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 of Uses data from multiple Uses comprehensive
through data provided by learn about individual formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to instruction make ongoing
assessments. students and guide and meet individual adjustments and
selection of instructional identified learning needs. accommodations in
strategies to meet diverse instruction.
Using knowledge of learning needs.
students to engage Students actively utilize a
them in learning Some students may Students engage in single Student engage in learning variety of instructional Students take ownership
engage in learning using lessons or sequence of through the use of strategies and of their learning by
instructional strategies lessons that include some adjustments in instruction technologies in learning choosing from a wide
focused on the class as a adjustments based on to meet their needs. that ensure equitable range of methods to
whole. assessments. access to the curriculum. further their learning that
are responsive to their
learning needs.
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Evidence includes At this time of the school Evidence includes
students engage in their year, students are now repetitive check-ins with
learning by adjusting and able to identify and students, formally and
communicating their recognize strategies and informally, to know and
needs. This is done by tech that assist them in maintain relationships.
establishing student learning. They are able to This assists with teacher
rapport and knowing access the curriculum via knowing all facets of each
individual students. Clever and navigate each student to continuously
educational site found make adjustments for
linked. learning.

03/2023
Evidence At this time of the school
year, the teacher is
completing daily check ins
with students in the
afternoons while checking
reading pages. Small
conversations and goal
setting takes place during
this time using a roster
sheet.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. to connect to student interests.
knowledge,
learning.
backgrounds, life
experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests.
11/2022 03/2023
Evidence includes teacher At this time of the
engaging in respectful school year, the teacher
conversations with is completing “Warm
students regarding their
Welcomes” each
backgrounds, life
experiences, and interests morning to do quick
in order to organize and individual check
curriculum in a way that ins with students.
is meaningful to learning. Warm Welcomes were
decided upon as a
Students are continuously grade level to better
Evidence working with the teacher knowledge on students
to encourage growth and to inform instruction.
development of their own
learning. Students offer
Students participate in
insight, and work as
teams to engage in the Warm Welcomes to
curriculum based on their help them articulate
interests. their own needs and
place in the
classroom/society.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using integrate subject matter
provided in single lessons develop understandings real-life connections to into their own thinking
or sequence of lessons to of subject matter. subject matter to extend and make relevant
support understanding of their understanding. applications of subject
subject matter. matter during learning
activities.
11/2022 11/2022 03/2023
Evidence includes Evidence includes Teacher integrates
creating connections for students actively
students to their own engaging in networking
examples into the
community. This includes and establishing lessons that students
working with members of connections to others in can relate to and
the community inside and real-world contexts participate within,
outside of the classroom. such as creating Polis
(city-states) where
they compete.

Evidence Students are actively

participating in
activities that make
connections to their
own experiences.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging Exploring Applying Integrating Innovating
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional
diverse learning needs. meet students’ diverse learning needs.
strategies, resources,
learning needs.
and technologies to
meet students’
Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning
in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs
using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students needs. learning.
11/2022
Evidence includes the use
of small groups during
classroom hours. Groups
are fluid and change
throughout the school
year. Teacher utilizes
various forms of
resources to meet each
groups needs. In addition,
students regularly
participate in using wide
ranges of strategies to
TEaEvidence better their
understanding of specific
skills and concepts.

03/2023
Teacher is aware of the
different learning modals
in the classroom and
integrates a multitude of
learning to better student
learning, including
GLADD strategies.
Students participate in
interactive learning
Standard 1 CSTP: Engaging and Supporting All Students in Learning
during whole group and
small group lessons.
Students are aware of
their options and take
advantage of the
modalities.

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
Promoting critical critically. content. reflecting on multiple problems.
thinking though perspectives.
inquiry, problem
solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer
reflection questions regarding facts varied questions or tasks questions and problems and construct questions a wide-range of complex
and comprehension. designed to promote posed by the teacher and of their own to support questions and problems,
comprehension and begin to pose and solve inquiries into content. reflect, and communicate
critical thinking in single problems of their own understandings based on
lessons or a sequence of related to the content. in depth analysis of
lessons. content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
11/2022 03/2023
Evidence includes The teacher is
thinking maps across
subjects to allow students
facilitating students
to organize and structure to participate in
learning. Students are novel studies where
able to pose problems by they can focus on
using Costa’s Leveled critical thinking skills
Thinking. They are
encouraged to discuss
and application to
and answer questions their own lives. This
based on what is being includes projects
Evidence worked on that day. (one pagers)

At this point in the

year, students are
developing their own
leveled questions
based on readings
and passages to
further critical
thinking and inquiry.

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
11/2022 03/2023
Evidence includes Learning is adjusted
providing students will
instructional assistants to
and reteaching is
monitor their needs and used in small groups
provide 1-1 support. IA’s when necessary.
integrate into the
classrooms and work Students monitor
with small groups as well.
Students are able to
their learning and
recognize groups skills maintain their own
that they need support in, goals. (AR goal
and routinely do oral setting)
Evidence
check ins with the IA and
teacher.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring Applying Integrating Innovating
Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and respectful responsibility with reflection and ongoing
expectations for fair and commitment to fairness student interactions. students for resolving improvement of the caring
respectful behavior to and respect in Assists students to resolve conflict and creating and community based on
support social communications with conflicts. maintaining a caring respect, fairness, and the
development. students about language Incorporates cultural classroom community.   value of all members.
and behavior. awareness to develop a Supports students in
Promoting social Seeks to understand positive classroom climate. taking leadership in
Development and cultural perceptions of developing a caring
responsibility within caring community. Students demonstrate community that is Students take leadership
a caring community efforts to be positive, responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in accepting, and respectful cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community of differences. identities of all students. respectful classroom
respectfully classroom community. building activities, community where
designed to promote Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
11/2022 03/2023
Evidence includes Teacher participates in
maintaining routines and own SEL activities with
procedures in and out of grade level to improve on
the classroom. Second respect, fairness, and
Step is still being value of members in the
implemented daily to community.
ensure students are
respectful and responsible Students participate in
Evidence towards peers and staff. SEL program where they
Students are responsible learn how to create fair
for their actions and are and respectful classroom
well aware of environments.
consequences.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or sequence content and develop Students share in interactions.
of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
11/2022 03/2023
Evidence includes a Each trimester, the
classroom environment
that is warm and
classroom seating is
welcoming. Student work adjusted to give all
is consistently on display students the
and rotated as projects opportunities to sit
Evidence come and go. Students are closer to the teacher
actively using resources
and projects that enhance
and work with
their diversity. Examples students who benefit
include choice boards for each other
learning. (low-med-high
pairings)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students identify
where and how they
learn best and give
input in the seating
chart for each
trimester. This
includes any physical
disabilities that need
to be addressed
(eyesight, hearing,
etc)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
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.
Establishing and curriculum. Engages in reflection on
maintaining learning Explores strategies to their own language and
environments that establish intellectual and Models and provides behavior that contributes
are physically, emotional safety in the instruction on skills that to intellectual and
intellectually, and classroom. develop resiliency and emotional safety in the
emotionally safe support intellectual and classroom.
emotional safety. Students demonstrate
Students are aware of resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the guidance regarding Students take risks, offer practice resiliency skills achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive for Students maintain
rational for maintaining self or others. alternative perspectives academic achievement, intellectual and emotional
safety. and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
11/2022 03/2023
Evidence includes various Teacher provides
tools and resources for
students to express
opportunities for
themselves and students to decide on
communicate respectfully. their learning
Students are able to environments –
engage and develop options are voted on
resiliency skills through
the use of technology
using the 1 or 2
Evidence such as Flipgrid, Padlet, finger method.
and Google Classroom.
Students
demonstrate their
decision making in
regard to safety for
themselves in others
when voting for
classroom activities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.4 Emerging Exploring Applying Integrating Innovating

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
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and technologies learning.
learning expectations for students. while becoming aware of understanding of throughout instruction Supports students to
environment with achievement patterns for achievement patterns, that support the full range utilize an extensive
high expectations individuals and groups of and uses scaffolds to of learners in meeting repertoire of
and appropriate students. address achievement high expectations for differentiated strategies
support for all gaps. achievement. to meet high expectations.
students
Some students ask for Some individuals and Students engage in a Students actively use Students take
teacher support to groups of students work variety of differentiated supports and challenges responsibility to fully
understand or complete with the teacher to supports and challenges to complete critical utilize teacher and peer
learning tasks. support accuracy and in ways that promote reading, writing, higher support, to achieve
comprehension in their their accuracy, analysis, order thinking, and consistently high levels of
learning. and problem solving in problem solving across factual and analytical
learning. subject matter. learning.

11/2022 11/2022
Evidence includes Evidence includes
providing students with classroom management
opportunities to that allows successful
challenge their needs rotations for student
appropriately. This is learning. Students are
done in daily rotations, able to lead their own
where students hone in learning and work at their
on specific skill sets. own pace in rotations
Evidence while still ensuring
differentiation.

03/2023
Group work allows
collaboration and
team building skills
where students hone
in on their specific
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
skill sets – some
focus on leadership,
while others choose
creativity or
organization.

Students are able to

recognize their own
strengths and
weakness during
group work to
demonstrate their
abilities.

Element 2.5 Emerging Exploring Applying Integrating Innovating

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

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
11/2022 03/2023
Evidence includes using Teacher establishes
various resources and
curriculums to introduce
routines and
to students. This can also procedures, including
include books and expectations for
websites that recognize student behavior and
culturally acceptable student work.
behaviors and mutual
Evidence respect. Students are able
to identify expectations Students are aware of
for behavior and and support one
academics by receiving another to make
PRIDE slips. better choices when
needed.

Element 2.6 Emerging Exploring Applying Integrating Innovating

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
Employing classroom builds on student integrates school
routines, procedures, strengths. standards and culturally
norms, and supports Seeks to promote positive Provides positive relevant norms.
for positive behavior Responds to disruptive behaviors and responds behavior supports. Promotes positive
to ensure a climate in behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
which all students to behaviors in ways that consistently prevents or behaviors and establishes
can learn lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for positive
Students are aware of Students receive 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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.

11/2022 03/2023
Evidence includes Teacher maximizes
responsibilities within the
classroom that helps
learning by
develop positive behavior. consistently
Students have including students in
opportunities to earn decision making
incentives based on a when it comes to
ticket system and PRIDE
slip winner systems.
classroom
Students encourage each environment,
other to earn the same behavior, and
privileges as them. expectations.
Adjustments are
made as necessary.
Strike forms are used
for students who
Evidence
need more
reminders.

Students participate
in creating their own
classroom
environments
through discussion
on their own
expectations and
personal growth
goals. OOPS tickets
are completed by
students who need
reminders

Element 2.7 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
Using instructional lessons. activities and closure. instructional time.
time to optimize
learning Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in time learning activities and, as and complete a variety of instructional time to own time, are engaged in
allotted. needed, may receive some learning activities in the engage in and complete accomplishing learning
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,
expectations for sequence of instruction. self-assessment, and goal
completion. setting.

11/2022 03/2023
Evidence includes weekly Teacher creates
planning to pace
instruction for all subjects
lesson plans weekly
taught. When necessary, and adjusts
plans are adjusted to accordingly. (see
speed up the pace or slow planbook)
down – dependent on
student learning.
Students are able to
Students monitor
follow the pacing guide their own learning
Evidence and learn autonomy and and are able to check
responsibility with their in with the teacher
own learning. regarding pacing and
expectations for their
work
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
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic content language, and academic academic language in research to make relevant
matter academic
standards and instruction. content standards. ways that ensure clear connections to standards
content standards
connections and relevance during instruction and
to students. extend student learning.

12/01/2022 03/2023
Evidence includes creating Teacher creates and
lesson plans that integrate develops units to help
multiple standards for student learning further
student understanding – than the provided
this allows students to curriculum while making
make connections on connections to the
various levels. required standards and
district expectations. (see
SS units)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 that students’ diverse learning ensure student understand subject matter
understanding of subject addresses students’ needs. Ensures understanding of the 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 student curriculum guidelines. Provides explicit teaching Provides explicit teaching academic language, and
development and Provides explicit teaching of essential vocabulary, of specific academic proficiencies in
proficiencies to of essential content idioms, key words with language, text structures, self-directed goal setting,
ensure student vocabulary and associated multiple meanings, and grammatical, and stylistic monitoring, and
understanding of academic language in academic language in ways language features to improvement. Guides all
subject matter single lessons or sequence that engage students in ensure equitable access to students in using analysis
of lessons. Explains accessing subject matter subject matter strategies that provides
academic language, text or learning activities. understanding for the equitable access and deep
formats, and vocabulary to range of student language understanding of subject
support student access to levels and abilities. matter.
subject matter when
confusions are identified.

12/01/2022 03/2023
Evidence includes Teacher uses and models
providing formal and academic language across
informal assessments all subjects and requires
afterwards to ensure students to do the same.
student understanding.
Formal can be summative Students are able to use
assessment, while graphic organizers to
informing can be simple assist vocabulary
check ins. development. (see Frayer)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
12/01/2022 03/2023
Evidence includes
planning with team to Teacher creates and
develop weekly lessons develops anchor charts
that follow a strategic plan based on curriculum
that furthers student provided to guide student
academics. learning and ensure
comprehension is well
established. (see anchor
charts)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 instructional
provided in the strategies in single lessons strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
instructional increase student academic language to ensure student meta-cognitive abilities,
strategies that are understanding of academic appropriate to subject understanding of and support and challenge
appropriate to the language appropriate to matter and that addresses academic language, and the full range of student
subject matter subject matter. students’ diverse learning guide student in towards a deep
needs. understanding knowledge of subject
connections within and matter.
across subject matter.
12/01/2022 03/2023
Evidence includes pulling Teacher challenges
from multiple resources students by providing the
across curriculums so that opportunities to develop
content is much more an enthusiasm for
accessible to students and learning through various
easily understood across types of projects –
all backgrounds of including hands on,
diversity. building, collaboration,
and written examples (see
brochures/stem)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate 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 critical
standards-aligned
Explores how to make reflect the diversity of the students. thinking about subject
instructional
Identifies technological technological resources classroom and support 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.
12/01/2022 03/2023
Evidence includes Teacher provides
working with specific extensions when
teachers to identify needs necessary, so that
of students. Needs are students can challenge
addressed with additional themselves on an
resources and materials, independent level. They
as well as providing are able to make
services and dedicated connections to what was
time for one on one. previously learned (see
anchor chart with
extension)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of culture proficiencies and English English language assessment of their progress
English language and language proficiencies in learner strengths in the study development, English in English language
proficiencies based on listening, speaking, reading, of language and content. learners’ strengths and development and in meeting
available assessment data. and writing. Uses multiple Differentiates instruction assessed needs into English content standards. Supports
measures for assessing using one or more language and content students to establish and
English learners’ performance components of English instruction. monitor language and
3.6 Addressing the to identify gaps in English language development to content goals.
needs of English language development. support English learners.
learners and student
with special needs to Provides adapted materials Attempts to scaffold content Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners using visuals, models, and scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. graphic organizers. standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English learners. proficiencies, knowledge,
English language and skills in the content.
development in order for
students to improve language
proficiencies and understand
content.
12/01/2022 03/2023
Evidence includes Uses GLAD strategies for
working with specific vocabulary development
teachers to identify needs and comprehension to
of students. Needs are assist ELL students to
addressed with additional make connections to the
resources and materials, curriculum.
as well as providing
services and dedicated
time for one on one.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths, learning
sequence of lessons. appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge. accessing content.
instruction.
Attends required meeting Cooperates with resource Communicates and Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly with collaborates with colleagues, collaborates with resource
needs of English families. and families during meetings resource personnel, support staff, and families to personnel, para-educators,
learners and student and activities in support of para-educators, and families ensure consistent instruction. families, leadership, and
with special needs to learning plans and goals. to ensure that student Supports families in positive students in creating a
provide equitable services are provided and engagement with school. coordinated program to
access to the content progress is made in accessing optimize success of the full
appropriate content. Initiates and monitors range of students with
referral processes and special needs.
Learns about referral Seeks additional information Refers students as needed in follow-up meeting to ensure
processes for students with on struggling learners and a timely and appropriate that students receive support Takes leadership at the
special needs. advanced learners to manner supported with and/or extended learning site/district and collaborates
determine appropriateness documented data over time, that is integrated into the with resource personnel to
for referral. including interventions tried core curriculum. ensure the smooth and
previous to referral. effective implementations of
referral processes.
12/01/2022 03/2023
Evidence includes working Follows up regularly with
with specific teachers to students, parents, and
identify needs of students. RSP/SPED teachers to
Needs are addressed with maintain updated
additional resources and information regarding
materials, as well as student progress and
providing services and learning. (sst meetings)
dedicated time for one on
one.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

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 based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
4.1 Using knowledge background, and individual backgrounds, and diverse learning needs comprehensive
of students’ academic development. individual cognitive, social, and cultural backgrounds. information on students.
readiness, language emotional, and physical
proficiency, cultural development to meet their
background, and individual needs.
individual Planning addresses bias,
development to plan Is aware of impact of bias Becomes aware of Examines potential stereotyping, and Engages students in the
instruction. on learning. potential areas of bias and sources of bias and assumptions about analysis of bias,
seeks to learn about stereotyping when cultures an members of stereotyping, and
culturally responsive planning lessons. Uses cultures. assumptions.
pedagogy. culturally responsive
pedagogy in planning.

12/01/2022 03/2023
Evidence includes Utilizes small groups daily
planning weekly to work with specific
instruction for small groups on skill sets that
groups for both ELA and need to be honed in on.
math. Additional
resources and strategies
are pulled and utilized.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and
objectives for a single learning goals for skill communicates to students learning goals to students articulates comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
4.2 Establishing and on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
articulating goals for available curriculum. and sequence of lessons. challenging, and strengths, interests, and students. Assists students
student learning differentiated to address learning needs. to articulate and monitor
students’ diverse learning learning goals.
needs.

12/01/2022 03/2023
Evidence includes Works with students to
working with students develop personal AR goals
individually to articulate while tracking and
specific, attainable goals monitoring where they
for each trimester. are at throughout the
trimester. (see AR check in
sheet)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and
planning to support related academic language and assessed instructional design cohesive and
short-term
student learning. and formats that support needs to ensure student comprehensive long- and
instructional plans to
student learning. learning. short-term instructional
support student
plans that ensure high
learning
levels of learning.

12/01/2022 03/2023
Evidence includes meeting Uses curriculum
with individual students knowledge to apply short
and students as a whole term and long term goals
class to develop short and into small group rotations.
long term goals for both This includes SMART
academics and behaviors. goals that are discussed
Students are part of the and decided upon by
incentive process. grade level team.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction that Selects strategies for single Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of instructional strategies wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to into ongoing planning that address learning styles of strategies specifically
guidelines. students’ diverse learning addresses culturally and meet students’ meet students’ diverse
needs. responsive pedagogy, assessed language and language and learning
4.4 Planning students’ diverse language, learning needs. Provides needs and styles to
instruction that and learning needs and appropriate support and advance learning for all.
incorporates styles. challenges for students.
appropriate Is aware of student Seeks to learn about Facilitates opportunities
strategies to meet the content, learning, and students’ diverse learning Uses assessments of Integrates results from a for students to reflect on
learning needs of all language needs through and language needs students’ learning and broad range of their learning and the
students data provided by the site beyond basic data. language needs to inform assessments into planning impact of instructional
and district. planning differentiated to meet students’ diverse strategies to meet their
instruction. learning and language learning and language
needs. needs.

12/01/2022
Evidence includes
planning instruction that
is meeting each students
needs. It encourages
critical thinking,
reflection, and hands-on
learning experiences for
all students.

03/2023
Maintains evidence stated
above: Evidence includes
planning instruction that
is meeting each students
needs. It encourages
critical thinking,
reflection, and hands-on
learning experiences for
all students.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from materials in single lessons adaptations to adjustments to wide range of adaptations
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and to lessons based on in
4.5 Adapting address students’ learning plans. Uses culturally uses a variety of materials depth analysis of
instructional plans needs. responsive pedagogy and as the instructional needs individual student needs.
and curricular additional materials to arises to support student
materials to meet the support students’ diverse learning. Engages with students to
assessed learning learning needs. identify types of
needs of all students. adjustments in instruction
that best meet their
learning goals.

12/01/2022 03/2023
Evidence includes taking Meets with team weekly
time out of each day to in order to adjust and plan
assess where students are assessments for the fluid
academically. Adjusting classes shared. Students
the pace and delivery of are able to move between
lessons is taken into low-mid-high classes
consideration daily. based on their needs and
academic status.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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 for assessment and skills range of appropriate use of a wide range of
formative and summative pre-assessment, to be assessed to select assessments to address assessments to support
assessments. formative 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.
12/01/2022
Evidence includes
utilizing multiple
assessments to determine
student academics on
specific skill sets, and
using the data to reflect
on progress.

03/2023
Evidence includes
utilizing multiple
assessments to determine
student academics on
specific skill sets, and
using the data to reflect
on progress. (see Think
Central paper v online)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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 throughout
assessments. student learning. informal assessment data instruction to collect
5.2 Collecting and Follows required on student learning. ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about student lessons or sequence of and differentiation of broad range of
sources to inform learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction. of assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
12/01/2022
Evidence includes
consistent, yet small,
assessments that serve as
academic check ins to
determine student
readiness for upcoming
lessons. Results are
tallied and numbers are
recorded.

03/2023
Evidence includes
consistent, yet small,
assessments that serve as
academic check ins to
determine student
readiness for upcoming
lessons. Results are
tallied and numbers are
recorded. (see exit
tickets)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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 with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
monitor student learning needs of identify trends and student thinking and causes for achievement
learning individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
12/01/2022
Evidence includes
engaging with colleagues
to develop and identify
patterns and trends for all
students throughout the
school year. This provides
insight on what works
and does not work with
students.

03/2023
Evidence includes
engaging with colleagues
to develop and identify
patterns and trends for all
students throughout the
school year. This provides
insight on what works
and does not work with
students.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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 of
instruction based on individuals and groups.
informal assessments.
12/01/2022 03/2023
Evidence includes regular Uses updated data each
check ins to adjust trimester to adjust fluid
learning goals as needed, small groups and learning
types of resources goals for each one.
integrated, and
adjustments needed for
differentiated instruction
during small group and
whole class lessons.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment students to self-assess opportunities for student
outcomes, and summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all
individual learning goals. include goal setting development. individual skills.
students in
exercises. Develops students’
self-assessment,
Monitors progress using Guides students to Integrates student meta-cognitive skills for
goal-setting, and
available tools for Provides students with monitor and reflect on self-assessment, goal analyzing progress and
progress monitoring
recording. opportunities in single progress on a regular setting, and progress refining goals towards
lessons or sequence of basis. monitoring across the high levels of academic
lessons to monitor their curriculum. achievement.
own progress toward
class or individual goals.
12/01/2022
Evidence includes data
recording sheets that are
utilized by each student.
This clarifies where each
student is at and they are
aware of the goals and
successes they have yet to
achieve. It also highlights
the successes they have
met.

03/2023
Evidence includes data
recording sheets that are
utilized by each student.
This clarifies where each
student is at and they are
aware of the goals and
successes they have yet to
achieve. It also highlights
the successes they have
met. (see data tracking
sheet)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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 provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
about student learning. colleagues, families, and audiences. learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.

12/01/2022
Evidence includes the
wide range of
technologies used daily in
the classroom. Evidence
also includes the ILP from
Semseter 3.

03/2023
Evidence includes the
wide range of
technologies used daily in
the classroom. Evidence
also includes the ILP from
Semseter 3.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
5.7 Using assessment Seeks to provide feedback academic achievement. in ways that support individual student
information to share Notifies families of in ways that students increased learning. progress and ways to
timely and student proficiencies, 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.
12/01/2022
Evidence includes student
council, which facilitates
students leadership skills
where they are running
booths and participating
in community service
projects.

03/2023
Teacher participates in a
BIGS/mentor program
where she is able to meet
one on one with students
who need additional
support with their
emotional and behavioral
needs. Communication is
relayed back to families.
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

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 the teaching practice and elements of the CSTP the level of academic
immediate student full range of learners. impact on the full to positively impact the achievement.
learning needs. range of learners. full range of learners.
Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
12/01/2022 03/2023
Evidence includes the Participates in the BTSA
SEL for adults program program where research
6.1 Reflecting on
that has been and reflective practice is
teaching practice in implemented. This put into place weekly via
support of student requires colleagues to readings, discussion
learning work together to refine boards, and assignments.
teaching practice, which
in turn trickles down to
student academics and
behaviors.
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
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 authentic, challenging, connected to the CSTP professional goals
processes and local self-assessment of and based on self- that are intellectually connected to the CSTP
protocols. teaching practice. assessment. challenging and based to improve
on self-assessment and instructional practice
Attends required Expands knowledge Aligns personal goals feedback from a variety and impact student
professional and skills individually with school and 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 a development.
professional goals needs identified in variety of additional
and engaging in professional goals. opportunities to learn Contributes to
continuous and professionally. professional
purposeful organizations, and
professional growth development
and development opportunities to
extend own teaching
practice.
12/01/2022 03/2023
Evidence includes Attends professional
establishing higher developments and
expectations and goals willingly implements
for teaching – which them within the
requires more classroom, followed by
self-assessment. self-assessment on
productivity and student
engagement.
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
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 within
collaborations. learning. practice at the grade or department Works to ensure the
classroom level. and school and district broadest positive
Identifies student and Begins to identify how 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
of learners. opportunities with the
with colleagues and
broader professional
the broader community focused on
professional student achievement.
community to 12/01/2022
support teacher and Evidence includes
student learning engaging and
encouraging team to
collaborate and develop
new and exciting ways to
teach with technology,
rather than against.

03/2023
Creating units that
require colleagues to step
out of their comfort zone
and apply it to their own
classrooms (trying
something new for
veteran teachers). This
includes Padlet, Flipgrid,
and STEM based projects.
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
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
families. information about communication to classroom and school. classroom and school
cultural norms of families based on community. Supports a
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.

12/01/2022 03/2023
Evidence includes Teacher holds
reaching out and
promoting community
conferences where
6.4 Working with
engagement through parent-teacher
families to support
posters, flyers, dojo, and relationships and
student learning student word of mouth. goals are established.
(See sign up genius
for time slots)
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
about local neighborhood and neighborhood and neighborhood and community members
neighborhoods and community resources. community resources community resources to increase
communities to support the to support the instructional and
surrounding the school. Includes references or curriculum. instructional program, learning opportunities
connections to students, and families. for students.
Uses available communities in single Includes knowledge of
neighborhood and lessons or sequence of communities when Draws from Engages students in
community resources lessons. designing and understanding of leadership and service
in single lessons. implementing community to improve in the community.
instruction and enrich the Incorporates
instructional program. community members
into the school
learning community.
12/01/2022
Evidence includes
6.5 Engaging local speaking to local
communities in businesses about their
support of the support for their local
instructional school systems and
connecting students to
program the locals around them.
(i.e. tutoring, libraries,
etc.)

03/2023
Evidence includes
speaking to local
businesses about their
support for their local
school systems and
connecting students to
the locals around them.
(i.e. tutoring, libraries,
etc.)
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Develops an Maintains professional Anticipates Integrates the full Models
understanding of responsibilities in professional range of professional professionalism and
professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
effort required to meet prepares for situations professional
Seeks to meet required Demonstrates expectations. that may be Responsibilities
commitments to commitment by challenging. effectively.
students. exploring ways to Pursues ways to
address individual support students’ Maintains continual Supports colleagues to
student needs. diverse learning needs effort to seek, develop, maintain the
and maintains belief in and refine new and motivation, resiliency,
students’ capacity for creative methods to and energy to ensure
achievement. ensure individual that all students
student learning. achieve.
6.6 Managing 12/01/2022
professional Evidence includes
responsibilities to encouraging team to
maintain meet and exceed
motivation and responsibilities – to be
better and maintain that
commitment to all mindset.
students
03/2023
Evidence includes
encouraging team to
meet and exceed
responsibilities – to be
better and maintain that
mindset. This includes
having colleagues
participate in new lesson
plans and units together
and determining it’s
effectiveness.
CSTP 6: Developing as a Professional Educator
Element Emerging Exploring Applying Integrating Innovating
Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
profession in all circumstances.
* As follows:
● Take responsibility for student academic learning outcomes. Contributes to building professional community
● Is aware of own personal values and biases and recognizes ways in which and holding peers accountable to norms of
these values and biases affect the teaching and learning of students. respectful treatment and communication.
● Adheres to legal and ethical obligations in teaching the full ranges of
learners, including English learners and students with special needs. Contributes to fostering a school culture with a
● Reports suspected cases of child abuse and/or neglect as outlined in the high degree of resilience, professional integrity,
California Abuse and Neglect Reporting Act. and ethical conduct.
● Maintains a non-hostile classroom environment and carries out laws and
district guidelines for reporting cases of sexual harassment.
● Understands and implements school and district policies and state and
federal law in responding to inappropriate or violent student behavior.
6.7 Demonstrating ● Complies with legal and professional obligations to protect the privacy,
professional health, and safety of students, families, and other school professionals.
responsibility, ● Models appropriate behavior for students, colleagues, and the profession.
integrity, and ● Acts in accordance with ethical considerations for students.
ethical conduct ● Maintains professional conduct and integrity in the classroom and school
community.
12/01/2022
Evidence includes maintaining a professional
demeaner at all times – with students, staff, and
families.

03/2023
Evidence includes maintaining a professional
demeaner at all times – with students, staff, and
families.