SWEENEY - CSTP Final Self-Assessment

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by to 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.
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
learning needs.
Evidence As I grade students’ I use both informal With my seniors, I will
essays, I am looking for formative assessment look at their work and
patterns of errors and and formal summative create lessons or find a
patterns of weaknesses. I assessment to guide my YouTube video that offers
will use this information selection of instructional direct instruction. My
to inform my planning of strategies (and also what students are able to apply
future writing lessons. instructional focuses the elements of fiction to
Additionally, as I grade need more or less the over-arching aspect
exams and even as I attention). Most of the inquiry questions
review class work, I formative assessments we construct. As they do
check for student are themselves scaffolds so, they are able to pick
understanding in order to for the summative essays some of the more or less
see what concepts need and exams, so I obvious, easier or more
further reinforcement encourage students that difficult aspects to
and which students are if they do the formative explain. The students at
becoming too work, the part that is the highest levels now
comfortable with. worth the biggest chunk delve deeper into
9/25/19 of points will be more the elements of style. As 
familiar and manageable  NBPTS/TLMS
for them. Students who Connection: NBPTS
don’t need as much Proposition 2:
support are encouraged Teachers know the
to score higher by subjects they teach
searching for more and how to teach
insightful and nuanced those to students.
responses. o When teachers can
5-2-20 break their content into
manageable chunks, it
SWEENEY - CSTP Final Self-Assessment
requires that they know
One way we learned and their content well and
shared about our students helps students to learn
was through an assessment the content. 
of seniors on Google o
docs. After we collaborated, 5-6-21
we messaged individual
students and made plans for
how we can support their
success.

Students are able to turn in

assignments late and to make
up missed points on most
assignments. 

ISTE: Educator as Leader
2c: I was the one to set up
the Google Doc for my
colleagues when we filled in
monthly report cards for
each student. Here, we as
educators collaborated to
help communicate with
parents and assess students’
general performances in our
class after the first
month. This
document shows a sample of
one student’s progress
report. The original
document has too many
names to share publicly.

12-11-20
SWEENEY - CSTP Final Self-Assessment
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources Integrates broad Develops and
prior knowledge, culture, information about and family contacts to knowledge of students systematically uses
backgrounds, life students’ prior expand 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
to students’ prior
learning. to connect to student interests.
knowledge,
learning.
backgrounds, life
experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests.
Evidence Before, during, and after I need to improve my Every lesson, I try to have My school doesn’t really I’ve been collaborating
reading I encourage Chinese and perhaps I can students make some kind encourage direct with teachers for both of
students to make eventually discuss with of connections to how it communication between my classes this semester.
connections to their own my principal gathering might be useful to some foreign teachers and the Two of the three teachers
lives through student data and making aspect of their lives now families. I believe they want whom I collaborate with
“Discussion / Thinking that widely available for or in the future. I try to to act as an intermediary to work at other schools, so
Sheets.” I usually just type all teachers. find how lessons might be avoid miscommunications, it’s really helpful to get
up these questions found related to gaining but perhaps it leaves us with perspective on how
myself. In addition to the Mostly, I use the more freedom from their less communication overall. students of a similar age
thinking sheet, I have information I get from my parents or to be a more Many students live on studying the same
student make annotations own classroom pre- persuasive date or to campus, so instead of parents content are progressing.
(although I haven’t been assessments and from make money in their side I often talk to their My colleague and I have
very good about keeping asking the students businesses, etc. I also homeroom teachers who are included literature that
them accountable – it’s a themselves for invite them to reflect on there as a consistent adult connects to their Chinese
work in progress). information. In the States, and research connections support throughout the day. I heritage (as all of my
9-25-19 I would refer to the to their interests as well. gain most information by students here are
cumulative files, talk to 5-2-20 talking with the students Chinese). We also take
other teachers, call the themselves and with their care to include both male
parents/guardians, and, homeroom teachers. I also and female authors.
of course, chat with the learn about the students’ Included are some
student. lives by living here on screenshots
5-2-20 campus and living in their from emailswith the
home country. This names blurred out as
accumulated information evidence of collaboration
informs my teaching and about including students’
interactions with
background in our
students. My students
SWEENEY - CSTP Final Self-Assessment
used Padlet recently lessons.
to access and share prior For my book
knowledge before a reading. club/professional
learning presentation this
ISTE: Empowered semester, I will focus on
Learner 1b: In their pre-assessment as part of
Padlet, groups of Hattie’s Visible Learning.
students practiced Here’s a link to one of
making online networks the digital tools I’ll share
in order to access prior with my colleagues to
knowledge. help them with the
calculations that measure
the effect of their
teaching.

5-6-21
SWEENEY - CSTP Final Self-Assessment
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 meaningful, and real-life
lessons to support specific to students’ instruction and is contexts throughout
understanding. family and community. responsive during subject matter
Connecting subject instruction to engage instruction.
matter to students in relating to
meaningful, real-life subject matter.
contexts Some students relate Students make use of Students utilize real-life Students routinely
subject matter to real-life. real-life connections connections regularly to Students actively engage integrate subject matter
provided in single lessons develop understandings in making and using real- into their own thinking
or sequence of lessons to of subject matter. life connections to and make relevant
support understanding of subject matter to extend applications of subject
subject matter. their understanding. matter during learning
activities.
Evidence Before, during, and after In our literature / In discussion
reading and writing there reading circles and in our preparation, students are
are questions meant to current chapter activities required to include
connect reading/writing students must relate connections to other
to society and the world subject matter to texts, which can include
at large. For example meaningful, real-life stories from their own
were just reading an contexts. When students life-experiences or the
Excerpt from Huck Finn. have trouble thinking of lives of people they know.
Students saw images of connections, I ask them Including these required
slavery and discussed the questions about their connections in their
history and ethics of interests and then give a preparation helps
slavery before we read. few suggestions on students engage
Then they were asked to possible points of inquiry. themselves and their
discuss how we can know 5-2-20 peers in the discussion,
the difference between but it also helps to make
right and wrong – where the content relevant to
we ended up debating I’ve used Problem-Based their lives.
weather society and laws Learning with my students
tell us or if there is some and they delighted me with NBPTS/TLMS
better way to know. their brilliant inquiry Connection: NBPTS
Some were very engaged questions. Here’s Proposition 2:
in the discussion, but not a PowerPoint from the Teachers know the
everyone. Again, my beginning stages of a PBL subjects they teach
accountability methods unit on Empathy. Basically, and how to teach
can improve to students have to come up those subjects to
encourage more students with an inquiry project that students. 7. Teachers
make these connections. helps to address a problem in generate multiple
9-25-19 their community or an issue paths to knowledge.
SWEENEY - CSTP Final Self-Assessment
they are curious about. I can’t possibly know
all the connections
that might be
relevant for my
students, and making
connections for them
wouldn’t benefit
them anyway since
they need practice
making connections
and finding ways to
create meaning in
their own lives. So,
systematically
incorporating these
types of required
connections in their
course work is a
great way to
encourage them to
think creatively
about the course
work and to care
about it when they
can see the relevance
in their lives. All
credit due to my co-
teacher Nate for
teaching me how he
includes connections
for students. I learn
so much from
working with him.
5-6-21

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.
SWEENEY - CSTP Final Self-Assessment
diverse learning needs. meet students’ diverse learning needs.
learning needs.

Some students Students participate in Students participate in Students actively engage Students take
participate in single lessons or instruction using in instruction and make responsibilities for using
needs instructional strategies, sequence of lessons strategies, resources, and use of a variety of a wide range of
using resources and related to their interests technologies matched to targeted strategies, strategies, resources, and
technologies provided. and experiences. their learning needs. resources, and technologies that
technologies to meet successfully advance
their individual students their learning.
needs.
Evidence Students often use their I think I’m still between
own technology since exploring and applying
they all have laptops. here. But definitely I am
Especially when it comes able to scaffold lessons
to writing and making much more appropriately
presentations, I let now than I was at the
students use their beginning of the school
laptops. They are already year. My students all are
familiar with technology able to participate at
for the most part. After their level. The challenge
introducing the final still is to get them to do
assignment, there is a so with enthusiasm and
period of time that I just intrinsic drive.
walk around helping 5-2-20
those who need extra
assistance or have With our seniors, my co-
questions. I also monitor teacher and I are using
to see their progress and Google Classroom and
check that they’re on various functions within it,
course and on task. YouTube, citation maker
Researching from the cites, and multiple attempts
internet allows them so on assignments to meet
many more possibilities diverse student’s learning
to relate what we’re needs. Students often can
learning to their personal choose what topic they focus
interests and on within the assignments
experiences. we give. If students fail at a
speech, I allow them to re-do
I also let them have it by sending a video to my
choices within writing email. My co-teacher is at a
prompts. For example. level of innovating, but I
The last prompt was for a benefit from his organization
narrative, basically and experience by applying
asking them to write this excellent methods and
SWEENEY - CSTP Final Self-Assessment
about a life lesson they’ve seeking opportunities to
learned. So from this improve them for our
prompt. They have an students as proceed.
opportunity to focus on 10-10-20
something meaningful
and interesting to them. As mentioned before, my co-
In this way, English teachers and I do incorporate
Language Arts is pretty culturally responsive
naturally a subject for resources. In my class,
meeting diverse students’ students often use translators
interests and needs. and read editions of the
9-25-19 stories in their native
languages to support their
understanding. However, the
discussions are done in the
target language, so students
need to practice with and
understand the English
version of texts we read as
well. For writing, I’ve found
that some students over-rely
on their translators, so I do
technology free reading
response/analysis quizzes.
I’ll still help students with
vocabulary terms that might
be tough to understand from
context, but they know that
they need to practice the
skills of reading and writing
both with and without help
from software assistance.

5-6-21

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
SWEENEY - CSTP Final Self-Assessment
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 posing problems and inquiries into complex
critically. in content. reflecting on multiple problems.
perspectives.
thinking though
inquiry, problem
Some students respond Students respond to Students respond to Students pose problems Students pose and
solving, and
to questions regarding varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
facts and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into content. problems, reflect, and
critical thinking in single problems of their own communicate
lessons or a sequence of related to the content. understandings based on
lessons. in depth analysis of
content learning.
Evidence So far this semester, I The activities after For up-coming lessons (part
required my students to each chapter in our of my POP and TIP), I will
write a narrative as well be teaching students a lesson
as a bits and pieces of
current text require my co-teacher handed down
literary analysis. They students to extend to me that walks
still answer some the content to their students, step-by-step,
questions relating to facts personal lives and to through how to generate
and comprehension, but I their own inquiry
make connections
push them further than questions. After these
just the “what”. Critical
beyond the text itself. lessons, I will regularly have
thinking is systematic, Students are students create discussion
evidence-based thinking required to explore questions for their reading
and problem solving. We how the rhetorical and class discussions. To
also delve in to the “how” prepare for discussions
features we use may students must formulate one
and “why” questions of
literature and soon
be helpful in the essential question and
informational texts too. contexts of their own generate two possible
While I do teach lives and interests. answers.
processes that require 10-10-20
critical thinking, how I 5-2-20
teach these processes Again, the
needs further refinement. discussions at the
I need to improve on how
center of senior class
I teach my students to
apply strategies for this semester apply
success in various ELA to this directly. Other
tasks. areas of my teaching
9-25-19 where this applies
would be students’
SWEENEY - CSTP Final Self-Assessment
picking their own
topics for speeches
and argumentative
essays. 
5-6-21

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 effectively.
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
As I try different While I make With my seniors, I
instructional activities adjustments and will look at their
with students, I am still
seeking ways to better
check for work and create
clarify my instructions to understanding, I am lessons or find a
them. I require growth not yet engaging ALL YouTube video that
when it comes to being students. I am offers direct
clear for my students, and supporting and instruction. My
I’m striving towards
engaging more of my students are able to
Evidence improvement here. I
don’t just go by the students. Even the apply the elements of
textbook, which is the most challenging fiction to the
curriculum I’ve been ones are showing overarching aspect of
given. I also add more investment the inquiry questions
resources and lessons to
further clarify the
lately (well, all but we construct. As they
concepts in the textbook. one, but I think he do so, they are able
will come along with to pick some of the
I try to support all my
SWEENEY - CSTP Final Self-Assessment
students, but I still need individual more or less obvious,
to grow in doing this motivational chats easier or more
more efficiently. I use
partners and small
and check-ins). difficult aspects to
groups during instruction 5-2-20 explain. The students
to provide support. I at the highest levels
monitor and provide I regularly are delving deeper
support to groups and teach literacy strategies, use into the elements of
individuals, but my the gradual release model of
efficiency in doing so can instruction, and integrate style as they relate to
improve. I’m not games when rote meaning in the
naturally the most learning/practice is needed. text, while my
systematic, but I believe While coteaching my students who
having a good seniors, I often
struggle may choose
system/procedure in ask additional questions or
place may help me to integrate a small to still practice with
improve. assessment during video simpler elements of
9-25-19 lectures to increase student fiction or more
engagement and familiar elements of
participation. During student
work periods, I walk around
style until they are
to monitor student progress ready for new
and to provide support. It’s challenges.
difficult for me to be the lead 5-6-21
planner in my teaching teams
at this point because I
consistently make many
changes to my lessons to
adapt to my students’ needs.
10-10-20

Element 2.1 Emerging Exploring Applying Integrating Innovating

Promoting social Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
Development and communicates respectful behavior. responsible, and responsibility with reflection and ongoing
responsibility within expectations for fair and Demonstrates respectful student students for resolving improvement of the
a caring community respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
where each student support social and respect in students to resolve maintaining a caring on respect, fairness, and
is treated fairly and development. communications with conflicts. classroom community.   the value of all members.
respectfully students about language Incorporates cultural Supports students in
and behavior. awareness to develop a taking leadership in
Seeks to understand positive classroom developing a caring
cultural perceptions of climate. community that is Students take leadership
caring community. responsive to the diverse in resolving conflict and
SWEENEY - CSTP Final Self-Assessment
Some students share in Students demonstrate cultural norms of creating a fair and
responsibility for the Students participate in efforts to be positive, identities of all students. respectful classroom
classroom community. occasional community accepting, and respectful community where
building activities, of differences. Students take student’s home culture is
designed to promote responsibility resolving included and valued.
caring, fairness, and conflicts and maintaining Students communicate
respect. a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
Evidence Even if I am being firm I play games with them Basically, I am using the Students know that if
with students, I don’t yell sometimes. The games class contract similar to they fight, we will all sit
at them or lose my are sometimes academic, last year. But the down and talk about it It
temper. In fact, they think but sometimes they are implementation and makes me laugh because
the idea of me yelling at just short team building application have they seem to hate this
someone is funny. If they moments. I think it’s improved. The process for whatever
are causing a disturbance important to give them a implementation process reason even though it is
and not responding to my break sometimes and was much smoother this very gentle and no one
subtler cues, I will have a show that I care that they year thanks to really gets in much
conversation with them are not just workers. I got this PowerPoint I trouble. Typically, I just
after class about their this idea from an English found from the Flippen mention there will need
choices. During these teacher on YouTube, Group. I can be more to be a meeting and
conversations, students Laura, Randazzo, called consistent in referring to students stifle their
actually get to speak and Quarter Trios. I really the contract, but there conflict. I will respect
tell me their reasons for want to try implementing have been few behavior their wish to work with
their behavior and their her team building idea! I issues this year. The others if it’s just a case of
opinion about the haven’t established it yet, climate seems positive, one student not getting
situation. I too will but perhaps next quarter accepting, and respectful on well with another. But
explain the reasons for I can. if it’s a bigger issue, of
so far. I would like to
my expectations. We then 9-26-19 course we will have to
implement a Restorative
come up with a solution meet about it. I’m reading
Justice program, but feel
together. I feel the about DBT therapy skills
I need more time and
interaction is fair and and I am happy to teach
support from the
respectful. If a student is students what I learn and
community to do so
less than respectful work with them on their
successfully.
during class, I simply ask, social and emotional
10-10-20
“Do you feel disrespected skills.
by me?” and tell them, “If 5-2-20
you do, you need to let
me know because that’s a Still doing the above.
big problem for me. 12-11-20
Otherwise, I also deserve
your respect.” If this From reflections my
doesn’t work, I give them students write about the
SWEENEY - CSTP Final Self-Assessment
an option to talk to me or classwork I can often
the head of discipline. hear areas where I can be
They have so far only more considerate of the
chosen to talk with me students’ needs and
about disruptive feelings.
behavior. NBPTS/TLMS
9-26-19 Connection: NBPTS
Proposition 1: Teachers
are committed to
students and their
learning. 3. Teachers
treat students equitably.
After reading their
reflections, I will follow
up and chat with them to
see if we can come up
with a fair, mutually
beneficial and satisfying
solution.
5-5-21
SWEENEY - CSTP Final Self-Assessment
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to instruction. environments enhance
Is aware that structured are taught in single structures for interaction learning and reflect
Creating physical or
interaction between lessons or sequence of during learning activities Integrates a variety of diversity within and
virtual learning
students can support lessons to support that ensures a focus on structures for interaction beyond the classroom.
environments that
learning. student learning. and completion of that engage students
promote student
learning tasks. constructively and Selects from a repertoire
learning, reflect
productively in learning. of structures for
diversity, and
interaction to ensure
encourage
accelerated learning for
constructive and
Students routinely use a the full range of students.
productive
Some students use Students use resources Students use a variety of range of resources in
interactions among
available resources in provided in learning resources in learning learning environments that Students participate in
students
learning environments environments and environments and relate to and enhance monitoring and changing
during instruction. interact with each other interact in ways that instruction and reflect the design of learning
to understand and deepen their their diversity. environments and
complete learning tasks understanding of the Students share in structures for
in single lessons or content and develop monitoring and interactions.
sequence of lessons. constructive social and assessment of interactions
academic interactions. to improve effectiveness
and develop a positive
culture for learning.
I am aware that the My learning tasks This year, I’ve My co-teacher Nate in
physical classroom can generally be definitely had more Wisconsin created a
environment can improved still, but I success with getting brilliant activity wher
support student purposefully put my students to e students worked in
learning. I have students into groups collaborate and move their groups to
students sit in and give them both into groups for formulate questions
different groupings paper and cooperative learning for discussion. My role
Evidence
for different technology-based activities. Due to the was to be with the
activities. I can see resources to use in pandemic, we also students in China, in
that our classrooms order to complete learned online for person, and to support
are nice and there tasks. For example, I two months. This their groups and
are procedures for have had students do gave me an monitor that they
students to take care partner opportunity to gain remained on task. My
of them already set presentations that skills and experience co-teacher created this
SWEENEY - CSTP Final Self-Assessment
in place by the required research at with using virtual document and
school. I think this the end of a unit. I tools more commented on their
contributes to better will give students effectively. responses in real-time
discipline. time to use their 5-2-20 as we Zoom called
books, paper with him. While I
I am aware that resources I’ve given My co-teacher and I didn’t create this
structured them, and their have helped our activity, I’m adding it
interaction between laptops to complete senior students to to my portfolio as an
students can support the task at hand. develop content activity I have
learning. For this 9-26-19 knowledge and experience with and
reason, I will pick social/academic could imitate in the
their partners and skills through future. Students were
groups. I will give discussion boards in engaged in and
them questions and Google Classroom. supported in forming
topics for discussion My co-teacher positive, productive
and writing. provided us with interactions amongst
Additionally, I try to a helpful each other in both a
vary my instructional model, color-coded physical and digital
methods, but I need to help students see setting.
to improve in my the different NBPTS/TLMS
effectiveness of components Connection: NBPTS:
organizing and Proposition 3:
required as they
delivering content Teachers are
interact via
through diverse responsible for
discussion boards.
instructional managing and
10-10-20
methods. An over monitoring student
reliance on direct learning. This lesson
lecture and only demonstrated
using traditional multiple methods to
methods limits meet instructional
student learning and goals, teacher support
naturally does not of learning in varied
appeal to me. At settings and groups,
times still, I still find teachers valuing
myself taking too student engagement,
much and expecting teachers regularly
students to listen. assessing student
SWEENEY - CSTP Final Self-Assessment
9-26-19 progress, an teachers
engaging students in
the learning process. 
5-5-21
SWEENEY - CSTP Final Self-Assessment
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks and with the students for the
that are required by the regarding materials, intellectual, and offer respectful opinions establishment and
site, district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases emotional environment
safety as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and
safety. achievement, and emotional safety for
establish intellectual and themselves and others in
emotional safety in the the classroom.
classroom.
Evidence My class rules are Peer editing is a
very simple: be kind, great example of this
be on task, be ready, CSTP in action.
and be safe. Students Students learn to use
know we cannot I-statements as they
have fun if we don’t give both
follow these rules. If encouraging and
there is a safety issue critical feedback in
in the physical order to help a
learning classmate to improve
environment, I will and to see where
notify the they excelled.
administration to fix
or remove it if I am We also discuss
not able to do so persuasion and how
myself. it differs from
SWEENEY - CSTP Final Self-Assessment
coercion in my
To establish Rhetoric course. We
intellectual and try to model and
emotional safety, my practice persuasion
main strategy is to in our interactions
reframe any put together. It makes
downs or insults that disagreements and
I hear students issues an exercise
saying, even if they and educational
are talking about experience.
themselves. If one 5-2-20
student says, “Very
stupid” when
another student gets My co-teacher and I
a question wrong, I taught the seniors
will tell the class “It’s about
stupid not to try and ethnocentrism,
to go on thinking you stereotypes, and
have all the answers alienation of
when there is an audience members
opportunity to during public
learn.” speaking. The social
contract mentioned
My rapport with my before is a large part
students is enough of how I discuss
that they will listen intellectual and
to me when it comes emotional safety. I
to matters of safety. also make mistakes
It is important in as a human (with
terms of safety to
ADHD) and I point
establish credibility
out to the students
and caring with
that we’re here to
students.
help each other,
9-26-19
especially in our
struggles. When
I review discussions
and speech outlines,
SWEENEY - CSTP Final Self-Assessment
I check to see how
students are talking
to and about one
another. In
speeches, students
know beforehand
through a rubric that
they can lose points
for alienating their
peers/the audience.

ISTE Educator as
Citizen 3a: I create
experiences for
learners to make
positive socially
responsible
contributions and
exhibit empathetic
behavior. This can
be seen in
this rubric.

10-10-20

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
students importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
SWEENEY - CSTP Final Self-Assessment
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
achievement. expectations.
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.

Evidence I try to maintain high Most of my students I will be adapting AP

expectations of my have found my Language and
students by giving courses very Composition
them assignments challenging, but I curriculumfor my
generally near their have gotten better at
students. Some may
“Zone of Proximal providing support for
be able to pass the
Development”. I all students. I still
AP exam, and others
attempt to use have room to grow inmay not. But this
scaffolding, but I terms of helping curriculum
need to be more them to fully utilize
demonstrates
effective. For this support. I alsoeducation that
example, I marked need to improve at “values accuracy,
errors on students’ engaging the highestanalysis, and critical
essays and allowed and lowest achievingreading, writing and
them to rewrite and students. thinking.” I support
fix errors to get 5-2-20 my students by
additional points on providing tasks that
the assignment. While my colleague use the same skills
While grading these who also teaches but with easier
essays, I was looking juniors says many of content – such as
for general patterns the reading and short speeches from
in errors which I can writing activities I do popular films. I also
focus on in future with my students are provide modeling,
lessons. too difficult for his graphic organizers,
students to mnemonics, and
I will help individuals more for support of
SWEENEY - CSTP Final Self-Assessment
and groups, but I feel understand, the this difficult content.
I need to be more content and skills we Students may also
efficient with how focus on in my class produce less volume
many I can reach and are grade level and of writing if it means
how regularly I can appropriate for high spending time
reach them to offer school. Recently working to improve
support. students have the quality of a few
9-28-19 annotated for sign- pieces of writing.
posts and written
about how the sign NBPTS/TLMS
posts help clue Connection: NBPTS
readers into Proposition 5:
theme/argument Teachers are
(depending on if members of
we’re looking at professional
fiction or non- communities: 1.
Teachers work with
fiction). Additionally,
other professionals
I included lessons
to improve school
from Noden’s Image
effectiveness. By
Grammar for our
learning from the
narrative writing
online community of
unit. My students
AP English teachers, I
learned five am able to help
additional support my other
brushstrokes from colleagues teaching
this program and English in helping to
most demonstrated prepare students in
them at least pre-AP or helping
proficiently in their other teachers set
writing. To practice rigorous standards
the sign posts, I did a even if our students
jigsaw activity. do not commit to
Additionally, we taking the AP exams.
learned half on one 5-5-21
reading and then the
next half on another
SWEENEY - CSTP Final Self-Assessment
reading to help avoid
overload. These
lessons also
followed a gradual
release model.
10-10-20

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.

Evidence I had my current I use a behavior

students last year expectations rubric. My reading circles
and we made a social Every student has a have self and group
contract together. To copy and there is a member assessment
my surprise, it was class copy on their at this point.
still in all of their main class
classrooms, a information board, Reading circles also
permanent fixture on so they can always allow all students to
their board of find it for reference. participate in a role
important notices. 9-28-19 and on a level of
SWEENEY - CSTP Final Self-Assessment
But I had them challenge where they
brainstorm ideas for Students still on can be successful and
how we should treat occasion might be off contribute to the
each other and what topic, and they still conversation.
would make our get sleepy and
class effective, so we overly chatty at I walk around to
could get the most inappropriate times, monitor for on-task
out of it. Then we but they will accept behavior (the
lumped the general the consequences. consequence is I
themes together to Usually they will confiscate their
make our come to see me to computer for the day
expectations. work on a solution if they are misusing
Everyone signed if for solving the issue it) and to provide
they agreed to it; and we might make a support and
everyone signed. personal contract to encouragement.
9-28-19 improve the
behavior. 5-2-20
9-28-19

 I most often use

positively framed
prompts or
questions to
reference positive
behavior. Providing
clear written
directions drastically
supports on task-
behavior since
students have no
chance of saying
that they don’t know
what they are
supposed to be
doing. Respectfully
asking students,
“What are you
SWEENEY - CSTP Final Self-Assessment
supposed to be
doing? Are you
doing it?” helps in
my classroom. I’m
clear with students
about the
expectations and
consequences. If I
haven’t made an
expectation clear,
then I’ll restate it
clearly and reference
our class social
contract. The most
effective
consequence in my
class is having a goal
and if we don’t get
to it, it becomes
homework – and, on
the contrary, if
students work
diligently and need
more time, I often
accommodate their
requests.
10-10-20
SWEENEY - CSTP Final Self-Assessment
Element 2.6 Emerging Exploring Applying Integrating Innovating
Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Employing Seeks to promote positive Provides positive relevant norms.
classroom routines, Responds to disruptive behaviors and responds behavior supports. Promotes positive
procedures, norms, behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
and supports for to behaviors in ways that consistently prevents or behaviors and establishes
positive behavior to lessen disruptions to the refocuses behaviors preventions and a
ensure a climate in learning climate. disruptive to the learning positive classroom
which all students Students participate in climate. climate that eliminate
can learn routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.

This one made me We have pretty

laugh. I had a solidly established
meditation bell that I norms and
used to quiet my expectations in my
students down, but class. Students are
they thought it was also familiar with
Evidence too childish. So I told routines, which tend
them I won’t use it if to vary a bit on days
they can be when we do different
responsive to my learning strategies,
hand signal and help but students learn
each other to know the routines within
when I’m ready for the variety.
SWEENEY - CSTP Final Self-Assessment
them to be silently
listening. Students are familiar
with my
I try to frame student consequences. There
misbehavior in terms aren’t any majorly
of what I would like distracting behavior
them to be doing issues, although
instead, or what there are a few
would be better for students who
them to do instead. I struggle to stay on
also say what task and engaged. It’s
positive behavior I more an engagement
wish to see out-loud issue than a behavior
as if they are already issue in my opinion –
doing it: “Students so I’m seeking ways
have their desk to engage and
cleared, so we can support these
focus on the challenging students
speaker.” I might also more.
ask, “Dylan, what are 5-2-20
we supposed to be
doing right now if we I have ideas for
are on task?” routines, but they
9-28-19 still need to be
implemented with
greater regularity.
That isn’t to say my
class is chaotic.
There is the typical
lesson structure. But
I’m envious of those
teachers who have
neatly scheduled
reading, writing,
mini-lesson, and
project work times.
My units follow a
SWEENEY - CSTP Final Self-Assessment
somewhat
predictable flow and
students have
routines for
partnering and
grouping. Usually if
students are
misbehaving it’s
because I’m not fully
supporting or
engaging them. I try
to address the issue
there and discuss
quietly and in
private if they felt
disrespected. Using
Google Classroom
helps me manage
student work so
much better than
when I was teaching
without it.
10-10-20

Element 2.7 Emerging Exploring Applying Integrating Innovating

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

Evidence I’m really bad at I know there are I have gotten better  I adjust the clock based
estimating how long students who need about the structure on how students are
tasks will take. I am more time, so I and pacing of working and the progress
aware that poor might give it for lessons this year. and engagement I see
transitions waste homework or extend When I taught therein. As stated in the
learning time and our worktime into online, I had a really last reflection, I accept
that students will the next class. My nice rhythm and late work since it’s
learn less in a students are gradual release usually the students at
chaotically managed swamped with model. risk of failing who turn in
classroom. I do try classes from school assignments late or who
to avoid such and outside of If students need need me to really push
circumstances, but school with review or extension them to do the work. So,
when I try new, extracurricular and options, these are I feel it’s more
sometimes the test prep classes. So, available within the responsible to take late
pacing gets wonky I am a little generous parameters of the work (it’s more
and the students with time assignments. inconvenient for me)
grow impatient and allotments. The
rather than to fail
get chatty and main thing is to see 5-2-20
students who are
distracted. the work gets done,
obviously in need of help
9-28-19 to see how we grew
in terms of self-
as well as how we
management and pacing
can grow further.
their work flow.
9-28-19
ISTP 5a – Educator as
I see that I can work
Designer – I use WeChat
to provide more
and Google Classroom to
options still. I hope
communicate with my
that with the next
students about their
assignment in this
personal needs. I make
course I can move
reasonable
to this next level
accommodations based
with choice boards.
on their needs.
In some ways I am
SWEENEY - CSTP Final Self-Assessment
integrating though.
My instruction does Communication between
build to support a student and me
students on WeChat demonstrate
throughout the unit s this ISTP
and throughout the
course. I also time 10-10-20
students and make
announcements to
prepare them for
transitions.
10-10-20

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and Uses broad knowledge of Uses extensive
knowledge of subject subject matter and explains the relationship inter-relationships of knowledge of subject
matter, related academic academic language to between essential subject concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections matter concepts, content standards, and issues, academic
knowledge of subject content standards. between academic academic language, and academic language in language, and research to
matter academic content standards and academic content ways that ensure clear make relevant
content standards instruction. standards. connections and connections to standards
relevance to students. during instruction and
extend student learning.

. I don’t only use the In my rhetoric class, we  In a recent lesson

textbook provided for my have been exploring how
on introductory
course, but I also look at persuasion and argument
the Common Core State differ in various contexts, paragraphs, I
Standards for ELA to but how many of the outlined four basic
guide my teaching. I also concepts overlap components of the
read pedagogy literature somewhat. This introduction
to learn more about exploration is important
instructional methods. I since following the rules
paragraph and wrote
still struggle to of a debate in a sales in front of the
consistently provide pitch make a person students, thinking
instructional methods incredibly obnoxious and aloud as I did so. I
that optimally engage my making a sales pitch
also introduced
students in ELA content. I during a debate may look
rely a bit too much a the foolish. Students are them to various
process of direct- invited to explore the hooks providing
teaching, guided practice, nuances as we study them with examples
pair-work, and then rhetoric in editorials, in
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating
individual work, back to daily speech, in formal in a
pairs, back to the main speeches, sales pitches, in
handout, modeling
group. To be honest, even academic debate, and in
though my academic argumentative academic examplesin my
content changes, I know papers. They can also introduction
that my instructional bring persuasive contexts paragraphs I wrote
methods get a bit stale that matter to them into in front of them, and
for the students. I am our study.
striving to improve, but 5-1-20
also writing an
it’s a challenge for me. introduction with
9-25-19 their input. Finally,
they wrote an
introduction
paragraph
independently.

In our recent studies of

rhetorical analysis and
precis / rhetorical
analysis essay writing,
I color coded various
scaffolding tools to show
the connections. I also
had students color code a
sample rhetorical
analysis essay to
deconstruct how the
various elements from
our reading and
discussion were
represented in the formal
essay. I modeled the color
coding and making the
connections between the
documents for students,
then had them do the
process with a partner,
then on their own for
independent practice. 

NBPTS/TLMS
Connection: NBPTS
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating
Proposition 2: Teachers
know the subjects they
teach and how to teach
these subjects to
students. 6. Teachers
command specialized
knowledge of how to
convey a subject to
students.
In order to break this
process of rhetorical
analysis down into
different parts and show
the relationship to other
writing tasks, I have to
know the content
intimately. color-coding it
and modeling how
exactly I go about the
process of translating my
reading and annotations
into my writing is par of
specialized knowledge for
conveying this aspect of
ELA content.
5-5-21
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating
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
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. levels of vocabulary,
knowledge of curriculum guidelines. Provides explicit teaching Provides explicit teaching academic language, and
student development Provides explicit teaching of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to of essential content idioms, key words with language, text structures, directed goal setting,
ensure student vocabulary and multiple meanings, and grammatical, and stylistic monitoring, and
understanding of associated academic academic language in language features to improvement. Guides all
subject matter language in single lessons ways that engage ensure equitable access students in using analysis
or sequence of lessons. students in accessing to subject matter strategies that provides
Explains academic subject matter text or understanding for the equitable access and deep
language, formats, and learning activities. range of student language understanding of subject
vocabulary to support levels and abilities. matter.
student access to subject
matter when confusions
are identified.

Fortunately, I’m really I consider that teenagers  With my quicker

interested in psychology are more focused on their
paced students, I
and stages of current worries and their
development as people current struggles, so I try added additional
mature into adulthood as to find opportunities to grammar instruction
well as the stages of relate our academic with lessons from
development during content to helping them Noden’s Image
learning. However, in attain their goals in their
honesty, I do not hobbies or in
Grammar. With my
consciously consider communication with other group who
these aspects much in my adults in their lives. takes a little longer,
usual planning and we stuck with our
operations as a teacher. I For reading and writing
textbook. In my
know that adolescence is lessons we often have
a period where teens vocabulary and grammar class, students do
have many insecurities that we see modeled and close activities with
and a period when their then we can imitate it to vocabulary. Students
identity is developing, so put it into practice in our were surprised last
I As far as subject-specific own ways.
week that back also
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating
vocabulary goes, I teach 5-1-20 means support. In
terms in the textbook
each unit of our
identified by the
publisher as important NorthStar series, we
for my students. But focus on vocabulary
furthermore, I also add words and phrases
literary and rhetorical including idioms and
terms and general
academic vocabulary into
academic language.
the vocabulary aspects of 10-20-20
my lessons.

9-25-19try to be careful
of how I encourage them
to strive through initial
failures and
disappointing results.
This point returns to the
importance of a Growth-
Mindset, which I believe
is of particular
importance for children
and adolescents.
9-25-19

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. extend student instruction.
facilitate student matter. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating
The school just gives me It’s great working in this
the textbook (and position since I really can
associated materials). I adjust the curriculum to a
do less from the book pretty high degree in
when I see students don’t order to adapt to student
need or can go much readiness. As I gain
deeper into the concepts experience, I’m finding I
than the textbook might use more appropriate
take them, and yet have a graphic organizers and
more immediate need. I sentence frames. I find I
will also add more am more and more able
practice or activities to support students
intended to engage based on where they are
students in the content weak and to point out
that the book might not and encourage students
have. For example, I where they are excelling.
recently found some 5-1-20
worksheets on irony and
made a lecture on three This semester, I have
different types of irony in
repeatedly had my
literature, whereas the
book just discusses irony students practice
as a general literary annotating texts for
device without further literature and non-
nuance. I also made the fiction sign posts.
worksheets into a
dramatic skit kind of
These strategies
activity where students aren’t part of our
acted out a small reading curriculum, but they
and their peers used the support my
lecture information to
students’ in reading
identify the type of irony.
The textbook’s only more deeply and
activity on irony was to actively.
match pre-written Additionally, in
explanations of irony writing, I add graphic
with pre-selected quotes.
9-25-19 organizers, rubrics,
presentations, and
modeling that are
not in our textbook
to supplement the
NorthStar
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating
curriculum in
support of my
students.
10-20-20

Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in students towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
Related to the last I definitely am applying a I have improved my
answer, I will take a variety of strategies from implementation of the
resource from the some direct instruction jigsaw method and
provided curriculum and and modeling, to group successfully
try to use a different work, to individual implemented it this year.
instructional strategy assessment. I really try to My co-teacher and I
than the book intended. incorporate the gradual conduct Socratic seminar
I’ve tried jig-saws with release model in my type of discussions
mixed success. I like the lessons. I hope that by where students generate
“stations” discussion working with the debate their own inquiry
method. But I would still teacher and another questions. My students
like to improve in my teacher on campus who have begun practicing
variety of instructional wants to coordinate on how they can write
strategies as well as my narrative writing that I various levels
effectiveness in can move into of questions for
deploying them. I also integrating, where I will discussions of short
use various graphic make more connections stories.
organizers to help with across subject matter. 12-10-20
before, during, and after There is some of that
reading/writing. going on already, but I Evidence: It was my idea
9-25-19 think I can include it to a to break the over-arching
higher degree. aspect of text down into
5-1-20 the elements of
fiction and style for our
students in order to make
“over-arching aspects of
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating
the text” more concrete
and manageable. When I
teach rhetoric with my
juniors, we look at the
rhetorical situation and
appeals, but we also take
stylistic elements into
account. I know that
breaking the content into
manageable pieces, but
them coming back
together to look at the
connections can help my
students understand.
Students also see how
reading and writing are
often interconnected in a
conversation as we
study They-Say, I Say.
Another recent example
is that my seniors wanted
more variety in how we
conduct our discussions.
So, instead of just a whole
class Socratic seminar,
we’ll use literature circles
before meeting together
to share the insights we
found in our small group
discussions.
NBPTS/TLMS
Connection: NBPTS:
Proposition 3: Teachers
are responsible for
managing and monitoring
student learning. This
includes: calling on
multiple methods to meet
instructional goals;
supporting students in
varied settings and
groups; valuing student
engagement; and
engaging students in the
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learning process. 
My evidence above shows
valuing student
engagement and
supporting them through
varied settings, groups,
and methods since I apply
different methods of
discussion in order to
help prevent our class
from becoming overly
monotonous and to give
students practice with
their language skills
within a variety of tasks
and settings. Literature
circles have proven a
great way to transfer the
responsibility I had in
leading Socratic seminars
to students within their
small groups. In literature
circles, the students have
to contribute much more
frequently than if we do a
whole class Socratic
seminar the entire
period.
5-5-21

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
students resource needs. available to all students. differentiated learning of Assists student with
subject matter. equitable access to Ensures that student are
materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, outside resources and technologies through
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electronic, and online support. ongoing links to outside
subject matter resources resources and support.
based on individual
needs.
Some of these things feel With online learning I With my seniors and as I
a little out of my hands. really got a boost in these collaborate with Nate,
For example, I love using areas where technology my co-teacher, we are
the document cameras, is used to assist student using VPN’s so I can add
but even though I have learning and to share Google Classroom
identified that the appropriate resources. I discussions and feedback
document camera is still have a way to go in through that LMS. I have
broken in one of my terms of matching them making up
classes, no one will get individual students and speeches some failed in
the support or fix it. So I small groups of students class on Knovio. With my
try to work around that with resources that best Juniors, I’ve begun to use
issue. My book has some fit their need, but I Padlet since we can use
online supports for definitely was able to it without a VPN. I’ve
students that I haven’t offer more choices and also added in Quizlet
tried using. Those support through the Ding practice to reinforce our
resources would be Talk App and WeChat. I grammar lessons with
worth exploring further. I really had an easier time flashcards and games.
am able to use the main modeling through There’s a lot more I can
computer in each screensharing than in the still do to include
classroom to distribute classroom, but students
technology, especially
digital materials since we found it more difficult to
with project-based
don’t have anything like participate online. Online
learning. The resources
Google sharing or Google I tried to engage students
this semester inspire me
Classroom in China. through voice chats and
to little by little add more
9-25-19 written conversations
and more support and
since my students here
engagement through
are especially averse to
video chatting. technology. My students
5-1-20 generally love using
more technology. For
the project at the end of
this unit, we’ll use
the technology
playlist. This will be a
great opportunity to
engage students in new
technologies that
support them in creating
and communicating. 
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Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners
primary language and information describing proficiencies and English English language in assessment of their
English language elements of culture and learner strengths in the development, English progress in English
proficiencies based on language proficiencies in study of language and learners’ strengths and language development
available assessment listening, speaking, content. Differentiates assessed needs into and in meeting content
data. reading, and writing. instruction using one or English language and standards. Supports
Uses multiple measures more components of content instruction. students to establish and
for assessing English English language monitor language and
3.6 Addressing the learners’ performance to development to support content goals.
needs of English identify gaps in English English learners.
learners and student language development. Develops and adapts
with special needs to Provides adapted Creates and implements instruction to provide a Is resourceful and flexible
provide equitable materials to help English Attempts to scaffold scaffolds to support wide range of scaffolded in the design, adjustment,
access to the content learners access content. content using visuals, standards-based support for language and and elimination of
models, and graphic instruction using literacy content for the range of scaffolds based on
organizers. strategies, SDAIE, and English learners. English learners’
content level English proficiencies, knowledge,
language development in and skills in the content.
order for students to
improve language
proficiencies and
understand content.
I definitely try to learn I love the SDAIE I use SDAIE strategies. I I make time to meet
about my students’ strategies! I use many of don’t have an official outside of class with my
culture as I live in their them, but I think a great mark for students’ students, especially those
native country. I also goal going forward would language proficiency but who need extra support
study their language be to make sure each from rubrics it’s quite or extra encouragement.
(although not nearly as lesson has most, if not all, easy to see who is more One of my senior
rigorously as they study of these strategies on the emerging level students struggling the
mine) in order to present to help make and who is on the most with acquiring
understand the mistakes sure that I support my highest levels of English was suspended,
they may make while learners. I definitely try proficiency in content but I advocated for him to
learning English, as well to include cooperative area knowledge and receive an on-campus
as to have empathy for learning / social learning language fluency suspension so he could
them as EL learners. of some kind in every respectively. One area still receive academic
lesson except for the I’ve been pushing myself support. He had failed a
As for the assessments, I exams, which students in lately is demonstration quiz and was going to re-
use the Pearson must take on their own. and modeling. I feel the take it with gradual
NorthStar assessments, most nervous and the release instruction from
but I will be learning I don’t have an official least comfortable writing me in a tutoring session.
more about the CEFR mark for students’ When I heard he was
and thinking aloud in
model as one of my language proficiency but suspended, I just knew
front of students, but I
colleagues assesses from rubrics it’s quite that I had important
know it’s one of the
sophomores using this easy to see who is more academic intervention
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European metric. I’m also on the emerging level and most important teaching plans with him already.
looking into the WIDA who is on the highest strategies I can use to So, I had to discuss with
screener for EL students, levels of proficiency in support ELL’s, students about three different
which many of our content area knowledge with exceptional learning administrators, but I
students will take when and language fluency needs, and all students. finally got him back in
they go to high school in respectively. According to Dr. school. The student was
Wisconsin. 5-1-20 Sadek, demonstration so grateful and studied an
and modeling are “the hour and a half straight
Many of the materials I most crucial instructional with me during lunch
use with my students are component in ALL when returned. I was so
excerpts of larger lessons, but particularly impressed by his change
informational and in SDAIE lessons. The in attitude and how the
literary works, so EL key role of the teacher is intervention helped
students can focus on the to demonstrate and him. Here’s some texts
same skills without being model all the behaviors from the process.
overwhelmed by massive to be learned in the
amounts of text. With lesson, ESPECIALLY THE NBPTS/TLMS
writing, I will provide VERBAL BEHAVIORS Connection:
some sentence frames for TLMS Domain 7:
EXPECTED TO BE
new grammar points we Advocates for Student
MASTERED BY THE
are learning. I definitely Learning and the
STUDENTS, that is, the
use visuals, models, and Profession: c)
language of the content
graphic organizers. Collaborates with
areas.”
Although I can still be colleagues to select
more consistent with my appropriate
use of graphic organizers, opportunities to advocate
I have been improving for the rights and/or
lately in this regard. needs of students, to
9-25-19 secure additional
resources within the
building or district that
support student learning,
and to communicate
effectively with targeted
audiences such as parents
and community
members.
In the example above, I
advocate for my student’s
right to learn and have
support even if he has
some behavioral
struggles. Evidence from
John Hattie’s Visible
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Learning demonstrates
that suspension and
expulsion negatively
impact student learning.
When students need to be
out of the classroom to
cool off from disputes, I
advocate for in-school
suspension and for their
teachers to drop by to
support and encourage
them socially and
academically.

Has an awareness of the Seeks additional Utilizes information on Integrates Guides and support the
full range of students information on the full the full range of students accommodations, full range of student with
identified with special range of students identified with special adaptations, and special needs to actively
needs through data identified with special needs to assess strengths extensions to instruction engage in the assessment
provided by the school. needs to address and competencies to for the full range of and monitor their own
challenges or supports in provide appropriate students with special strengths, learning needs,
single lessons or challenge and needs to ensure adequate and achievement in
sequence of lessons. accommodations in support and challenge. accessing content.
instruction.
Attends required meeting Communicates and Communicates and
with resource personnel Cooperates with resource Communicates regularly collaborates with collaborates with
3.6 Addressing the
and families. personnel, para- with resource personnel, colleagues, support staff, resource personnel, para-
needs of English
educators, and families para-educators, and and families to ensure educators, families,
learners and student
during meetings and families to ensure that consistent instruction. leadership, and students
with special needs to
activities in support of student services are Supports families in in creating a coordinated
provide equitable
learning plans and goals. provided and progress is positive engagement with program to optimize
access to the content
made in accessing school. success of the full range
appropriate content. of students with special
Learns about referral Initiates and monitors needs.
processes for students Refers students as referral processes and
with special needs. Seeks additional needed in a timely and follow-up meeting to Takes leadership at the
information on struggling appropriate manner ensure that students site/district and
learners and advanced supported with receive support and/or collaborates with
learners to determine documented data over extended learning that is resource personnel to
appropriateness for time, including integrated into the core ensure the smooth and
referral. interventions tried curriculum. effective implementations
previous to referral. of referral processes.
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In my context this data Still the data isn’t very I see I can do more to I use SDAIE strategies. I
isn’t readily available. I’m readily available and document interventions don’t have an official
still working on getting it there isn’t a lot of with students. I can make mark for students’
though. support personnel in a spreadsheet to keep language proficiency but
-I will attend all required terms of supporting track of this information. from rubrics it’s quite
meetings with resource students with special 5-1-20 easy to see who is more
personnel and families, needs – it’s a bit D.I.Y. on the emerging level
though these are also not here in this area. But I do and who is on the
very common in my discuss with colleagues highest levels of
current context. how to support students proficiency in content
-I know that if I suspect we suspect may have area knowledge and
students of having a some kind of disabilities language fluency
learning disability, I can or special needs. We also respectively. One area
refer them to the make sure to refer them I’ve been pushing myself
academic affairs head as soon as we can to our in lately is demonstration
and he will look into principal who can get in and modeling. I feel the
having them officially touch with parents and most nervous and the
tested. talk about looking into least comfortable writing
9-25-19 the proper services for and thinking aloud in
that student. In terms of
front of students, but I
English learners, all of my
know it’s one of the
students are English
most important teaching
learners. So, basically
strategies I can use to
supporting English
support ELL’s, students
learners is a core focus
with exceptional learning
when I scaffold.
needs, and all students.
5-1-20
According to Dr.
Sadek, demonstration
and modeling are “the
most crucial instructional
component in ALL
lessons, but particularly
in SDAIE lessons. The
key role of the teacher is
to demonstrate and
model all the behaviors
to be learned in the
lesson, ESPECIALLY THE
VERBAL BEHAVIORS
EXPECTED TO BE
MASTERED BY THE
STUDENTS, that is, the
language of the content
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areas.”
10-20-20

Element Emerging Exploring Applying Integrating Innovating

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

I can do more to learn While I am supposed to For my course in Rhetoric, With our seniors, my co-
about the impact of my “stay with the book”, I I have noticed that my teacher and I have
bias on learning. One modify the curriculum most convenient resource included stories
important bias I am for my students’ needs. I is not the most culturally from Amy Tan and Ken
aware of though is when try to add in resources relevant. I’ve shifted to Liu. While these are
teachers expect a student and more support on include more involvement Chinese American
to succeed or fail, and lessons where students of students’ own interests authors, they still include
this bias helps to make need it. and stories of their portrayals of Chinese
that expectation a fact. I 9-28-19 experiences. I’m also culture and history that is
try to be positive about finding that starting with a culturally relevant and of
all my students’ growth resource in their native interest to our Chinese
and potential. language can really help students who mostly plan
9-28-19 spark the conversation in to study abroad. 
English. They seem to
enjoy explaining the NBPTS/TLMS
details that I miss in the Connection: Domain 6:
video due to my low level Improves Outreach and
of proficiency in Chinese. Collaboration with
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In terms of academic Families and
readiness, with the SAT Community: Uses
Essay, I knew from the knowledge and
start that my students understanding of the
mostly were very far from different backgrounds,
being ready. But I believe ethnicities, cultures, and
they can achieve and learn languages in the school
the content if I provide the community to promote
support, so I have added a effective interactions
great deal of support to among colleagues,
meet their academic families, and the larger
readiness. Students who community.
excel at this essay from
classes outside of school It’s important as
are encouraged to outsiders coming into a
respond with greater foreign culture that we
flexibility and they are still don’t just teach our own
challenged by high level culture, but include
language features such as materials that reflect the
studying tropes and population we teach.
schemes that appear in Students delighted to
rhetoric and poetry. hear and see their own
5-1-20 language in the literature.
Hopefully this choice of
 I am planning to literature shows that we
value and welcome
include some
Chinese culture as much
Chinese/Chinese as we value American and
American books in British culture in English
our book circles. I class.
found a list of 5-5-21
recommendations for
students that they
can consider. They
may also self-select if
these choices do not
appeal to them. So
many of the
professional
development books
I’ve read recently
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advocate for
students to select
their own reading in
order to create
intrinsic interest in
reading. I will also
help students select
books just right for
their level. If there
are more than 4
words students don’t
now on a given page,
it may be a very
challenging read
(which they might
pick if they really
want to, but I’d
recommend a just
right book instead, as
I read in Nancie
Atwell’s The Reading
Zone). Additionally, I
have support
materials to support
students in book
clubs from Teachers
Pay Teachers.
11-5-20
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to students articulates learning goals articulates
lesson to students based development with clear learning goals for to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
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I communicate the I can’t believe I still  Rubrics and
learning goal orally, but forget on this one some directions for speeches
sometimes it is awkward days! I really can allow students to know
and uninspiring. I would improve easily on this clearly what is expected
like my communication standard. I will make a of them, but also to
of learning goals to be note of it and make it a peruse knowledge and to
more inspirational. I can practice. Sometimes I tell craft their speech in a
improve the regularity them the objective and way that caters to their
and effectiveness of other times I assume the needs. The outline in this
communicating the students know. I should assignment allows for
learning goals. definitely not assume students to have
9-28-19 that – better to be safe. structure and use it if it
helps them, but they are
5-1-20 free to do their own style
of outline as well. 
11-5-20

I haven’t grown much in

this standard. I think as I
try to apply either
more project-based
learning and self-paced
learning with standards-
based grading, I can
develop to the innovating
level. I’m a little weak in
both project-based and
self-paced pedagogy, but
it’s an area I’ll work to
improve in since it gives
students such incredible
opportunities to set
independent goals and
work to attain them
incrementally. I’m still
using rubrics. I’ve added
more checklists, modeling,
and samples of successful
work to help make
learning and success in
my class more
transparent.
5-5-21
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Uses available Begins to plan Establishes short- and Refines sequence of long- Utilizes extensive
curriculum for daily, curriculum units that long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and short- and long-term include a series of plans for subject matter integrations of content standards, and
sequencing long- plans. connected lessons and concepts and essential curriculum guidelines, assess learning needs to
term and short-term are linked to long-term related academic language frameworks, and design cohesive and
instructional plans planning to support and formats that support assessed instructional comprehensive long- and
to support student student learning. student learning. needs to ensure student short-term instructional
learning learning. plans that ensure high
levels of learning.

I use backwards design I have been able this Even though this is
in my lesson planning, so semester to plan more
my second year
I make the unit plan long-term instead of just
based on the writing task short -term. At first, I only teaching my junior
students are required to knew my administration course, I’m making a
accomplish. Additionally, wanted me to teach the lot of changes as I go
I will review skills we SAT Essay. But with an in order to better
have already studied by extended semester due to
asking students to apply time online during the
meet the needs of
them again and again to pandemic, I have also my students and
new reading and writing made plans to teach ensure their
tasks. rhetoric in a more learning. This past
9-28-19 practical sense where
unit, I used new
writing is both reflective
as well as preparation for materials to teach
dialogue in daily introduction
persuasive contexts. paragraphs instead
Additionally, I will be of just the material
teaching argumentative
essays and linking this from the book.
essays structure and Overall, I’ve added
concepts to students the sign posts to all
preparation for their our readings. Now,
debate course.
I’ve added inquiry
5-1-20 learning as well. I
learned how to
use poll
everywhere, so I can
give quick polls and
surveys to my
SWEENEY - CSTP Final Self-Assessment
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students to get their
thoughts on lessons
and how confident
they feel in their
learning.
11-5-20 

As I find new
resources and
strategies to support
students, I am sharing
them with teachers
who are new to
teaching junior
English since this year
is my second. A main
goal I have at the
moment is to look
at how AP orders the
progression of content
and skills in Language
and Literature, and to
refine my sequence
and progression to be
similar. Even as I try
to make the
curriculum more
rigorous, though, I will
keep in mind that I
cannot just teach the
content. I have to
make sure students are
supported and learning
the content.

NBPTS/TLMS
Connection: Domain
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4: Facilitates
Improvements in
Instruction and
Student Learning:
Supports colleagues’
individual and
collective reflection
and professional
growth by serving in
roles such as mentor,
coach, and content
facilitator. 

My new-found role
this year is as a less
formal content
facilitator and coach to
the newer teachers of
Junior English. My
book club leadership
project provides a
context where I help
my colleagues to
engage in individual
and collective
reflection.
5-5-21

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

We don’t have as much The information I have

access to this information access to on my students
as teachers in China, but I here in China is still pretty
have so many fewer limited. But I collect data
students, I can talk to from their exams in other
them as needed and classes and look for
provide tests myself. I behavior patterns. I also
need to take the initiative ask their homeroom
here. teachers for as much
9-28-19 information as they can
give me.
As much as I wish I were
selecting strategies to Academically, I pretty
respond to students’ much use the surveys and
diverse learning needs, I assessments in my own
think I need to really class to gauge students’
sharpen my skills here. I levels academically and to
do deviate from the see where there areas of
suggestions of the book greatest need are. I try to
and try to apply ideas find strategies and
from pedagogy textbooks support material or to
and teacher blog sites, teach lessons that aim at
but the reality is that my supporting students in
strategies need their areas of greatest
improvement, especially need.
in terms of application. 5-1-20
9-28-19
I still make sure to
provide differentiated
support, but I am just
trying my first technology
playlist this unit. I have
room for growth here.
This past Friday, my co-
teacher and I did an
activity to assess the
SWEENEY - CSTP Final Self-Assessment
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senior’s persuasion skills
where they had to solve
an imaginary issue with
three pieces of junk. Then
they had to market their
solution to the class.
Students worked in
groups together and were
able to draw on their
various strengths to
participate. We saw
students use logical
reasoning well, but the
other two appeals were
less abundant.
11-5-20

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

I am beginning to adapt I plan with my students’ Recently with my juniors,

materials and plans still interests, culture, and the lesson referenced
to address students’ background in mind. I Harry Potter and some
learning needs. Il add especially use of them haven’t seen or
videos and extra practice, introduction activities and read Harry Potter, so I
make PowerPoint, and surveys to gauge students’ showed a video clip in
add some variety of interests and addition to the
instructional activities backgrounds. I PowerPoint my co-
that the textbook does consistently bring in teacher had prepared. I
not suggest. materials that support the also brain stormed
9-28-19 textbook or supplement alternative stories with
the textbook such as video the students that we
aides, graphic organizers, might all be familiar with.
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additional modeling, The students came up
PowerPoint presentations. with a couple of fairy
I attempt to enrich the tales most of them knew
provided curriculum in well. We were able to
order to support my shift our examples to be
students where they need relevant to their
support to be more background knowledge.
engaged and more 11-5-20
successful. I’m not at a
point where I can do this
totally on the fly. But with
reflection and planning, I
can come back to a lesson
with more scaffolding and
support for my students.
5-1-20

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
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Especially during reading Backwards Planning is I meet with students
instruction, I assess key here. I keep the final
about their drafts
before, during, and after task in mind and create
(and I try to use these assignments that act as before I grade them
assessments to help me support in leading my on their final draft.
provide scaffolding that I students to the final Students are able to
might not have build in assessment – typically an take the feedback
initially). While I do these extended writing
types of assessment, I assessment.
on their draft and
need a more organized revise to show their
plan for addressing 5-1-20 learning. Students
students’ learning needs often need to
and charting their
improve different
progress.
9-28-19 aspects of their
work, but as long as
their drafts show
improvement in
their drafts and
meet the basic
requirements of the
assignment, they will
receive a passing
score or higher.
11-15-20
Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically
assessments. student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
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I’m still in the simpler I can do this more
stages of exploring, but I methodically, to be sure,
make quizzes and but I grade my students’
preassessment activities assessments and review
that are not just the ones their informal work with
required by the textbook. an eye for patterns that
individuals and groups of
I make adjustments in students need help
what I will add to the addressing.
curriculum and what I
will reteach if I see gaps. I use that information
9-28-19 about their patterns in
order to provide more or
less scaffolding and
review.

5-1-20

 My co-teacher and I

have a variety of
assessments from formal
to informal.
The gradebook shows
our more formal
assignments. We look
for patterns overall in
student work to know
what to reteach and how
to pace our units. We
also use student
performance data to
know where to go next.
In the sample assignment
viewable through the
link, my co-teacher and I
noticed that we needed
to teach response posts
to our students more.
11-15-20 
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Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment additional assessment variety of data on student broad range of data work and fosters
both individually and data as required by site data individually and learning individually and individually and with colleagues ability to
with colleagues, to and district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
I review and monitor My colleagues and I send Sharing the gradebook The Teacher book club
progress through the all our exam scores in and comments in Google I’m leading demonstrates
required exams, which and then get an email Classroom helps us to both individual and
we give every quarter of about how students are easily collaborate with collaborative work to
the semester. doing in each of their one another and with monitor student learning.
classes. In our meetings, our students. We also Here’s
My colleague and I are in we discuss how we might keep a correspondence a presentation showing
the midst of planning support individual via email. Our what we’ve discussed in
how we will implement a students who are department also has the first five meetings.
more standardized struggling the most and monthly meetings to We’re still reading and
measure of English need a great deal more help us discuss student working together to
Language Proficiency for support. I make sure to performance and trends implement ideas from
our department. carefully watch how my in their academics and Hattie’s Visual Learning
striving students general behavior. The for Teachers.
9-25-19 especially are other teacher I 5-5-21
progressing or falling collaborate with sits
behind, and I try to note across from me in our
where and how I can office, so we can
assist them. frequently and easily
confer as needed about
5-1-20
our junior students.
11-15-20
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Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
I think the big reason I’m I am using graphic
still emerging here is due organizers, color/symbol
to the fact that I need to coding, annotation, read
get better at and think aloud,
differentiating the modeling of reading and
curriculum and lessons writing, cooperative
for my diverse students. learning structures and
At the moment, I look activities, sentence
more for the pattern and frames and more for
I do try to help students reading and writing
who are struggling with lessons. I feel like my
some modifications (for ability to differentiate
example, when I taught and to support students
TOEFL listening, I would has improved quite a lot
let the students who this school year. I still
were struggling the most have a lot of room for
read the transcription growth, but I feel
along with the audio), but particularly proud to
I seriously think my have made some gains in
differentiation strategies this CSTP.
need improvement.
9-28-19 With our weekly poetry
lessons, I look for where
we can cycle back to
improve weaknesses and
also where students may
benefit from some new
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challenges. Each poetry
lesson has options for
how they will relate to
the poem. For example,
they might write a letter,
write a poem, write a
reflection relating to
their personal
experience, or make a
story that relates to the
poem. Students have
generally liked and done
well with these poetry
lessons and the related
assignments. Students
needed more practice
with mood and similes,
so we circled back in our
next poetry lesson to
focus on mood and
similes. 
11-15-20

While I had already been

using formative and
summative feedback in
many forms, I had not
been gathering pre-
assessment data very
formally. With this year’s
juniors, before teaching
them the rhetorical
analysis essay I had them
write without any
instruction besides the
prompt. Even though
they verbally reported
that they didn’t know
how to do an essay of this
variety, the
preassessments showed
that about a third of them
had experience from
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outside lessons with a
tutor. Some of these
students who are very
advanced have opted to
work on writing an
editorial for the NY Times
competition instead of
working with us on the
basics of rhetorical
analysis. I still monitor
both groups’ progress
and provide feedback.
Based on the pre-
assessment data, I feel
confident that it’s
beneficial to allow some
students to do an
alternative assignment
while the majority of the
class receives instruction
and practice at an
appropriate level for
their current knowledge
and skills.
NBPTS/TLMS
Connection: NBPTS
Proposition 3: Teachers
are responsible for
managing and monitoring
student learning. 3.
Teaches regularly assess
student progress.
To know if students are
making progress, I need
to have pre-assessment
data. I will continue to
experiment with how
giving the assessment at
the start of a unit informs
my understanding of the
skills and knowledge
students bring into the
lesson to begin with. 
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5-5-21

Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
need for individual include goal setting language development. individual skills.
students in self-
learning goals. exercises. Develops students’ meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
I want to implement “The As students begin their With peer editing and
Learning Record”, but I book groups, they will through assessing sample
am a little nervous to. I choose their own essays together, students
need to figure out how it reading and set goals on are encouraged to self-
will work best for me, how many pages they assess their own writing
paper-based or digital. will read each night. as well. In literature
Maybe I can simplify it a Students are encouraged circles, students also
bit at first and add to it’s to read their books for regularly self-assess and
complexity as I gain thirty minutes or more set their own goals in
familiarity with the tool. each day to form good reading discussions.
reading habits. They will These assessments are
I use rubrics a lot to help be responsible to keep supported through
students set goals for the up with their book modeling and step by
assignment and to give sections due each book step instruction.
them individualized club meeting. 5-1-20
feedback.
My students also write
9-28-19
reflections on their
speech performances as
an assessment. I’ve been
pleasantly surprised by
how insightful their
reflections are and how
conscientious they are
about what they need to
practice to improve.
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11-15-20

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

I use Word, Excel, and With online learning this  I am now using Google
PowerPoint (as well as semester, I had to apply Classroom’s
some imitation software in this CTSP. An entire rubric function with my
that we have here in two months of classes seniors to help aggregate
China) to record were conducted fully assessment data so I can
assessments and make online including all more easily see the
required communication aspects of instruction, trends. I’m also
about student learning. assessment, and using excel to help me do
communication. I used the calculations to find
We have WeChat in multiple apps to instruct the effect size of student
China, so my students can and communicate. learning from pre- to
message me on WeChat post- assessment.
anytime. They can send I’ve also gotten better at NBPTS/TLMS
me text and voice using Excel to calculate Connection:
messages, videos, grades.  TLMS Domain 5:
pictures, documents, etc. 5-1-20 Promotes the Use of
Some of my students use Assessments and Data for
this tool with me, but With specific students, School and District
they all have access to the we (as a department) Improvement -
tool. I put my contact communicate with Collaborates with
information for this tool administration in colleagues in the design,
on the syllabus and I WeChat to get in implementation, scoring,
remind them of it often. contact with parents for and interpretation of
9-28-19 face to face meetings student data to improve
and to formulate a educational practice and
specific plan when our student learning.
My co-teacher set this
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Element Emerging Exploring Applying Integrating Innovating
attempts at assignment, but I came
communication and up with the scoring
intervention do no lead criteria and put it into
to the needed Google Classroom so we
improvement. In can see the data patterns
these screenshots, we more easily. The rubric
are discussing several tells us more than just an
students who are overall score since we
struggling in many can see which specific
classes for an extended aspect of the writing a
period of time. We’d student or group of
been working to students is struggling to
intervene. Here we’re use.
doing an informal, 5-5-21
follow-up progress check
about our interventions.
11-15-20

Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. assessments in ways that individual student
information to share Notifies families of feedback in ways that support increased progress and ways to
timely and student proficiencies, students understand. Provides opportunities learning. provide and monitor
comprehensible challenges, and behavior for comprehensible and support.
feedback with issues through school Communicates with timely two-way Communicates regularly
students and their mandated procedures. families about student communications with with families to share a
families progress, strengths, and families to share student range of assessment
needs at reporting assessments, progress, information that is
periods. Contacts families raise issues and/or comprehensible and
as needs arise regarding concerns, and guide responsive to individual
struggling students or family support. student and family needs.
behavior issues.
SWEENEY - CSTP Final Self-Assessment
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I provide summative Formative feedback I have incorporated peer Grammarly allows me
feedback from graded usually comes from assessment with clear to provide a much
writing assignments as reviewing and discussing guidelines to help get timelier and more
well as through quizzes assignments in class feedback to students in a
comprehensible
and exams. Even though I together. Students keep timelier manner. I also
consider the writing their formative will review assessments overview of students’
assignments summative, assessments and notes in as a large group looking mechanics and
I am trying something a notebook for my class. at samples, leaving grammar needs
new lately. I allow During their work period students to compare and without taking
students to fix up to 10 and during our self -assess at times. I use precious time away
types/ patterns of errors discussions I am rubrics for more formal from my life or from
in order to earn a point monitoring for assessments and get the class time that could
back for each error they opportunities to provide results back to students
be spent more on
show they have learned feedback. with in a week or two.
from. I hope this can 9-29-19 5-1-20 content, thinking,
encourage a growth craft, and structure.
mindset. So often we This past semester, we Grammarly isn’t
grade student work and sent biweekly progress perfect, so using it
they throw it out or reports home with requires students to
ignore it. So far, most comments to be thoughtful about
students have returned communicate with which suggestions
to their work to try again parents. I communicate
they take and which
for those extra points. I with homeroom teachers
will give them the about behavior concerns they leave.
opportunity again since it and they help to 11-15-20
seems to be helpful. communicate with the
9-29-19 parents when needed.

5-1-20

Element Emerging Exploring Applying Integrating Innovating

6.1 Reflecting on Is aware of the need Begins to engage in Engages in reflection Reflects individually Maintains ongoing
teaching practice to reflect on teaching reflection on teaching individually and with and with colleagues reflective practice
in support of practice to support practice individually colleagues on the on refinements in and action research
student learning student learning. and with colleagues relationship between teaching practice and in supporting student
Reflects individually that is focused on making adjustments in connections among learning and raising
or with colleagues on methods to support teaching practice and the elements of the the level of academic
immediate student the full range of impact on the full range of CSTP to positively achievement.
learning needs. learners. learners. impact the full range
of learners. Engages in and
fosters reflection
among colleagues for
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school wide impact
on student learning.
The evidence: I’m here I meet regularly with My co-teacher and I This semester’s ILP has
typing reflections on my colleagues to discuss taken me a long ways
email back and forth to
practice. But I also read how to support with this CSTP. I am
books that relate to my struggling students as discuss adjustments in leading a group of
teaching work both well as how we might our teaching practice and teachers as we meet
directly and indirectly. I add additional the impact it will have on each week to refine our
currently prefer to challenge to engage our students. teaching practice in
reflect individually with more advanced light of John Hattie’s
my books, through this students.
Additionally, we discuss research findings and
online PLC, and with my matters in real-time in bi- recommendations and
mentor; however, if I I need to start keeping a weekly meetings our students’ needs.
believe a colleague has journal of individual conducted Here’s some pictures of
valuable input on a reflection in order to the group chat I use to
through www.webex.co
student’s learning needs more towards applying organize our meetings. 
or on more effective here. I can certainly do m NBPTS/TLMS
teaching methods, I am this as I move forward. 11-25-20 Connection: TLMS
willing to discuss and 5-1-20 Proposition 4: Teachers
listen. think systematically
When I plan lessons, I about their practice
try to think about ways and learn from
to engage and support experience – 2.
students who will have Teachers use feedback
issues, but I am not and research to
producing the results I improve their practice
desire yet. and positively impact
9-28-19 student learning.
One activity we did was
create learning profiles
for students we felt
needed more
understanding and
support. This required
us to use research on
student from chapter 4
of Visible Learning for
Teachers and to
consider as a group
some possible
strategies for
interventions. We
discussed ways to help
SWEENEY - CSTP Final Self-Assessment
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students set goals,
ways to encourage and
check in with them on
their progress, and
ways to make the next
steps for success
clearer and broken
down into checkpoints
where they can receive
motivating feedback.
5-5-21
Develops goals Sets goals connected Sets goals connected to the Sets and modifies Sets and modifies a
connected to the CSTP to the CSTP that take CSTP that are authentic, authentic goals broad range of
through required into account self- challenging, and based on connected to the professional goals
processes and local assessment of self- assessment. CSTP that are connected to the
protocols. teaching practice. intellectually CSTP to improve
Aligns personal goals with challenging and instructional practice
Attends required Expands knowledge school and district goals, based on self- and impact student
professional and skills individually and focuses on improving assessment and learning within and
development. and with colleagues student learning. feedback from a beyond the
through available variety of sources. classroom.
6.2 Establishing professional Selects and engages in
professional goals development. professional development Engages in and Engages in ongoing
and engaging in based on needs identified in contributes to inquiry into teacher
professional goals. professional practice for
continuous and
development professional
purposeful
targeted on student development.
professional achievement.
growth and Pursues a variety of Contributes to
development additional professional
opportunities to organizations, and
learn professionally. development
opportunities to
extend own teaching
practice.
Because I’m in China, a One of my biggest goals is quite I have a ton of This semester’s ILP has
lot of the professional broadly to increase student- teaching materials that taken me a long ways
development driven learning in my courses I am trying to integrate with this CSTP. I am
opportunities for me in order to raise engagement into my practice in leading a group of
are either online or and, consequentially, academic addition to the teachers as we meet
from pedagogy books, outcomes. To accomplish this technological skills I each week to refine our
SWEENEY - CSTP Final Self-Assessment
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rather than seminars or goal, I have been applying am trying to integrate teaching practice in
events to attend. I read strategies and resources that I from semester three of light of John Hattie’s
professional have acquired through the FOTIP program at research findings and
development literature professional development CSUF. Some of the recommendations and
because I want to books as well as through books I currently have our students’ needs.
improve and I’m teacher resource cites, and my on my desk and in my Here’s some pictures of
genuinely curious to mentor. iPad, ready for reading the group chat I use to
learn more about and integration, are In organize our meetings. 
psychology, my English The school’s goal is basically the Middle(Atwell, NBPTS/TLMS
content area, and that students will learn the 2015), Mini-lessons for Connection: TLMS
pedagogy; it also eases content in the textbook and for Literature Proposition 4: Teachers
the guilt I feel for not the exams the course is Circles (Daniels & think systematically
being as effective as I supposed to center on. While I Steineke, 2003) (I about their practice
wish I were. use these resources and would add that and learn from
9-28-19 address the tasks the school through teachers-pay- experience – 2.
would like to focus on, I also teachers.com, I have Teachers use feedback
aim to prepare students with also gained ideas and and research to
the 4 C’s skills, more resources for updates improve their practice
autonomous learning, and and positively impact
on this helpful, but
more practical / real-world student learning.
slightly dated text),
tasks and discussions. One activity we did was
the Handbook of
5-1--20 create learning profiles
Research on Teaching
for students we felt
the English Language
needed more
Arts, Fourth
understanding and
Edition (2018), as well
support. This required
as a number of books us to use research on
on teaching and student from chapter 4
writing poetry (my of Visible Learning for
favorite to teach!) and Teachers and to
rhetorical texts. My consider as a group
goal is to work many of some possible
the strategies from strategies for
these texts that I love interventions. We
into my lessons so that discussed ways to help
I may have a classroom students set goals,
that is student driven ways to encourage and
and intrinsically check in with them on
motivating. their progress, and
11-25-20 ways to make the next
steps for success
clearer and broken
down into checkpoints
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where they can receive
motivating feedback.
5-5-21

6.3 Collaborating Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
with colleagues level, department, and colleagues to colleagues to improve colleagues to expand collaboration with
and the broader other required consider how best to student learning and reflect impact on teacher colleagues.
professional meetings and support teacher and on teaching practice at the and student learning
collaborations. student learning. classroom level. within grade or Works to ensure the
community to
department and broadest positive
support teacher
Identifies student and Begins to identify Interacts with members of school and district impact possible on
and student teacher resources at how to access the broader professional levels. instructional practice
learning the school and district student and teacher community to access and student
level. resources in the resources that support Engages with achievement at
broader professional teacher effectiveness and members of the school and district
community. student learning broader professional levels and for the
community to access profession.
resources and a wide
range of supports for Initiates and
teaching the full develops
range of learners. professional learning
opportunities with
the broader
professional
community focused
on student
achievement.
I attend the mandatory It’s a pretty amazing My collaboration with  For my own students, This term, I have
meetings for our time to be a teacher. colleagues is still at the I have meetings with initiated collaboration
department, although I Access to learning classroom level. Both the other teachers in with the debate teacher
do not feel they are very materials as a teacher semesters I have taken the lead my department each in order to work
effective for helping me are much easier to find in working with other teachers month to reflect on together to support
or my students to grow. thanks to sites like to help support our students. I teaching practice and students in 11th grade
9-29-19 YouTube, various blogs, have shared resources as well student learning at the in argumentative
and social media. I as observed their courses in classroom level. Every language tasks.
often find teacher and order to have ideas for how to other week, we have 5-1-20
student support support students when they meetings with the
materials online. As a are in my class. teachers of seniors I’m collaborating and
teacher, I am so since our program and meeting with other
thankful to live in this I’m finding and sharing more collaboration with teachers more than
digital age. resources to help support Janesville is a bit ever. Each Thursday,
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating
9-29-19 teacher effectiveness and experimental. teachers of seniors
student learning. I share all my Additionally, there are meet to discuss our
class resources with another several teachers in the students. I also
teacher who teaches one class main campus of the continue email
of English in the Fall semester, school with whom I regularly with my co-
but mostly teaches History. keep in touch with. teacher in Wisconsin to
5-1-20 I share ideas and plan for how we can
resources with some of support and engage our
them since many do senior students. 
not know about the For my juniors, I am
tools and resources collaborating with two
available to American other teachers. I’m the
educators online. most experienced with
Sometimes, I need to the class we have, so
get the files for them the other two teachers
since the internet here sometimes ask for
can block certain advice on what they
education-oriented might do with their
class. We all contribute
sites.
11-25-20 ideas and resources as
a team though.
As mentioned
elsewhere, I have
joined and am learning
from several online
communities and our
Friday teacher
professional
development book club.
NBPTS/TLMS
Connection:
TLMS Domain 1:
Fosters a Collaborative
Culture to Support
Educator Development
and Student Learning,
including: utilizes
group processes to help
colleagues work
collaboratively to solve
problems, make
decisions, manage
conflict, and promote
SWEENEY - CSTP Final Self-Assessment
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meaningful change;
models effective skills
in listening, presenting
ideas, leading
discussions, clarifying,
mediating, and
identifying the needs of
self and others in order
to advance shared goals
and professional
learning; employs
facilitation skills to
create trust among
colleagues, develop
collective wisdom,
build ownership and
action that supports
student learning;
strives to create an
inclusive culture where
diverse perspectives
are welcomed in
addressing challenges;
uses knowledge and
understanding of
different backgrounds,
ethnicities, cultures,
and languages to
promote effective
interactions among
colleagues.
In all the meetings I’m
attending, we discuss
these aspects of
student learning. As I
lead some of these
meetings, I really try to
keep an eye on which
teachers are getting left
out; just as I watch out
in student discussion to
make sure all of my
students are included. I
SWEENEY - CSTP Final Self-Assessment
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notice that a lot of
times, foreign
colleagues can discuss
among themselves and
share their ideas
without giving time and
due consideration to
what our Chinese
colleagues have to say.
Even though the
Chinese teachers speak
English and are
teachers, they may also
need more wait time to
formulate their
responses. Especially
since they are speaking
in their second
language with native
speakers of English. I
think they may feel a
little nervous about
making language
errors. It’s helpful to
give them time to
formulate their
response and
encouragement to
speak with their focus
on communication
rather than perfection
if they seem flustered
about making errors.
5-5-21

Is aware of the role of Acknowledges the Supports families to Provides Structures a wide
the family in student importance of the contribute to the classroom opportunities and range of
6.4 Working with learning and the need family’s role in and school. Adjusts support for families opportunities for
families to support for interactions with student learning. communication to families to actively participate families to contribute
student learning families. Seeks information based on awareness of in the classroom and to the classroom and
about cultural norms cultural norms and wide school. school community.
of families range of experiences with Supports a
represented in the schools. Communicates to school/district
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating
school. Welcomes families in ways environment in
family involvement at which show which families take
classroom/ school understanding of and leadership to
events. respect for cultural improve student
norms. learning.
Usually, if I were in I’ve had dinner
California, I would with some parents
call home and talk on holidays, but I
to a still have a long
parent/guardian if I way to go in being
think the student more skilled in
may be struggling parent-teacher
with a long-term relations here. I
issue that goes hope that studying
beyond just my more about Chinese
classroom. I may culture and
even set up a face- language can help
to-face meeting me gain deeper
with this person. understanding and
Here in China, skill in connecting
though, students are and communicating
at school from 6:15 with my students’
a.m. until about 7 parents. I’ve
p.m. or later. communicated
Instead of the mostly through
parent, I talk to the writing which gets
students’ head translated by the
teacher who is a head teachers.
sort of guardian for 5-1-20
them during the
school day. The Unfortunately, I
head teacher also haven’t grown
keeps in contact much in this
with the families standard. My
better than I can Chinese has not
due to the language improved much
barrier. I have a
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating
good relationship either since we’ve
with all my classes’ been much busier
head teachers, so dealing with the
that’s helpful. consequences of
Sometimes I will keeping students
talk to them if a on track in their
student seems education during
depressed or overly the pandemic
sleepy on a regular times. Once I have
basis. more free time, I
9-29-19 hope that I can
learn more about
the local
community and
language. In the
meantime, our
administration
offers intermediary
communicators to
help negotiate the
cultural and
language barriers,
and to facilitate
clear
communication
with parents. It’s
not perfect, but,
for now, this
method works well
enough in our
department’s
system. Ideally,
we’d all speak
Chinese fluently
and be well-versed
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating
in the culture.
11-25-20

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
neighborhoods and community community resources to community resources to increase
communities resources. support the curriculum. to support the instructional and
surrounding the instructional learning
school. Includes references Includes knowledge of program, students, opportunities for
or connections to communities when and families. students.
Uses available communities in single designing and implementing
neighborhood and lessons or sequence instruction Draws from Engages students in
community resources of lessons. understanding of leadership and
in single lessons. community to service in the
improve and enrich community.
the instructional Incorporates
program. community members
into the school
6.5 Engaging local learning community.
communities in I live at the school and We don’t have a great I use all the Chinese and
bike around town, so I deal of English related cultural connections I can
support of the have some awareness resources in our think of on the spot and when I
instructional about the neighborhood community, so this plan I look for opportunities to
program and local community. seems like an area I tie in Chinese resources.
need to get a bit Recently, we used a Youku
I don’t really use creative with. I was video series to study how cat
neighborhood or thinking about inviting behavior can teach us about
community resources in a local Buddhist monk persuasion in an analogous
my lessons. I’m not to our yoga club to way. These videos engaged all
totally sure what this teach us some of my students as far as I
would look like here. I meditation and observed.
will consider how to breathing exercises.
integrate this idea into 5-1-20
my teaching here. I also am seeking
9-29-19 opportunities for . Otherwise, I am still
students to record their including what I know and
arguments that they learn here and there about
have in their daily life. Chinese culture and language
This assignment has to connect with my students.
students reflect on This year is my fifth year in
community interactions China, so even though I am
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating
as they reflect on how not growing as I would like to
they might persuade in my knowledge of the
and communicate with language and culture, I have
others more effectively. some knowledge to draw
upon already.
5-1-20 11-25-20

 I also haven’t grown

much here since our
focus this semester has
been very much
directed towards
connecting students
with the Wisconsin
community and
educational program to
simulate, the best we
can, the experience of
an education abroad,
despite the pandemic
11-25-20
Develops an Maintains Anticipates professional Integrates the full Models
understanding of professional responsibilities and range of professional professionalism and
professional responsibilities in manages time and effort responsibilities into supports colleagues
responsibilities. timely ways and required to meet advanced planning in meeting and
seeks support as expectations. and prepares for exceeding
Seeks to meet needed. situations that may professional
6.6 Managing required Pursues ways to support be challenging. Responsibilities
professional commitments to Demonstrates students’ diverse learning effectively.
responsibilities to students. commitment by needs and maintains belief Maintains continual
maintain exploring ways to in students’ capacity for effort to seek, Supports colleagues
motivation and address individual achievement. develop, and refine to maintain the
commitment to all student needs. new and creative motivation,
methods to ensure resiliency, and
students
individual student energy to ensure that
learning. all students achieve.
As a newer teacher, I am meeting my In addition to my
I feel I am still employer’s expectations. regular classes, I
developing an We had a meeting for am the head of a
understanding of contract renewal and I new yoga club on
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating
my professional resigned. campus, which is
responsibilities to voluntary. I
prepare my I continue to apply and volunteered to be
students for college explore new ways in part of this in order
and life-long order to support my to have an
learning. students in their capacity opportunity to
for achievement. I have spend more time
If students need my read at least several with the students in
help, I try to be professional development a low stress setting
there for them. If texts including: Readicide where we can have
they need to (Gallagher), When Kids fun and still learn
message me at night Can’t Read (Beers), and skills to improve
with homework 180 Days (Kittle & our health and
questions, they can. Gallagher). I’ve also used coping strategies.
I am also striving to new materials from 5-1-20
improve my Teachers Pay teachers,
strategies and especially from Laura
methods as a Randazzo. My mentor This standard is one of
teacher in order to has given me many my favorites. My
students love to play
meet my incredibly helpful
games and if we need
commitment to my resources as well, some of to catch up or have a
students, a which I have worked to rest every once in a
commitment to implement. These while, I’ve found
offering them an resources have helped me that Apples to
equitable and support my students. Apples and
conferences during
quality education. 5-1-20
independent work
9-28-19 periods is a great way
for the students and
me to refresh
ourselves in playful
and productive ways.
The conferences allow
me to support students
according to their
unique needs and
when we play games
like Apples to Apples,
my students work in
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating

small groups or pairs

and use their
computers to look up
the noun cards (since
many are cultural
references that I might
not even be totally
familiar with). I’ve used
Mafia as well in my
classes to practice
talking about evidence.
Students love it! I find
both occasional game
days and conferences
give us time to slow
down, but also serve
important learning
purposes.

11-25-20

6.7 Demonstrating Follows all state education codes, legal requirements, district and site policies, Maintains a high standard of personal
professional contractual agreements, and ethical responsibilities. * integrity and commitment to student learning
responsibility, and the profession in all circumstances.
integrity, and * As follows:
ethical conduct  Take responsibility for student academic learning outcomes. Contributes to building professional
 Is aware of own personal values and biases and recognizes ways in which community and holding peers accountable to
these values and biases affect the teaching and learning of students. norms of respectful treatment and
 Adheres to legal and ethical obligations in teaching the full ranges of communication.
learners, including English learners and students with special needs.
 Reports suspected cases of child abuse and/or neglect as outlined in the Contributes to fostering a school culture with
California Abuse and Neglect Reporting Act. a high degree of resilience, professional
 Maintains a non-hostile classroom environment and carries out laws and integrity, and ethical conduct.
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.
SWEENEY - CSTP Final Self-Assessment
Element Emerging Exploring Applying Integrating Innovating
 Models appropriate behavior for students, colleagues, and the profession.
 Acts in accordance with ethical considerations for students.
 Maintains professional conduct and integrity in the classroom and school
community.
There’s a lot going on here. Let me just say “Yes, I am committed to upholding At the start of the semester, I tried to facilitate
the above points”, though I by no means am I perfect. In regards to some discussions and share some resources on
“Maintains a high standard of personal integrity and commitment to student Restorative Justice as a practice we might
learning and the profession in all circumstances,” the evidence for this can be integrate into our school community. We didn’t
seen through me trying out new methods/strategies and new materials, seem ready to make such a big change with all
rather than accepting that what I have previously done is good enough. I am the other changes going on during this year and
with the pandemic. But in my own classes, I
open with my students, telling them frankly that I am learning and trying
maintain a high standard of integrity with my
new things too - just like them. I think this openness and honesty shows students through our social contract and through
integrity and commitment to student learning and the profession. personal discussions as issues arise.
9-28-19
11-25-20
I am still following the ethical codes and guidelines to the best of my knowledge.
I am learning my students primary language and reading / watching documentaries
about their culture in order to become more aware of my biases. I continue to try
new methods and strategies in order to improve learning outcomes.
5-4-20