
resource personnel and personnel, para-educators, support staff, and families to with resource personnel, para-
needs of English resource personnel, para-
families. and families during meetings ensure consistent instruction. educators, families, leadership,
learners and student educators, and families to
and activities in support of Supports families in positive and students in creating a
with special needs to ensure that student services are
learning plans and goals. engagement with school. coordinated program to
provide equitable provided and progress is made
optimize success of the full
access to the content in accessing appropriate
Initiates and monitors referral range of students with special
content. 9/27/17 processes and follow-up needs.
meeting to ensure that students
Learns about referral processes Seeks additional information Refers students as needed in a receive support and/or Takes leadership at the site/
for students with special needs. on struggling learners and timely and appropriate manner extended learning that is district and collaborates with
advanced learners to supported with documented integrated into the core resource personnel to ensure the
determine appropriateness data over time, including curriculum. 5/10/18 smooth and effective
for referral. interventions tried previous to implementations of referral
referral. 9/27/17 processes.
getting to know the By monitoring and always

different groups within my looking at data for my
classroom and their specific students with special needs
needs is essential to their then using that to modify
success. This can be done instruction allows for the
by looking at SALT scores, growth and success of my
their EL folders, IEPS’s and students with special needs.
other resources. 9/27/17 These modification could
include sentence starters,
seating, modified/ lowered
Students that need to be readings, aides, ect. 5/10/18
addressed or have
additional recourses are sent
to the appropriate places.
9/27/17
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Table 1

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 based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities for
and state required information on student academic readiness, students. Matches resources supporting and extending
assessments. academic readiness, academic language, diverse and specific strategies to student learning based on
language, cultural cultural backgrounds, and students’ diverse learning comprehensive information
background, and individual cognitive, social, needs and cultural on students. 5/10/18
4.1 Using knowledge of individual development. emotional, and physical backgrounds. 9/27/17
students’ academic development to meet their
readiness, language individual needs.
proficiency, cultural
background, and Examines potential sources Planning addresses bias, Engages students in the
individual development Is aware of impact of bias Becomes aware of of bias and stereotyping stereotyping, and analysis of bias,
to plan instruction. on learning. potential areas of bias and when planning lessons. assumptions about cultures stereotyping, and
seeks to learn about Uses culturally responsive an members of cultures.
culturally responsive pedagogy in planning. 9/27/17 assumptions. 5/10/18
pedagogy.

Differentiated instruction is Based on the information
seen throughout my provided or through research
classroom through seating, and getting to know my
grouping, modified students I differentiate and
worksheets, translations, plan modified materials such
sentence starters, etc. as tests, quizzes, worksheets,
9/27/17 seating etc. 5/10/18
Bias is addressed by being

careful with the attention
the kids with needs gets,
keeping them involved,
supporting them. 9/27/17
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and articulates
objectives for a single learning goals for skill communicates to students learning goals to students comprehensive short-term
lesson to students based on development with clear learning goals for that integrate content and long-term learning goals
4.2 Establishing and content standards and students in single lessons content that are accessible, standards with students’ for students. Assists students
articulating goals for available curriculum. and sequence of lessons. challenging, and strengths, interests, and to articulate and monitor
student learning differentiated to address learning needs. 5/10/18 learning goals.
students’ diverse learning
needs. 9/27/17

Personal goals are set by Through warm-ups,
students at the beginning of objectives that are written
the year and at the start of on the board and essential
every unit to help encourage questions clear goals are set
students. Class goals are and the needs of students
also set at the beginning of are met. 5/10/18
every day through the daily
objective. 9/27/17
Uses available curriculum Begins to plan curriculum Establishes short- and long- Refines sequence of long- Utilizes extensive knowledge
for daily, short- and long- units that include a series term curriculum plans for term plans to reflect of curriculum, content
4.3 Developing and term plans. of connected lessons and subject matter concepts and integrations of curriculum standards, and assess
sequencing long-term are linked to long-term essential related academic guidelines, frameworks, and learning needs to design
and short-term planning to support language and formats that assessed instructional needs cohesive and comprehensive
instructional plans to student learning. support student learning. to ensure student learning. long- and short-term
support student 9/27/17 5/10/18 instructional plans that
learning ensure high levels of
learning.

Before the year, long term Every year as a I teach I am
plans are made for the year reflecting on assessments
so that I know/ understand and student learning to
the content that needs to be determine my next action
mastered and how long I plan and needs of my
should spend on each unit. students. I start off the year
Daily/ weekly plans are with a set up plans but
made to differentiate the refine them continually
planned instructions and set though out the year. 5/10/18
goals for what content
should be mastered and
how. 9/27/17

Plans instruction that Selects strategies for Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies single lessons or sequence instructional strategies into wide range of strategies to incorporating a repertoire of
suggested by curriculum of lessons that respond to ongoing planning that address learning styles and strategies specifically meet
guidelines. students’ diverse learning addresses culturally meet students’ assessed students’ diverse language
needs. responsive pedagogy, language and learning and learning needs and styles
students’ diverse language, needs. Provides appropriate to advance learning for all.
4.4 Planning
and learning needs and support and challenges for
instruction that
styles. students. 9/27/17 Facilitates opportunities for
incorporates
Is aware of student content, Seeks to learn about students to reflect on their
appropriate strategies
learning, and language students’ diverse learning Uses assessments of Integrates results from a learning and the impact of
to meet the learning
needs through data provided and language needs students’ learning and broad range of assessments instructional strategies to
needs of all students
by the site and district. beyond basic data. language needs to inform into planning to meet meet their learning and
planning differentiated students’ diverse learning language needs. 5/10/18
instruction. and language needs. 9/27/17

Many strategies are used I plan a verity of
with a lesson- independent, instructional strategies for
group, partner, whole class- each lesson to scaffold and
to make sure each student help every student succeed in
gets the chance to learn in a my class. From independent
way that helps them master work to group work to whole
the information. 9/27/17 class, they students hear the
information in a variety of
Support is given by me, ways to master content.
aides, helping remind 5/10/18
students they can help their
peers, technology,
dictionaries. 9/27/17
I use assessments to help

me understand where each
students learning levels are
at. I then can change plans
accordingly. 9/27/17
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing adjustments Anticipates and plans for a
uses materials from materials in single lessons adaptations to differentiate to instructional plans and wide range of adaptations to
curriculum provided. or sequences of lessons to instructional plans. Uses uses a variety of materials lessons based on in depth
4.5 Adapting address students’ learning culturally responsive as the instructional needs analysis of individual student
instructional plans and needs. pedagogy and additional arises to support student needs.
curricular materials to materials to support learning. 9/27/17
meet the assessed students’ diverse learning Engages with students to
learning needs of all needs. identify types of adjustments
students. in instruction that best meet
their learning goals.

According to the informal/ I always have a wide range
formal assessments taking of material/ resources
throughout the year I make available in case a student
adjustments to my needs more support such as
instructional strategies to chrome books, dictionaries,
support student learning. readings, and reading guides.
9/27/17 5/10/18
CSTP 5: Assessing Students for Learning

Is aware of the purposes Explores the use of Decides on the purpose for Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- assessment and skills to be range of appropriate use of a wide range of
formative and summative assessment, formative and assessed to select assessments to address assessments to support
assessments. summative assessments. appropriately matches pre-, questions about students’ differentiated student
5.1 Applying formative and summative learning needs and learning needs and reflect
knowledge of the Begins to identify specific assessments. progress. progress.
purposes, characteristics of
characteristics, and assessments that yield Selects assessments based Integrates a variety of Draws flexibility from a
uses of different types different types of on clear understanding of characteristics into repertoire of appropriate
of assessments information about student the purposes and assessments to allow assessment options and
preparedness, progress, and characteristics of students with a ranges of characteristics to maximize
proficiency. assessments to support learning needs to student demonstration of
student learning. 9/27/17 demonstrate what they knowledge.
know. 5/10/18
Prior to the assessments, I Assessments range from
have clearly planned out end of the unit tests/
what needs to be assessed projects to ticket out the
what mastery am I looking doors and quick writes
for. 9/27/17 depending on the needs and
learning progress of my
Assessments have to do students. 5/10/18
with what had been going
in the classroom- checks for
content understanding and
mastery. 9/27/17

Use data from required Explores collecting Collects a variety of formal Designs and integrates an Infuses assessments
assessments to assess additional data using and informal assessment assessment plan that strategically and
student learning. supplemental assessments. data on student learning. provides formal and systematically throughout
9/27/17 informal assessment data instruction to collect
Follows required processes Make adjustments in on student learning. ongoing assessment data
5.2 Collecting and for data analysis and draws planning for single lessons Uses analysis of a variety appropriate for the range of
analyzing assessment conclusions about student or sequence of lessons of data to inform planning Uses data analysis of a learner needs.
data from a variety of learning based on analysis of and differentiation of broad range of assessments
sources to inform assessment data. instruction. 9/27/17 to provide comprehensive Uses results of ongoing
instruction. information to guide data analysis to plan and
planning and differentiation differentiate instruction for
of instruction. 5/10/18 maximum academic
success.
Formal assessment consists Through my plan book and

of tests, quizzes, writing pacing guide with my
assignments and projects. department during our PLC
Informal are walking we collect assessment data
around observing student and organize it to fit the
engagement/ conversations ever growing needs of my
and work. Collecting ticket students. 5/10/18
out the doors. 9/27/17
These assessments are then

looked at to determine how
to continue with instruction
or what needs to be
differentiated to help all
students succeed. 9/27/17

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 data variety of data on student broad range of data work and fosters colleagues
both individually and as required by site and individually and with learning individually and individually and with ability to identify and
with colleagues, to district processes. colleagues and identifies with colleagues to identify colleagues to analyze address causes for
monitor student learning needs of individual trends and patterns among student thinking and achievement patterns and
learning students. groups of students. identify underlying causes trends.
for trends. 9/27/17
Assessments both informal By myself and with my my

and formal are looked at peers during our PLC’s we
and studied to help with the collect student data and
success of students. I then compare to modify and
use this information to change things within our
decided if something needs lessons to fit their needs.
to be retaught if certain 5/10/18
students need different tool
to help them be successful.
Other world history teacher
and myself collect student
work and compare to make
suggestions and better
understand our students.
9/27/17

Uses data from assessments Uses data from available Uses a variety of Uses a broad range of data Reflects on data
provided by site and district assessments to establish assessment data to set to set learning goals for continuously to make
to set learning goals for the content-based learning student learning goals for content and academic ongoing refinements to
class. goals for class and content and academic language that are integrated learning goals for content
individual students in single language. 9/27/17 across content standards for and academic language for
lessons or sequences of individuals and groups. the fill range of students.
5.4 Using assessment Plans instruction using lessons.
data to establish available curriculum Plans differentiated lessons Plans differentiated Uses data systematically to
learning goals and to guidelines. Plans adjustments in and modifications to instruction targeted to meet refine planning,
plan, differentiate, and instruction to address instruction to meet individual and group differentiate instruction,
modify instruction learning needs of individual students’ diverse learning learning needs. and make ongoing
students. needs. 9/27/17 adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
5/10/18
I use assessments, data From aeries, to student
collected with my fellow files, to classwork and other
teachers, and aeries to set forms of summative
goals and use academic assessments and formatives
language from the content assessment I differentiate
standards. 9/27/17 and scaffold my lessons to
help them all master the
Differentiated instruction in content. 5/10/18
my classroom is in the form
of seating, modified
worksheets with sentence
starters/ translations, more
time to complete certain
assignments, aides, multiple
types of teaching strategies,
etc. 9/27/17

Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment and students to self-assess and opportunities for student
outcomes, and summative learning goals through goal setting processes for set learning goals related to self-assessment, goal
assessment results. single lessons or sequence learning content and content, academic setting, and progress
5.5 Involving all Recognizes the need for of lessons that include goal academic language language, and individual monitoring.
students in self- individual learning goals. setting exercises. development. 9/27/17 skills.
assessment, goal- Develops students’ meta-
setting, and progress Monitors progress using Provides students with Guides students to monitor Integrates student self- cognitive skills for
monitoring available tools for opportunities in single and reflect on progress on a assessment, goal setting, analyzing progress and
recording. lessons or sequence of regular basis. 9/27/17 and progress monitoring refining goals towards high
lessons to monitor their across the curriculum. levels of academic
own progress toward class 5/10/18 achievement.
or individual goals.
I use multiple types of Before each major unit we

student self assessment and set and plan out goals so
my assessment of them. that they can take
This is done through ownership of their own
students looking at their learning. I tell them my
works peer through objectives for them as well.
annotations, groups work, 5/10/18
etc. 9/27/17
By walking around the

room and helping students,
guiding them and giving
them tips to help each other.
Also, meeting with them
independently to show
them corrections on writing
assignments/ tests. 9/27/17

Uses available technologies Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
to record assessments, technologies to implement and implement technologies into the technologies to design,
determine proficiency individual assessments, assessments, record and development, implement, and analyze
levels, and make required record results, and analyze results, and implementation, analysis of assessments and provides
5.6 Using available communications about communicate with communicate about student assessments, and for an in depth and ongoing
technologies to assist in student learning. administration, colleagues, learning with communication of student communication regarding
assessment, analysis, and families about student administration, colleagues, learning to all audiences. student learning to all
and communication of learning. families, and students. 5/10/18 audiences.
student learning Ensure that
communications are
received by those who lack
access to technology.
9/27/17
I use online technology to I use chrome books and

help record and analyze my google classroom to gathers
assessments through the data of my assessments
Aeries website, Illuminate through assignments,
and through google edpuzzle, etc. I also
classroom. I also use email communicate to them
and Aeries to communicate through google classroom
with parents on what is to allow for constant
going on in the classroom. contact. 5/10/18
Parent portal is a useful
technology tool to help
parents/ students who are
not great with technology.
9/27/17

Provides students with Provides students with Provides students with clear Integrates the ongoing Facilitates students’
feedback through assessed additional feedback based and timely information sharing of comprehensible leadership in seeking and
work and required on formative assessments about strengths, needs, and feedback to students from using ongoing
summative assessments. from single lessons or strategies for improving formal and informal comprehensible
sequence of lessons. Seeks academic achievement. assessments in ways that communications about
Notifies families of student to provide feedback in ways support increased learning. individual student progress
5.7 Using assessment proficiencies, challenges, that students understand. Provides opportunities for and ways to provide and
information to share and behavior issues through 9/27/17 comprehensible and timely Communicates regularly monitor support.
timely and school mandated two-way communications with families to share a
comprehensible procedures. Communicates with with families to share range of assessment
feedback with students families about student student assessments, information that is
and their families progress, strengths, and progress, raise issues and/or comprehensible and
needs at reporting periods. concerns, and guide family responsive to individual
Contacts families as needs support. student and family needs.
arise regarding struggling 5/10/18
students or behavior issues.
9/27/17
As soon as the assessment Through google classroom
is corrected, either as a and conferences with my
whole class, in small students/ their families over
groups or independently I assessments allows me to
will review the information support their learning.
with the kids to give them 5/10/18
feedback. 9/27/17
Parents are contacted

through email or phone
about feedback and what is
going on in the classroom.
They also know what is
going on in the classroom
through google classroom,
Aeries and google calendar.
9/27/17
CSTP 6: Developing as a Professional Educator

Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
practice to support practice individually and colleagues on the refinements in teaching action research in
student learning. with colleagues that is relationship between practice and connections supporting student
Reflects individually or focused on methods to making adjustments in among the elements of learning and raising the
with colleagues on support the full range of teaching practice and the CSTP to positively level of academic
immediate student learners. 9/27/17 impact on the full range impact the full range of achievement.
learning needs. of learners. 5/10/18 learners.
Engages in and fosters
reflection among
colleagues for school
wide impact on student
learning.
I spend time weekly and Once a week I reflect and
sometimes daily to reflect make changes to my plan
6.1 Reflecting on on what went well, what book to make sure I am
needs to change to help updated for next. Once a
teaching practice in with student success. I also week I meet with my
support of student communicate with my department to reflect on
learning department weekly at PLC success and needs for
meetings and my mentor improvement for that
daily. 9/27/17 week. 5/10/18

Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
connected to the CSTP the CSTP that take into the CSTP that are authentic goals broad range of
through required account self-assessment authentic, challenging, connected to the CSTP professional goals
processes and local of teaching practice. and based on self- that are intellectually connected to the CSTP
protocols. assessment. 9/27/17 challenging and based to improve instructional
Expands knowledge and on self-assessment and practice and impact
Attends required skills individually and Aligns personal goals feedback from a variety student learning within
professional with colleagues through with school and district of sources. and beyond the
development. available professional goals, and focuses on classroom.
development. improving student Engages in and
contributes to Engages in ongoing
learning. 9/27/17
professional inquiry into teacher
development targeted on practice for professional
6.2 Establishing Selects and engages in
student achievement. development.
professional
professional goals Pursues a variety of
development based on
and engaging in additional opportunities Contributes to
needs identified in
to learn professionally. professional
continuous and professional goals. organizations, and
5/10/18
purposeful 9/27/17 development
professional growth opportunities to extend
and development own teaching practice.
Every year/ unit I set goals Through my goals set here
for myself on how to at BJHS I was able to
improve and help student really assess and work on
success. some goals and areas of
needed improvement. I
These goals also align with also attended many new
the goals of our school. PD at OCDE included
One has to do with our framework roleout and
school wide PBIS plan and DBQ training 5/10/18
the other with our school
goal for the year. 9/27/17

Attends staff, grade Consults with colleagues Collaborates with Collaborates with Facilitates collaboration
level, department, and to consider how best to colleagues to improve colleagues to expand with colleagues.
other required meetings support teacher and student learning and impact on teacher and
and collaborations. student learning. reflect on teaching student learning within Works to ensure the
practice at the classroom grade or department and broadest positive impact
Identifies student and Begins to identify how level. 9/27/17 school and district possible on instructional
teacher resources at the to access student and levels. practice and student
school and district level. teacher resources in the Interacts with members achievement at school
broader professional of the broader Engages with members and district levels and
community. professional community of the broader for the profession.
to access resources that professional community
support teacher to access resources and a Initiates and develops
effectiveness and wide range of supports professional learning
for teaching the full opportunities with the
6.3 Collaborating student learning 9/27/17
range of learners. broader professional
with colleagues and 5/10/18 community focused on
the broader student achievement.
professional Weekly I meet with our I meet with my mentor and
community to department to improve department a few times a
student learning and my week to share data and
support teacher and teaching in the classroom. reflect on ways of
student learning We discuss what works and improvement and success.
how to change the things I also attend PD days
that are not to make them outside of school for
better. support. 5/10/18
In a broader community I
work with members of the
school board or parents of
the kids to figure out how
to best support our kids
with their learning.
9/27/17

Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide range
the family in student importance of the contribute to the and support for families of opportunities for
learning and the need for family’s role in student classroom and school. to actively participate in families to contribute to
interactions with learning. Seeks Adjusts communication the classroom and the classroom and
families. information about to families based on school. school community.
cultural norms of awareness of cultural Supports a school/
families represented in norms and wide range of Communicates to district environment in
the school. Welcomes experiences with families in ways which which families take
family involvement at schools. 9/27/17 show understanding of leadership to improve
classroom/ school and respect for cultural student learning.
events. norms. 5/10/18
I support family This is done through

involvement by giving
them access to google my google classroom
6.4 Working with classroom, supporting site, emails with
families to support them to log into and use parents and syllabus at
parent portal through the
student learning schools website. Parents the beginning of the
are also encouraged to year. 5/10/18
support kids at home and
set goals for our class.
9/27/17

Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
about local neighborhood and neighborhood and neighborhood and community members to
neighborhoods and community resources. community resources to community resources to increase instructional
communities support the curriculum. support the instructional and learning
surrounding the school. Includes references or 9/27/17 program, students, and opportunities for
connections to families. students.
Uses available communities in single Includes knowledge of
neighborhood and lessons or sequence of communities when Draws from Engages students in
community resources in lessons. designing and understanding of leadership and service in
single lessons. implementing community to improve the community.
and enrich the Incorporates community
instruction 9/27/17
instructional program. members into the school
5/10/18 learning community.
I understand the I use many resources found

community I am teaching within the community
6.5 Engaging local by getting involved in through parent
communities in communities conversations involvement, PTA, sports
through the board program at my school, etc.
support of the meetings, reading I then use this information
instructional newspapers and magazines to help plan my curriculum
for the commenting and and connect with my
program talking to community students. 5/10/18
members. 9/27/17
This knowledge is then

used to help me implement
instruction. For example I
use current events that
relate to the community
throughout the year or
places when discussing
geography. 9/27/17

Develops an Maintains professional Anticipates professional Integrates the full range Models professionalism
understanding of responsibilities in timely responsibilities and of professional and supports colleagues
professional ways and seeks support manages time and effort responsibilities into in meeting and
responsibilities. as needed. required to meet advanced planning and exceeding professional
expectations. 9/27/17 prepares for situations Responsibilities
Seeks to meet required Demonstrates that may be challenging. effectively.
commitments to commitment by Pursues ways to support
students. exploring ways to students’ diverse Maintains continual Supports colleagues to
address individual learning needs and effort to seek, develop, maintain the motivation,
student needs. maintains belief in and refine new and resiliency, and energy to
students’ capacity for creative methods to ensure that all students
ensure individual achieve.
achievement. 9/27/17
student learning.
5/10/18
6.6 Managing I manage time I am fully involved in
professional management well and
know what needs to be and my school and its
responsibilities to when. Before a week starts programs such as
maintain motivation I have copies made and PBIS, EL coordinator,
and commitment to prepared with lesson plans.
9/27/17 AVID site team
all students
member and coach
I actively get involved in sports. I still however
programs like PBIS and
AVID and attend maintain motivation to
professional learning days always learn and
to help support the learning
better myself so that I
needs of students. 9/27/17
can better educate my
students. 5/10/18

Follows all state education codes, legal requirements, district and site policies, Maintains a high standard of personal integrity and
contractual agreements, and ethical responsibilities.* 9/27/17 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 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 high
• Reports suspected cases of child abuse and/or neglect as outlined in the degree of resilience, professional integrity, and
California Abuse and Neglect Reporting Act. ethical conduct. 5/10/18
• 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.
6.7 Demonstrating • Complies with legal and professional obligations to protect the privacy,
professional health, and safety of students, families, and other school professionals.
responsibility, • Models appropriate behavior for students, colleagues, and the profession.
• Acts in accordance with ethical considerations for students.
integrity, and ethical • Maintains professional conduct and integrity in the classroom and school
conduct community 9/27/17
Prior to school starting and throughout the year I review the state education codes, Through principal and teacher observations I have
legal requirements, district and site policies, contractual agreements, and shown that I maintain a high level of personal integrity
ethical responsibilities in order to be ready to handle any situation thats comes and commitment to student learning. Through my
about. I then am actively aware of my classes and students to make sure they involvement in our PBIS, AVID and being the EL
coordinator I have shown that contribute to fostering a
have the environment and needs met to become successful life long learners.
healthy school environment. 5/10/18
My classroom is also set up in a way that supports success (clean, organized,
easily accessible, set up to allow students to be proactive about there own
grade) . 9/27/17

CSTP Semester 2 Sampson 5 11 18

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CSTP Semester 2 Sampson 5 11 18

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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Element 1.3 Emerging Exploring Applying Integrating Innovating

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 1.6 Emerging Exploring Applying Integrating Innovating

Element 2.3 Emerging Exploring Applying Integrating Innovating

Element 2.4 Emerging Exploring Applying Integrating Innovating

Students work with elbow Students then use these

Every class period starts the Through reflections

Element 2.7 Emerging Exploring Applying Integrating Innovating

In a class period students Instruction is determined by Through pacing and

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

As I am teaching I used By using different levels of

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

language development for By monitoring and always

Element Emerging Exploring Applying Integrating Innovating

getting to know the By monitoring and always

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Bias is addressed by being

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

I use assessments to help

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Formal assessment consists Through my plan book and

These assessments are then

Element Emerging Exploring Applying Integrating Innovating

Assessments both informal By myself and with my my

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

I use multiple types of Before each major unit we

By walking around the

Element Emerging Exploring Applying Integrating Innovating

I use online technology to I use chrome books and

Element Emerging Exploring Applying Integrating Innovating

Parents are contacted

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

I support family This is done through

Element Emerging Exploring Applying Integrating Innovating

I understand the I use many resources found

This knowledge is then

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

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