Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. 07/16/23 instruction.
Using knowledge of learning needs. 12/10/23
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. 07/16/23 needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
12/10/23 learning needs.
Teacher actively learns Data includes formal
about the student assessments like
through a document that language measuring tests,
dives deep and collects placement tests, and
data from each individual informal assessments like
student about their the intake form I created
background, in order to for students to fill out
extract context and get to upon enrollment.
know each and every 07/16/23
student and tailor
instruction as needed. I am still learning to best
Every student fills out the use data to not only impr-
questionnaire as soon as
ove instruction, but also
Evidence they begin. I believe in to drive change for my
helping students department across all s-
individually and tutoring
chools in my charter. I
as needed in order for
want to change and infl-
them to accomplish uence policy. With stude-
everything they need to
nts, I am incorportating
better prepare them for
various techniques inclu-
assessments and help ding shifting over to
students prepare for
having student-led discu-
instruction. 07/16/23
ssions, meetings, progr-
ess updates, and more.
It has resulted in huge
growth. 12/10/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
12/10/23
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. 07/16/23 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. 07/16/23 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. 12/10/23
Students are allowed I use all the information
some choices but teacher collected to try to tailor I am still improving in pr- I now have question
is making a huge effort to instruction as needed for oviding ways for studen- handouts, procedures,
improve upon as I have each student so that ts to demonstrate know- follow-up, check-in's,
more and more students can demonstrate ledge in a variety of and more opportunities
international and EL their knowledge in ways and using different to get to know students
students that I need to assessments by applying methods. I am very more than ever before.
prepare better for, things to the real world. excited to see what That being said, I alwa-
especially when each One thing I love to do for comes from what I am ys believe in growth.
student has a different newcomer students is to going to do next. 12/10/23
background and context help them complete their 12/10/23
needed. 07/16/23 work in their native
Evidence language until they are
better able and prepared
to do work in English
after working on those
skills individually with
myself in a variety of
ways. 07/16/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject students in relating to instruction. 07/16/23
matter to subject matter.
meaningful, real-life
12/10/23
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subjectinto their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. 07/16/23 12/10/23 matter during learning
activities.
Teacher uses real world During instruction and
application to connect Students have really during individual tutoring
with lesson content and engaged, used real- or lessons, I always make
connecting texts and life examples, related to, sure that each and every
lessons and tying connected with, and story/texts/subject
individual lessons. I have much more with the matter is tied into
created an EL library with subject matter. There relevant and meaningful
a wide range of texts that have been a variety of contexts that can be
identify with a wide ways in which students applied in real world
variety of backgrounds, have demonstrated this situations. 07/16/23
grade levels, and reading 12/10/23.
levels. 07/16/23 I am very connected with
Evidence my students and feel
that this is my biggest
strength. I am very proud
of the connections I have
made and relationships
built with the families in
addition to students
12/10/23.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging Exploring Applying Integrating Innovating
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs.12/10/23
instructional diverse learning needs. meet students’ diverse learning needs. 07/16/23
strategies, resources, learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
07/16/23 technologies to meet their successfully advance their
individual students learning. 12/10/23
needs.
Teacher uses a variety of Teacher often creates and I think I am offering the
instructional activities adapts as needed in order most options I have ever
embedded within lessons to personalize and tailor offered all students, and
and reviewed by other instruction to meet needs. I feel like I offer more
teachers and educators of Teacher makes changes flexibility than ever,
different levels in order to instruction based on and all of that to say that
to approve the culturally data and assessments as the school is better for
responsive pedagogy. A well as the feedback of all the work I do. Studen-
variety of technologies students while giving ts know it and the com-
are offered to meet them a variety of choices munity feels it. Students
individual needs as well. in their education. Our are now being pushed to
A variety of resources, school provides a variety be more student-led, so
Evidence strategies, and of strategies, resources there is much more inv-
technologies are all used and technologies in order estment, buy-in, and
to meet student needs in to meet the needs of engagement in their lea-
both class instruction, students. I personally use rning. 12/10/23
and individual student a variety of things within
lessons. A huge piece of lesson plans like UDL and
individual lessons for the we use things like laptops
students I is for them to and others. Multiple
have some control over methods of
what they want to learn representation and
about and that relates to means of doing work.
their individual interests. 07/16/23
07/16/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. content. reflecting on multiple problems. 07/16/23
Promoting critical perspectives.
thinking though 12/10/23
inquiry, problem Some students respond to Students respond to Students respond to Students pose problems Students pose and
solving, and questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection 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.
07/16/23 12/10/23
Teacher encourages
students to use their own
independent thinking
capability. Students are
also given opportunities
to provide plenty of data
to inform instruction
Evidence based off of levels and
activities completed.
Students have portfolios
with reflections kept
together. Teacher builds
on student comments.
07/16/23
I am continually finding new
ways to challenge and involve
my students more in their
learning and education as well
as development. This includes
critical thinking skills, and
solving problems. My passion
is to explore more ways for
students to not only be
successful, but to thrive too.
12/10/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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. 07/16/23 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 12/10/23 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
07/16/23 instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
12/10/23
instruction. instruction.
All students, especially
lower level students Although I am vastly
receive individualized improving at making
assistance, tutoring and ongoing adjustments,
instruction as needed and There is still so much
as much as possible. more improvement to
Guidelines are followed make on this subject.
as are standards, state That goes for how to
regulations and LCAP help my students in
goals. Students are given this regard too. I need
opportunities to to help students
comment and build on effectively communicate
understanding. 07/16/23
Evidence their needs with me. It is
a work in progress, and
improving, but can be
so much better.
12/10/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring Applying Integrating Innovating
Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. 07/16/23 community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful 12/10/23 community where
07/16/23 designed to promote of differences. Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences. 12/10/23
Teacher needs to do a Teacher models fairness
better job of creating and respect, uses student I have improved vastly in
opportunities for names, “please” and this regard as I have wo-
students to share more “thank you,” encourages rked extremely hard on
responsibility in the student ideas, responses developing a community
classroom and providing and comments as they are and helping students take
a community feeling with highly valued. Teacher leadership over their
respect and everything tries to be aware, education. Culture has
else nice that comes with knowledgeable and come a long way in a
it. 07/16/23 respectful about cultural short amount of time.
Evidence diversity. Cultural norms With that, also improves
are discussed and tied in students being able to
to subject matter. thrive in that type of
Students have access to community and learn.
all instructional materials Teacher and students
needed to complete work have to work hand in
including computers, hand in order to improve
culturally responsible the community in this
texts, manipulatives, regard. 12/10/23
handouts and more.
07/16/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage 12/10/23 the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
07/16/23 academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 12/10/23
Students are provided Desk arrangements I now have a much
with strategic activities provide opportunities for wider variety of tools
that help develop each various types and sizes of at my disposal when
student’s willingness and student groupings. working with students.
ability to work Student work is I now have procedures,
independently. Lessons displayed, lessons about resources, and many
Evidence are included that help diversity and inclusion tools available for
students appreciate and are embedded within. all students to use. It is
share each other’s Clear expectations are now routine for students
differences. 07/16/23 communicated and to take advantage of the
enforced throughout. resources. 12/10/23
07/16/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on 07/16/23
Establishing and
Explores strategies to their own language and 12/10/23
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 are aware of Students demonstrate
required safety Students follow teacher Students develop and resiliency in
procedures and the guidance regarding Students take risks, offer practice resiliency skills perseverance for
school and classroom potential safety issues for opinions, and share and strategies to strive academic achievement.
rational for maintaining self or others. 07/16/23 alternative perspectives for academic Students maintain
safety. achievement, and intellectual and emotional
establish intellectual and safety for themselves and
emotional safety in the others in the classroom.
classroom. 12/10/23
Students do a good job of Students are given clear
following rules and expectations that they
adhering to a class policy must follow and they are
about fairness and safety. enforced throughout the
Because clear class. Students are to
expectations are follow all respectful rules
provided, students know established and teacher
what must be followed. must establish a safe
Evidence Teacher models ways to space for all where
agree and disagree and learning can take place.
works to create the Safety issues and
environment that concerns are planned for
students need to succeed. and room for error is
07/16/23 given but structure is
maintained. 07/16/23
With my growth, students have also greatly
grown and demonstrated their ability to
demonstrate resiliency and have taken their
education and goals seriously. They have
challenged themselves with my help to be
greater. 12/10/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
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.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps.07/16/23 expectations for to meet high
support for all
achievement. expectations.
students 12/10/23
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. 07/16/23 and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.
12/10/23
Because most of my Teacher establishes clear
With my growth in this
students are lower level, expectations for effective
area, I have helped stu-
most students need extra group work, models dents in a variety of ar-
tutoring and support with appropriate skills,
eas and they have disp-
the teacher to help provides feedback to
layed a great amount of
comprehension and students, diffuses issues, growth. The expectation-
accuracy in class. More helps with time
s only keep getting more
time, more 1 on 1 help, management, responds to
rigorous, and the stude-
and more outside of class inappropriate behavior,
Evidence help is big. Teacher and has a class reward
nts are meeting the
challenge. I give them
supports students in system. Scaffolds and
the resources, and they
learning to help manage modifications are used as take advantage often.
time management and needed depending on 12/10/23
assignments due. Teacher class makeup. 07/16/23
makes changes as need in
order to challenge each
individual level.
07/16/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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
and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine Guides and supports
communicating, and
behavior and applies behavior with students in references to standards students to self-assess,
maintaining
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
high standards for
sequence of lessons in during individual and individual and group
individual and group
anticipation of need for group work. 07/16/23 behavior and
behavior
reinforcement. participation.
12/10/23
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.
07/16/23 12/10/23

Students can always do a References to standards

better job but for the are made often so that Supporting students has
most part do respond to students have clear only improved vastly.
guidance and follow what expectations and goals in There are still so many
they need to do to strive mind. Agreements and more improvements to
in class. Most students goals are being discussed make and growth to be
know the expectations, prior and after work so in had in this area, but I
bought into the classroom order to ensure have come a long way.
agreements, and are awareness of where one I help guide students
Evidence aware of the is, where one is going and in a multitude of ways.
consequences. 07/16/23 what the goal is. High I support them in a
standards are established variety of ways too.
and upheld throughout Goals are a massive
the entirety of the class. area in which I have
07/16/23 improved too.
Students have really 12/10/23
stepped up to challeneg-
es and have changed
their attitudes towards
learning. 12/10/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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
Provides positive strengths. standards and culturally
Employing classroom Seeks to promote positive behavior supports. relevant norms.
routines, procedures, Responds to disruptive behaviors and responds Responds appropriately Promotes positive
norms, and supports behavior. to disruptive behavior. to behaviors in ways that behaviors and Promotes positive
for positive behavior lessen disruptions to the consistently prevents or behaviors and establishes
to ensure a climate in learning climate. refocuses behaviors preventions and a
which all students Students participate in disruptive to the learning positive classroom
can learn Students receive routines, procedures, and climate. climate that eliminate
correction for behavior norms and receive most disruptive behavior.
Students are aware of that interferes with reinforcement for Students are involved in
procedures, routines, and learning, and positive positive behaviors. assessment and
classroom norms. reinforcement in 07/16/23 monitoring of routines,
following routines, Students receive timely procedures, and norms in Students share
procedures, and norms. and effective feedback ways that improve the responsibility with
and consequences for learning climate. teacher for managing and
behaviors that interfere maintaining a positive
with learning. 07/16/23 classroom climate that
promotes learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Teacher refers to posted
expectations, has policies
and procedures in place
for things like restroom
usage, class jobs,
homework rules,
materials, and more.
Norms and expectations
Evidence
are made clear from the
beginning and followed,
enforced and encouraged.
Students are aware of
both rewards and
consequences of
behaviors. 07/16/23

I still need to improve on getting students involved in developing their own procedures and behaviors for all. 12/10/23

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
Using instructional lessons. activities and closure. instructional time.
time to optimize 07/16/23 12/10/23
learning Some students complete Students complete Students use their Students monitor their
learning activities in time learning activities and, as Students participate in instructional time to own time, are engaged in
allotted. needed, may receive and complete a variety of engage in and complete accomplishing learning
some adjustments of time learning activities in the learning activities and are goals, and participate in
allotted for tasks or time allotted with options prepared for the next reflection, self-
expectations for for extension and review. sequence of instruction. assessment, and goal
completion. 07/16/23 12/10/23 setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students often complete Goals and structures are Adjusting time, schedule,
activities after receiving aimed at helping students interventions, supports,
time for tasks and with time management, accommodations, and
completion. Meaningful materials and much more for students
and relevant instruction responsibilities in order is a big part of what I do
is given to faster paced to meet the needs and now to help students.
learners and adjusted to tasks needed. Time is Students are using their
meet the needs of slower very focused and time with me in a much
workers. 07/16/23 intentional. There are more focused way.
effective procedures in 12/10/23
place to direct students to
Evidence appropriate tasks.
07/16/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. ways that ensure clear make relevant
content standards instruction. connections and connections to standards
relevance to students. during instruction and
07/16/23 extend student learning.
12/10/23
Teacher includes relevant
data, current research,
and explains how
knowledge impacts
learning goals and
development. Teacher
understands the content
and draws upon
knowledge of subject
matter to identify where
lesson fits within broader
scope of the discipline.
Subjects are chosen with
lots of research.
07/16/23
I have become more
comfortable with the
process I have and
have improved, but
there is still more to
improve on. Relevance
to students is huge and
has improved.
12/10/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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. 07/16/23 levels of vocabulary,
knowledge of curriculum guidelines. Provides explicit teaching academic language, and
student development Provides explicit teaching Provides explicit teaching of specific academic proficiencies in self-
and proficiencies to of essential content of essential vocabulary, language, text structures, directed goal setting,
ensure student vocabulary and idioms, key words with grammatical, and stylistic monitoring, and
understanding of associated academic multiple meanings, and language features to improvement. Guides all
subject matter language in single lessons academic language in ensure equitable access students in using analysis
or sequence of lessons. ways that engage to subject matter strategies that provides
Explains academic students in accessing understanding for the equitable access and deep
language, formats, and subject matter text or range of student language understanding of subject
vocabulary to support learning activities. levels and abilities. matter.
student access to subject 07/16/23
12/10/23
matter when confusions
are identified.

Instruction is adapted as
needed in response to I am much more comfort-
student needs and able and confident in my
population of the class. tools. I've also learned to
Diverse learning and use data to inform very
individualization is specific instruction that
provided. Teacher is tailored to each
provides entry level individual student.
assessments as well as 12/10/23
measurements
throughout to adjust and
personalize instruction as
needed. Level of each
student is determined
and adjusted accordingly.
07/16/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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. 07/16/23
understanding of the Ensures student
subject matter 12/10/23 comprehension and
facilitates student
articulation about what
they do and do not
understand.
Teacher connects
historical events and
literature to current
events, incorporating the
relationship between and
among disciplines when
planning. Teacher helps
students understand
material and strategies
are used to help students
understand content.
07/16/23
My organization of
curriculum has improved
dramatically along with
my skills, my tools,
my techniques, my goals,
and time management.
12/10/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 student towards a deep
matter. diverse learning needs. understanding 12/10/23 knowledge of subject
07/16/23 connections within and matter.
across subject matter.
Culturally relevant and
responsible pedagogy is I feel like I have improved
used to ensure in this area by incorporating
understanding of culture, and improving my use of
context, needs, academic instructional strategies.
language so students can My various methods and
better comprehend abilities have been on
subject matter. Teachers display and are only
use strategies that help growing. 12/10/23
students engage with
subject matter more
deeply. 07/16/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. 07/16/23 ongoing links to outside
resources based on resources and support.
individual needs. 12/10/23
Teacher is able to provide
a variety of resources to
all students including
options for technology,
instructional materials,
and access to supports.
07/16/23
I have added more and
more tools to my kit. I
have worked on increas-
ing the amount of ways
that students can
access curriculum. I
have more types of
curriculum, modes of
access, and much more.
12/10/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. 07/16/23 and skills in the content.
development in order for
students to improve 12/10/23
language proficiencies and
understand content.
Teacher ensures that they
have procedures in place
to specifically assist
subgroups including EL
learners. This includes
accommodations,
supports, scaffolds, and
many other strategies to
be used effectively to
make the class accessible
to all students. 07/16/23
Many improvements
have been made
including more attention
to detail, a specialized
focus on specific and
individualized student
groups. Still more
growth to be made.
12/10/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Attends required meeting Cooperates with resource Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
needs of English families. and families during with resource personnel, support staff, and families to collaborates with resource
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
learners and student
support of learning plans to ensure that student instruction. Supports families, leadership, and
with special needs to and goals. services are provided and families in positive students in creating a
provide equitable progress is made in engagement with school. coordinated program to
access to the content accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
special needs. on struggling learners and a timely and appropriate that students receive Takes leadership at the
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. including interventions tried into the core curriculum. ensure the smooth and
previous to referral. 07/16/23 effective implementations of
12/10/23 referral processes.
Teacher provides a wide
variety of strategies and
resources to help
students that need EL
services. That includes
things like extra
vocabulary support,
language comprehension
and activities, tools,
expectations, resources,
materials,
accommodations,
scaffolding, and English
proficiency lessons
embedded. 07/16/23
Better and better support
has been provided for
all students across the
charter because of the
focus and awareness.
Growth is happening.
12/10/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

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 using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
4.1 Using knowledge background, and backgrounds, and students’ diverse learning comprehensive
of students’ academic individual development. individual cognitive, needs and cultural information on students.
readiness, language social, emotional, and backgrounds.
proficiency, cultural physical development to
background, and meet their individual
individual needs.
development to plan Is aware of impact of bias Becomes aware of 12/10/23 Planning addresses bias, Engages students in the
instruction. on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.
pedagogy. 07/16/23 planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
12/10/23
Lesson plans can always
be better and can always Creating strategic and
be improved, especially very specific improve-
when it comes to cultural ment plans aimed at
background and student success, has
individual development made a massive
but teacher is doing difference. We've made
everything they can to several improvements
individualize instruction for students and staff
and plan based off of data to be involved. 12/10/23
already including and
bringing in culturally
responsive expertise.
Materials selected
represent and broad view
of life. Teacher
incorporates background
knowledge into
instruction. 07/16/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for 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. 07/16/23 12/10/23 learning goals.

Teacher communicates
I have made a huge
goals often and in a
shift in an effort to have
variety of ways like
students lead their
written and verbally.
meetings, goals, and
Students understand
present their data. Goals
goals and how to connect
have also been a
them with prior
massive area of
experiences. Teacher
improvement for me
breaks down larger goals
as we are taking it to
into smaller goals that
a whole other level. It
students can more easily
has led to great
reach and digest.
results. 12/10/23
07/16/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student that support student needs to ensure student short-term instructional
learning learning. 07/16/23 learning. plans that ensure high
12/10/23
levels of learning.

Teacher addresses both

short and long term I have only improved
learning goals. Planning in this area tremendously
includes breaking down as I am much more
skills, knowledge, specific about the goals
abilities, and goals. and planning that goes
Curriculum is spread into every student. It
throughout the year. has made a massive
07/16/23 difference in their
education. 12/10/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site 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
07/16/23 needs.
12/10/23
Teacher scaffolds and
extends instruction
allowing students to build
on previous knowledge
and experience. Teacher
provides instruction on
skills and knowledge that
may be lacking. Multiple
student understanding
checks are made to
ensure student learning.
07/16/23
I still feel like there is so
much more to improve on
in this regard, but I am
much more confident in
my ability and toolbox
when it comes to
servicing a wider range
of students. 12/10/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from 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
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. 07/16/23 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

Student adjusts
instruction, content,
materials, goals, and
activities that may be
used in order to meet the
needs of particular
students. Teacher must
modify as needed and use
data based decisions
when making changes.
Teacher provides a wide
range of materials and
anticipates and responds
to differences. 07/16/23

I have improved in
every regard in this
area. From supporting
a wider variety of
students, to having
many more resources,
to doing much more
with goals, and
supports, along with
so many other
upgrades to my tool
box. 12/10/23
CSTP 5: Assessing Students for Learning

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
assessments. pre-, formative and learning needs and learning needs and reflect
5.1 Applying
summative assessments. progress. progress.
knowledge of the
Begins to identify specific
purposes,
characteristics of Selects assessments Integrates a variety of Draws flexibility from a
characteristics, and
assessments that yield based on clear characteristics into repertoire of appropriate
uses of different
different types of understanding of the assessments to allow assessment options and
types of assessments
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.
07/16/23
Teacher is incorporating
varying levels of difficulty Progress monitoring,
and making changes meetings, progress
based on progress reviews, and a variety
monitoring, checking for of tests, quizzes,
understanding. Data is questions, and
reviewed and analyzed collaboration with
and then used to adjust other staff have provided
instruction. 07/16/23 a wider variety and
higher quality amount
of different tests.
12/10/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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. 07/16/23 comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
12/10/23
Teacher must use a
variety of types of data to Data is now beginning to
help inform instruction be used by me in a wide
and modify and tailor variety of ways, to not
instruction to individual only drive instruction, but
need. Students can also for many other benefits
help to build the next to each student. Massive
lesson. 07/16/23 upgrades are still being
made by me in this area.
Tests are offered in
various ways.
12/10/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data,
as required by site and data individually and learning individually and individually and with colleagues ability to
both individually and
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to
identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual students. patterns among groups of identify underlying patterns and trends.
learning
students. causes for trends.
07/16/23
Teacher often examines
data like local and state
assessments, academic
activities, and checking
for understanding.
Teacher evaluates and
analyzes data to
determine instruction
needs. 07/16/23
Collaboration is
happening much more
and on a wider variety
of levels with a wider
variety of stakeholders
in a variety of ways.
There are various
opportunities to
continually improve.
12/10/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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
single lessons or standards for individuals for the fill range of
5.4 Using assessment
sequences of lessons. and groups. students.
data to establish
Plans instruction using Plans differentiated
learning goals and to
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify
learning needs of students’ diverse learning meet individual and differentiate instruction,
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.
07/16/23
Teacher creates goals
based on ability of
individual students and
are updated frequently
based on student
progress. Some
assessments are made so
students can demonstrate
real-world application.
07/16/23

Data is used a a wider

variety of ways, and is a
crucial part of instruction.
Needs are taken into
account on a greater
level.
12/10/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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 12/10/23
class or individual goals.
07/16/23
Students are provided I have moved to student-
with support such as led meetings where
graphic organizers, students are asked to
procedures, questions, present their data to all
performance feedback, stakeholders. This has
peer assessment, led to amazing changes.
examples, visuals, Growth is still occurring
manipulatives, ways to in this area.
measure growth. 12/10/23
07/16/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine 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 12/10/23
communications are
received by those who
lack access to technology.
07/16/23
Teacher is able to use a
variety of ways for I use various types of
student to see progress technology to assist with
like grades, assessment instruction, tailor to the
scores, written comments needs of individual students,
on work, report cards, and analyze their strengths
feedback, conference, and weaknesses.
calls, texts, written Communication has
notices, email, and improved greatly
websites. 07/16/23 because of this.
12/10/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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 assessments communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. in ways that support individual student
information to share Notifies families of feedback in ways that increased learning. progress and ways to
timely and student proficiencies, students understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families progress, strengths, and families to share student information that is
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support. 07/16/23
behavior issues. 12/10/23
Teacher is able to share
feedback through a
variety of ways including
conferences, notices,
newsletters, homework
instructions, report cards,
updates, calls, texts,
notes, IEP, email, and
website updates.
07/16/23
Assessment options are
varied and open for
students to be able to
demonstrate knowledge
in various ways and in
various modalities.
12/10/23
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
practice to support practice individually colleagues on the refinements in action research in
student learning. and with colleagues relationship between teaching practice and supporting student
Reflects individually or that is focused on making adjustments in connections among the learning and raising
with colleagues on methods to support teaching practice and elements of the CSTP the level of academic
immediate student the full range of impact on the full to positively impact achievement.
learning needs. learners. range of learners. the full range of
learners. 07/16/23 Engages in and fosters
reflection among
12/10/23 colleagues for school
wide impact on
student learning.
Teacher reflects on a
variety of questions
including if students
6.1 Reflecting on
were engaged, what
teaching practice in improvements could be
support of student made, activities, goals,
learning assessments, and more.
Then teacher must think
about strategies,
techniques, and roles as
well as goals. 07/16/23

Collaborations have increased,

as have PLC's, collaborations,
meetings, follow ups, and
many more. 12/10/23
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
connected to the CSTP the CSTP that take into the CSTP that are authentic goals broad range of
through required account self- authentic, challenging, connected to the CSTP professional goals
processes and local assessment of teaching and based on self- that are intellectually connected to the CSTP
protocols. practice. assessment. challenging and based to improve
on self-assessment and instructional practice
Attends required Expands knowledge Aligns personal goals feedback from a and impact student
professional and skills individually with school and variety of sources. learning within and
development. and with colleagues district goals, and beyond the classroom.
through available focuses on improving Engages in and
professional student learning. contributes to Engages in ongoing
development. professional inquiry into teacher
Selects and engages in development targeted practice for
professional on student professional
6.2 Establishing development based on achievement. Pursues development.
professional goals needs identified in a variety of additional
and engaging in professional goals. opportunities to learn Contributes to
continuous and 07/16/23 professionally. professional
purposeful organizations, and
12/10/23 development
professional growth
and development opportunities to
extend own teaching
practice.
Teacher sets goals
appropriate for students Goals have become a
based on needs. Teacher much more powerful tool
is a lifelong learner, for students and all
looking to improve the stakeholders. Goals
craft, reflects on practices have now become
and improves constantly. made by students as
07/16/23 they set what they want
to achieve. 12/10/23
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
other required how best to support student learning and impact on teacher and colleagues.
meetings and teacher and student reflect on teaching student learning
collaborations. learning. practice at the within grade or Works to ensure the
classroom level. department and school broadest positive
Identifies student and Begins to identify how and district levels. impact possible on
teacher resources at to access student and Interacts with instructional practice
the school and district teacher resources in members of the Engages with members and student
level. the broader broader professional of the broader achievement at school
professional community to access professional and district levels and
community. 07/16/23 resources that support community to access for the profession.
teacher effectiveness resources and a wide
and student learning range of supports for Initiates and develops
6.3 Collaborating teaching the full range professional learning
with colleagues and of learners. opportunities with the
the broader broader professional
professional 12/10/23 community focused on
community to student achievement.
support teacher Teacher collaborates
with other departments Collaboration has become
and student and shares work in an a massive part of our
learning effort to compare, school. PLC's, meetings,
critique and better the and many more trainings,
content taught to as well as other
students. Student improvements have
backgrounds are made been made. 12/10/23
much more significant
and a part of instruction.
07/16/23
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
the family in student importance of the contribute to the and support for range of opportunities
learning and the need family’s role in student classroom and school. families to actively for families to
for interactions with learning. Seeks Adjusts participate in the contribute to the
families. information about communication to classroom and school. classroom and school
cultural norms of families based on community. Supports a
families represented in awareness of cultural Communicates to school/district
the school. Welcomes norms and wide range families in ways which environment in which
family involvement at of experiences with show understanding of families take
classroom/ school schools. and respect for cultural leadership to improve
events. norms. 07/16/23 student learning.
12/10/23
Teacher ensures families
are understanding goals
by notices, newsletters,
6.4 Working with instructions, report
families to support cards, open house, back
to school night,
student learning conferences, notes, IEP,
and email. 07/16/23

I have never provided

more opportunities
for stakeholders to
be involved in the
education of their
students. It has resulted
in amazing collaboration
and success.
12/10/23
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
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 resources. community resources community resources to increase
communities to support the to support the instructional and
surrounding the school. Includes references or curriculum. instructional program, learning opportunities
connections to students, and families. for students.
Uses available communities in single Includes knowledge of
neighborhood and lessons or sequence of communities when Draws from Engages students in
community resources lessons. designing and understanding of leadership and service
in single lessons. implementing community to improve in the community.
instruction and enrich the Incorporates
instructional program. community members
07/16/23 into the school
12/10/23 learning community.
Teacher creates and
attends community
6.5 Engaging local events, cultural events,
communities in community resources,
support of the and can provide that
instructional information to all who
need it, then also
program incorporates it into the
curriculum. 07/16/23

I have only created

more and more opportunities
in the community for
students and have
grown tremendously in
this regard.
12/10/23
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Develops an Maintains professional Anticipates Integrates the full Models
understanding of responsibilities in professional range of professional professionalism and
professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
effort required to meet prepares for situations professional
Seeks to meet required Demonstrates expectations. that may be Responsibilities
commitments to commitment by challenging. effectively.
students. exploring ways to Pursues ways to 12/10/23
address individual support students’ Maintains continual Supports colleagues to
student needs. diverse learning needs effort to seek, develop, maintain the
and maintains belief in and refine new and motivation, resiliency,
students’ capacity for creative methods to and energy to ensure
achievement. ensure individual that all students
student learning. achieve. 07/16/23
6.6 Managing Teacher demonstrates a
professional positive attitude with all,
responsibilities to develops community
maintain activities so students feel
motivation and connected, participates in
community service
commitment to all projects, and creates a
students safe and community feel.
07/16/23

I am known to be very
professional by many
others. I have only
continued to grow.
12/10/23
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
profession in all circumstances.
* As follows:
• Take responsibility for student academic learning outcomes. Contributes to building professional community
• Is aware of own personal values and biases and recognizes ways in which and holding peers accountable to norms of
these values and biases affect the teaching and learning of students. respectful treatment and communication.
• Adheres to legal and ethical obligations in teaching the full ranges of
learners, including English learners and students with special needs. Contributes to fostering a school culture with a
• Reports suspected cases of child abuse and/or neglect as outlined in the high degree of resilience, professional integrity,
California Abuse and Neglect Reporting Act. and ethical conduct. 07/16/23
• Maintains a non-hostile classroom environment and carries out laws and
district guidelines for reporting cases of sexual harassment.
• Understands and implements school and district policies and state and
federal law in responding to inappropriate or violent student behavior.
6.7 Demonstrating
• Complies with legal and professional obligations to protect the privacy,
professional health, and safety of students, families, and other school professionals.
responsibility, • Models appropriate behavior for students, colleagues, and the profession.
integrity, and • Acts in accordance with ethical considerations for students.
ethical conduct • Maintains professional conduct and integrity in the classroom and school
community.
Teacher demonstrates a professional demeanor
everywhere in the school community, follows all state
education codes, legal requirements, policies,
agreements and responsibilities. Employee maintains
a high commitment to student learning and
development of skills and knowledge. 07/16/23

All of this is still true and I have only grown more and
more as an educator. 12/10/23