CSTP 1 Reyes Year 5 10 19 Complete

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. 05/10/18 instruction. 12/12/18
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
05/10/18 learning needs. 5/10/19
Review student CUM Files In addition to what I have
for student academic already been doing prior
levels and potential IEP to the year I have now
requirements. begun to integrate
Consult with service technology resoures to
providers. inform my instruction
Confer with prior year and develop action plans
teacher. as needed to meet the
Speak with parents. needs of my students.
Conduct formal Some of these tools
assessments to gauge include district
current academic assessments such as
proficiency. 05/10/18 FAST, Achieve3000, and
reading supports such as
Evidence
Modifications made to Raz-Kids. 5/10/19
accommodate students
with IEP. Includes teacher My students now use a
modeling, visuals such as wide range of technology
charts or video, and supports for reading and
student modeling. math to help develop
Preferred seating as their skills. These
needed for IEP or other. supports show them their
Assigned seating used to progress as they work
help maintain focus and towards their goals.
reduce distractions. 5/10/10
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.
05/10/18


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. 12/12/18
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. 12/12/18
I use a student In addition to what I was My interactions with
questionnaire to get to doing I am now making parents are more
know them when sure that when I meet
applicable. A reading with parents that I am not
meaningful and fluid
survey. Student created only telling them about now. I take in the
art and introduction to their student’s academics many different
add to the room but that I am also asking backgrounds and
environment. 9/25/1 questions about their personal likes that
students. In addition, I am
Students participate by working with my
students have and
giving their interests. colleagues more and find ways to
Beginning of year getting their perspectives incorporate them
Evidence students write self- too. into our lessons an
statements and create art projects.
that represents there
interests and background

For students not much
knowledge. 9/25/17 has changed besides
Students are
communicating more challenged in ways
with them and getting to that are of interest to
know each other. them. Projects allow
free choice within
guidelines to ensure
that they are meeting
their academic goals
while also being
engaging and
meaningful to them.
5/10/19


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 12/12/18 students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students actively engage Students routinely
subject matter to real-life. real-life connections Students utilize real-life in making and using real- integrate subject matter
provided in single lessons connections regularly to life connections to subject into their own thinking
or sequence of lessons to develop understandings matter to extend their and make relevant
support understanding of of subject matter. understanding. 5/10/19 applications of subject
subject matter. 9/25/17 12/12/18 matter during learning
activities.
Math lessons include real I have begun integrating I have developed
world use to connect with more real-life subjects lessons that are
classroom assignments. into our writing
Students use concepts specifically challenging
linked learning
learned in mock my students to write programs beyond the
situations. Students also about things in their lives classroom such as
use math knowledge to that they care about. This trips to Biztown and
construct real-life has generated more science trips to the
scenarios using in class passionate writing pieces.
concepts. I also try to connect what
floating lab. These
Mini lessons on how in we learn in science into learning experiences
classwork applies to real my students lives. I make provide my students
world situations such as connections to how the with real world
Evidence written reports. 9/25/17 physical world that they application and put
are learning about
I give examples of math impacts them every day.
our in class learning
problems where I model It is exciting to see and in action. 5/10/19
the procedure to solve, hear them make those
then I create a model, and connections later on. Students take away
finish with my own real- I also link math lessons meaning learning
world scenario using and how to videos such as
words to explain my Khan Academy to my
experiences that last
reasoning. Students personal website for for years to come.
continue this in their own students to access at After these learning
work. home. 12/12/18 experiences they
I conduct a whole class continue to apply
discussion on student Students generate their them in future
interests in jobs. I follow own topics based on their lessons as seen in
this by demonstrating lives and experiences to
some of the required create meaningful writing
their projects and
skills needed. I then pieces. Student frequent written assignments.
connect our classroom my site for updated 5/10/19
work to those needed resources and helpful
skills. 9/25/17 math supports. 12/12/18

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. 5/10/19
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
05/10/18 technologies to meet their successfully advance their
individual students learning.
needs. 12/12/18
Lessons are created to In addition to my
use a variety of teaching developing practices from
methods to maximize last semester I am now
student understanding. integrating more
This includes teacher led assessments using
instruction, visuals, technology. I use quizlet,
teacher and student google forms, and other
modeling, small group online resources through
instruction, and one on my website to assess and
one instruction. 9/25/17 inform my instruction.
5/10/19
I make sure to use
Evidence instructional methods Students use my site to
that meet my student’s access material, learning
needs. This includes supports, and to take
giving them different assessments on their in-
ways to demonstrate class learning. This
their proficiency such as information provides
individual white boards, immediate feedback
conferring one-on-one, 5/10/19
and oral communication
of ideas or answers.
05/10/18

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. 12/12/18 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 5/10/19 communicate
lessons or a sequence of related to the content. understandings based on
lessons. 9/25/17 12/12/18 in depth analysis of
content learning.
Whole class discussion is Rubrics for student work I have begun using
conducted so students are given with the Learning Pit to
can both communicate assignments. I model how
and hear their ideas. I to apply the rubric to my
further push students
help promote critical work for students. to think
thinking by posing open Students learn how to constructively and to
ended questions to self-assess and set goals problem solve. This
further students critical for future work. Informal method involves
thinking. Students then assessment is done
engage in classwork to through inquiry with
students in
answer questions based whole class discussion. I conversation and
on the current lesson to guide student discussion explorations of ideas
explain their rational for to help develop critical that they develop on
their thoughts and thinking. At the end of in 5/10/19
opinions. 9/25/17 class activities a review is
done. I use online

assessments created by Students participate
my me using google actively in discussion
Evidence forms and quizlet. knowing that they
12/12/18 will be challenged

Students have begun to
and will challenge
generating their own others intellectually
topics of interest for to better understand
writers workshop. They concepts such as
have also been actively what is a Tourist or
participating in class
discussion posing
what makes a capital
questions to topics of city the capital
interest to them and then through inquiry and
asking questions they conversation.
want discussed. Students 5/10/19
use my classroom
website to gather
research, access learning
support, and to use
assessments 12/12/18

Monitoring student Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
learning and following curriculum instruction and learning adjustments to instruction based on the extend learning
adjusting instruction guidelines. activities to support instruction based on ongoing monitoring of opportunities and
while teaching. student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
checks for understanding. challenge. 5/10/19 concepts flexibly and
05/10/18 effectively.

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. 5/10/19 instruction.
I make sure to confer I have used a variety
with my students of assessment
throughout my lesson to
ensure that they are resources provided
engaged and both my district,
understanding. I do this school, and of my
by asking specific own creation to
question to gauge student inform my
focus and understanding.
I use this informal
instruction to
assessment to guide provide a more
grouping, small group targeted learning
instruction, one-on-one plan for all my
instruction, and re- students. 5/10/19
teaching. 05/10/18

Students receive
Evidence assistance individually or Students receive a
in small group if there is a more efficient and
limited amount who need tailored learning
further discussion or
modeling. ELL benefit
experience. Students
from further instruction participate in
to help them grasp the assessments that
concept discussed inform my
further. I help students instruction 5/10/19
stay engaged by insuring
they understand the
material and instructions.
Students demonstrate
their learning by
completing tasks and
participating in group
discussions. 05/10/18

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 5/10/19 community where
designed to promote of differences. student’s home culture is
caring, fairness, and Students take included and valued.
respect. responsibility resolving Students communicate
conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences. 5/10/19
I make sure to establish a I have been building on
classroom community for our already established
my students. Jobs are rules and appropriate
created so that students classroom behaviors. I
take ownership of their have found that working
room. I help facilitate a with 5th graders that they
student generated list of have more issues with
rules for our room that all their behavior trying to
students help to create. I push the boundaries. We
make sure to model good have classroom
Evidence
manners and encourage discussion on things like
students to use them as bullying, appropriate
well. 10/01/17 online behavior, and
conflict resolution. One
Students participate in big thing is to make them
classroom jobs willingly. aware that they have
Students are eager to people they can talk to. I
participate. Students use have created a system of
conflict resolution to help jobs and daily room
resolve their issues. priviledges aimed at
10/01/17 building our classroom
community. 5/10/19

Students communicate
their issues by speaking
with an intermediary
such as a teacher,
counselor, or office staff f
to resolve any issues.
Students also model good
citizenship and manners
with each other inside
and outside class.
Students actively take
rolls in the classroom to
help keep it clean. They
also appreciate room
privileges on a daily
revolving basis. 5/10/19

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 5/10/19 accelerated learning for
encourage the full range of students.
constructive and Some students use Students use resources Students use a variety of
productive available resources in provided in learning resources in learning Students routinely use a Students participate in
interactions among learning environments environments and environments and range of resources in monitoring and changing
students during instruction. interact with each other interact in ways that learning environments the design of learning
to understand and deepen their that relate to and enhance environments and
complete learning tasks in understanding of the instruction and reflect structures for
single lessons or content and develop their diversity. interactions.
sequence of lessons. constructive social and Students share in
academic interactions. monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 5/10/19
Classroom resources are
well organized and
available to all students.
Charts for instruction,
behavior, and daily
schedule are posted.
Evidence Posting are on the walls
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. I maintain my own
library with online
checkout system and have
a variety of room
priviledges 5/10/19

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.
Students are free to
checkout books and
resources as they need
them with my online
checkout system.
5/10/19


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. 5/10/19
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. 5/10/19
Students seek my I take the time to really I have utilized a flexible
guidance sometimes. analyze my classroom seating to create an
and evaluate its level of inviting choice filled
Other times students safety and comfort for my seating for students. The
engage in bickering students. I make sure that room is spacious and easy
with each other. materials are properly to move for all students.
Students mostly stored, the room is easy 5/10/19
follow safety to navigate, and that
there are no safety issues
Evidence protocols but must with large items. I also My students feel very
be reminded to include a number charts comfortable in our room.
behave themselves in emphasizing our room Because of this they enjoy
the classroom at rules and appropriate coming to class and
times. 10/1/17 behaviors. In addition, I participating. Students
take the time to model share ideas and feel safe
appropriate behavior and to do so. 5/10/19
explain why it is
appropriate and should
be used. 05/13/18

My students have come
out of their shells much
more as the year has
progressed. With getting
to know one another and
learning classroom
expectations students
know feel more
compelled to participate
and express themselves.
05/13/18

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. 05/10/19 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. 5/10/19 learning.

I create an I really feel I have
assignment calendar stepped this area up. I
have begun developing
for students to my reading development
follow. Assignments instruction as well as
have clear writing. I have also
instructions that are integrated organizational
reviewed as a class tools such as graphic
organizers and taught
and discussed. good note taking all so
Assignments are that students are better
created so that all prepared with the study
levels of capability tools they need. I make
may complete the sure to include a daily
updated homework
assignment but at schedule for students and
their level. I also set a weekly schedule for
my expectations for parents and students on
the students by my classroom website.
modeling past 5/10/19

instances of My students are using the
Evidence completed student supports that I have
work for them to see. provided. From graphic
Instruction is given organizers to math
as whole group, journals students are
better equipped to deal
teacher model, and with their tasks. Students
one on one to insure and parents are kept up
student to date via student
understanding. planners and my personal
10/1/17 website to keep track of
daily assignments,
projects, and on-goings.
Students engage in 5/10/19
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. 5/10/19

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.
5/10/19
Clear expectations We did a lot of
are given for both professional training
independent work which I feel really
and group work prior helped me grow. We
to each beginning. I studied Teaching
monitor and with Love and Logic.
commend students And I now have more
for being able to tools to effectively
work independently. communicate and
Set routines are maintain classroom
created for student discipline through
project work, the techniques I have
independent work, learnt. 5/10/19
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. 12/12/18

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. 5/10/19 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. 5/10/19 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. 12/12/18 learning climate. 5/10/19 promotes learning.

Clear instructions are Classroom routines
given so students can have been refined so
function in the that all students are
classroom more not confused.
successfully. Actions Classroom policies
such as water, are posted in
sharpening pencils, classroom and online
Evidence
or using materials is on classroom
gone over and website. To promote
explained so that positive behavior
routines are set. students are allowed
Students are to participate in the
rewarded with student store to
positive feedback for purchase items that
practicing classroom they have earned
norms in the form of store money for to
praise and room encourage good
points. 12/12/18 behavior and
academic
Students receive achievement.
immediate feedback
when routines are Students receive
followed or not immediate feedback
followed. Students on assessment vias
reply by refocusing student portal and
and trying their best teacher updates.
to follow classroom 5/10/19
routines. Other
students may remind
peers of the routines
to help them out.
12/12/18

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. 5/10/19
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. 5/10/19

Student ability is I try to make my I have learnt to pace my I feel that I a really
greatly spread out in lessons follow a set of instruction far better. The am hitting my stride
issue for my classroom is
my classroom. More teacher modeling, I have students at many
this second year at
than half entered this student work, and varying academic levels. my grade level. My
year not a grade level review. This allows a To ensure that I am lessons are moving at
in many academic good amount of time supporting them I have appropriate pace,
areas and require to conduct one on created journals for math review are working,
and science, do two
further support and one support for lessons to cover material
and instruction time
time despite students and to for math, and provide a is managed well.
scaffolded work and assess student work. lot of small group support 5/10/19
instruction. 10/1/17 Lessons typically over whole class
follow a mini lesson instruction and Students have
observation. By adding
of 10-15 minutes of these supports I have
become more self
teacher talk and optimized my teaching sufficient and
modeling, followed time because my students dedicated to
by a large portion set need extra support to get completing task at
aside for the material. Without it home instead of
Evidence they would not be
independent work learning. 05/13/18
needing assistance
and 5-10 for review. and reminders in
10/1/17 Students this year are for class. Project time
the most part at or lines are posted and
My students this year approaching grade level. students for the most
Students keep track of
are for the most part daily schedule that is
part follow them.
below grade level posted on the 5/10/19
across the board. promethean board. It is
They struggled to clearly marked and with
finish tasks at the the aid of a visual timer
students pace their work.
beginning but have 12/8/18
really become more
capable students who
can complete task
with a reasonable
given time frame.
05/13/18

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 At this point I feel that I I feel more confident this
exploring or applying at am applying. It takes some year. I am using
this early point in my time to get the grade level resources to build on my
career. I selected curriculum down and prior knowledge and
exploring because being my first year at integrating it into my
although I feel confident grade level 5 I have had lessons and teaching
in my own knowledge I some learning to do. I am practices. Using
do know that I am still making sure to go over resources such as
developing my academic language more Nextgenscience.org or
instructional practices. In thoroughly and explicitly district resources has
addition I am new to this stating what standards we helped a lot. 05/10/19
grade level this year so are going over. 05/13/18
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 I am definitely adapting I am providing explicit
explicitly teach what instruction to meet the instruction to all my
students need to know needs of my students now. students by continuing
while taking into account I have a better grasp of my my education as an
what they should already student’s capabilities and educator. I am now
know and what they what areas they need GATE certified and have
actually know. I use support in. Because of this completed over 90 units
essential vocabulary tied I am better able to use of post bachelor
to their academics to assessment data to drive 05/10/19
reinforce its usage. my instruction to meet
10/1/17 their needs.

I have been going over
grade level vocabulary
and academic language. I
make sure when having
whole class discussions on

math and science that
students use the technical
terms when we discuss
the content. 05/13/18


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. 5/10/19
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
Projects are created in I have organized myself
such a way that they by dedicating a good
overlap in connections to portion of my prep time
one another. Students also to developing,
see these connections and maintaining, and
are able to access prior updating my classroom
knowledge to make them. website. This has been
For example, biography integral in providing
reports coincide with support for my students
state reports and students and information that
learn of people from the needs to be
their states from their communicated to all my
own projects or peers. parents in a timely
05/13/18 fashion. I also dedicate
my time after school to
support my students
during PRIME Time
after school tutoring
5/10/19

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
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that addresses academic language, and challenge the full range of
appropriate to the
appropriate to subject students’ diverse learning guide student in student towards a deep
subject matter
matter. needs. understanding knowledge of subject
connections within and matter.
across subject matter.
05/10/19
I use a variety of I have made sure
instructional strategies to students utilize
aid students. Some include notebooks to record
setting objectives, note their notes for future use.
taking, direct instruction, This has helped students
modeling, use of graphic with recalling
organizers, and self procedures and concepts
assessment. 10/01/17 that they need reminders
for. It has also cut down
on my one on one time
because they have an
easy reference to use
instead of waiting for me
to get to them. I also use
a variety of graphic
organizers, websites, and
instructional strategies
using media, whole class,
small group, and student
exploration to teach new
concepts. 05/10/19

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 I have begun using
materials in my material for reading
instruction when comprehension that is
provided. I make sure I leveled. All the students
familiarize myself with read the same basic story
these materials prior to but at their level. This
using them. I include allow for whole class
technology in my lessons discussion and also for
so students have multiple struggling students to
points of access to the access the information.
material. 10/1/17 In addition I use a variety
of technology reading
programs such as
Achieve3000 that
provides leveled
readings. I also use
technology math
programs that dictate the
problems to students
which is very helpful to
struggling readers. In
addition I make sure that
all students have equal
access to materials.
Documents are created

and shared via Google
Docs and my website
5/10/19


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 I am definitely making I now provide a variety
their first language is sure to frontload non- of resources for all
Spanish. I am able to fiction text vocabulary and learners. I specifically
provide clarification in necessary academic have Raz-Kids that
Spanish because I speak language prior to reading supports ELL’s by giving
Spanish. For ELL of other so that my ELL, special them leveled readings
languages I would seek needs, and below grade that also provide audio
addition information to level students can access readings. 5/10/19
aid me in differentiating the material better, By
for them. I do scaffold doing this participation is
content in multiple ways up because these students
so all students can access are less self-conscience

the content. This is done about their reading
by teaching direct abilities and participate
instruction, modeling, more. I also pull groups so
visuals aids (technology, give more one on one and
chars, and one on one a more comfortable
instruction. I also take the setting. 05/13/18
time to review special
needs students by
examining their IEP’s 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 My instruction is much I have begun creating I have developed a very
account the needs of my more focused and varied forms of proficient way of
students. For the many prepared now that I have assessment and ways for assessment that utilizes
that means insuring I am had time to evaluate all students to demonstrate district, school, and my
differentiating my the data I have on my what they know from a own assessments. I use
instruction as much as students. Because I have a selection of choses. These technology-based
possible. I try to take into better understanding of choice menus allow assessments for both ELA
account any potential my students needs I know student to select what and math in addition to
cultural issues regarding how far I can push certain works for them to show my own rubrics to assess
content. I also ensure that students academically. I what they know. This student growth
I am familiar with student also am familiar with type of planning avoids throughout the year. This

IEP’s to ensure they are their personalities and any one size fits all process has streamlined
accessing the lesson and emotional needs. approach to student my grading and better
content. I also review any 05/13/18 work. 12/12/18 informed my teaching
student data available to practices. 5/10/19
help inform my One area that I felt
instruction such as DRA needed to be diverse was
levels, CELDT scores, and in our biography research
other in class projects. I made sure that
assessments. 10/1/17 I collected a very diverse
collections of important
people that not only

represented my students
cultural backgrounds but
that of other cultures too.
I also have made more
effort in speaking with
parents do gain more
knowledge as well.
05/13/18


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 One major addition that I
student learning by first have made to my lessons
communicating to them is integrating the learning
what we will be learning. goals for our math
I than draw their lessons into each
attention to the days instructional day.
lesson objective. I also Students are informed of
explain how we will be what they are learning
learning and working on and what their objective
the days goals. This is should be at the end of
done in a number of ways the lesson. Student write
using teacher direct down an “I can”
instruction, whole group statement about our
participation, and goals. This gives them
technology to clear knowledge of what
differentiate and allow they are supposed to
students to access the master. 5/10/19
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. 05/13/18

I still feel that I am
applying. I may actually
be integrating but that is
just not how I feel about
it. I am seeking more and
more resources and

curriculum supplements
to meet my students
needs and interests. Many
students enjoy certain
book stories so I have
selected those as our
mentor texts to read from
and develop our
knowledge of story
elements further.
12/12/18


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 At the beginning I was a I feel that I have moved to
grade level teams to set a bit lost due to the low integrating now. I am
road map for where we academic abilities of my more comfortable with
expect to be over the class and needing time to the curriculum and
course of the year. I refer learn their needs. I feel integrate online
to state standards to that after getting to know resources into my lessons
ensure that students are them and analyzing the to support our in class
receiving the required data I have that I have learning. I utilize ST Math,
academic education. My been able to sequence Khan Academy, and
lessons and projects are lessons better to meet Pearson math supports.
created in such a way so their learning needs. This 5/10/19
that students can build on means I spend more time
what they initially learn going over lessons over
so that each project can multiple sessions and
increase in difficulty. providing a variety of
10/1/17 supports to aid them.
05/13/18

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 I have been using more With the use of choice
strategies in my and more teaching boards I feel that I am
instruction. These include strategies as I develop as innovating now. Students
direct teacher instruction, a new teacher and one have really enjoyed this
modeling, visuals teaching fifth grade. In as a way to do their work
(video/charts), small math for example, I use a because they have more
group, and one on one combination of teacher say over their learning. It
instruction. I use in focused instruction, also makes their work
classwork, observation, visual and interactive feel more personal and
and informal and formal instruction with online they put more effort into
assessment to help guide programs, and student their work. 5/10/19
my planning of student exploration in small
instruction. 10/1/17 groups. 05/13/18

Using data I have
gathered I plan reteaches,
small group instruction,
and required academic
language that I know my
students need so that
they can participate in
class discussion ahead of
time. 05/13/18

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 In addition to the I have been using an
ensure I am meeting all supports and scaffolding I increasing technology
my student’s needs. provide to aid my based assessment
Lessons always include struggling students strategy to assess my
differentiated instruction access the content I have students needs. These
because what meets the also begun integrating assessments inform my
needs of one particular materials as we need lesson planning and help
student will only aid them. For math content me adapt to my students
other students who may that requires lots of math learning needs in ELA and
not need it but will computation I provide math instruction. I use
benefit from its times table charts for IEP data secured from
presentation of students and others who Pearson math testing,
information. Some ways I have not yet mastered the Achieve3000, and district
do this are by including basics. This is done to assessments. 5/10/19
multiple examples minimize time spent
created by me for doing computations so
students to follow as I that they can be free to
complete. Video examples attempt to complete math
to give a different voice, comprehension
student modeling, questions. Other added
checking for supports come in the
understanding by form of note books,
assigning a few problems graphic organizers, and
and checking for room charts. 05/13/18
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 I feel that although I still I have been developing
assessments to gauge have a lot of work when it my lessons, projects, and
student readiness. This is comes to assessments I assessments to
including on demand have grown and I am incorporate a range of
writing samples, DRA’s, applying this element. I rubrics, some part of
and math inventory tests. use my existing district curriculum such
These pre assessments assessment data much as Lucy Calkins and some
help me determine more effectively now of my own creating using
current levels of because after reviewing sites such as Rubistar.
academic readiness for the data I try to
my students. I than use concentrate my learning By creating these rubrics
the generated data to groups based on what is and setting the learning
help me construct missing. If I have a group goal for the assignment

meaningful differentiated that is not getting the students know what they
instruction. 10/1/17 major ideas out of a must accomplish and are
reading assessment I can able to demonstrate what
review whether it is a they know. 5/10/19
reading fluency issue or a
comprehension issue.
From there I target the
issue giving either a
reteach, teaching the
missing concepts as a
lesson, or working in a
small group to help
facilitate ideas and guide

thinking. 05/13/18


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.5/10/19
I compare collected for With the advances in I have created a process
each individual student technology based for assessment in my
and also compare as a assessments I utilize a classroom for ELA and
class. For example, using variety of tools such as Math. Math instruction is
math tests I can generate district FAST based on four
a class average and assessments, Pearson components: In class
compare my students math, and Achieve3000 quizzes, tests, online
individual score against it to collect a wide range of assessment and teacher
to see how they are data to help plan my observation.
performing. I can also use instruction and meet my
this data to inform my students needs. This also These tools allow me to
own instruction based on gives me concrete and maximize my instruction
classroom norms. I also simplified data to show to and provide students
use milestone parents and other with the support they
assessments such as DRA educational support staff. need. 5/10/19
to demonstrate reading 12/12/18
growth over time. If there
is no significant growth I
can than target where the
need is. 05/13/18

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 colleague’s 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 I participate in grade I have become more of a
basis. This practice helps level meetings with both leader at meetings as I’ve
me know that my administrators and grade grown in my practice. I
students are learning level teachers to review now find myself
what they need to know work and plot out providing more support
and that I am being learning goals and and guidance then I did
successful in teaching develop strategies to before at meetings. I
them. I also collaborate tackle student needs. share my experiences and
with my grade level team 12/12/18 findings with my
and support providers to colleagues and provide
analyze assessment explanations and share
results to see how I can my lessons with them at
better help my students grade level meetings and
that are struggling. during available times.
05/13/18 5/10/19


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 I am more effective in this I am integrating in this I feel that this is an area I
reading levels, current area now. I have begun area now. I use a broad am innovating with. I
math knowledge, and an giving students self- range of data collected have used my
on demand writing assessment sheets for from my observations, assessments in math to
assessment. With these writing for example. formal and informal determine that I need
assessments I am able to Students can see where assessment, and more exit ticket style
have a working they are missing technology based assessments to get quick
knowledge of where my important details in their assessments to guide my feedback aside from
students are at so that I writing or writing teaching practices while commutative data. I use
can better formulate my structure and can set a meeting my student these types of assessment
lessons for them. For goal to incorporate that learning needs. 12/12/18 to inform my teaching on
example, if I see that into their work. whether I need to do a
many students are reteach or to speed up a
lacking in basic essay In addition, I use multiple unit. 5/10/19
structure I can insert forms of assessment for
more instruct in essay reading and math. For
construction. 10/1/17 reading I look at student
DRA, Lexile, and SD Quick
check besides
observation. For math I
use a variety of exit slip,
formative assessment,
and teacher observation
to gauge student
comprehension.



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 I am still growing in this I have been using a
clear learning objectives. area. My TIP focused on student self-reflection
All student work has a students using self- form for students to self-
rubric that explains the assessment and rubrics assess their skills in a
requirements to the to further develop this variety of subjects. They
student. In addition I skill. Students for the then work towards
review these most part did self-assess improving the goals that
requirements with my and set goals for things we both feel that they
students so that they they knew they could need help in. Once they
understand. I also use improve such as proof have improved they
past student work to give reading their work or reassess themselves
examples of appropriate making sure that they 5/10/19
work. Students are also had thesis statement.
given rubrics to fill out 05/13/18
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 As the year has gone on a I have fully integrated In addition to integrating
administer some have become more using technology-based technology-based
assessments. I use the familiar and confident curriculum supports into curriculum and
district provide online with the technology my classroom to help assessment my attention
math resources to given resources I have supplement my lessons has been to analyze the
exit slip assessments and available. I now use and instruction. Students data with my grade level
end of unit assessments. Achieve3000 to review participate in class team and compare our
In addition, I also use non-fiction reading assignments assigned results to better utilize
district provided ability. I also use literably online and through my our assessments. By
inventory assessments to record student personal website on doing so we are better
for both reading and readings and evaluate weebly. 12/12/18 prepared communicate
math. I than share this their assessment results. I our results to students,
information with my also use the online parents, and

grade level team and any Pearson software for administrators. 5/10/19
support providers. math to evaluate student
10/1/17 progress and completion
for them to move onto
the next subject.
05/13/18

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 I have created a personal Following my mentor
students a quick turn website that I have been teachers advise I am
around on their in class adding to and updating developing student
assessment work. They constantly. This is a leadership binders to
are typically interested in major source of show feedback to both
how they did on tests and communication for me to students and parents.
appreciate feed back. I parents and students and These binders showcase
give each student one on has helped everyone our signature projects,
one feed back to either involved to stay papers, and assessments.
praise them or to explain informed. In addition I Students have a clear
any misconceptions they stay in contact with room understanding of the
may have had. parents who help rubrics, expectations, and
Information is shared facilitate basic room what their grades reflect.
with parents and further information to other The binders are also a
conferencing is scheduled parents via Shutterfly. resource for showing
if a student is in need of 12/12/18 student progress to both
further interventions. student and parents.
05/13/18 5/10/19

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 I have been working on Using student compiled
thought into my teaching seeking council more folders and for the future
practices. I regularly rely often from my colleagues Leadership Binders to
6.1 Reflecting on
on the support and and MT. Usually this is to has helped reflect on
teaching practice in council of my colleagues help me with something I student learning . I find
support of student to advise me on how I am am unfamiliar with or a that having a systemic
learning doing and how I may focus of our course. I feel way to view data has
improve. What I reflect that I have been helped me be more
most on is if I am reflecting more on my supportive of my
effectively giving my students success both in students where they
students what it is they part to the year coming need help the most.
need academically. to a close but also 5/10/19
10/1/25 because I have become
more capable of
understanding their
needs and what I need to
do to support them.
12/12/18

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 I have been using the I have reached my
towards my commitment lessons learned professional goals that I
as educator to grow and throughout this semester set forth such as
set goals. This program is to self-assess my completing my teacher
part of that lifelong teaching with CSTP’s. induction program and
commitment as is the earning my GATE
countless hours of I have also take a whole certification. I have set
schooling, testing, and host of professional new goals of earning a
training. I have continued development including master’s degree in a yet
to also take district GATE certification. to determine field of
professional 12/12/18 study for education as
development courses in my next endeavor.
addition to continuing 5/10/19
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. I feel
that I am still growing
here. I made goals for
this year and next but
still felt that once I closed
the door on once area of
improvement more doors
opened up. I hope to
grow to integrating next
evaluation. 05/13/18


Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
other required how best to support student learning and impact on teacher and colleagues.
meetings and teacher and student reflect on teaching student learning
collaborations. learning. practice at the within grade or Works to ensure the
classroom level. department and school broadest positive
Identifies student and Begins to identify how and district levels. impact possible on
teacher resources at to access student and Interacts with instructional practice
the school and district teacher resources in members of the Engages with members and student
level. the broader broader professional of the broader achievement at school
professional community to access professional and district levels and
community. resources that support community to access for the profession.
teacher effectiveness resources and a wide
and student learning range of supports for Initiates and develops
6.3 Collaborating teaching the full range professional learning
with colleagues and of learners. opportunities with the
the broader broader professional
professional community focused on
community to student achievement.
support teacher As a new teacher I am not As before I feel like I am a I have been continuing
yet in a position to be a bit in the middle at times. my progress as a leader
and student leading authority I do collaborate with my at my site. I provide
learning amongst my colleagues. colleagues to work to assistance to other
However, I do participate improve student learning teachers in a variety of
in collaborate meetings however, at this it does ways from instructional
to discuss effective not feel as meaningful advice to dealing with
teaching practices. I every time. I do feel like I parents.
make sure that I am have been engaging with
present at all staff the teacher community I work with parents to
meetings, required IEP’s, far more because of the ensure that our students
and professional professional receive as much support
developments because I development I have been while participating in
see them not only as a taking to further my learning programs such
requirement but teaching abilities and as Biztown.
opportunities to grow knowledge. 12/12/18
more proficient as an And I have even given a
educator. 10/1/17 professional
development
presentation to my grade

level team during one of
our PD’s. 5/10/19
Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
the family in student importance of the contribute to the and support for range of opportunities
learning and the need family’s role in student classroom and school. families to actively for families to
for interactions with learning. Seeks Adjusts participate in the contribute to the
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 This was a bit I have utilize three I routinely involve
on. I have found in challenging because I forms of parents in our
the time I have been found parent support communication now: activities from field
teaching I either had to be lacking or email, my personal trips to parent
no contact with difficult to website, and grade activities involving
parents because it communicate with. I level Shutterfly art. I have also made
was not part of my have created a web account. I also work myself available for
duties or that page and news letter with room parents to extracurricular
parents weren’t very to connect our help plan events and activities with our
involved despite classroom with communicate community to
asking for support. I parents better. I feel important generate proceeds to
do attempt to get that next year I will information to benefit our school
background see more growth. parents. 12/12/18 programs by
information that may 05/13/18 auctioning off myself
be beneficial to my to do an event with
students. Some students after school.
things I do to 5/10/19
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
6.5 Engaging local surrounding the school. Includes references or curriculum. instructional program, learning opportunities
communities in connections to students, and families. for students.
support of the Uses available communities in single Includes knowledge of
instructional neighborhood and lessons or sequence of communities when Draws from Engages students in
program 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 To support our I have been able to reach
experience with this yet. students we have out with the support of
This will definitely be parents to get local
something I attempt to
brought in a businesses to support
work on as an educator. I professional our classrooms with
still am working on this. I education group supply donations and
did not feel that this area called the California even catering a party.
I had any change but it is Weekly Explorer. 5/10/19
a goal set for next
assessment. 05/13/18 This group will
supplement our
learning about the
American Revolution
and provide a rich
area for our students
to grow as learner as
they give a
performance for
their peers, teachers,
and parents. In
addition we have
parent volunteers
speak to the class
about their jobs.
12/12/18



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
6.6 Managing responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
professional effort required to meet prepares for situations professional
responsibilities to Seeks to meet required Demonstrates expectations. that may be Responsibilities
maintain commitments to commitment by challenging. effectively.
motivation and students. exploring ways to Pursues ways to
commitment to all address individual support students’ Maintains continual Supports colleagues to
students 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.

I think I do a pretty
good job of keeping a
healthy balance. I
have many hobbies
and social
commitments that
keep me in a good
mood. By doing so I
feel that I am able to
plan responsible for
future lessons. I
don’t feel like I have
had any change here.
I am feeling the end
of the year wind
down and it is a
given students will
start to get lax
especially outgoing
5th graders. 5/10/19
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: Updated
6.7 Demonstrating • Take responsibility for student academic learning outcomes.
• Is aware of own personal values and biases and recognizes ways in which Contributes to building professional community
professional and holding peers accountable to norms of
these values and biases affect the teaching and learning of students.
responsibility, respectful treatment and communication.
• Adheres to legal and ethical obligations in teaching the full ranges of
integrity, and learners, including English learners and students with special needs. Updated
ethical conduct • Reports suspected cases of child abuse and/or neglect as outlined in the
California Abuse and Neglect Reporting Act. Contributes to fostering a school culture with a
• Maintains a non-hostile classroom environment and carries out laws and high degree of resilience, professional integrity,
district guidelines for reporting cases of sexual harassment. and ethical conduct.
• Understands and implements school and district policies and state and Updated
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.
• Acts in accordance with ethical considerations for students.
• 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.

I am still dedicated to my job and try to come to work
with a positive outlook everyday. It is very important
to me that I set the best positive example because for
some I may be the only male figure in their life or the
only stable person. So for me I have to be the best I
can so that my students have an example to follow.

05/13/18

Evidence: I make sure that I stay current
with any changes or new training that is
mandated for educators. It is our
responsibility to ensure that our students
are safe and being mandated reporters is
part of that. I take part in district wide

training and have also explored other
training websites to further my knowledge.
12/12/18

I have become more proficient as an
educator. I have learned a lot of
communication and maintain a professional
demeanor.

I do my best to present myself as an example
to follow for my students by communicating
appropriate behaviors, showing manners,
and setting goals that my student can see me
accomplish. 5/10/19

CSTP 1 Reyes Year 5 10 19 Complete

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Standard

1 CSTP: Engaging and Supporting All Students in Learning

Develops an Maintains professional Anticipates Integrates the full Models

I ensure that I hold myself to high degree of

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