CSTP 1 Walker 10

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. 5.10.18 instruction.
Students engage in single learning needs. 9.22.17 10.16.18
lessons or sequence of
Using knowledge of Some students may lessons that include some Student engage in Students take ownership
students to engage engage in learning using adjustments based on learning through the use Students actively utilize a of their learning by
them in learning instructional strategies assessments. of adjustments in variety of instructional choosing from a wide
focused on the class as a instruction to meet their strategies and range of methods to
whole. needs. technologies in learning further their learning that
that ensure equitable are responsive to their
access to the curriculum. learning needs.
9.22.17
5.10.18
10.16.18
Evidence I feel like I am developing My students are able to
the skills and the actively utilize a variety of
knowledge to move from strategies and
the “applying” to the technologies in my
“integrating” section of classroom to ensure
this CSTP. I use data from equitable access. The
a variety of formal and students are in a 1 to 1
informal sources to learn Chromebook
about students. The year classroom/school where
has just begun and I they are able to utilize the
already know so much technologies to their
about them and their advantage to access the
learning needs. I then curriculum in a variety of
take this information and ways. The students also
apply it to guide my are learning how to
instruction. I do my best actively use strategies
to meet the diverse that benefit their access
learning needs in my and learning in the
classroom. 9.22.17 classroom. 9.22.17
T: When I first began this

year, I thought that data
was mostly gathered from
formative assessments. I
now that data can be
gathered from a variety of
formal and informal
sources. I collect data
informally through
thumbs up/down, head
nodding, and walking
around the classroom. I
gather data formally
through weekly formative
assessments, exit tickets,
entrance tickets,
authentic assessments
and project-based
learning activities. I
analyze this data every
day to adjust my teaching
to meet my students’
learning needs. 5.10.18
S: The students are still

very strong in utilizing a
variety of strategies and
technologies to ensure
equitable access. My new
goal is cultivate student
ownership to move up to
the “integrating” level. To
do this, I am going to
intentionally plan more
opportunities for student
choice within individual
lessons. 5.10.18
T: I chose to continue to
rate myself in the
“integrating” category
because I have a little
more room to grow.
Teaching for a second
year has given me to time
to really get to know my
students. I gather data
using multiple measures:
previous grades, pre/post
assessments,
entrance/exit tickets,
chats with previous
teachers, texting with
parents, conferences with
parents & students, and
more to really understand
my students. I then use
this information and
understanding to adjust
instruction and to meet
individual identified
learning needs. I believe I
have become really good
at being integrating at
this adjusting and
meeting individual
learning needs. 10.16.18
S: My students are new

this year and because I
have more experience: I
have created a learning
environment where they
actively utilize a variety of
strategies and
technologies to ensure
equitable access to the
curriculum. I have given
them the tools and
strategies, and they use
them. 10.16.18
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 9.22.17 cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and interests.
Connecting learning
learning. to connect to student 5.10.18
to students’ prior
learning. 10.16.18
knowledge,
backgrounds, life
Some students connect Students participate in Students make
experiences, and
learning activities to their single lessons or connections between Students are actively Students can articulate
interests
own lives. sequences of lessons curriculum, and their engaged in curriculum, the relevance and impact
related to their interests prior knowledge, which relates their prior of lessons on their lives
and experiences. backgrounds, life knowledge, experiences, and society.
experiences, and and interests within and
interests. across learning activities. 5.10.18
10.16.18
Evidence I work very hard to get to S:I am confident in my
know my students and ability to connect my
their community. I do this science lessons to my
to build rapport and to students lives and society.
also inform my The students have become
instruction. I use the very good at applying
knowledge I have science lessons and topics
gathered to help me to their own lives and
design relevant, engaging making the content
lessons. 9.22.17 relevant, as well. My math
lessons are also relevant
to my students and their
lives and experiences. The
students are also getting
much better, in both
subjects, at articulating
the relevance and impact,
too. 9.22.17
T: The longer I teach in

my community the
broader my knowledge
becomes of my students>
I am now very familiar
with my students’ cultural
backgrounds, prior
knowledge, life
experiences, and interests.
I make it a point to
cultivate this broad
knowledge to build
rapport and respect in the
classroom. I then use this
knowledge to guide my
lesson planning and
teaching. If I am able to
integrate culture just a
little bit, I create larger
“buy in” in a lesson. One
time my students made
the connection that an
example of kinetic energy
was when “mom throws
the chancla (sandal/flip-
flop) at me” and I praised
this connection. For the
rest of the lesson the
students were more
engaged, simply because I
embraced their culture
and used it to teach them
and make connections.
5.01.18
S: My principal actually
praised me because my
students were doing so
well articulating the
relevance of the lesson I
was teaching. I find that if
I do not make a lesson
relevant, then I have no
“buy in” and low
engagement. If I make a
lesson relevant, my
students are engaged and
they are active in
articulating the purpose
of the lesson and its
impact. 5.10.18
T: I develop and
systematically use
extensive information
regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and interests.
I am very proactive in
developing my knowledge
of my students’ cultural
backgrounds and life
experiences. I develop
really strong rapport with
my students so they freely
share with me about their
culture and their life
experiences (sometimes
when I ask, and a lot of
times they share on their
own). I also learn about
their prior knowledge by
just asking them what
they know through
informal and formal
assessments. I am actually
very proud of the rapport
I build and how
comfortable the students
are sharing with me. I
then use this information
to develop lessons that
are interesting and
engaging and relevant to
my students. 10.16.18
S: My students can
articulate the relevance
and impact of lessons on
their lives and society.
They understand “why”
we are learning what we
are. They also have
visitors who visit the
classroom and they are
consistently able to
articulate the “why”
behind their learning and
the relevance of the
lesson. 10.16.18
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
students in relating to instruction. 9.22.17
Connecting subject Some students relate subject matter. 5.10.18
matter to subject matter to real-life. 10.16.18
meaningful, real-life Students make use of Students utilize real-life Students actively engage
contexts real-life connections connections regularly to in making and using real-
provided in single lessons develop understandings life connections to subject Students routinely
or sequence of lessons to of subject matter. matter to extend their integrate subject matter
support understanding of understanding. 9.22.17 into their own thinking
subject matter. 5.10.18 and make relevant
10.16.18 applications of subject
matter during learning
activities.
Evidence My students are I work really hard to
encouraged and praised actively engage my
when they actively engage students by making
in making and using real- relevant, meaningful, and
life connections to the real-life connections in
subject matter in my both subject matters I
classes. My math students teach. I want my students
often question and make to have a deep knowledge
connections to real-life and understanding of the
when I am teaching a subject matter, not just a
lesson that seems to not broad, surface level
connect or be as relevant knowledge. That means
to their lives at first. that I actively work to
Science is easily engage my students and
connected to real-life make content relevant
because science is used daily. 9.22.17
every day and often the
students do not realize I feel I have grown in this
this. 9.22.17 area from September
until present. It has
My students have become become second nature to
experts at connecting connect my students’
their learning to real-life learning to relevant and
to extend their thinking meaningful contexts. I do
and understanding. We not get “buy in” in a
weekly have lesson unless I specifically
conversations about the state the connections
connections the students between what we are
have made from content learning to another
to real-life. I often have subject or a real-life
students who return to context. I am now
class the following day working on creating more
with new connections opportunities for deeper
and new questions about learning within individual
their connections to real- lessons. I am going to
life scenarios/situations. facilitate this by starting
During my space unit, I to incorporate more
had so many students project-based learning
making their own opportunities in my
connections to the Space- science classroom.
X Launch, to life on mars 5.10.18
and more – it was one of
the best units I have ever T: I do my best to daily
taught! I did not put and actively engage my
“innovating” here only students in making
because this has been a connections to relevant,
recent shift in my meaningful and real-life
classroom. I would like contexts throughout
this to continue longer subject matter
before I “level up” to instruction. When we did
“innovating”. 5.10.18 our “egg drop”
experiment, I asked the
S: The students this year students to connect their
are very active in subject-matter learning to
engaging in making and dropping supplies to
using real-life villages in other countries
connections to subject where it is hard to
matter to extend their transport breakable items
thinking. I ran the mile by road. When we did our
with the students last Rube Goldberg Machines,
week and I overheard I challenged the students
them talking about to create machines that
running the mile was an would help other people.
example of kinetic energy 10.16.18
(which we had learned
about in class), which
helped them extend their
learning OUTSIDE the
classroom! 10.16.18

Using a variety of Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
strategies, resources, technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
and technologies to by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
meet students’ lessons or sequence of technologies during instruction designed to students’ diverse learning
diverse learning lessons to meet students’ ongoing instruction to meet students’ diverse needs. 5.10.18
needs diverse learning needs. meet students’ diverse learning needs. 9.22.17 10.16.18
Some students participate learning needs.
in instructional strategies,
using resources and Students participate in Students participate in Students actively engage
technologies provided. single lessons or instruction using in instruction and make Students take
sequence of lessons strategies, resources, and use of a variety of responsibilities for using
related to their interests technologies matched to targeted strategies, a wide range of strategies,
and experiences. their learning needs. resources, and resources, and
9.22.17 technologies to meet their technologies that
individual students needs. successfully advance their
5.10.18 learning.
10.16.18
Evidence I would like to get better I create resources for my I have always felt
at having my students classes that are adapted strong in creating,
actively participate in to meet my students’
instruction more. They diverse learning needs. I adapting, and
are doing well so far, but I do not just follow the integrating tech and
know they can do better. I curriculum, I add to the resources to meet my
want them to become curriculum and make it students diverse
active learners who use more engaging and learning needs. I am
the technology and relevant to my students. I
resources to their benefit. integrate different now in the refining
I want to develop their technologies and stage of this process.
curiosity and self-efficacy resources to help support I would like to refine
in the classroom, so they the diverse learning my flexible use of my
become more active in needs in my classroom. repertoire to
their learning in my 9.22.17
classes. 9.22.17 continue to refine
S: I attribute this growth and improve my
in my students’ active teaching practice. I
engagement in would also like to
instruction to really
continue to build my
strong rapport building
(and experience teaching repertoire as I refine.
in general). Students do 5.10.18
not actively engage in
instruction unless they
feel safe and comfortable T: Becoming a second
enough to engage and year teacher is so
make mistakes in the refreshing. Experience is,
classroom. I have seen truly, the best teacher.
such a huge growth in my Now that I have taught in
students active the same subjects/grade
participation and use of levels for a year I am able
resources to meet their to thoughtfully refine and
individual needs! I feel flexibly use an extensive
much stronger in this repertoire of strategies,
category, and now I also resources, and
see areas where I would technologies to meet my
like to grow (if I tweak my students’ diverse learning
classroom management needs. I am continuing to
just a bit, I think I could build my repertoire and
see some really amazing refine it to best meet my
results in students’ active students’ needs. 10.16.18
participation). 5.10.18
My students continue to
actively engage in
instruction and make use
of a variety of the
targeted strategies,
resources, and
technologies to meet their
individual needs. The
groups of students I have
this year are very
proactive, they want to
learn and grow and if
they struggle with one
resource or strategy they
will quickly switch to a
new resource or strategy
to better understand the
material. I think this is
because I have set a
classroom mindset of
growth and learning from
failure or mistakes and
the students actively
participate in this
mindset. 10.16.18

Promoting critical Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
thinking though on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
inquiry, problem comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
solving, and require students to recall, posing/solving problems, developing questions, by designing structured
reflection interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. content. reflecting on multiple problems.
Some students respond to perspectives. 9.22.17 10.16.18
questions regarding facts
and comprehension. Students respond to Students respond to Students pose problems
varied questions or tasks questions and problems and construct questions Students pose and answer
designed to promote posed by the teacher and of their own to support a wide-range of complex
comprehension and begin to pose and solve inquiries into content. questions and problems,
critical thinking in single problems of their own 10.16.18 reflect, and communicate
lessons or a sequence of related to the content. understandings based on
lessons. 9.22.17 5.10.17 in depth analysis of
content learning.
Evidence My students respond to I support my students to I have just crossed over
questions and problems I initiate critical thinking. I the threshold into the
pose and they are really coach them every time “innovating” category
good at solving problems they begin to start asking here, and the credit for
at their own. I want to questions and I this growth goes to my
develop their critical- encourage their school. My school has
thinking skills so they independent problem trained me in 5 days of
begin to start posing solving and answering to professional Kagan
problems and help them better access training and the
constructing problems of content. I encourage them expectation is that we will
their own to support their to think critically and utilize this training often.
inquiry into content. I challenge them to ask When I use Kagan
would say I have about questions and solve their structures, I am able to
20% of my students who own questions with my facilitate systematic
actively do this right now, help and support. 9.22.17 opportunities for
but I want a higher students to apply critical
percentage of my S: I have become much thinking with complex
students doing this better at providing the problems. I use Kagan
during more of my opportunities for structures at least once a
lessons. 9.22.17 students to pose day and these structures
problems and construct have helped me enter the
S: My students are questions of their own to “innovating” category
experts at responding to support inquiries into here. 5.10.18
questions and problems I content. Last year, I think
pose. I would like to work I was too afraid and I facilitate systematic
on helping them grow unable to manage opportunities for
when it comes to posing behavior to really allow students to apply critical
and solving questions of this to happen. This year, I thinking by designing
their own that are content am better in my structured inquiries into
related. They are really classroom management complex problems. I
close to moving up to the which allows me to design structured
“integrating” category; encourage students to inquiries by using Kagan
but there is still some pose questions and cooperative learning in
room for consistent construct inquiries into the classroom to assign
student driven inquiry, in content. 10.16.18 roles and allow for
my opinion, before we students to critically think
move up to integrating. and apply new skills. I
(When it comes to posing also scaffold and chunk
and constructing answers complex problems to
for questions that are less ensure that my students
content related they are able to think critically
shine, so I know they are without feeling over
capable, I just need to challenged and giving up.
guide them more.)5.10.18 10.16.18

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 provide
while teaching. student understanding. observation of student individual student needs assistance to students in
engagement and regular for assistance, support, or mastering the concepts
checks for understanding. challenge. 9.22.17 flexibly and effectively.
10.16.18
Some students receive Students monitor their
individual assistance Students receive Students successfully progress in learning and
during instruction. assistance individually or participate and stay Students are able to provide information to
in small groups during engaged in learning articulate their level of teacher that informs
instruction. activities. 9.22.17 understanding and use adjustments in
teacher guidance to meet instruction.
their needs during
instruction. 05.10.18
10.16.18
Evidence My students are I am constantly adjusting
successful in participating strategies during
and staying engaged in instruction based on
learning activities. They ongoing monitoring of
ask questions, they student needs. I am
answer questions I pose constantly monitoring my
and they are active in students learning through
participating in classroom formal and informal
lectures, discussions, and assessments and I adjust
activities. I would like a my lesson and instruction
higher percentage of my as needed to support the
classroom to be engaged needs I am seeing in class.
throughout the entire I would like to become
lesson, though. I know my better at challenging
students are capable and I students who would
want more of them to be benefit from a challenge
engaged throughout more in content and
of the lesson. 9.22.17 instruction. 9.22.17
T: I now feel very strong

in adjusting strategies
during instruction based
on ongoing monitoring of
individual student needs.
I almost put “innovating”
except I would like to
improve on making sure
that the adjustments I
make are, truly, effective.
My adjustments are
effective most of the time,
but I have some growth to
do before I can fully rate
myself as “innovating”
here. 5.10.18
S: I have seen significant

growth in my student’s
ability to articulate their
understanding during a
lesson. I think this growth
is because I have become
more consistent in
intentionally
communicating the
learning goals/objectives.
My students are also
active in using my
guidance to meet their
needs during instruction.
It is gratifying to see
growth for them. 05.10.18
To be an integrating
teacher in this category, I
believe that I must
constantly adjust
strategies during
instruction based on the
feedback my students are
giving me. They are not
going to learn unless I
adjust to support,
challenge, and assist them
while we are learning.
Sometimes this adjusting
looks like giving students
more or less time to
complete an activity.
Sometimes this adjusting
looks like giving a few
student’s hints or
feedback as I walk around
the room. I am constantly
adjusting based on
ongoing monitoring of
individual needs to
continue to provide the
best education I can.
10.16.18
S: My students are able to

articulate their level of
understanding whenever
I have a guest visit my
classroom. All of my
guests (Principal, AP, and
others) are always
commenting how well my
students are able to
articulate their level of
understanding (which I
am happy to hear). They
are also able to use my
guidance to meet their
needs during instruction.
They will let me know if
they don’t understand a
concept or need more
help. 10.16.18

CSTP 1 Walker 10

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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

T: When I first began this

S: The students are still

S: My students are new

T: The longer I teach in

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 1.6 Emerging Exploring Applying Integrating Innovating

T: I now feel very strong

S: I have seen significant

S: My students are able to

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