CSTP 6: Developing as a Professional Educator

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Is aware Begins to Engages in Reflects individually and with colleagues on Maintains ongoing reflective practice
of the engage in reflection refinements in teaching practice and connections and action research in supporting
need to reflection individually among the elements of the CSTP to positively student learning and raising the level
reflect on on and with impact the full range of learners.11/19/23; of academic achievement.
6.1 teaching teaching colleagues on 2/18/24
Reflecting practice to practice the Engages in and fosters reflection
on support individual relationship among colleagues for school wide
teaching student ly and between impact on student learning.
practice learning. with making
in support Reflects colleagues adjustments in
of student individuall that is teaching
learning y or with focused practice and
colleagues on impact on the
on methods full range of
immediate to support learners.10/2/
student the full 22 5/6/23
learning range of
needs. learners.
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I engage in I reflect on instructional notes and observations each
weekly day to determine the effectiveness of the lesson. This
reflection with process includes consideration of assessment data,
colleagues and student responses, and execution of my lesson. It is a
helpful discipline to determine modifications to my
individual
teaching.
reflection daily,
most often Secondly, I meet with my professional learning team
after an and instructional coach weekly, where I discuss
instructional classroom experiences and gain insight from their
period, so not knowledge.
to forget
observations. ISTE 2.4.a. Dedicate planning time to collaborate with
The purpose is colleagues to create authentic learning experiences that
to adjust my leverage technology.11/19/23
methodologies
and to improve I am continuing to interact with my colleagues
students’ concerning student progress to identify
response to methods to advance student learning.
instruction. Working in my PLC, I share data and make
inquiries as to what is and is not working and
I am reflecting
seek evidence-based solutions.
on my teaching
practice on
most days by Individually, I am still engaged in professional
taking notes of learning through industry publications, like
observations, National Educators Association (NEA) and
tools used, and podcasts like, “The Cult of Pedagogy.” Plus, I
students’ communicate with educators on social media.
ability to
proficient Overall, I have gained valuable insights, but
explain their time constraints require that I evaluate a few
level of at a time. When I identify a viable tool or
understanding.
practice for my class, I make note of it in my
I interact with
my PLC,
journal for repeated use and observation.
mentor, and 2/18/24
CSTP 6: Developing as a Professional Educator
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coach to
identify ways I am actively analyzing formative and
to improve my summative assessments and the tools used to
practice. teach and reinforce targets to evaluate my
Through this, I
teaching. Then, I make a note in my journal on
have examined
distinct types
my observations and ways to improve.
of assessments,
online practice A recent assessment on the structure of the
tools for federal government rendered low scores.
students, and Those that did not pass would have benefitted
ways to be from a hands-on activity to grasp the concept
more concrete and likely keep them engaged during the
when afternoon class. This was noted in my journal.
introducing
new topics. The following week I reviewed the subject
05/06/23
with more kid friendly, illustrative slides,
facilitated discussion, and conducted a whole
class Kahoot game so that we could pause and
discuss the questions before answering.
5/2/24

6.2 Develops Sets goals Sets goals Sets and modifies authentic goals connected to the Sets and modifies a broad range of
Establishi goals connected connected to CSTP that are intellectually challenging and based professional goals connected to the
ng connected to the the CSTP that on self-assessment and feedback from a variety of CSTP to improve instructional
professio to the CSTP that are authentic, sources. practice and impact student learning
CSTP consider challenging, within and beyond the classroom.
nal goals
through self- and based on Engages in and contributes to professional
and required assessme self- development targeted on student achievement. Engages in ongoing inquiry into
engaging processes nt of assessment. Pursues a variety of additional opportunities to teacher practice for professional
in and local teaching learn professionally. 5/6/23 development.
continuou protocols. practice. Aligns personal
s and goals with I set CSTP based SMART goals targeting Contributes to professional
purposefu Attends Expands school and improvement in my instructional planning and organizations, and development
l required knowledg district goals implementation. One area has been strengthening
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professio profession e and and focuses on students’ academic writing skills of complete opportunities to extend own teaching
nal al skills improving sentences, with proper capitalization, punctuation, practice.
growth developm individual student spelling, and grammar.
and ent. ly and learning.
with I use colleagues and professional development
developm
colleagues Selects and opportunities to challenge my thinking and
ent through engages in critique my work.5/6/23
available professional
professio development Sets and modifies authentic goals connected to the
nal based on needs CSTP that are intellectually challenging and based
developm identified in on self-assessment and feedback from a variety of
ent. professional sources.
goals.10/2/22
Engages in and contributes to professional
development targeted on student achievement.
Pursues a variety of additional opportunities to
learn professionally. 11/19/23

Through the I have set the goal of providing timely feedback this
guidance of my year by applying CSTP 5.7, “Using assessment
administrators, information to share timely and comprehensible
I set personal feedback with students and their families.” to my
practice.
professional
goals This value-added goal improves communication with
connected to students and parents on a student’s progress and helps
the CTSP and with goal setting.
align them with
the goals of my It also helps with self-assessment of my time
school and management, grading policies, rubrics, and grading
district. These strategy.
are challenging,
based on self- Through professional development, I have learned
about using various tools to help with grading like
assessment,
creating a Google Survey for an assessment
and students’ https://www.google.com/forms/about/
learning data. Or using tools like
https://quizlet.com/843169273/observation-
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To achieve inference-flash-cards/ that captures students’ progress
growth, I data as they practice and provides immediate feedback
participate in for all stakeholders.
professional
ISTE 2.7.b. Use technology to design and implement a
development
variety of formative and summative assessments that
opportunities
based on these accommodate learner needs, provide timely feedback to
needs. 10/2/22 students, and inform instruction.

11/19/23

As a continuous learner I am actively reading

articles, visiting websites, and familiarizing
myself with lesson guides to be more astute in
the various subjects. While teaching units of
measurement I studied the standard
coherence map through
https://tools.achievethecore.org/coherence-
map/4/16 to learn ways to explain the
concepts clearly and to have relevant
examples and assessments.
5/2/24
Attends Consults Collaborates Collaborates with colleagues to expand the impact Facilitates collaboration with
6.3 staff, with with colleagues on teacher and student learning within grade or colleagues.
Collaborat grade colleagues to improve department and school and district levels.
ing with level, to student Works to ensure the broadest positive
colleagues departme consider learning and Engages with members of the broader impact possible on instructional
and the nt, and how best reflect on professional community to access resources and a practice and student achievement at
broader other to support teaching wide range of supports for teaching the full range school and district levels and for the
professio required teacher practice at the of learners.11/19/23 profession.
nal meetings and classroom
communit and student level. Initiates and develops professional
y to collaborati learning. learning opportunities with the
ons. Interacts with broader professional community
support
Begins to members of the focused on student achievement.
teacher
identify broader
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and Identifies how to professional
student student access community to
learning and student access
teacher and resources that
resources teacher support
at the resources teacher
school and in the effectiveness
district broader and student
level. professio learning.
nal 5/6/23
communit
y. I meet with my
10/2/22 professional
learning
community on
a weekly basis
to support
students
learning in our
shared math
teaching
activity.
Additionally, I
have joined
professional
online
communities
targeting
educational
resources like
workshops and
materials, and
conferences.
One being the
Texas
Computer
CSTP 6: Developing as a Professional Educator
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Education
Association
(TCEA). 5/6/23

I consult I work closely with the 4th grade level team to identify
with resources that address skills gaps amongst my
colleagues students. We exchange lesson plans and materials,
to help share ideas, and inform each other on proven data or
build my relevant conferences.
personal
skills to In a recent discussion about instructing low readers, a
address colleague shared how well her students were
student responding to the beginning readers book, Monster and
learning Friends Get Blown Away, by Elise Macdonald
needs and https://www.goodreads.com/book/show/60234399-
resources monster-and-friends. She shared her instructional
as well as method and where we could access the book. Several
my own. teachers, including myself, decided to try the book and
Typically, strategy with our early readers.
those with
greater Similarly, I interact with a broader community of
experience educators through the nonprofit organization, Zearn
in about.zearn.org, that introduces educators to
education approaches to math and provides classroom resources.
provide me Because they have a presence on Instagram and X
with (formerly Twitter). I can dialogue with educators and
weblinks, Zearn team members about the tools and concepts that
reference are presented.
books, and
other ISTE 2.4.d. Demonstrate cultural competency when
contacts, in communicating with students, parents and colleagues
addition to and interact with them as co-collaborators in student
advice. learning.
11/19/23
Recently, a
colleague,
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experience In addition to meeting with my professional
d in fifth teaching team on a regular basis to collaborate on
grade math lesson plans, pace, and progress of our shared
referred a instruction students, we discuss our homeroom
small
classes as well.
group of us
fourth
grade I have increased my involvement in broader
teachers to communications with other teachers in my grade
a math level and am more actively sharing and promoting
reference the use of certain resources with the entire 4th
book that grade team via our Skype group. 5/2/24
she highly
values and
still uses.
This is a
fitting
example of
collaborati
on as she
was
responding
to our
collective
expression
of desiring
additional
resources
to prepare
ourselves
for
teaching
certain
math
concepts.
10/2/22
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Is aware Acknowle Supports Provides opportunities and support for families to Structures a wide range of
of the role dges the families to actively participate in the classroom and school. opportunities for families to
of the importanc contribute to contribute to the classroom and
family in e of the the classroom Communicates to families in ways which show school community. Supports a
student family’s and school. understanding of and respect for cultural norms. school/district environment in which
learning role in Adjusts 5/6/23 2/18/24 families take leadership to improve
6.4 and the student communication student learning.
Working need for learning. to families
with interactio Seeks based on
families to ns with informati awareness of
families. on about cultural norms
support
cultural and wide range
student
norms of of experiences
learning families with schools.
represent 10/2/22
ed in the
school.
Welcomes
family
involveme
nt at
classroom
/ school
events.
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Our students Plan activities for families to participate in
are in virtual and live outings that are related to
independent cultural interests of students and families like
study and by outdoor hiking and farming.
the structure
of our school, Also coordinated a project-based learning
they are activity for students and families to grow
expected to be seeds and take pictures and videos of their
always projects. The project was engaging and
present with increased parental involvement. 5/6/23
their students,
during “live” I support student learning by staying in contact
instruction. with families and students outside of the
classroom to encourage their active participation.
In my This is accomplished through a weekly newsletter,
emails, texts, and phone calls.
classroom,
they are
Parents are encouraged to help their students
encouraged to apply their learning in real world scenarios.
actively listen Recently, I used a recipe for making homemade ice
to what their cream in a bag in a fractions lesson. I then
student is followed up with an email to each student and
learning and parent with the full recipe and instructions.
to ask
questions Another way that I support student learning is
after active respecting religious differences. My students have
instruction different religious backgrounds and I respectfully
acknowledge their differences and make a
(while in
concerted effort to avoid isolating any group by
class) or later. keeping class holiday celebrations subtle and
instead focusing on seasons. For example, during
Many parents Christmas we used winter themed worksheets
chime in for rather than any that promoted one belief over the
clarification other. If a student provided unsolicited
or are seen on
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camera information about a holiday, I listened and
working with provided a kind acknowledgment.
their students, This helped to keep the class focused on learning
which sets a and demonstrated how to interact when others
have differences. Secondly, I believe the parents
good example
remained comfortable keeping their students in
for others. class and reduced absenteeism during a period
when many would skip to avoid their students
I appreciate being influenced by certain celebration practices.
being able to 2/18/24
collaborate
with the My teacher leadership project was based on
parent and parent engagement to support student learning. In
student it, parents were invited to participate in a 3-part
simultaneousl training series to address the technology that their
y to clear students use and would be using for the state test.
misunderstan
This enabled them to set up their student’s
dings or
computer, ask questions, and share ideas on ways
redirect to support their student before, during, and after
behaviors. We testing. 5/2/24
then are
working as a https://rogersfotip.weebly.com/individual-
team for their learning-plan-ilp.html
success, and
you can tell
that the
student feels
supported, as
it is done in a
positive way.

As I spend
more time
with the
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parents, I
understand
the cultural
norm of their
households
and make
communicatio
n decisions
based on that
knowledge
and work to
support the
student as
they adhere to
their
household
structure.10/
2/22

Supports
families to
contribute to the
classroom and
school. Adjusts
communication
to families based
on awareness of
cultural norms
and wide range
of experiences
with schools.
11/19/23

In recent quarter
2 conferences, I
encouraged
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parents to
provide input on
ways to address
learning with
their students in
independent
study. This was
an effective way
to get to know
the student and
family better. I
was able to
understand their
value systems
and learning
challenges
within the home.
I was also able to
celebrate
successes with
him.

In one
conference, I
learned that a
student that has
an IEP has done
best when
completing his
activity book
pages when they
are in a certain
online platform. I
agreed that this
was doable and
through
collaboration we
were able meet
the student’s and
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parent’s learning
needs.

ISTE 2.4.d.
Demonstrate
cultural
competency
when
communicating
with students,
parents and
colleagues and
interact with
them as
collaborators in
student learning.
11/19/23

Develops Seeks Uses a variety Uses a broad range of neighborhood and Collaborates with community
6.5 awareness available of community resources to support the instructional members to increase instructional
Engaging about neighborh neighborhood program, students, and families. and learning opportunities for
local local ood and and community students.
communit neighborh communit resources to Draws from understanding of community to
ies in oods and y support the improve and enrich the instructional program. Engages students in leadership and
support of communit resources. curriculum. 5/6/23. service in the community.
the ies Incorporates community members
instructio surroundi Includes Includes Uses a broad range of neighborhood and into the school learning community.
ng the reference knowledge of community resources to support the instructional
nal
school. s or communities program, students, and families. When planning a field trip, I
program
connectio when designing contacted the manager of the local
Uses ns to and Panorama Vista Preserve to
available communit implementing coordinate a hike and tour so my
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neighborh ies in instruction Draws from understanding of community to students could learn about our
ood and single 10/2/22 improve and enrich the instructional program. natural resources and native
communit lessons or 11/19/23. plants. He then prepared an
y sequence elaborate outdoor museum with
resources of lessons.
realia and posters to go along with
in single
lessons.
the visit. It was fascinating. 5/2/24
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I am familiar I introduced the class to the local library and integrated
with the area in the resources from the library into our classroom like
which my tutoring, food programs, and Lego Clubs.
students live and I hosted a class field trip at the library, and we were
have used that provided with a tour with craft activities. Students
knowledge to registered for library cards, and some are now
integrate its attending weekly math tutoring clubs. 5/6/23
features to
connect When planning lessons, I intentionally use media
students’ images of local landmarks and landforms to help
understanding. students make connections. I point out connections to
our communities, such as during our unit on Native
When designing Americans and informing them about the Yokuts that
and were prominent in the San Joaquin Valley.
implementing a
lesson on To enhance the learning, I also hosted a field trip at the
geography, I Kern Co. Museum where they recently opened the
named well Native American Heritage Center
known, local https://kerncountymuseum.org/featured-exhibits/,an
parks and lakes exhibit on early Natives that lived in our county.
and used
examples of the ISTE 2.5.b. Design authentic learning activities that align
day’s forecast to with content area standards and use digital tools and
bring about resources to maximize active, deep learning.
understanding of 11/19/23
heat, food, and
chemical energy.
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Develops Maintains Anticipates Integrates the full range of professional Models professionalism and supports
an professio professional responsibilities into advanced planning and colleagues in meeting and exceeding
understan nal responsibilities prepares for situations that may be challenging. professional responsibilities
ding of responsib and manages effectively.
profession ilities in time and effort Maintains continual effort to seek, develop, and
al timely required to refine new and creative methods to ensure Supports colleagues to maintain the
responsibi ways and meet individual student learning. motivation, resiliency, and energy to
lities. seeks expectations. ensure that all students achieve.
support
6.6 Seeks to as needed. Pursues ways I work collectively with my
meet to support professional learning team to plan for
Managing
required Demonstr students’ shared instruction. We determine
professio
commitme ates diverse when we will teach each target and
nal nts to commitm learning needs identify supports for instruction. I
responsib students. ent by and maintains keep a timeline and checklist to
ilities to exploring belief in ensure that I fulfill my agreed upon
maintain ways to students’ assignment/role with the team and
motivatio address capacity for actively contribute to gathering
n and individual achievement.5/ resources. 5/4/24
commitm student 6/23,
ent to all needs. 10/2/22
students
Anticipates
professional
responsibilities
and manages
time and effort
required to
meet
expectations.

Pursues ways
to support
students’
diverse
learning needs
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and maintains
belief in
students’
capacity for
achievement.1
1/19/23

I am
continuing to
work on time
management
of
administrativ
e tasks
outside of
direct
instruction.
There are
website
functions that
I am learning
about in
professional
development
to work more
proficiently.

This self-
improvement
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keeps me
prepared to
instruct under
data driven
guidelines
that address
diverse
learning
needs. 5/6/23

Through
master
calendars and
expectations
of
administratio
n, I can
anticipate
professional
responsibilitie
s and plan in
advance.

I use a
calendar and
break large
assignments
into smaller
tasks to have
timely
submission of
work
assignments.
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This also
allows room
to address
unexpected
events.

I believe in
each student’s
ability to
achieve their
own level of
success and
look for ways
for them to
learn in their
own best way,
as we all learn
differently.

I enjoy
sharing new
strategies
with them and
seeing them
reach their
goals once
they have
found their
learning style.

This has
recently been
observed
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while
instructing on
multi-digit
multiplication
and choosing
the standard
algorithm,
array method,
and/or using
colors when
solving.10/22
/22

I make use of my
online and
physical
calendars for
advanced
planning of
administrative
responsibilities
and instructional
plans. I set
priorities and
consider how to
efficiently
accomplish each
task, so that I will
have available
time to support
my students
outside of
standard class
minutes.
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Looking ahead to
academic
conferences, I
scheduled
appointment
dates in
Calendly,Calendly
,com. Using this
app saved time by
avoiding the need
to make multiple
phone calls or
send emails. This
allowed me to
focus my energy
on lesson
planning and
meeting my
students for
intervention and
reteach sessions.

ISTE 2.3.b.
Establish a
learning culture
that promotes
curiosity and
critical
examination of
online resources
and fosters digital
literacy and
media fluency.
11/19/23
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Follows all state education codes, legal Maintains ethical values and understands how bias can negatively impact the classroom.
requirements, district and site policies, Works toward supporting a healthy, inclusive learning environment.
contractual agreements, and ethical
responsibilities.* Models appropriate behavior and exercises practices of a scholarly, respective, law-abiding
environment where students feel self to learn. 5/6/23
* As follows:
 Take responsibility for student
academic learning outcomes. Maintains a high standard of personal integrity and commitment to student learning and
 Is aware of own personal values and the profession in all circumstances.
biases and recognizes ways in which
these values and biases affect the Contributes to building professional community and holding peers accountable to norms of
6.7 teaching and learning of students. respectful treatment and communication.
Demonstr  Adheres to legal and ethical
ating obligations in teaching the full ranges Contributes to fostering a school culture with a high degree of resilience, professional
of learners, including English learners integrity, and ethical conduct. 10/2/22
professio
nal and students with special needs.
responsib  Reports suspected cases of child abuse
and/or neglect as outlined in the
ility,
California Abuse and Neglect
integrity, Reporting Act.
and  Maintains a non-hostile classroom
ethical environment and carries out laws and
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.
 Models appropriate behavior for
students, colleagues, and the
profession.
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 Acts in accordance with ethical
considerations for students.
 Maintains professional conduct and
integrity in the classroom and school
community.

I conscientiously adhere to all “state education codes, legal requirements, district and site
policies, contractual agreements, and ethical responsibilities” required of an educator for
the purposes of equitable instruction, safety, and ethics.

I value the people first, the healthy livelihoods of the students and families and the
profession of teaching and therefore model professional behavior in the classroom and
community to indicate that of a good and law-abiding citizen.

I contribute to my professional environment through respectful conduct and

communication with my peers, students, and families by choosing to avoiding negative
communication and focusing on uplifting, healthy thought patterns, and growth
mindset.10/22/23

I adhere to local, state, and federal guidelines as they relate to student safety, privacy, and
learning. I completed all required training at the beginning of the school year that
addressed these topics and optionally complete other informative training to grow my
knowledge or revisit a training to refresh my memory.

A recent situation occurred in which a student was connected to sexually explicit language
having been written on his online assignment. I immediately took action to adjust the
account setting on the site to ensure that no other student had been or would be exposed to
the offense. I evaluated the incident for the student’s safety and considered submitting a
SCAR to Child Protective Services. Finally, I followed school protocol to report the incident.
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ISTE 2.3.c. Mentor students in the safe, ethical, and legal practice with digital tools
and protection of intellectual rights and property
11/19/23

I stay abreast of the laws and policies in my field and do my best to adhere to them. I
recognize that my position inherently encompasses the expectation of a model citizenship
and am mindful of my conduct both on and off the clock. One resource I frequently access is
the National Education Association https://www.nea.org/ . It enables me to keep up with
current events, provides resources and guidance for matters that relate to my professional
role. 5/4/24
CSTP 6: Developing as a Professional Educator

CSTP 6 Alignments
6.1 Reflecting on teaching practice in support of student learning aligns with
NBPTS 4 Teachers think systematically about their practice and learn from experience
My reflection for week 11 (below) is one example of how I evaluate my practice and seek to learn how I can improve it.
Since week one, I have continued to improve my interactions with Learning Coaches by using our time to address how they can support
their student’s learning and doing a better job of connecting them with other resources.
I am also placing more responsibility on the students versus the Learning Coaches by asking the students to answer for their actions or to
explain how they plan to follow through with school expectations.
I recognize that Learning Coaches are also subject area experts and that I can seek their help when trying to serve their students. Coming
from various backgrounds and having access to certain knowledge or resources enriches our classroom and increases their engagement in
their student’s learning. 5/3/24

6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development aligns with
NBPTS 2 Teachers know the subjects they teach and how to teach those subjects to students
Teachers pursue the knowledge they need to be effective educators and my school has numerous resources that when researched have
grown my understanding on subjects and connected me with resources to support my teaching and students. I have thoughtfully sought to
meet the expectations for our designated social emotional learning class. One quick tool has been the breakdown of our learning targets.
This has helped in my lesson planning. 5/3/24
CSTP 6: Developing as a Professional Educator
CSTP 6: Developing as a Professional Educator
CSTP 6: Developing as a Professional Educator
CSTP 6: Developing as a Professional Educator

6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning aligns with
NBPTS 5 Teachers are members of learning communities.
Within my learning community I have acquainted myself with the volunteers of Panorama Vista Preserve https://panoramavista.org/and
taken advantage of their educational programs for field trips. Through the preserve my students and I have learned about the Kern River
that runs through our city and its ecosystem. We learned about the loss of its native habitat due to drought and excessive human
interference and how they are restoring it to influence native birds to return. 5/3/24

6.4 Working with families to support student learning aligns with

NBPTS 5 Teachers are members of learning communities.
My ILP involved working with families as part of the learning community to “support” student learning. I developed a 3-series workshop to
coach parents on how to work with their student on accessing the technology needed for the state test and shared ideas on what to do
before, during, and after testing. I was able to answer questions, walk them through the computer set up, and hear their tips as they shared
with the group. 5/3/24
CSTP 6: Developing as a Professional Educator

6.5 Engaging local communities in support of the instructional program aligns with
NBPTS 5 Teachers are members of learning communities.
We have an Amazon Distribution Center in our community, and it is a well-known brand. So, I researched how I might collaborate with
them to help instruct my students on robotics and information transfer. I was able to connect to an interactive, virtual field trip through
https://create.kahoot.it/share/amazon-robotics-fulfillment-center-tour/485b1ad2-3980-40e1-903a-c67fec49bbae and received
promotional items to give to my class.

6.6 Managing professional responsibilities to maintain motivation and commitment to all students aligns with
NBPTS1 Teachers are committed to students and their learning
CSTP 6: Developing as a Professional Educator
NBPTS 3 Teachers are responsible for managing and monitoring student learning.

I participate in tier 2 shared instruction and must be organized to incorporate the lessons and learning needs of my colleague’s homeroom
students, in addition to my own. It first begins with the attitude that they are all our students and secondly with being organized and
prepared to reinforce a target and frequently assess. It is important that I give them my best at each meeting. 5/3/24
CSTP 6: Developing as a Professional Educator
CSTP 6: Developing as a Professional Educator
CSTP 6: Developing as a Professional Educator
CSTP 6: Developing as a Professional Educator

6.7 Demonstrating professional responsibility, integrity, and ethical conduct aligns with
ISTE-C 4.7. Digital Citizen Advocate Coaches model digital citizenship and support educators and students in recognizing the
responsibilities and opportunities inherent in living in a digital world.
Students are given expectations from the school but also directly from me concerning digital citizenship. Students are encouraged to use the
chatroom before class for casual conversation and during instruction for academic conversation. They can answer and ask questions and
assist by inputting resource links. I closely monitor their comments and address anything that is inappropriate. We, collectively, use the
phrase “stay on topic” or “sot” to remind others that are distracted that this is our learning time and only academic conversation is allowed.
5/2/24
CSTP 6: Developing as a Professional Educator