CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

Is aware of the need to Begins to engage in Engages in reflection Reflects individually and Maintains ongoing
reflect on teaching reflection on teaching individually and with with colleagues on reflective practice and
practice to support practice individually and colleagues on the refinements in teaching action research in
student learning. Reflects with colleagues that is relationship between practice and connections supporting student
individually or with focused on methods to making adjustments in among the elements of learning and raising the
colleagues on immediate support the full range of teaching practice and the CSTP to positively level of academic
student learning needs. learners. impact on the full range impact the full range of achievement.
of learners. learners.
Engages in and fosters
reflection among
colleagues for school
wide impact on student
learning.
I’ve begun writing My school requires On November 30 I was My work with two
reflections in response to teachers to compile a again observed by the mentors throughout
conversations with portfolio representing school’s Deputy Director, FOTIP, in particular Dr.
colleagues and my own themselves, their work, who is its highest Amy Nigro, has enhanced
6.1 Reflecting on observations about the and their teaching academic official and a my ability to reflect on
teaching practice in success of lessons, philosophy, including U.S. credentialed teacher and analyze my lessons to
support of student strategies, activities, and samples of lesson plans and administrator. Part of determine what
learning materials. The teacher and student work. An the post-observation succeeded and what
portfolio I will compile in expected component of conference and could be improved.
my second year at the this is a series of debriefing was writing a
school will be expected to reflections on our reflection on the https://sites.google.com/
show evidence of regular experiences as with observed lesson and my view/charlesoestreichers
reflection on my own students at the school, overall progress at the fotip/assessments/pop-c
teaching, so I am trying to with an emphasis on school since I began, ycle
develop the habit early. refining and improving which I submitted to the
This is still something I’m our teaching practice. I Deputy Director and will Dr. Nigro’s guidance on
striving to make feel like have begun to record my eventually include in a my Teacher Leadership
an organic and natural thoughts regularly, portfolio of teaching Project helped me to
part of my teaching. keeping notes for myself practice I am preparing foster reflection among
on why strategies and for the school. my colleagues through a
9/30/2019 ideas worked or didn’t, professional
and incorporating them November 2020 development seminar I
within my online created and presented on
portfolio. teaching vocabulary.

5/8/2020
CSTP 6: Developing as a Professional Educator
https://sites.google.com/
view/charlesoestreichers
fotip/leadership-compete
ncy/teacher-leader-proje
ct

May 2021
Develops goals connected Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a broad
to the CSTP through the CSTP that take into the CSTP that are authentic goals range of professional
required processes and account self-assessment authentic, challenging, connected to the CSTP goals connected to the
local protocols. of teaching practice. and based on self- that are intellectually CSTP to improve
assessment. challenging and based on instructional practice and
Attends required Expands knowledge and self-assessment and impact student learning
professional skills individually and Aligns personal goals feedback from a variety within and beyond the
development. with colleagues through with school and district of sources. classroom.
available professional goals, and focuses on
development. improving student Engages in and Engages in ongoing
learning. contributes to inquiry into teacher
professional practice for professional
Selects and engages in development targeted on development.
6.2 Establishing
professional student achievement.
professional goals development based on Pursues a variety of Contributes to
and engaging in needs identified in additional opportunities professional
continuous and professional goals. to learn professionally. organizations, and
purposeful development
professional growth opportunities to extend
own teaching practice.
and development If it were possible to place My current school I continue to attend In my ongoing FOTIP
myself halfway between emphasizes setting monthly professional portfolio, I listed my
emerging and exploring, I professional goals and development sessions leadership experiences
would do so. My school pursuing professional given by fellow staff at and short- and long-term
has monthly professional development as a means my school. After the most leadership goals. These
development days, in to help achieve them. recent daylong series of lists were written in
which students do not There are monthly seminars, I came away reflection of the Teacher
attend and teachers professional with concrete new ideas, Leader Model Standards
spend the day in seminars development days including a new warmup and National Board for
and team meetings. I have devoted entirely to PD activity that I have since Professional Teaching
found these so far very seminars given by staff begun to incorporate in Standards. I also assessed
rewarding and helpful, (students have the day my rotation of bell my growth along the
particularly in classroom off). The seminars are ringers: "Have you ever... continuum of the NTBPS.
management and learning given by teachers who ?" Students write three
CSTP 6: Developing as a Professional Educator
about my students’ have taken continuing "Have you ever... ?" FOTIP Portfolio:
cultural backgrounds. education courses or questions related to Leadership Competency
Additionally, once I pass attended events or minor rule-bending or Subpage
my probation I will be seminars off-campus, and socially questionable
eligible for received reimbursement behavior (EX: "Have you April 2021
reimbursement up to from the school (every ever lied to a teacher?")
$1000 annually towards teacher is eligible for They then divide into
professional development $1000 USD annual groups of 5-6, and each
coursework. reimbursement for PD group stands in a circle
and continuing with one person at the
9/30/2019 education). I have been center; each person's
approved for place is marked on the
reimbursement for part floor with tape. The
of my tuition for FOTIP, person in the center
and by doing so have reads one of their
tacitly agreed to hold a questions, and for those
seminar for colleagues whose answer is yes, they
next academic year, must leave their place in
sharing what I have the circle and find
learned during the another at least two
teacher induction spaces away from their
process. original spot; the person
who read the question
5/8/2020 also tries to find a spot in
the circle away from the
center. Not unlike musical
chairs, the one person
who cannot find a spot in
the circle must go to the
center and read one of
their questions.

November 2020
Attends staff, grade level, Consults with colleagues Collaborates with Collaborates with Facilitates collaboration
6.3 Collaborating department, and other to consider how best to colleagues to improve colleagues to expand with colleagues.
with colleagues and required meetings and support teacher and student learning and impact on teacher and
collaborations. student learning. reflect on teaching student learning within Works to ensure the
the broader practice at the classroom grade or department and broadest positive impact
professional Identifies student and Begins to identify how to level. school and district levels. possible on instructional
community to teacher resources at the access student and practice and student
school and district level. teacher resources in the achievement at school
CSTP 6: Developing as a Professional Educator
support teacher and broader professional Interacts with members Engages with members of and district levels and for
student learning community. of the broader the broader professional the profession.
professional community community to access
to access resources that resources and a wide Initiates and develops
support teacher range of supports for professional learning
effectiveness and student teaching the full range of opportunities with the
learning learners. broader professional
community focused on
student achievement.
I feel as though I’m We are encouraged, and I collaborate every My Teacher Leadership
somewhere between at the moment during Wednesday with my Project and the feedback
emerging and exploring online teaching almost grade level ELA from my university-based
in this area, too, but in required, to collaborate colleagues, sharing mentor, Dr. Amy Nigro,
this case closer to the with colleagues on activities and resources. show evidence of this.
latter. I consult with strategy and Additionally, school
colleagues daily in the implementation of online policy is that we maintain https://sites.google.com/
departmental office, lessons, particularly "horizontal alignment" view/charlesoestreichers
which is arranged related to technology. across grade levels, which fotip/leadership-compete
bullpen-style and Daily I communicate with means collaborating on ncy/teacher-leader-proje
facilitates talking with colleagues within my summative assessments ct
co-workers, as well as grade level, in the English and rubrics for each
online. We also trade tips, department as a whole, learning unit (two per https://sites.google.com/
links, and other resources and among the school semester); every section view/charlesoestreichers
that may be potentially staff at large across within a grade level (12 fotip/assessments/teach
useful to one another in a subject fields (there are sections total, 24-26 er-inquiryilp
department-specific LINE dedicated students per section)
messaging group that I school-sanctioned LINE must administer the May 2021
monitor throughout each groups for each of these same summative
day. circles). Most of this is on assessment and rubric.
how to integrate and The attached files are
9/30/2019 maximize resources on evidence of this
Google Classroom and collaboration; I wrote the
within the G-Suite of initial draft of the
online learning and assessment itself, and it
communication tools. was at my suggestion that
the rubric was condensed
Additionally, we share to four categories from
and among ourselves and last year's five.
receive notifications
regularly from admin November 2020
about relevant webinars
CSTP 6: Developing as a Professional Educator
devoted to improving
online teaching practice.
Most of these are free.

5/8/2020

6.4 Working with Is aware of the role of the Acknowledges the Supports families to Provides opportunities Structures a wide range
families to support family in student learning importance of the contribute to the and support for families of opportunities for
and the need for family’s role in student classroom and school. to actively participate in families to contribute to
student learning interactions with families. learning. Seeks Adjusts communication the classroom and school. the classroom and school
information about to families based on community. Supports a
cultural norms of families awareness of cultural Communicates to families school/district
represented in the school. norms and wide range of in ways which show environment in which
Welcomes family experiences with schools. understanding of and families take leadership
involvement at respect for cultural to improve student
classroom/ school events. norms. learning.
CSTP 6: Developing as a Professional Educator
For reasons related to I made progress in this This year, I took it upon
language, culture, and area with one class myself to be more
school policy, I don’t section in which several proactive in reaching out
communicate with students have left the to parents, using the
students’ families directly. school at various points opportunity of the
If/when I identify an in the middle of a school's annual
issue that affects a semester. They did this - Parent-Teacher
student’s learning or essentially dropping out - Conference Day (PTC).
welfare and is potentially because they have chosen PTC allows parents to
connected to their family to pursue a GED in lieu of request meetings with
(attendance, discipline, completing grade 11 and their children's teachers,
physical readiness to attending grade 12 at the and teachers may also
learn, timeliness in secondary level; 4-year request meetings with
completing assignments), degree-conferring Thai parents; all meetings take
I notify the office of universities accept GEDs place at school, in the
student services, who for admission and allow students' classrooms.
then take action as they students who do so to Last year, I only asked to
deem appropriate, which enroll early. I did not meet with parents of
may include reaching out know any of this until I students who were of
to the student’s parents. engaged with Student special concern because
Services and discovered of low performance or
I seek information about that this is a fairly poor attitude; this year, I
the cultural norms of my common occurrence. requested meetings with
students’ families by Though the practice more parents,
engaging individual strikes me as counter to representing not only
students in informal students’ well being and at-risk students, but also
conversations before or development, it is an high achievers and
after class, and I have accepted cultural norm students notable for their
learned a great deal this here. effort and/or good
way. the result has been attitude towards
adjustments to my style 5/8/2020 learning. One challenge I
in the classroom and to set for myself was to
my expectations of what focus on the positive
US colloquialisms the when discussing students
students may or may not who have been having
understand. issues, using the
conversations as a way
9/30/2019 forward to a solution,
rather than as a warning
or admonishment.
CSTP 6: Developing as a Professional Educator
November 2020
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 surrounding support the curriculum. support the instructional and learning
the school. Includes references or program, students, and opportunities for
connections to Includes knowledge of families. students.
Uses available communities in single communities when
neighborhood and lessons or sequence of designing and Draws from Engages students in
6.5 Engaging local community resources in lessons. implementing instruction understanding of leadership and service in
communities in single lessons. community to improve the community.
and enrich the Incorporates community
support of the
This is an area I have not instructional program. members into the school
instructional had adequate opportunity learning community.
program to address. Part of this
has been due to the
COVID-19 pandemic and
quarantine, which has
been enforced in Thailand
strictly and thoroughly.
Also, there is a significant
language barrier.

5/8/2020
CSTP 6: Developing as a Professional Educator
As a foreigner new to the In the process of getting
culture here, my ability in to know my students, I
this area is limited; have adjusted some of my
however, I am seeking to policies to reflect the
expand it as much as the needs of the school
boundaries of my job community. One example
allow. A field trip I am of this is a more relaxed
helping supervise later tardy policy for period 1
this month to an classes, reflecting that
immigration detention traffic in the Bangkok
center in Bangkok is one metro area is often heavy
way I’m doing this, and I and it is sometimes
have notified colleagues beyond students’ control
and admin that I am when they are late in the
looking for similar kinds morning.
of opportunities going
forward. November 2020

9/30/2019

Develops an Maintains professional Anticipates professional Integrates the full range Models professionalism
understanding of responsibilities in timely responsibilities and of professional and supports colleagues
6.6 Managing professional ways and seeks support manages time and effort responsibilities into in meeting and exceeding
professional responsibilities. as needed. required to meet advanced planning and professional
responsibilities to expectations. prepares for situations Responsibilities
Seeks to meet required Demonstrates that may be challenging. effectively.
maintain
commitments to students. commitment by exploring Pursues ways to support
motivation and ways to address students’ diverse learning Maintains continual Supports colleagues to
commitment to all individual student needs. needs and maintains effort to seek, develop, maintain the motivation,
students belief in students’ and refine new and resiliency, and energy to
capacity for achievement. creative methods to ensure that all students
ensure individual student achieve.
learning.
CSTP 6: Developing as a Professional Educator
Based on the possible I have continued meeting This has been an ongoing
evidence examples for during period 8 with a challenge due to the
this standard, one way student I had last year, school (and Thai
that I do this is by whose academic government) switching
maintaining myself performance is high but back and forth between
physically and regulating needs emotional support in-person and online
my diet and habits in for her confidence. These teaching according to the
order to be at my best meetings take place when vagaries of COVID-19.
physically and mentally I would normally catch Nevertheless, my
in the classroom. I up on marking grade-level colleagues
exercise rigorously every assignments; and I have met regularly
day and avoid alcohol nevertheless, the effect on Zoom to discuss
during the week; as a this time has had on her curriculum and issues
result, my sleep has has made it well worth it. related to teaching
improved dramatically online, and I have made
and I feel noticeably more Additionally, I have special effort to maintain
energetic in the continued my regular accessibility and be
mornings. I am also exercise regimen, which responsive to students. I
taking pains to maintain has resulted in my losing also communicate with
my reading habit, even if about 10 lbs. since I the heads of academics
for only a few minutes a arrived in August 2019. I and student services
day, both because I enjoy also now abstain from (behavior, attendance,
it and I find that it has alcohol on weeknights, and discipline) when
relevance to my teaching which has had a notable relevant.
(I am, after all, trying to effect on my energy level
get my students excited in the classroom, May 2021
about reading and particularly in the
language; I see it as morning, and overall
practicing what I preach). feeling of wellness.

9/30/2019 November 2020

I make myself available to

students as much as
possible, and answer
questions and address
concerns as soon as they
are communicated to me.
Part of this strategy is
monitoring Google
Classroom and my school
CSTP 6: Developing as a Professional Educator
email throughout each
day and evening, as this is
how students are
authorized to reach out
to me; generally, I reply
no later than a few
minutes after I receive a
message or notification,
whether I am at school or
at home. This
responsiveness is
designed to demonstrate
my commitment and
encourage them to
contact me with
confidence that their
questions will be
answered, concerns
heard, and disputes
resolved fairly.

5/8/2020
CSTP 6: Developing as a Professional Educator
Follows all state education codes, legal requirements, district and site policies, Maintains a high standard of personal integrity and
contractual agreements, and ethical responsibilities.* commitment to student learning and the profession in
all circumstances.
* As follows:
● Take responsibility for student academic learning outcomes. Contributes to building professional community and
● Is aware of own personal values and biases and recognizes ways in which these holding peers accountable to norms of respectful
values and biases affect the teaching and learning of students. 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 ethical
California Abuse and Neglect Reporting Act. conduct.
● Maintains a non-hostile classroom environment and carries out laws and district
guidelines for reporting cases of sexual harassment.
● Understands and implements school and district policies and state and federal
law in responding to inappropriate or violent student behavior.
● Complies with legal and professional obligations to protect the privacy, health,
and safety of students, families, and other school professionals.
6.7 Demonstrating ● Models appropriate behavior for students, colleagues, and the profession.
professional ● Acts in accordance with ethical considerations for students.
● Maintains professional conduct and integrity in the classroom and school
responsibility, community.
integrity, and Though my school is Thai, it implements the California Common Core, and
ethical conduct expectations in this area are in line with those of California public schools. In my
conduct, demeanor, hygiene, and other areas, I am aware of the potential
impression I am making on students and colleagues and strive to ensure that it is
positive. Cultural norms and expectations come into play for me in this area; there
are specific behaviors that in Thai culture are taboo, such as raising one’s voice or
visibly showing anger and/or aggression, and these are not always 100%
compatible with effective classroom management. When I do feel the need to raise
my voice, I do it in a way that lets the students know that I am not angry or upset
with them; I am simply communicating in a way that ensures that they understand
me, and suggests that if they lower their own voices I will be able to lower mine.

9/30/2019

I believe that my professional conduct thus far has been in accordance with the
above code and responsibilities. I have been affirmed in this in meetings with both
the school’s head of academics and instructional coach, who have expressed
satisfaction with my behavior and performance.

5/8/2020
CSTP 6: Developing as a Professional Educator

On November 30, 2020, I had my third observation with the Deputy Director of the
school, who is the head of academics. This process included a pre-meeting in which
we discussed what areas in which I was looking to improve and/or seeking input;
an observation of a lesson; and a post-meeting debrief in which we discussed the
lesson and I received feedback and suggestions. There were no issues raised with
my professional or ethical conduct; I continue to adhere to expectations for
behavior and performance.

November 2020

I have been informed by the head of academics that he and the school have been
happy with my performance throughout my initial two-year contract here, and
have invited me to renew for another two years.

My FOTIP university-based mentor has also expressed her support and satisfaction
with my progress and the development of my teaching practice.

May 2021