Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
learning needs. 9/22/2017, 5/1/2018,
Using knowledge of
12/7/2018
students to engage
Some students may Students engage in single Student engage in Students take ownership
them in learning
engage in learning using lessons or sequence of learning through the use of their learning by
instructional strategies lessons that include some of adjustments in Students actively utilize a choosing from a wide
focused on the class as a adjustments based on instruction to meet their variety of instructional range of methods to
whole. assessments. needs. strategies and further their learning that
technologies in learning are responsive to their
that ensure equitable learning needs.
access to the curriculum.
Evidence Understanding my
students is one of my top
priorities because it
allows me to first
establish rapport, which
will help me ensure an
increase in student
engagement. Good
rapport also places me in
a preventative position
where students and
families are more likely to
“hear me out” when I
must critique or address
an issue. I gather this
information during
instruction from “get to
know you” activities or
icebreakers in class that I
sometimes use as
warmups for my
homeroom class. I also
gather data early on in
the teacher family
relationship when I first
make contact with a
family or welcome them
Standard 1 CSTP: Engaging and Supporting All Students in Learning
back after summer. At this
time, I get the perspective
of the legal guardian on
the student, any new
changes, issues, or details
on their IEP. I also meet
with my students on a
weekly basis and use the
time to not just help them
with their studies, but
also get to establish
rapport and get to know
them better. 9/22/2017,
5/1/2018, 12/7/2018
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and interests.
to students’ prior
learning. to connect to student
knowledge,
learning.
backgrounds, life
Students can articulate
experiences, and
Some students connect Students participate in Students make Students are actively the relevance and impact
interests
learning activities to their single lessons or connections between engaged in curriculum, of lessons on their lives
own lives. sequences of lessons curriculum, and their which relates their prior and society.
related to their interests prior knowledge, knowledge, experiences,
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests. 9/22/2017 5/1/2018, 12/7/2018
Evidence Every class I do my best to I often use the student’s
connect my previous experiences and interests
lesson with the current in my classes when I
one. I do this by first create fictional scenarios
making warm up to explain certain
questions that review the concepts and topics. This
previous class’ content. I makes the lessons more
then set the context for “real” and much more
my class by literally engaging. 5/1/2018,
reviewing what we 12/7/2018
learned last class, and
connect that to our
current class session. This
is a very crucial critical
thinking concept,
especially in history,
because student goals
should be to see the
interconnectedness or
reliance of each
chronological event in
history. WWI happened
because of X, and WWII
because of Y. This is
always an overarching
goal of mine in the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
entirety of my courses. I
do not however
necessarily connect my
student’s backgrounds
and interests to my class
as that can be difficult
with history, but I do use
them as examples when I
am explaining concepts.
Colonialism is Susan and
Mark sailing over to Bob’s
country and taking power
or control in order to take
natural resources.
9/22/2017
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of 9/22/2017 understanding. applications of subject
subject matter. 5/1/2018, 12/7/2018 matter during learning
activities.
Evidence Element 1.3 is easier to This is similar to element
achieve in 12th grade 1.2. An example I can
economics, but is much share is when I discuss
more difficult to meet in interest rates and how
12th grade government or utilizing a credit can be
another social studies detrimental if a person
class. The way I meet this does not pay the
standard in economics is minimum. In this scenario
by including lessons into students purchased a new
my curriculum that are iPhone (which almost all
more “personal finance” students can relate to)
based. My economics 5/1/2018, 12/7/2018
class is one where my
students learn how to
write a check, build up
their credit score, learn
what interest is, and learn
what interest looks like
over years. One of my
real-life examples is a
person who buys a
television from Target for
$1,000 with a 20% APR
and pays the minimum
amount due. The totals
spent are always
Standard 1 CSTP: Engaging and Supporting All Students in Learning
astounding to my kids.
9/22/2017

Element 1.4 Emerging Exploring Applying Integrating Innovating

Using a variety of Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
strategies, resources, technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
and technologies to by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
meet students’ lessons or sequence of technologies during instruction designed to students’ diverse learning
diverse learning lessons to meet students’ ongoing instruction to meet students’ diverse needs.
needs diverse learning needs. meet students’ diverse learning needs.
learning needs.
9/22/2017
Some students participate Students participate in Students actively engage Students take
in instructional strategies, single lessons or Students participate in in instruction and make responsibilities for using
using resources and sequence of lessons instruction using use of a variety of a wide range of strategies,
technologies provided. related to their interests strategies, resources, and targeted strategies, resources, and
and experiences. technologies matched to resources, and technologies that
their learning needs. technologies to meet their successfully advance their
individual students learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
needs. 5/1/2018,
12/7/2018
I feel that this is a large Although my platform
weakness of mine based limits how I maximize
on the current limitations engagement with
of the platform I teach on. students, it has been
To maximize engagement effective and I am still
my students all seeking ways to improve
participate in mandatory engagement even further.
(but non graded) polls. This upcoming school
This ensures that year I plan to consider
students are indeed at utilizing a web cam and
their computer, engaged, something called White
and listening. It also Board Files which will
serves as an informal allow students to drag
assessment for me to and drop pieces on the
gauge how well I virtual white board like
Evidence discussed a concept puzzle pieces 5/1/2018,
during my lesson. This is 12/7/2018
however a big weakness
on my end because I feel
that by sticking to 2-3
strategies that I keep
deferring to: polling, type
in the chat, and think
questions, I am not
providing enough
differentiation. This is
however a limit to my
platform and I am
committed to constantly
innovate. 9/22/2017

Element 1.5 Emerging Exploring Applying Integrating Innovating

Promoting critical Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
thinking though on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
inquiry, problem comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
solving, and require students to recall, posing/solving problems, developing questions, by designing structured
reflection interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. content. reflecting on multiple problems.
perspectives.

Some students respond to Students respond to Students respond to Students pose problems Students pose and answer
Standard 1 CSTP: Engaging and Supporting All Students in Learning
questions regarding facts varied questions or tasks questions and problems and construct questions a wide-range of complex
and comprehension. designed to promote posed by the teacher and of their own to support questions and problems,
comprehension and begin to pose and solve inquiries into content. reflect, and communicate
critical thinking in single problems of their own 9/22/2017 & 5/1/2018, understandings based on
lessons or a sequence of related to the content. 12/7/2018 in depth analysis of
lessons. content learning.
In my AP Government
class I am able to hold
discussions and lead my
students into thinking
critically. I recently held a
discussion where my
students were provided a
pro/cons list of
information on a
controversial political
topic. I then had them
record information on
their own perspective,
Evidence and then “dump” it. From
there I had them
objectively defend the
other perspective through
economic, constitutional,
and logical persuasion.
The purpose of this was
to teach objectivity and
empathy, but it
simultaneously fostered
critical thinking as well.
9/22/2017 & 5/1/2018,
12/7/2018

Element 1.6 Emerging Exploring Applying Integrating Innovating

Monitoring student Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
learning and following curriculum instruction and learning adjustments to instruction based on the extend learning
adjusting instruction guidelines. activities to support instruction based on ongoing monitoring of opportunities and provide
while teaching. student understanding. observation of student individual student needs assistance to students in
engagement and regular for assistance, support, or mastering the concepts
checks for understanding. challenge. flexibly and effectively.
9/22/2017
Students monitor their
Some students receive Students receive Students are able to progress in learning and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
individual assistance assistance individually or Students successfully articulate their level of provide information to
during instruction. in small groups during participate and stay understanding and use teacher that informs
instruction. engaged in learning teacher guidance to meet adjustments in
activities. their needs during instruction.
instruction. 5/1/2018,
12/7/2018
As discussed in Element I revise, reteach, and
1.4 I poll my students differentiate instruction
questions and expect based on the performance
100% participation. I of my students during
then utilize this data as an formal and informal
informal assessment to assessment and when I
see how well they feel I am “losing” my
understand a sub topic. If students 5/1/2018,
I have answers scattered 12/7/2018
across the board, I clarify
the sub topic or reword it.
I will also reteach if I have
50% of students who are
Evidence
incorrect. 9/22/2017