Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
Using knowledge of learning needs. 10/1/18
students to engage
them in learning Some students may Students engage in single Student engage in Students actively utilize a Students take ownership
engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by
instructional strategies lessons that include some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
5/2/20 learning needs.
Evidence 10/1/18 : Variety of data 12/13/19- I use data
I use includes: from technology and
 Cumulative file traditional sources such
 “getting to know as state testing,
you” surveys, interviews with prior
activities teachers, Go Formative,
 consistent Google Forms and game-
communication like programs to
with parents and differentiate instruction
student to meet the needs of my
 Parent survey diverse students.
about student
 Aeries, My students use a variety
conversations of digital and artistic
with past tools of expression and
teachers representation that
 Making this info ensures equitable access
accessible for me to learning.
to guide
instruction
 Self-reflection on
teaching
practices
 Daily, diverse
types of
formative
assessment
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I do want to use this
data to make
instruction and
learning more
individualized as I
grow as a teacher.
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 10/1/18 cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. to connect to student interests.
knowledge,
learning.
backgrounds, life
experiences, and
Some students connect Students participate in Students make Students can articulate
interests
learning activities to their single lessons or connections between Students are actively the relevance and impact
own lives. sequences of lessons curriculum, and their engaged in curriculum, of lessons on their lives
related to their interests prior knowledge, which relates their prior and society. 5/2/2020
and experiences. backgrounds, life knowledge, experiences,
experiences, and and interests within and
interests. across learning activities.
10/1/18- I use what I 12/13/19- I collect
know and what I have information digitally
learned about my
students’ communities to
from students and
inform and lead family questionnaires
instruction. This has lead in order to develop
to projects such as learning experiences
correspondence with our around my students’
Spanish pen pals and
business proposals for
knowledge and
water-saving tools during interests.
the drought.
Evidence My students can
express how math
and science lessons
are real-world
experiences and
relate to their lives,
such as us ratios
math project
involving cooking and
shopping.
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. 10/1/18 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 understanding. applications of subject
subject matter. matter during learning
activities.
10/1/18- Students 12/13/19- I daily 5/2/20- As a math
allowed choices on integrate meaningful, and science teacher, I
assignments based real-world math and integrate real-life
on interests. science subject contexts into
Activities planned matter specific to my instruction to engage
around student students’ my students,
interests or backgrounds, including current
experiences. Use of including cooking, events articles in
engaging technology shopping and science in which my
and concrete, weather patterns. students relate
Evidence relevant examples effects of modern
based on student Students connect events to themselves.
interests. subject matter to In math, my students
their lives through actively use real-life
Google Form and connections using
Padlet reflections. money, recipes and
cooking in a
summative ratio and
percent project.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging Exploring Applying Integrating Innovating
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional diverse learning needs. meet students’ diverse learning needs.
strategies, resources, 10/1/18 learning needs.
and technologies to
meet students’ Some students participate Students participate in Students actively engage Students take
diverse learning in instructional strategies, Students participate in instruction using in instruction and make responsibilities for using
needs using resources and single lessons or strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. sequence of lessons technologies matched to targeted strategies, resources, and
related to their interests their learning needs. resources, and technologies that
and experiences. technologies to meet their successfully advance their
individual students learning.
needs.
Evidence 10/1/18- I use my self- 12/13/19- I use 5/2/20- TLMS
reflection tie in order to technology and Domain VI: I
research strategies, collaborate with
resources and
instructional
families and
technologies that will strategies that are community in order to
engage and support my culturally responsive provide instruction
students. I enjoy trying and differentiated in inclusive of a variety of
new things and order to meet my strategies to meet my
constantly make students’ diverse
adjustments if strategies
students’ diverse
math needs, such as learning needs. My
are ineffective in a students are actively
particular setting. IXL and Go engaged in instruction
Formative. and use a variety of
strategies and
My students technologies to learn,
participate fully in especially when
instruction that is collaborating with
families and the
developmentally community. For
appropriate to each example, in
of their needs, which collaboration with
includes technology student families, my
and collaborative science students
collected data about
groupings.
nutrition in their
Standard 1 CSTP: Engaging and Supporting All Students in Learning
favorite foods.
Students interviewed
their families about
what they believed
about nutrition.
Students used inquiry,
data collection
technology and verbal
presentation skills for
this assignment in
collaboration with their
families.

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
Promoting critical critically. 10/1/18 content. reflecting on multiple problems.
thinking though perspectives.
inquiry, problem
solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer
reflection questions regarding facts varied questions or tasks questions and problems and construct questions a wide-range of complex
and comprehension. designed to promote posed by the teacher and of their own to support questions and problems,
comprehension and begin to pose and solve inquiries into content. reflect, and communicate
critical thinking in single problems of their own understandings based on
lessons or a sequence of related to the content. in depth analysis of
lessons. content learning.
Evidence 10/1/18- Students are 12/13/19- I use 5/2/20- I use inquiry
given opportunities to inquiry -based based practices in
assess their own learning
and establish learning goals questioning to science in order for
for themselves, however, engage students in student to generate
not as often as I’d like. math and science and their own questions,
Rubrics are used to provide to model problem and I guide students
detailed feedback and a
solving and in answering these
completion goal.
collaboration using questions using
Padlet and pattern critical thinking
recognition websites. skills. For example,
my students read a
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students individually current event science
and collaboratively article about climate
problem solve their change as an
math and science anticipatory set, and
warm up questions students generated
and use Google their own questions
Forms to reflect about what the
using questions of problem is and
their own. possible ways to
solve the problem.
As our learning
developed
throughout the unit,
students reflected on
learning to adjust
questions and
problem solving
tactics.

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and 10/1/18 effectively.
adjusting instruction
while teaching. Some students receive Students receive Students are able to Students monitor their
individual assistance assistance individually or Students successfully articulate their level of progress in learning and
during instruction. in small groups during participate and stay understanding and use provide information to
instruction. engaged in learning teacher guidance to meet teacher that informs
activities. their needs during adjustments in
instruction. instruction.
10/1/18- I allow for 12/13/19- During
students’ comments and instruction, I
Evidence questions during the lesson constantly ask for
to extend their
understanding. I do allow formative feedback
Standard 1 CSTP: Engaging and Supporting All Students in Learning
adequate time for students from the students in
to think about their answers order to adjust
before sharing with the
class or with one another. I strategies on the fly.
assess students frequently
and adjust lessons Students articulate
accordingly according to their level of
formative and student self-
understanding
reporting methods.
Students have ample verbally and in
opportunity to ask me or a written form to
peer for assistance. I am reflect upon learning
also aware of non-verbal during and after
signs that show a student
might need help.
instruction.

5/2/10- NBPTS
Proposition 3: As we
transitioned to online
instruction, I am a
leader in
responsibility for
managing and
monitoring student
learning through
guided self-reflection
in Google Forms and
Flipgrid. My students
are able to articulate
their level of
understanding and
gaps in
understanding
through various
technologies.