Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging
Learns about students
through data provided by
the school and/or assess-
ments.
Using knowledge of
students to engage
them in learning
Some students may engage
in learning using instruc-
tional strategies focused on
the class as a whole.
Evidence
Exploring
Gathers additional data to
learn about individual
students. 5/10/19
Students engage in single
lessons or sequence of
lessons that include some
adjustments based on
assessments. 9/24/18
I learn about my students
by looking at IEPs. on
our school database. I
make sure to communi-
cate with students’ class-
room teachers about any
challenges that arise. I
also make an effort to
interact personally with
students whenever I can
to learn about their needs.
One example is keeping
track of which students
take private music lessons
so that I can utilize the
knowledge they already
have in a lesson. 9/24/18
While I still struggle to
incorporate ways of
learning information
about all my students all
the time, I have grown in
ways of connecting in
formal and informal ways
with my students to know
their needs. 5/10/19
Applying
Uses data from a variety of
formal and informal
sources to learn about stu-
dents and guide selection of
instructional strategies to
meet diverse learning
needs.
Students engage in learning
through the use of adjust-
ments in instruction to meet
their needs. 12/12/2019
I have gotten much better at
adjusting my instruction to
suit my students’ needs. I
see this most in the fact that
while I teach the same con-
tent to multiple classes, I
find myself providing dif-
ferent instructional strate-
gies with different groups
of students based on their
needs. 5/10/18
I am definitely improving
in this area (if not enough
to be integrating yet. How-
ever, I do find myself in-
corporating all varieties of
assessment data in order to
adjust teaching to meet my
students’ needs. 12/12/2019
Integrating Innovating
Uses data from multiple Uses comprehensive knowl-
measures to make adjust- edge of students to make
ments to instruction and ongoing adjustments and
meet individual identified accommodations in instruc-
learning needs. tion.
Students actively utilize a Students take ownership of
variety of instructional their learning by choosing
strategies and technologies from a wide range of meth-
in learning that ensure equi- ods to further their learning
table access to the curricu- that are responsive to their
lum. learning needs.
Nowadays, I learn
about my students
from a lot of different
areas. And I have had
my students exploring
different strategies and
technologies in order
to reach all my stu-
dents where they are at
and according to their
needs. 5/5/2020
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of pri-
or knowledge, culture,
backgrounds, life experi-
ences, and interests repre-
sented among students.
Connecting learning
to students’ prior
knowledge, back-
grounds, life experi- Some students connect
ences, and interests learning activities to their
own lives.
Evidence
Exploring
Uses gathered information
about students’ prior
knowledge, cultural back-
grounds, life experiences,
and interest to support stu-
dent learning. 5/10/19
Students participate in sin-
gle lessons or sequences of
lessons related to their in-
terests and experiences.
5/10/19
I teach grades K-6, so I
have a good sense of what
content students have expe-
rienced and how to frame
lessons around knowledge
and skills they already
have, especially as students
get older. I also collect in-
formation about students’
knowledge, background,
and interests through class
discussions and written
responses and do my best to
frame the learning around
the data I receive. 9/24/18
While I may not have quite
moved to Applying in this
elements, I do think I have
improved in this area. I
have been much more in-
tentional about collecting
data about students’ back-
grounds, by incorporating
more discussion and as-
signments relating to their
life experiences. 5/10/19
Applying
Uses school resources and
family contacts to expand
understanding of students’
prior knowledge, cultural
backgrounds, life experi-
ences, and interests to con-
nect to student learning.
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life experi-
ences, and interests.
12/12/2019
I have improved in this
area by doing a lot
more to connect with
families and learn
about student back-
grounds. Connecting
course material to stu-
dents’ real-life experi-
ences really helps my
students engage better
in learning. 12/12/19
Integrating Innovating
Integrates broad knowledge Develops and systematical-
of students and their com- ly uses extensive informa-
munities to inform instruc- tion regarding students’
tion. cultural backgrounds, prior
knowledge, life experi-
ences, and interests.
Students can articulate the
relevance and impact of
Students are actively en- lessons on their lives and
gaged in curriculum, which society.
relates their prior knowl-
edge, experiences, and in-
terests within and across
learning activities.
One way that I have
broadened my knowl-
edge of the community
I serve is by reading
local news and becom-
ing more connected to
the issues facing my
community.
With this knowledge in
hand, I am able to bet-
ter engage students by
understanding their
backgrounds and and
life experiences.
5/5/2020
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.3 Emerging Exploring Applying Integrating Innovating

Uses real-life connections
during instruction as identi- real-life connections to
fied to curriculum.
Connecting subject
matter to meaningful,
real-life contexts
Some students relate sub-
ject matter to real-life.
Explore using additional Integrates connections from Integrates connections to Engages student in actively
subject matter to meaning- meaningful, real-life con- making connections to rel-
subject matter in single ful, real-life contexts, in- texts in planning subject evant, meaningful, and
lessons or sequence of cluding those specific to matter instruction and is real-life contexts through-
lessons to support under- students’ family and com- responsive during instruc- out subject matter instruc-
standing. 5/10/19 munity.12/12/19 tion to engage students in tion.
relating to subject matter.
Students utilize real-life Students actively engage in Students routinely integrate
Students make use of real- connections regularly to making and using real-life subject matter into their
life connections provided develop understandings of connections to subject mat- own thinking and make
in single lessons or se- subject matter.12/12/19 ter to extend their under- relevant applications of
quence of lessons to sup- standing. subject matter during learn-
port understanding of sub- ing activities.
ject matter. 5/10/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
The 5th grade lesson I
taught today is an example
of this element. I teach at a
protestant Christian school,
and I used a contemporary
worship song as an exam-
ple of the elements of
melody that we are learning
in the class. We learned and
sang the song and analyzed
its components. Songs like
this are a part of my stu-
dents’ daily lives and I be-
Evidence lieve that connecting our
learning to worship created
a meaningful learning ex-
perience. 9/24/18
Another strategy I have
tried in this area is incorpo-
rating more storytelling
into my lessons. I have
found that the use of story
helps to connect students
better to real-life contexts
for the material. 5/10/19
Element 1.4 Emerging Exploring
I have become much more
consistent about connecting
subject matter to real-life
contexts for my students. I
use the examples I men-
tioned previously– using
songs that are meaningful
to my students, and incor-
porating story-telling and
stories into my lessons.
12/12/19
Applying
Especially because of
distance learning, I
have been forced to
interact with my stu-
dents in a completely
different way. It is
more important than
ever to connect learn-
ing to real-life contexts
because my students
are outside of the
classroom all the time
now. My lessons ac-
tively engage students
in meaningful activi-
ties related to real-life
experiences. 5/5/2020
Integrating Innovating
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Uses instructional strate-
gies, resources, and tech-
nologies as provided by
school and/or district.
9/24/18
Using a variety of in-
structional strategies,
resources, and tech-
nologies to meet stu-
dents’ diverse learning
needs Some students participate
in instructional strategies,
using resources and tech-
nologies provided. 9/24/18
At this point in my teaching
journey, I feel as though I
am still mastering the use
of the strategies, resources,
and technologies that have
been given to me. One spe-
cific example is the cur-
riculum I am using (pieced
together from several pub-
lished curricula by the pre-
vious teacher in my posi-
tion). While I am incorpo-
Evidence rating some new content,
lessons, and technology,
there is still a lot to explore.
9/24/18
Element 1.5 Emerging
Explores additional instruc-
tional strategies, resources,
and technologies in single
lessons or sequence of
lessons to meet students’
diverse learning
needs.5/10/19
Students participate in sin-
gle lessons or sequence of
lessons related to their in-
terests and experiences.
5/10/19
I have definitely grown
in this area. I have been
incorporating a lot more
instructional strategies
relating to the use of
technology. One exam-
ple is the transition I
made from using only
projected sheet music to
a combination of the pro-
jector and music stands,
allowing for tactile en-
gagement for the stu-
dents who need it.
5/10/19
Exploring
Utilizes a variety of strate-
gies including culturally
responsive pedagogy, re-
sources, and technologies
during ongoing instruction
to meet students’ diverse
learning needs.
Students participate in in-
struction using strategies,
resources, and technologies
matched to their learning
needs. 12/12/19
I continue to grow in
this area. I now use a
combination of printed
materials, smart board,
manipulative, technol-
ogy, and more to help
my students learn the
class material.
12/12/19
Applying
Creates, adapts, and inte- Refines the flexible use of
grates a broad range of an extensive repertoire of
strategies, resources, and strategies, resources, and
technologies into instruc- technologies to meet stu-
tion designed to meet stu- dents’ diverse learning
dents’ diverse learning needs.
needs.
Students actively engage in Students take responsibili-
instruction and make use of ties for using a wide range
a variety of targeted strate- of strategies, resources, and
gies, resources, and tech- technologies that success-
nologies to meet their indi- fully advance their learn-
vidual students needs. ing.
Distance learning has
forced me to learn a lot
of new technologies
and strategies in order
to teach my students.
Now, my students are
actively engaging in a
variety of activities. I
create activities and
goals based on each
group and individual’s
learning needs in order
to best serve the whole
class as well as indi-
viduals. 5/5/2020
Integrating Innovating
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Asks questions that focus Includes questions in single Guide students to think Supports students to initiate Facilitates systematic op-
on factual knowledge and lessons or a sequence of critically through use of critical thinking through portunities for student to
comprehension. lessons that require stu- questioning strategies, pos- independently developing apply critical thinking by
dents to recall, interpret, ing/solving problems, and questions, posing problems designing structured in-
and think critically. 5/10/19 reflection on issues in con- and reflecting on multiple quiries into complex prob-
tent. perspectives. lems.
Promoting critical
thinking through in- Students respond to varied Students pose problems and
quiry, problem solving, Some students respond to questions or tasks designed Students respond to ques- construct questions of their Students pose and answer a
and reflection questions regarding facts to promote comprehension tions and problems posed own to support inquiries wide-range of complex
and comprehension. and critical thinking in sin- by the teacher and begin to into content. questions and problems,
gle lessons or a sequence of pose and solve problems of reflect, and communicate
lessons. 5/10/19 their own related to the understandings based on in
content. 12/12/19 depth analysis of content
learning.
I do my best to use ques- I feel as if I have Students are working
tions wisely, especially in
lessons that include a dis- grown in this area a more independently
cussion component. I think lot. I work towards now than ever. I have
that questions connecting helping students in been learning how to
prior knowledge to learning
help students interpret and small groups or as in- engage them through
think critically. An example dividuals in order to critical thinking in or-
of such a question might
be, “Based on what we
best help encourage der to solve problems
know about X, what can critical thinking. My and come to meaning-
determine about Y?” students are able to ful conclusions on
9/24/18
work on their own or their own. 5/5/2020
Evidence Definitely growing in this together to solve prob-
are! But not quite at the lems. 12/12/19
next level. One strategy I
have tried is guiding stu-
dents to self-reflect on their
ability to play a piece of
music, identify things they
find challenging, and ad-
dressing those problems (in
other words, teaching them
to practice on their own). I
am finding it is rewarding
and empowering for the
students. 5/10/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring
Implements lessons follow- Seeks to clarify instruction
ing curriculum guidelines. and learning activities to
support student understand-
ing. 9/24/18
Monitoring student
learning and adjusting
instruction while Some students receive in-
teaching. dividual assistance during Students receive assistance
instruction. 9/24/18 individually or in small
groups during instruction.
5/10/19
Especially in music lessons I do my best to do informal
that are performance-based assessment throughout the
(e.g. a rehearsal for an up- lesson but I know I am not
coming school perfor- always consistent or accu-
mance), I am very aware of rate. Regardless, I am al-
those students who need ways working to make sure
individual help and do my that my instruction is clear
best to provide it when I and understandable and to
can. 9/24/18 make adjustments based on
student engagement. (In
other words I feel like I am
somewhere between Ex-
ploring and Applying in
Evidence this particular Element.)
9/24/18
I have definitely increased
the amount of instruction I
do in smaller groups or
with individuals and I see
the difference it makes in
student understanding.
5/10/19
Applying
Makes ongoing adjust-
ments to instruction based
on observation of student
engagement and regular
checks for understanding.
Students successfully par-
ticipate and stay engaged in Students are able to articu-
learning activities. 12/12/19 late their level of under-
While my students are
not 100% engaged at
every single moment, I
have seen that my im-
provement in this area
has improved the level
of student engagement
in my classroom. I am
always doing my best
to adjust my teaching
on the spot to adapt to
student understanding.
12/12/19
Integrating Innovating
Adjusts strategies during Makes adjustments to ex-
instruction based on the tend learning opportunities
ongoing monitoring of in- and provide assistance to
dividual student needs for students in mastering the
assistance, support, or chal- concepts flexibly and effec-
lenge. tively.
Students monitor their
progress in learning and
provide information to
standing and use teacher teacher that informs ad-
guidance to meet their justments in instruction.
needs during instruction.
Although distance
learning has thrown a
wrench in the devel-
opment of this particu-
lar skill, I do believe
that it is something I
have been improving
on steadily for a long
time. I strive constant-
ly to make sure that I
am engaging all stu-
dents, and that I allow
the students opportuni-
ties to articulate their
level of understanding.
5/5/2020