CSTP CTP

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. 9/25/17 instruction.
Using knowledge of learning needs.
students to engage
them in learning Some students may Students engage in single Student engage in Students actively utilize a Students take ownership
engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by
instructional strategies lessons that include some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
9/25/17 learning needs.
Review student CUM Files
for student academic
levels and potential IEP
requirements.
Consult with service
providers.
Confer with prior year
teacher.
Speak with parents.
Conduct formal
assessments to gauge
current academic
proficiency. 9/25/17

Evidence
Modifications made to
accommodate students
with IEP. Includes teacher
modeling, visuals such as
charts or video, and
student modeling.
Preferred seating as
needed for IEP or other.
Assigned seating used to
help maintain focus and
reduce distractions.
Access to technology to
complete assignments,
reference sources
Standard 1 CSTP: Engaging and Supporting All Students in Learning
(thesaurus, one on one
discussion to determine
student understanding.
9/25/17


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. 09/25/17 to connect to student interests.
knowledge,
learning.
backgrounds, life

experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
09/25/17 experiences, and across learning activities.
interests.
I use a student
questionnaire to get to
know them when
applicable. A reading
survey. Student created
art and introduction to
add to the room
environment. 9/25/1

Students participate by
giving their interests.
Beginning of year
Evidence students write self-
statements and create art
that represents there
interests and background
knowledge. 9/25/17


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. 9/25/17 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 real- integrate subject matter
provided in single lessons develop understandings life connections to subject into 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. 9/25/17 matter during learning
activities.
Math lessons include real
world use to connect with
classroom assignments.
Students use concepts
learned in mock
situations. Students also
use math knowledge to
construct real-life
scenarios using in class
concepts.
Mini lessons on how in
classwork applies to real
world situations such as
Evidence written reports. 9/25/17

I give examples of math
problems where I model
the procedure to solve,
then I create a model, and
finish with my own real-
world scenario using
words to explain my
reasoning. Students
continue this in their own
work.
I conduct a whole class
discussion on student
interests in jobs. I follow
this by demonstrating
some of the required
skills needed. I then
connect our classroom
work to those needed
skills. 9/25/17

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. 09/25/17
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
9/25/17 technologies to meet their successfully advance their
individual students learning.
needs.
Lessons are created to
use a variety of teaching
methods to maximize
student understanding.
This includes teacher led
instruction, visuals,
teacher and student
modeling, small group
instruction, and one on
one instruction. 9/25/17

I make sure to use
Evidence instructional methods
that meet my students
needs. This includes
giving them different
ways to demonstrate
their proficiency such as
individual white boards,
conferring one-on-one,
and oral communication
of ideas or answers.
9/25/17

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. 9/25/27 reflecting on multiple problems.
Promoting critical
perspectives.
thinking though

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. 9/25/17 in depth analysis of
content learning.
Whole class discussion is Rubrics for student work
conducted so students are given with
can both communicate assignments. I model how
and hear their ideas. I to apply the rubric to my
help promote critical work for students.
thinking by posing open Students learn how to
ended questions to self-assess and set goals
further students critical for future work. Informal
thinking. Students then assessment is done
engage in classwork to through inquiry with
answer questions based whole class discussion. I
on the current lesson to guide student discussion
Evidence explain their rational for to help develop critical
their thoughts and thinking. At the end of in
opinions. 9/25/17 class activities a review is
done. 9/25/17

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 9/25/17 effectively.
adjusting instruction
while teaching. Some students receive Students receive Students are able to Students monitor their
individual assistance assistance individually or Students successfully articulate their level of progress in learning and
during instruction. in small groups during participate and stay understanding and use provide information to
instruction. engaged in learning teacher guidance to meet teacher that informs
activities. their needs during adjustments in
instruction. instruction.
I make sure to confer
with my students
throughout my lesson to
ensure that they are
engaged and
understanding. I do this
by asking specific
question to gauge student
focus and understanding.
I use this informal
assessment to guide
grouping, small group
instruction, one-on-one
instruction, and re-
teaching. 9/25/17

Students receive
Evidence assistance individually or
in small group if there is a
limited amount who need
further discussion or
modeling. ELL benefit
from further instruction
to help them grasp the
concept discussed
further. I help students
stay engaged by insuring
they understand the
material and instructions.
Students demonstrate
their learning by
completing tasks and
participating in group
discussions. 9/25/17

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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. 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 community where
designed to promote of differences. Students take students 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.
I make sure to establish a
classroom community for
my students. Jobs are
created so that students
take ownership of their
room. I help facilitate a
student generated list of
rules for our room that all
students help to create. I
make sure to model good
Evidence manners and encourage
students to use them as
well. 10/01/17

Students participate in
classroom jobs willingly.
Students are eager to
participate. Students use
conflict resolution to help
resolve their issues.
10/01/17

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
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
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Classroom resources are
well organized and
available to all students.
Charts for instruction,
behavior, and daily
schedule are posted.
Posting are on the walls
Evidence
and on promethean
board. I reinforce to
students who claim they
are unable or unwilling to
try their best as it is all
that I ask regardless of
ability. I do this to help
them overcome anxiety
over the quality of their
work so that they do not
shut down but persevere
through their own self
doubt. 10/1/17

Students independently
seek room resources to
aid them in their work.
Students access charts,
use approved online
resources, and generate
work in areas where they
lack confidence in.
10/1/17


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
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate

Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and emotional
safety. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Students seek my I take the time to really
guidance sometimes. analyze my classroom
and evaluate its level of
Other times students safety and comfort for my
engage in bickering students. I make sure that
with each other. materials are properly
Students mostly stored, the room is easy
follow safety to navigate, and that
there are no safety issues
Evidence protocols but must with large items. I also
be reminded to include a number charts
behave themselves in emphasizing our room
the classroom at rules and appropriate
times. 10/1/17 behaviors. In addition, I
take the time to model
appropriate behavior and
explain why it is
appropriate and should
be used. 10/1/17

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. expectations for to meet high
support for all
achievement. expectations.
students
Some students ask for Some individuals and Students engage in a

teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.

I create an
assignment calendar
for students to
follow. Assignments
have clear
instructions that are
reviewed as a class
and discussed.
Assignments are
created so that all
levels of capability
may complete the
assignment but at
their level. I also set
my expectations for
the students by
modeling past
instances of
Evidence completed student
work for them to see.
Instruction is given
as whole group,
teacher model, and
one on one to insure
student
understanding.
10/1/17

Students engage in
classroom activities
because they receive
differentiated
instruction. Students
apply their
understanding in
whole group
activities and
independent work.
10/1/17

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

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

Clear expectations
are given for both
independent work
and group work prior
to each beginning. I
monitor and
commend students
for being able to
work independently.
Set routines are
created for student
project work,
independent work,
and independent
reading time.
10/1/17

Evidence Student eventually
learn the acceptable
behaviors and begin
to apply them once
they have done them
for a while. Students
accept consequences
to their behavior and
are able to identify
negative actions that
caused an issue to
arise such as
distracting other
students from their
work or not being
responsible for their
own work. 10/1/17

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom
Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures,
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports
to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior
lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in
learning climate. disruptive to the learning positive classroom
which all students
Students participate in climate. climate that eliminate
can learn
routines, procedures, and most disruptive behavior.

norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.

Clear instructions are
given so students can
function in the
classroom more
successfully. Actions
such as water,
sharpening pencils,
Evidence
or using materials is
gone over and
explained so that
routines are set.
Students are
rewarded with
positive feedback for
practicing classroom
norms in the form of
praise and room
points. 10/1/17

Students receive
immediate feedback
when routines are
followed or not
followed. Students
reply by refocusing
and trying their best
to follow classroom
routines. Other
students may remind
peers of the routines
to help them out.
10/1/17

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
learning Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in time learning activities and, as and complete a variety of instructional time to own time, are engaged in
allotted. needed, may receive learning activities in the engage in and complete accomplishing learning
some adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and review. prepared for the next reflection, self-
expectations for sequence of instruction. assessment, and goal
completion. setting.

Student ability is I try to make my
greatly spread out in lessons follow a set of
my classroom. More teacher modeling,
than half entered this student work, and
year not a grade level review. This allows a
in many academic good amount of time
areas and require to conduct one on
further support and one support for
time despite students and to
scaffolded work and assess student work.
Evidence
instruction. 10/1/17 Lessons typically
follow a mini lesson
of 10-15 minutes of
teacher talk and
modeling, followed
by a large portion set
aside for
independent work
and 5-10 for review.
10/1/17

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
extend student learning.

I feel that I am either
exploring or applying at
this early point in my
career. I selected
exploring because
although I feel confident
in my own knowledge I
do know that I am still
developing my
instructional practices. In
addition I am new to this
grade level this year so
my practices are more
exploratory than they
were at the end of last
year. 10/1/17

Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students or sequence of lessons students diverse learning ensure student understand subject
understanding of subject that addresses students needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. levels of vocabulary,
knowledge of curriculum guidelines. Provides explicit teaching Provides explicit academic language, and
student development Provides explicit teaching of essential vocabulary, teaching of specific proficiencies in self-
and proficiencies to of essential content idioms, key words with academic language, text directed goal setting,
ensure student vocabulary and multiple meanings, and structures, grammatical, monitoring, and
understanding of associated academic academic language in and stylistic language improvement. Guides all
subject matter language in single lessons ways that engage students features to ensure students in using analysis
or sequence of lessons. in accessing subject equitable access to strategies that provides
Explains academic matter text or learning subject matter equitable access and deep
language, formats, and activities. understanding for the understanding of subject
vocabulary to support range of student matter.
student access to subject language levels and
matter when confusions abilities.
are identified.

I make lesson that
explicitly teach what
students need to know
while taking into account
what they should already
know and what they
actually know. I use
essential vocabulary tied

to their academics to
reinforce its usage.
10/1/17

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 knowledge of curriculum
by site and district to adjustments in single readiness to organize and resources to organize and related resources to
support student lessons or sequence of adjust the curriculum to and adjust instruction flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student within and across subject organize and adjust
curriculum to subject matter. understanding of subject understanding. matter to extend student instruction.
facilitate student matter. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
Projects are created in
such a way that they
overlap in connections to
one another. Students also
see these connections and
are able to access prior
knowledge to make them.
For example biography
reports coincide with
state reports and students
learn of people from the
their states from their
own projects or peers.
10/1/17

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 addresses academic language, and challenge the full range of
subject matter appropriate to subject students diverse learning guide student in student towards a deep
matter. needs. understanding knowledge of subject
connections within and matter.
across subject matter.
I use a variety of
instructional strategies to
aid students. Some include
setting objectives, note
taking, direct instruction,
modeling, use of graphic
organizers, and self
assessment. 10/1/17


Uses available Explores additional Selects, adapts, and Integrates a wide range Engages students in
instructional materials, instructional materials, utilizes appropriate of 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. ongoing links to outside
resources based on resources and support.
individual needs.
I use all district provided
materials in my
instruction when
provided. I make sure I
familiarize myself with
these materials prior to
using them. I include
technology in my lessons
so students have multiple
points of access to the
material. 10/1/17


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 study development, English in English language
proficiencies based on proficiencies in listening, of language and content. learners strengths and development and in meeting
available assessment data. speaking, reading, and Differentiates instruction assessed needs into English content standards. Supports
writing. Uses multiple using one or more language and content students to establish and
measures for assessing 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 the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction wide range of scaffolded elimination of scaffolds
using visuals, models, and using literacy strategies, support for language and based on English learners
graphic organizers. SDAIE, and content level content for the range of proficiencies, knowledge,
English language English learners. and skills in the content.
development in order for
students to improve language
proficiencies and understand
content.
For a majority of my ELL
their first language is
Spanish. I am able to
provide clarification in
Spanish because I speak
Spanish. For ELL of other
languages I would seek
addition information to
aid me in differentiating
for them. I do scaffold
content in multiple ways
so all students can access

the content. This is done
by teaching direct
instruction, modeling,
visuals aids (technology,
chars, and one on one
instruction. I also take the
time to review special
needs students by
examining their IEPs and
discussing their needs
with their special ed.
Support to ensure they

are receiving what they
need.

10/1/17

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

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 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. planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

My lessons take into
account the needs of my
students. For the many
that means insuring I am
differentiating my
instruction as much as
possible. I try to take into
account any potential
cultural issues regarding
content. I also ensure that
I am familiar with student
IEPs to ensure they are
accessing the lesson and
content. I also review any
student data available to
help inform my
instruction such as DRA
levels, CELDT scores, and
other in class
assessments. 10/1/17

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. learning goals.

I establish goals for
student learning by first
communicating to them
what we will be learning.
I than draw their
attention to the days
lesson objective. I also
explain how we will be
learning and working on
the days goals. This is
done in a number of ways
using teacher direct
instruction, whole group
participation, and
technology to
differentiate and allow
students to access the
material in a different
way. For example, some
students who are ELL will
benefit from the
computers ability to
dictate the problems
orally so to help them
while reading or solving
problems. 10/1/17

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. learning. plans that ensure high
levels of learning.

I collaborate with my
grade level teams to set a
road map for where we
expect to be over the
course of the year. I refer
to state standards to
ensure that students are
receiving the required
academic education. My
lessons and projects are
created in such a way so
that students can build on
what they initially learn
so that each project can
increase in difficulty.
10/1/17

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
needs.

I use a variety of teaching
strategies in my
instruction. These include
direct teacher instruction,
modeling, visuals
(video/charts), small
group, and one on one
instruction. I use in
classwork, observation,
and informal and formal
assessment to help guide
my planning of student
instruction. 10/1/17

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. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I scaffold my lessons to
ensure I am meeting all
my students needs.
Lessons always include
differentiated instruction
because what meets the
needs of one particular
student will only aid
other students who may
not need it but will
benefit from its
presentation of
information. Some ways I
do this are by including
multiple examples
created by me for
students to follow as I
complete. Video examples
to give a different voice,
student modeling,
checking for
understanding by
assigning a few problems
and checking for
understanding before
proceeding.
Accommodating ELL by
further explaining
problems or by reading

them to them. I also use
completed work and exit
slips to help determine if
students are meeting the
goals or for student
misconceptions. Based on
this information I can
conduct a whole class
reteach or give a follow-
up lesson to a small
group. 10/1/17

CSTP 5: Assessing Students for Learning

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students differentiated student
5.1 Applying assessments. pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
I use a variety of pre
assessments to gauge
student readiness. This is
including on demand
writing samples, DRAs,
and math inventory tests.
These pre assessments
help me determine
current levels of
academic readiness for
my students. I than use
the generated data to
help me construct
meaningful differentiated
instruction. 10/1/17

Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically
assessments. student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
I compare collected for
each individual student
and also compare as a
class. For example, using
math tests I can generate
a class average and
compare my students
individual score against it
to see how they are
performing. I can also use
this data to inform my
own instruction based on
classroom norms. I also
use milestone
assessments such as DRA
to demonstrate reading
growth over time. If there
is no significant growth I
can than target where the
need is. 10/1/17

Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
I review data on a regular
basis. This practice helps
me know that my
students are learning
what they need to know
and that I am being
successful in teaching
them. I also collaborate
with my grade level team
and support providers to
analyze assessment
results to see how I can
better help my students
that are struggling.
10/1/17


Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
I give assessments for
reading levels, current
math knowledge, and an
on demand writing
assessment. With these
assessments I am able to
have a working
knowledge of where my
students are at so that I
can better formulate my
lessons for them. For
example, if I see that
many students are
lacking in basic essay
structure I can insert
more instruct in essay
construction. 10/1/17

Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
need for individual include goal setting language development. individual skills.
students in self-
learning goals. exercises. Develops students meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
I provide student with
clear learning objectives.
All student work has a
rubric that explains the
requirements to the
student. In addition I
review these
requirements with my
students so that they
understand. I also use
past student work to give
examples of appropriate
work. Students are also
given rubrics to fill out
and make goals. For
example good readers
rubric list a variety of
questions for students to
answer whether they are
doing these things or not.
Than students can see
what areas they need to
improve on. 10/1/17

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
communications are
received by those who
lack access to technology.
I use technology to
administer some
assessments. I use the
district provide online
math resources to given
exit slip assessments and
end of unit assessments.
In addition, I also use
district provided
inventory assessments
for both reading and
math. I than share this
information with my

grade level team and any
support providers.
10/1/17

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.
behavior issues.
I try my best to give
students a quick turn
around on their in class
assessment work. They
are typically interested in
how they did on tests and
appreciate feed back. I
give each student one on
one feed back to either
praise them or to explain
any misconceptions they
may have had.
Information is shared
with parents and further
conferencing is scheduled
if a student is in need of
further interventions.
10/1/17

CSTP 6: Developing as a Professional Educator

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. Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
I believe I put a lot of
thought into my teaching
practices. I regularly rely
6.1 Reflecting on
on the support and
teaching practice in council of my colleagues
support of student to advise me on how I am
learning doing and how I may
improve. What I reflect
most on is if I am
effectively giving my
students what it is they
need academically.
10/1/25

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 professionally. professional
purposeful organizations, and
development
professional growth
opportunities to
and development extend own teaching
practice.
I have taken many steps
towards my commitment
as educator to grow and
set goals. This program is
part of that lifelong
commitment as is the
countless hours of
schooling, testing, and
training. I have continued
to also take district
professional
development courses in
addition to continuing
my own personal
development through

accredited college
programs. I believe I have
identified a number of
needs and have set
personal goals to meet
them after completing
this assessment. 10/1/25
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
6.3 Collaborating classroom level. department and school broadest positive
with colleagues and Identifies student and Begins to identify how and district levels. impact possible on
the broader teacher resources at to access student and Interacts with instructional practice
professional the school and district teacher resources in members of the Engages with members and student
community to level. the broader broader professional of the broader achievement at school
support teacher professional community to access professional and district levels and
and student community. resources that support community to access for the profession.
learning teacher effectiveness resources and a wide
and student learning range of supports for Initiates and develops
teaching the full range professional learning
of learners. opportunities with the
broader professional
community focused on
student achievement.

As a new teacher I am not
yet in a position to be a
leading authority
amongst my colleagues.
However, I do participate
in collaborate meetings
to discuss effective
teaching practices. I
make sure that I am
present at all staff
meetings, required IEPs,
and professional
developments because I
see them not only as a
requirement but
opportunities to grow
more proficient as an
educator. 10/1/17
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 familys role in student classroom and school. families to actively for families to
for interactions with learning. Seeks Adjusts participate in the contribute to the
6.4 Working with families. information about communication to classroom and school. classroom and school
families to support cultural norms of families based on community. Supports a
student learning 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. student learning.

This I am working
on. I have found in
the time I have been
teaching I either had
no contact with
parents because it
was not part of my
duties or that
parents werent very
involved despite
asking for support. I
do attempt to get
background
information that may
be beneficial to my
students. Some
things I do to
connect more
beyond the
classroom is to
attend after school
activities, conduct
Saturday school, and
afterschool
homework clubs.
10/1/17

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
into the school
learning community.
I do not have any
experience with this yet.
6.5 Engaging local This will definitely be
communities in something I attempt to
support of the work on as an educator.
instructional 10/1/17
program


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
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.
6.6 Managing
I think I do a pretty
professional
good job of keeping a
responsibilities to
healthy balance. I
maintain
have many hobbies
motivation and
and social
commitment to all
commitments that
students
keep me in a good

mood. By doing so I
feel that I am able to
plan responsible for
future lessons.
10/1/17

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.
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.
I ensure that I hold myself to high degree of
professional appearance for myself and students. I
feel that dressing very professionally helps set a clear
understanding of my role as a teacher. I also ensure
that I am up to date on any and all required educator
requirements.

I am dedicated to providing the highest degree of
professional integrity and conduct that I can by taking
my job very seriously. I try my best to continue to
learn and improve with every given day.

10/1/17

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1 CSTP: Engaging and Supporting All Students in Learning

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