Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
Using knowledge of learning needs.
students to engage
them in learning Some students may Students engage in single Students 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 9/15/23 needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
I employ reflective I expanded my efforts to
practices to adapt my use knowledge of
teaching to my students' students to engage them
strengths and interests. in learning. Initially, I
Meaningful conversations employed reflective
about their hobbies, life practices to adapt my
experiences, and interests teaching to students'
guide my approach to strengths and interests,
teaching scientific initiating meaningful
phenomena. Beginning conversations about their
the year with "get to know hobbies, life experiences,
you" activities and using and interests to guide my
formative assessments approach to teaching
helps personalize lessons scientific phenomena.
Evidence
and ensure a more These strategies helped
engaging and relatable personalize lessons and
science education. ensure a more engaging
and relatable science
education. Building on
this foundation, I now
utilize data from a variety
of formal and informal
sources to learn about
students and guide the
selection of instructional
strategies to meet diverse
learning needs. For
example, I gather
Standard 1 CSTP: Engaging and Supporting All Students in Learning
additional data to learn
about individual students'
learning preferences and
challenges, allowing me to
make adjustments to
instruction that better
cater to their needs.
Moving forward, I aim to
continue using
comprehensive
knowledge of students to
make ongoing
adjustments and
accommodations in
instruction, fostering a
learning environment
where students actively
utilize a variety of
instructional strategies
and technologies to
ensure equitable access to
the curriculum, and
ultimately, take
ownership of their
learning by choosing
methods that are
responsive to their
individual learning needs.
April ‘24
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,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. to connect to student interests.
knowledge,
learning.
backgrounds, life
experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. 9/15/23 backgrounds, life and interests within and
experiences, and across learning activities.
interests.
I've been exploring the I continue to explore the
use of mini-phenomenons use of mini-phenomenons
to scaffold our exploration to scaffold our exploration
of scientific concepts, of scientific concepts,
leveraging unique recognizing the potential
perspectives for peer for leveraging unique
learning. While this perspectives for peer
method has shown learning. Building on this
promise, I'm working on foundation, I continue to
refining it further, refine my approach,
ensuring seamless ensuring integration of
integration with our mini-phenomenons
broader narrative and within our broader
Evidence
finding ways to engage all narrative and actively
students in the subject engaging all students in
matter. the subject matter.
Moreover, I have
expanded my efforts to
gather information about
students' prior
knowledge, cultural
backgrounds, life
experiences, and
interests, utilizing school
resources and family
contacts to deepen my
Standard 1 CSTP: Engaging and Supporting All Students in Learning
understanding. Moving
forward, I aim to further
develop and
systematically use this
extensive information to
create learning
experiences that
authentically connect
with students' lives. April
‘24.
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.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using integrate subject matter
provided in single lessons develop understandings real-life connections to into their own thinking
or sequence of lessons to of subject matter. subject matter to extend and make relevant
support understanding of their understanding. applications of subject
subject matter. 9/15/23 matter during learning
activities.
I've been using "healing" Throughout the school
as an overarching year, my commitment to
phenomena to teach implementing NGSS
cellular practices as a science
processes/systems. teacher has led to
However, I acknowledge significant growth in my
that not all students ability to connect subject
connect equally with this matter to meaningful,
approach, and some may real-life contexts. For
find it challenging or less instance, at the beginning
interesting. To address of the year, I introduced
this, I'm working on the concept of genetic
making the content more inheritance using abstract
Evidence relatable with other examples, which some
real-world examples and students found
emphasizing its challenging to relate to.
significance in daily life. Reflecting on student
engagement and
feedback, I adapted my
approach by
incorporating real-life
scenarios such as
inherited traits within
their families or genetic
disorders prevalent in
their communities. By
leveraging students'
Standard 1 CSTP: Engaging and Supporting All Students in Learning
personal experiences and
cultural backgrounds, I
created a more accessible
and relevant learning
environment that
enhanced their
understanding of complex
biological concepts. April
‘24

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional
diverse learning needs. meet students’ diverse learning needs.
strategies, resources,
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. 9/15/23 their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students needs. learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I've explored various I have broadened my
instructional strategies repertoire of instructional
and resources, an strategies, resources, and
example being technologies to effectively
Claims-Evidence-Reasoni address the diverse
ng (CER) responses to learning needs of my
assess their students. For instance, I
understanding. I use have implemented
collaborative activities differentiated instruction
like group discussions techniques such as tiered
and think-pair-share assignments (extensions
exercises. However, I'm and alternative readings)
Evidence aware of the need to and flexible grouping to
improve equity in student cater to varying levels of
interactions. I'm working student readiness and
on intentionally returning interest. Moreover, I have
to classroom norms to integrated assistive
ensure every student feels technologies and
empowered to participate multimedia resources to
and reflect on their accommodate diverse
learning. learning styles and
preferences. April ‘24

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
Promoting critical critically. content. reflecting on multiple problems.
thinking though perspectives.
inquiry, problem
solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer
reflection questions regarding facts varied questions or tasks questions and problems and construct questions a wide-range of complex
and comprehension. designed to promote posed by the teacher and of their own to support questions and problems,
comprehension and begin to pose and solve inquiries into content. reflect, and communicate
critical thinking in single problems of their own understandings based on
lessons or a sequence of related to the content. in depth analysis of
lessons. 9/15/23 content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I provide various rubrics I continue to promote
to help students critical thinking through
develop/understand deliberate incorporation
critical thinking skills, of inquiry,
and norming activities to problem-solving, and
foster a shared reflection into
understanding of various instructional practices. I
assessments. Rather than have transitioned from
relying on traditional predominantly asking
lecturing, I've shifted to a factual and
student-centered comprehension-based
approach that encourages questions to posing
questioning and open-ended inquiries that
exploration. I believe it's challenge students to
essential for students to interpret, analyze, and
answer their questions evaluate information.
and embrace the idea that Through scaffolded
it's okay to initially be questioning strategies
"wrong" as long as they and problem-solving
revise their tasks, I guide students
understanding through towards independent
exploration. However, I've critical thinking,
Evidence noticed that some encouraging them to
students struggle with generate their questions
open-ended questions, so and solutions.
I'm actively creating a Additionally, I seek to
supportive environment establish a classroom
that encourages inquiry culture that values
and emphasizes the value exploration and embraces
of the process over the the iterative nature of
answer. learning, fostering
resilience and
adaptability in students'
approach to
problem-solving. By
continually refining my
questioning techniques
and providing structured
opportunities for inquiry,
I make efforts to
empower students to
engage in deep analysis
and articulate their
understanding through
Standard 1 CSTP: Engaging and Supporting All Students in Learning
meaningful reflection and
communication. April ‘24

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. 9/15/23 activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I've incorporated "wait I've evolved my approach
time" as a tool to support to monitoring student
students in processing learning and adjusting
information and engaging instruction in real-time.
in their learning. I also Initially, I relied on simple
pay attention to signs of techniques like "wait
confusion, such as body time" and observing
language or silence, to student body language to
identify areas needing gauge comprehension.
clarification. However, recognizing the
In my ongoing growth as need for more proactive
a teacher, I aim to gain a intervention, I've
deeper understanding of implemented regular
how to effectively guide checks for understanding
and support students, and ongoing assessment
especially by emphasizing during lessons (Exit
the importance of inquiry Cards, Google Forms,
that drives our quick checks, etc.). This
Evidence exploration. This involves enables me to promptly
continually reinforcing identify areas where
the student-centered students require
Driving Question Board additional support or
(DQB) approach in our challenge and adjust my
classroom. instruction accordingly.
Moreover, I make efforts
to foster a classroom
environment where
students feel empowered
to articulate their
understanding and seek
guidance when needed,
facilitating more targeted
and personalized
instruction in order to
embrace a more dynamic
and responsive teaching
approach. April ‘24