CSTP 1 Hinkson 05-01-19

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data Uses data from a variety Uses data from multiple Uses comprehensive
through data provided to learn about individual of formal and informal measures to make knowledge of students to
by the school and/or students.10/1/17 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 learning needs. instruction.5/1/19
diverse learning
Using knowledge of
needs.5/13/18
students to engage
Some students may Students engage in Students actively utilize Students take ownership
them in learning
engage in learning using single lessons or Student engage in a variety of instructional of their learning by
instructional strategies sequence of lessons that learning through the use strategies and choosing from a wide
focused on the class as a include some of adjustments in technologies in learning range of methods to
whole. adjustments based on instruction to meet their that ensure equitable further their learning
assessments. needs. 10/1/17 access to the curriculum. that are responsive to
5/13/18 5/1/19 their learning.
needs.12/6/18
I review student files to I constantly perform Students are taught I would say currently I
see strengths and areas formative assessments to several strategies am between integrating
for improvement. ensure students are on to solve the same and innovating. My
10/1/17 track and make changes problem. Students students are now starting
to the lesson if I see they use whiteboards, to become aware of their
are not understanding. manipulates, iPads role and are taking a
10/1/17 and other more active role.
resources within in During small group
I review student one lesson to make work students are able to
files to see sure they are able choose which activity
strengths and areas to access the they would like to
for improvement. material with complete at the center
Student files are whatever tool is increasing their sense of
constantly updated best for them. independence and
as well as shared 5/13/18 confidence. 12/6/18
with parents to
have full support. I I stay up to date on the
also use the data latest educational
from MAP Students use several research and practices to
assessments to resources throughout the find out what how I can
Evidence monitor individual course of a single lesson. better meet the
student progress Students use the individual needs of my
throughout the reference materials that students. I was given an
year. Because the are displayed in the article by a colleague to
results are broken classroom and they read to more effectively
down into complete projects that help one of my students
subcategories I am will also be displayed as who is autistic. 5/1/19
able to target a resources. 5/1/19
specific area the
student needs extra
support in. MAP is
taken three ti mes
during the year so
progress is
monitored on a
long term
continuum as well
as short term
through for mati ve
assessments in
lessons. The
common
assessments taken
in grade 1 allow
for horizontal
progress to be
tracked throughout
the grade level to
ensure my teaching
is on par with the
other teachers
teaching the same
m a t e r i a l . 5/13/18

Develops awareness of Uses gathered Uses school resources Integrates broad Develops and
prior knowledge, culture, information about and family contacts to knowledge of students systematically uses
backgrounds, life students’ prior expand understanding of and their communities to extensive information
experiences, and knowledge, cultural students’ prior inform instruction. regarding students’
Connecting
interests represented backgrounds, life knowledge, cultural 5/1/19 cultural backgrounds,
learning to
among students. experiences, and interest backgrounds, life prior knowledge, life
students’ prior
to support student experiences, and experiences, and
knowledge,
learning. interests to connect to interests.
backgrounds, life
student learning. 10/1/17
experiences, and
12/6/18
interests
Some students connect Students participate in Students can articulate
learning activities to single lessons or Students are actively the relevance and impact
their own lives. sequences of lessons engaged in curriculum, of lessons on their lives
related to their interests Students make which relates their prior and society.
and experiences. connections between knowledge, experiences,
curriculum, and their and interests within and
prior knowledge, across learning activities.
backgrounds, life 10/1/17
experiences, and 12/6/185/1/19
interests.
I become aware of the I apply cultural context

cultural differences and such as language to the
family background. I curriculum whenever
include this in my lesson possible.10/1/17
to show the students
their culture is Students are also
respected.10/1/17 encouraged to
translate new
vocabulary or
I constantly unfamiliar words
perform for mati ve to their native
assessments to language to allow
ensure students are them to relate to
on track and make the text and
changes to the understand the
lesson if I see they c o n t e n t . 5/13/18
are not
Evidence
understanding. I I ask for students
connect with the to tell personal
school Parent stories that relate
Relation Executive to the content we
and discuss any are discussing in
famil y issues that class. This allows
may potentially me to assess if
impact learning in they understand the
the classroom. content as well as
5/13/18 allow them to the
opportunity to
I translate words communicate their
that may be thoughts and
unfamiliar into the feelings and
students’ native validate that their
language of the voice is i mportan t.
students. I also For my students
include and change this also helps
names in the story them to access the
problems to be material and retain
culturally relevant the information.
of names of the 12/6/18
students in the
class. 12/6/18
I am on a
continuous journey
to learn about the
interests of my
students. Any
small piece of new
knowledge is
integrated into a
lesson, even just
using the favorite
color of a student
to name their
group goes a long
way in keeping
them engaged and
feeling respected.
5/1/19
Students are making

personal connections to
the texts that they are
studying. Whenever
completing independent
or whole class reading
students try to make
connection between
themselves and the
characters they are
reading about. 5/1/19
Uses real-life Explore using additional Integrates connections Integrates connections to Engages student in
connections during real-life connections to from subject matter to meaningful, real-life actively making
instruction as identified subject matter in single meaningful, real-life contexts in planning connections to relevant,
to curriculum. lessons or sequence of contexts, including those subject matter meaningful, and real-life
lessons to support specific to students’ instruction and is contexts throughout
understanding. family and community. responsive during subject matter
10/1/17 instruction to engage instruction. 5/1/19
Connecting subject students in relating to
matter to subject matter.12/6/18
meaningful, real-life Students make use of Students routinely
contexts Some students relate real-life connections Students actively engage integrate subject matter
subject matter to real- provided in single in making and using into their own thinking
life. lessons or sequence of Students utilize real-life real-life connections to and make relevant
lessons to support connections regularly to subject matter to extend applications of subject
understanding of subject develop understandings their understanding. matter during learning
matter. of subject matter. 10/1/17 1 2 / 6 / 1 8 activities. 5/1/19
I apply real life situations I ask students to think of When lesson planning I
in in the math. I use a situation where the include reflection
practical examples from situation could apply in questions for the
the class. 10/1/17 their lives. 10/1/17 students to relate the
During the lesson information that was
I apply real life debrief students learned to a prior
situations and use are required to experience. I use this
practical examples think of a situation method of exit ticket to
from the class such where the situation assess of the students
as an event that could apply in understood the content
just occurred or their lives outside as well all the students
one that will of the classroom. to debrief and form
happen. For 5/13/18 connections. 5/1/19
example, homewor k
for a math
lesson on skip Assessments are created Often the students share
Evidence counting by 2 was using situations that are stories that are relative
to count their total applicable to our region. to the content of the
number of shoes by I am careful not to current lesson. They
pairs - so they include idioms or include personal stories
needed to count by situations that they do in their own writing and
two. We then not know or would not they draw from their
discussed why that apply to the students. experiences to provide
was faster than 12/6/18 examples when asked
counting each shoe how they arrived a t a
individually so Homework assignments particular answer. 5/1/19
they could reflect often include the whole
on the practicality family and they
of knowing how to participate in hands on
count by two. activities that are
. 5/13/18 completed with
resources from around
the home. 12/6/18

Using a variety of Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use
instructional strategies, resources, and instructional strategies, strategies including integrates a broad range of an extensive
strategies, resources, technologies as provided resources, and culturally responsive of strategies, resources, repertoire of strategies,
and technologies to by school and/or district. technologies in single pedagogy, resources, and technologies into resources, and
meet students’ 10/1/17 lessons or sequence of and technologies during instruction designed to technologies to meet
diverse learning lessons to meet students’ ongoing instruction to meet students’ diverse students’ diverse
needs diverse learning needs. . meet students’ diverse learning needs. 5/1/19 learning needs.
5/13/18 1 2 / 6 / 1 8 learning needs.
Students participate in Students actively engage

Some students Students participate in instruction using in instruction and make Students take
participate in single lessons or strategies, resources, and use of a variety of responsibilities for using
instructional strategies, sequence of lessons technologies matched to targeted strategies, a wide range of
using resources and related to their interests their learning resources, and strategies, resources, and
technologies provided. and experiences. . needs.12/6/18 technologies to meet technologies that
10/1/17 5/13/18 their individual student successfully advance
needs. 5/1/19 their learning.
I follow the curriculum The curriculum is Students have the option Resources are gathered
as stated. Other followed as stated to choose which activity from several sources
applications for the use using the materials they would like to including creating
of technology are not and resources that complete from a anchor charts as a class,
stated. 10/1/17 were provided by provided list. All of the finding materials online
the curriculum activities address the and collaborating with
coordinator to standard being covered other teachers for ideas.
make sure but allow for Students have several
alignment with differentiation. 12/6/18 sources to find the same
school policy is information and are able
upheld. to use the resources that
PowerPoint best suits their needs.
presentations are 5/1/19
used on occasion
Evidence
but there is room Students participate in
to more effectively hands on activities,
use technology for partner activities and
example, taking a group work to stay
trip to the engaged and access the
computer lab so material in the manner
the class can listen that is best to suit their
to an audio book to needs. 5/1/19
hear the language
spoken which is
especially
important for
English Language
Learners who are
learning how to
r e a d . 5/13/18
The students use

their ipads to read
on raz-kids only in
the classroom, they
are also assigned
comprehension
quizzes on raz-
kids to complete
on their devices at
h o m e . 5/13/18
I am exploring
using new
technologies in my
lessons and my
lesson planning. I
have introduced
new applications
that the can be
used during center
rotations and also
sent the passwords
so the applications
can be accessed at
home. Lesson
material includes
videos and other
online resources to
supplement the
text from the
curriculum.
12/6/18

Promoting critical Asks questions that Includes questions in Guide students to think Supports students to Facilitates systematic
thinking though focus on factual single lessons or a critically through use of initiate critical thinking opportunities for student
inquiry, problem knowledge and sequence of lessons that questioning strategies, through independently to apply critical thinking
solving, and comprehension. require students to posing/solving developing questions, by designing structured
reflection recall, interpret, and problems, and reflection posing problems and inquiries into complex
think critically. on issues in content. reflecting on multiple problems.
perspectives10/1/17
5/13/18 1 2 / 6 / 1 8
Students respond to Students respond to 5/1/19 Students pose and
Some students respond varied questions or tasks questions and problems answer a wide-range of
to questions regarding designed to promote posed by the teacher and complex questions and
facts and comprehension and begin to pose and solve Students pose problems problems, reflect, and
comprehension. critical thinking in single problems of their own and construct questions communicate
lessons or a sequence of related to the content. of their own to support understandings based on
lessons. inquiries into content. in depth analysis of
10/1/17 content learning. 5/1/19
5/13/18
12/6/18
In require students to Grade 1 standards for

come up with questions reading include asking
about the material we are and answering
using. Questioning questions. There are
strategies are integrated questions embedded in
into the lesson plans. the lesson plan that the
10/1/17 students answer and
reflect on. Students also
I require students pose questions to their
to come up with peers based on the
questions about the content discussed and
material we are their understanding of
Evidence
using. Questioning the content. 5/1/19
strategies are
integrated into the
lesson plans and
used at the
beginning to
introduce the topic
and at the end to
reflect on their
understanding.
Lesson Objectives
are written using
higher level
thinking for ms
based on Bloom's
Taxonomy so the
lesson outcome
requires students
to reflect on the
content critically.
5/13/18
Students
complete self-
assessments to
reflect on their
behavior and
attainment of
goals. This is used
as a classroom
management
tool that allows
students to become
accountable for
their learning and
actions. Student-
Students complete
self-assess ment
questionnaires
weekly. The self-
assessment
questionnaires are
sent home to
parents so a
conversation can
be had with
students and
parents which
allows for an
additional layer of
reflection from an
alternate
perspective as well
as gaining the
support of parents.
5/13/18

Implements lessons Seeks to clarify instruction and Makes ongoing Adjusts strategies Makes adjustments to
following curriculum learning activities to support adjustments to during instruction extend learning
guidelines. student understanding. instruction based on based on the ongoing opportunities and
observation of student monitoring of provide assistance to
engagement and regular individual student students in mastering
Students receive assistance checks for needs for assistance, the concepts flexibly
Monitoring
individually or in small groups understanding. 5/13/18 support, or challenge. and effectively.
student learning
during instruction. 10/1/17 10/1/17 12/6/185/1/19
and adjusting
Some students
instruction while
receive individual Students successfully Students are able to Students monitor their
teaching.
assistance during participate and stay articulate their level of progress in learning
instruction. engaged in learning understanding and use and provide
activities. teacher guidance to information to teacher
meet their needs that informs
during instruction. adjustments in
12/6/18 5/1/19 instruction.
We participated in small group I constantly I constantly perform Every week I receive
lessons with individualized perform for mati ve formative assessments reports from raz-kids,
attention. 10/1/17 assessments to to ensure students are the online reading
Students participate in ensure students are on track and make application I use in the
small group lessons with on track and make changes to the lesson classroom that informs
individualized attention. changes to the if I see they are not me of the current
The groups are changed lesson if I see they understanding. reading level of each
and adjusted as needed are not 10/1/17 of my students. It also
based on data from understanding the tells me which
ongoing assessments material. The Students express their common core standard
including benchmar k results of answer in several or areas of reading
assessments to determine the formati ve ways. They not only comprehension they
reading ability as well assessments are detail their answers may need assistance
as summative assessments used to plan future but the strategies and on, for example if a
that come at the end of a lessons as well as the process they used student answers
u n i t o r m o d u l e . 5/13/18 guide the direction to receive answers. incorrectly several
of the current Students articulate comprehension
lesson. Revision their responses questions related to
days are built into verbally and through characters in a story it
the pacing guide to writing. 12/6/18 will inform me that
Evidence allow the this is an area that they
opportunity to Students use color need more assistance
revisit or even coded ‘stop light’ in. I will use this
reteach lesson system to articulate analyzed data to drive
concepts that were their level of my instruction and
not fully understanding on a support them in areas
m a s t e r e d . 5/13/18 concept when where they need
completing additional support. I
independent work. also share this data to
5/1/19 parents, the students
and administration to
update them on the
progress of the student
and the plan we are
using to support
them.12/6/18
Students who may

need one on one
attention may receive
that during the lesson
while in the same
lesson I may assign
extension activities to
another student on the
same content to ensure
that they are
effectively processing
the content. 5/1/19

Promoting social Models and Models fair and Reinforces positive, Develops shared responsibility with Facilitates student self-
Development and communicates respectful behavior. responsible, and students for resolving conflict and reflection and ongoing
responsibility expectations for fair Demonstrates respectful student creating and maintaining a caring improvement of the caring
within a caring and respectful commitment to interactions. Assists classroom community. community based on respect,
community where behavior to support fairness and respect students to resolve Supports students in taking fairness, and the value of all
each student is social development. in communications conflicts. leadership in developing a caring members. 5/1/19
treated fairly and with students about Incorporates community that is responsive to the
respectfully language and cultural awareness diverse cultural norms of identities Students take leadership in
behavior. to develop a of all students. 10/1/17 12/6/18 resolving conflict and
Seeks to understand positive classroom creating a fair and respectful
cultural perceptions climate. Students take responsibility classroom community where
Some students share of caring community. resolving conflicts and maintaining student’s home culture is
in responsibility for Students a caring classroom community. included and valued.
the classroom Students participate demonstrate efforts Students promote respect and Students communicate with
community. in occasional to be positive, appreciation for differences. empathy and understanding
community building accepting, and 5/13/18 1 2 / 6 / 1 8 in interactions with one
activities, designed to respectful of another.5/1/19
promote caring, differences. 10/1/17
fairness, and respect.
Tolerance, kindness Students are held accountable for We have daily whole class
and respect are their choices. 10/1/17 discussions to help remind
taught and us all how to be kind and
rewarded. 10/1/17 Students are held caring. We had an anti-
accountable for their bullying day where we had
choices. The eight pillars discussions and activities to
of the school, kindness, learn strategies how to stop
responsibility, self- bullying if we see it and how
control, good citizenship, not to be a bully. All
tolerance, honesty, students are aware the
cooperation and respect are classroom and the school is
reinforced daily and a safe place where everyone
throughout the day in is treated with fairness and
various situations including respect. 5/1/19
conflict resolution and
academic integrity. Students use the rules of the
Students use the pillars as classroom and the character
a foundation for pillars of the school to guide
discussions when they talk their conversations when
to their peers and resolving conflicts with their
Evidence teachers. Posters of the friends. Students take
pillars are displayed all responsibility for their
over the school and in each actions and have been
c l a s s r o o m . 5/13/18 modeled what words to use
to respectfully and equitably
Student- Tolerance, resolve conflicts. 5/1/19
kindness and respect are
taught and
rewarded. 'Golden
Tickets' which are entered
in a weekly prize raffle,are
given when a student is
caught displaying our
school pillars. Students are
proud to inform the teacher
when they believe a fellow
classmate has displayed a
character trait from the
pillars. This fosters a
positive learning
environment where all
students feel they are
v a l u e d . 5/13/18
We have begun to sing a

teamwork song which
encourages students to
work together and focus on
solutions and not
differences. In class
students are taught about
the choice board which
provides different options
for solving a
disagreement. 12/6/18
Students take ownership

for the choices they have
made. Students know they
are responsible for their
actions and have direct
communication with each
other to solve their
disputes. 12/6/18
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
learning environments support student learning. provide a range of provides a broad range wide range of resources
that support student resources for learning. of resources, displays, that engage students in
learning. and artifacts that are learning. Ensures that
Structures for interaction Utilizes a variety of current and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. 10/1/17 learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
or virtual learning learning. student learning. and completion of structures for interaction 5/1/19
environments that learning tasks. that engage students
promote student constructively and Selects from a repertoire
learning, reflect productively in of structures for
diversity, and learning.12/6/18 interaction to ensure
encourage accelerated learning for
constructive and Some students use Students use resources Students use a variety of the full range of
productive available resources in provided in learning resources in learning Students routinely use a students.
interactions among learning environments environments and environments and range of resources in
students during instruction. interact with each other interact in ways that learning environments Students participate in
to understand and deepen their that relate to and monitoring and changing
complete learning tasks understanding of the enhance instruction and the design of learning
in single lessons or content and develop reflect their diversity. environments and
sequence of constructive social and Students share in structures for
lessons10/1/17 academic interactions. monitoring and interactions. 5/1/19
5/13/18 1 2 / 6 / 1 8 assessment of
interactions to improve
effectiveness and
develop a positive
culture for learning.
Students use the Students use the The resources in the Students are seated
classroom displays and classroom displays classroom include according to ability and
anchor charts to assist and anchor pictures of actual behavior at several
their learning. 10/1/17 charts to assist students in the class of different times during
their learning. diverse the day. Students know
They refer to them backgrounds.10/1/17 how to make a good
constantly and feel choice when seating
empowered that The resources in themselves on the carpet
they can find the classroom during whole class
information on include pictures of carpet time. Students
t h e i r o w n . 5/13/18 actual students in have access to the
the class of diverse classroom supplies and
Students work in small backgrounds. The resources are placed in
groups and in partners to students feel that the room according
discuss their the classroom is where it is easy for the
comprehension. theirs and that they students to see and
Occasionally students are safe and organized logically.
are able to informally valued. The 5/1/19
quiz each other for students enjoy
spelling on white boards seeing their friends Students request seat
Evidence instead of solely using and teachers in the changes and sit next to
pencil and paper. pictures and are students whom they
Students visit and are more inclined to work well with.
visited by other classes read and follow the Students also have
to collaborate and share information in the different tables for
their expertise as well as resources. reading and other
learn from their diverse Classroom displays subjects. Students are
ideas and backgrounds. like anchor charts able to work on the floor
12/6/18 are created or other reading areas in
together as a class the classroom during
so students have a independent reading
buy in and feel time. 5/1/19
personally
connected to the
classroom and their
l e a r n i n g 5/13/18
Digital platforms such as

videos are incorporated
into lessons to keep
students engaged.
Projects are included in
lessons to provide fine
and gross motor skills as
well as offer an
opportunity for group
work that will help them
learn from each other
and practice new skills.
12/6/18

Adheres to policies Recognizes and Anticipates and reduces risks to Integrates support for Shares responsibility
and laws regarding addresses safety physical, intellectual, and students to take risks and with the students for
safety that are issues regarding emotional safety using multiple offer respectful opinions the establishment
required by the site, materials, student strategies that include examining about divergent and maintenance of a
district, and state. interactions, and the biases in the learning viewpoints.12/6/18 safe physical,
Responds to organization of the environment and curriculum. intellectual, and
behaviors that learning 10/1/17 emotional
impact student environments. environment focused
Establishing and safety as they arise. Models and provides instruction Engages in reflection on their on high quality and
maintaining on skills that develop resiliency own language and behavior rigorous learning.
learning and support intellectual and that contributes to intellectual 5/1/19
environments that Explores strategies to emotional safety. and emotional safety in the
are physically, establish intellectual classroom.12/6/18 Students demonstrate
intellectually, and and emotional safety resiliency in
emotionally safe in the classroom. Students take risks, offer perseverance for
opinions, and share alternative Students develop and practice academic
perspectives. resiliency skills and strategies achievement.
Students are aware to strive for academic Students maintain
of required safety Students follow achievement, and establish intellectual and
procedures and the teacher guidance intellectual and emotional emotional safety for
school and regarding potential safety in the classroom. themselves and
classroom rational safety issues for self 10/1/17 others in the
for maintaining or others. classroom. 5/1/19
safety.
Cultural biases are addressed Students are encouraged to Students are made
when planning each lesson. try and fail and keep trying. aware and are
10/1/17 10/1/17 continually reminded
that their learning is
Cultural biases are Students their responsibility. I
addressed when planning created projects and set goals with the
each lesson. focused of the students periodically
Religious sensitivities are character trait of and meet with them
taken into account when perseverance. Even if to discuss their
delivering a lesson so the project did not progress. The
students are able to initially turn out as classroom
comprehend the cont ent planned they made environment is
without feeling offended. adj ustments to their centered around
5/13/18 work and were proud safety- felling safe to
of their make mistakes and
accomplishments in feeling safe from
t h e e n d . 5/13/18 physical and
emotional injury.
Tolerance is one of the 5/1/19
Evidence pillars of the
classroom. Students The students always
are taught to respect strive to do their best
the differences of work, if for any
other and how these reason there is a day
differences can be a they are not able to
benefit to them and the they reflect on why
class. 12/6/18 and what steps they
can take to make
The students are improvements for
required to stop and next time. 5/1/19
reflect on their choices
when a conflict arises.
They are also required
to articulate the effect
of their choices and
what alternate choices
they could make going
forward if
needed.12/10/18
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem accuracy, analysis, and leadership in learning.
tasks. importance of meeting solving, and appropriate critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. levels of challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous expectations for while becoming aware understanding of technologies throughout Supports students to
learning students. of achievement patterns achievement patterns instruction that support utilize an extensive
environment with for individuals and and uses scaffolds to the full range of learners repertoire of
high expectations groups of students. address achievement in meeting high differentiated strategies
and appropriate gaps. 10/1/17 expectations for to meet high
support for all achievement. 5/13/18 expectations.
students Some individuals and Students engage in a 12/6/18 5/1/19
Some students ask for groups of students work variety of differentiated Students take
teacher support to with the teacher to supports and challenges Students actively use responsibility to fully
understand or complete support accuracy and in ways that promote supports and challenges utilize teacher and peer
learning tasks. comprehension in their their accuracy, analysis, to complete critical support, to achieve
learning. and problem solving in reading, writing, higher consistently high levels
learning. 10/1/17 order thinking, and of factual and analytical
problem solving across learning. 5/1/19
subject matter.5/13/18
12/6/18
Students are held Students are held Students are challenged.
accountable, students are a c c o u n t a b l e f o r The students assist their
given the opportunity to t h e i r w o r k a n d peers and seek
complete every work assistance from their
task10/1/17 ethic. Students are teacher if they need
given additional support. The
the opportunity to students take
complete ever y accountability for their
Evidence
task and work and the quality of
modifications of their work. The students
the lessons are will redo the work if it
made if necessary. does not meet standards
Students are held or expectations. 5/1/19
to the same high
standards as native
English speakers.
Students are given
scaffolds like
sentences starters
to help them
complete
assignments to a
high standard and
at their level.
5/13/18
Students work
in small groups so
their specific
needs are targeted.
Groups are based
on ability to
ensure that lesson
content is
differentiated and
all students can
have their specific
n e e d s m e t . 5/13/18
High expectations
are set for the
students. Students
are aware of these
expectations.
Students may be
required to
complete the same
task more than
once if they were
not able to
accurately follow
the directions or
complete the
assignment as
prescribed. The
students only able
to submit an
assessment once it
has been checked
for accuracy and
completeness a
mini mum of two
times. 12/6/18
Students are taught

to use critical
thinking skills.
The students use
these skills and
apply them to
solving problems
and accessing
content across the
curriculum. The
close reading
skills that are
taught in s mall
group reading
sessions and the
ELA lessons are
reinvestigated in
math lessons.
12/6/18
I set high
expectations for
my students and
the students are
aware of what is
expected from
them. The students
are given several
paths to arrive at
an answer that they
deem correct.
Whatever their
answer is they are
required to defend
it and explain how
and why they
arrived at their
answer. 5/1/19

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 high standards for individual and group role in monitoring and
expectations for individual and group behavior within and maintaining high
individual and group behavior. across learning standards for individual
behavior. activities. and group behaviors.
Developing, Refers to standards for Utilizes routine 5/1/19
communicating, and behavior and applies Reviews standards for references to standards Guides and supports
maintaining consequences as needed. behavior with students in for behavior prior and students to self-assess,
high standards for single lessons or during individual and monitor, and set goals
individual and sequence of lessons in group work. 10/1/17 for individual and group
group behavior anticipation of need for behavior and
reinforcement. participation.12/6/18
Students are aware of Students follow Students demonstrate
classroom rules and Students know behavior expectations, Students respond to positive behavior,
consequences. expectations for accept consequences and individual and group consistent participation
behavior and increase positive behaviors and encourage and are valued for their
consequences and behaviors. and support each other to unique identities. 5/1/19
respond to guidance in make
following them10/1/17. improvements.12/6/18
Classroom rules are Routines and procedures Students complete Positive disciple is
recited every day. are explicitly taught for honest self- assessments. maintained in the
Students know the all class scenarios. There are also informal classroom to create an
consequences of their 10/1/17. self-assessments that are environment where
Evidence behavior 10/1/17 conducted as a whole students feel empowered
class and on an to do their best.
Routines and individual basis. Individual students who
procedures are Desired behavior is make por choices are
explicitly taught modeled by the teacher provided with
for all class reinforced when it is constructive and
scenarios. The first observed in students. respectful ways to help
few weeks of 12/6/18 them make better
school were spent choices in the future.
explicitly learning Students work as a team 5/1/19
the procedures of to help each other in
the classroom and their collaborative
the overall groups and whole class. The students feel safe
structure and Activities are included in and loved in the
organization of the the lesson to foster team classroom. The students
class and the work and require encourage each other
school day. These students to help each and will make it known
procedures were other in order to to their teacher and the
practiced and complete the desired class when they see a
enforced over and task. Students often help classmate working hard
over. These each other in small way and staying on task.
procedures are still such as helping a 5/1/19
reinforced daily so classmate find the
the classroom is correct page in the text.
able to operate as 12/6/18
nor mal in the event
that I am absent or
a w a y . 5/13/18
Classroom
rules are recited
every
day. Students
know the
consequences of
their behavior and
what they need to
do in order to have
the results that
they are ai ming
f o r . 5/13/18
Emerging Exploring Applying Integrating Innovating
Element 2.6
Establishes Develops routines, Maintains regular use of Engages students in Facilitates student
procedures, routines procedures, and norms in routines and procedures monitoring and participating in
or norms for single single lessons or sequence that are culturally reflecting on routines, developing, monitoring,
lessons to support of lessons with some responsive and engage procedures, and norms in and adjusting routines
student learning. student involvement. students in the ways that are culturally and procedures focuses
development and responsive. on maximizing learning.
monitoring of norms. Maintains a quality Classroom climate
learning climate that integrates school
Seeks to promote positive builds on student standards and culturally
behaviors and responds to Provides positive strengths. relevant norms.
Employing disruptive behavior. behavior supports.
classroom routines, Responds to disruptive Responds appropriately Promotes positive
procedures, norms, behavior. to behaviors in ways that behaviors and Promotes positive
and supports for lessen disruptions to the consistently prevents or behaviors and
positive behavior to learning climate. refocuses behaviors establishes preventions
ensure a climate in Students participate in disruptive to the learning and a positive classroom
which all students routines, procedures, and climate. 5/13/18 climate that eliminate
can learn norms and receive most disruptive
Students receive reinforcement for behavior.12/6/185/1/19
correction for behavior positive behaviors.
Students are aware of that interferes with 10/1/17
procedures, routines, learning, and positive Students are involved in
and classroom norms. reinforcement in following Students receive timely assessment and Students share
routines, procedures, and and effective feedback monitoring of routines, responsibility with
norms. 10/1/17 and consequences for procedures, and norms in teacher for managing
behaviors that interfere ways that improve the and maintaining a
with learning. learning climate. positive classroom
5/13/18 climate that promotes
learning.12/6/185/1/19
Students are aware of the Positive behavior is Positive behavior Students are presented
behavior chart and are acknowledged and is acknowledged with the ‘wheel of
adjusted accordingly. rewarded10/1/17 and rewarded. choices” a conflict
10/1/17 Every morning the resolution choice board.
class rules are Students are presented
recited so students with options on how to
are in the habit of resolve a conflict should
saying them. This they arise that do not
allows for require mediation by the
classroom teacher. This allows the
structure, which students to feel safe and
can alleviate some empowered in the
behavior issues, classroom and mitigates
rehearsal of disruptions caused by
routines and a way student disagreements.
to easily help 12/6/18
students stay on
task. If a student Students follow the
is not following a ‘voice meter’ when
rule they are asked working in small groups.
Evidence to recite the rule Students are taught that
they are violating they ae responsible for
which allows for their learning when they
reinforcement and are in small group
self- regulation. sessions and required to
5/13/18 work independently
without direct
Students are supervision. 12/6/18
aware of
the behavior I treat all students with
chart and the respect and fairness. I
positive and take the time to listen to
negative the concerns and worries
consequences for of each of my students,
each choice they regardless of magnitude.
make. They are Building a relationship
aware of what with students creates a
actions will raise space where students are
and lower their more receptive to
name on the chart listening to correction.
and the names are 5/1/19
adjusted
accordingly. The The students take
students feel the ownership of their
consequences for classroom. They feel
their behavior are that they are part of a
fair since it is family and community
clear to all what is and work hard to
expected. This positively contribute to
allows for a the community that they
positive learning helped to build. 5/1/19
environment for
a l l . 5/13/18

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and
on curriculum some consideration of students to provide include ongoing fluidly facilitates
guidelines. lesson type, adjustments adequate time for assessment of student instruction and daily
Develops awareness of for sufficient student instruction, checking for learning. Supports activities.
how transitions and work time and understanding, students in the
classroom management transitions to optimize completion of learning monitoring of
impact pacing and learning. activities and closure. instructional time.
Using instructional
lessons. 10/1/17 5/13/1812/6/18 5/1/19 Students monitor their
time to optimize
own time, are engaged
learning
Some students complete Students complete Students participate in Students use their in accomplishing
learning activities in learning activities and, and complete a variety instructional time to learning goals, and
time allotted. as needed, may receive of learning activities in engage in and complete participate in reflection,
some adjustments of the time allotted with learning activities and self-assessment, and
time allotted for tasks or options for extension are prepared for the next goal setting.
expectations for and review. 5/13/18 sequence of instruction.
completion10/1/17. 12/6/18 5/1/19
Time bonded activities Lessons are extended if
are adjusted according to additional reinforcement Throughout each lesson
class needs.10/1/17 is needed. 10/1/17 the students are
reminded of the time
Time bonded they have left to
activities are complete a task. The
adjusted according students are given a
to class needs. certain amount of time
When planning, to complete each task,
lesson decisions which overtime has
are made as to allowed the students to
which are the most use their time more
important parts of efficiently when
the lesson that working independently.
need to be covered 5/1/19
and which
activities can be The students know when
completed if time each lesson begins and
allows. This when the next lesson
allows the pacing begins. The students
Evidence of the lesson to be know how to transition
accurate and each quickly in order to use
student to time efficiently. The
master the lesson students also now know
material in a ti me how to read so they read
that is in and follow our daily
alliance with the schedule independently.
time and 5/1/19
sequence outline of
the curriculum.
Each lesson
follows the same
structure and a
certain amount of
time is allotted for
each
activity. There is
time built into the
lesson for
reinforcement.
5/13/18
Student- Lessons
are extended if
additional
reinforcement is
needed. Students
ask questions if
they are unclear of
any aspect of the
lesson. Homework
is provided so
students can
review the lesson
topic at their own
p a c e . 5/13/18
I am more organized
because I know exactly
what each group should
be doing. This addition
has contributed greatly
to the overall classroom
environment by helping
students stay engaged
and focused. 12/6/18
I have included a
PowerPoint presentation
that includes a visual
timer that makes a
sound. The students stay
on track more because
they know exactly how
much time they have to
complete their
independent work.
12/6/18
Element Emerging Exploring Applying Integrating Innovating
Has a foundational Examines concepts in Understands and Uses broad knowledge of inter- Uses extensive
knowledge of subject subject matter and explains the relationship relationships of concepts, knowledge of subject
matter, related academic language to between essential academic content standards, and matter concepts,
academic language, and identify connections subject matter concepts, academic language in ways that current issues,
3.1 Demonstrating
academic content between academic academic language, and ensure clear connections and academic language,
knowledge of
standards. content standards and academic content relevance to students. 5/13/18 and research to make
subject matter
instruction. standards10/1/17. 12/6/18 relevant connections
academic content
to standards during
standards
instruction and extend
student learning.
5/1/19
The main focus of the The main focus of the This is my second
lesson is covered other lesson is covered other year teaching Grade 1
concepts are adjusted as concepts are adjusted as students with the same
needed. 10/1/17 needed. Because the curriculum. I am
students are English proficient in all of the
Language Learners content I teach in
vocabular y is a maj or Math and ELA. My
focus in all lessons experience teaching
across all subjects. The the same curriculum
concepts of each lessons has allowed me
are reinforced and specialized knowledge
connected across of how to best deliver
different the lessons in a
disciplines. The overall manner that the
theme of each unit is students understand. I
embedded throughout know what areas of a
each lesson and is lesson can be omitted
applied in future and and which need
past lessons so the additional
connection to content is reinforcement. My
e v i d e n t . 5/13/18 previous knowledge of
the subjects and the
The lesson content is curriculum enables me
made applicable to our to adapt my lessons to
region and the needs of meet the needs of my
the students. Academic students. I use my
language is included in knowledge of the
the lesson plan so it is previous lessons I
explained and taught and use what
referenced throughout went well and what
the lessons. English did not to adjust my
words are translated if lessons. 5/1/19
necessary to make sure
the students understand
the key concepts of the
lesson. 12/6/18
Has basic knowledge of Expands knowledge Adapts instruction in Integrates knowledge of range Utilizes
student stages of of student response to knowledge of students development into comprehensive
development while development and of student development instructional decisions to ensure knowledge of students
becoming aware of implements learning and proficiencies to student understanding of the to guide all students to
differences in students’ activities in single meet students’ diverse subject matter including related develop proficiencies,
understanding of lessons or sequence of learning needs. Ensures academic language. understand subject
subject matter. lessons that addresses understanding of subject matter including
students’ proficiencies matter including related Provides explicit teaching of related academic
Teaches subject- and support academic language. specific academic language, language.12/6/18
specific vocabulary understanding of 10/1/17 text structures, grammatical,
following curriculum subject matter and stylistic language features Engages student at all
3.2 Applying
guidelines. including related Provides explicit to ensure equitable access to levels of vocabulary,
knowledge of
academic language. teaching of essential subject matter understanding academic language,
student
vocabulary, idioms, key for the range of student and proficiencies in
development and
Provides explicit words with multiple language levels and abilities. self-directed goal
proficiencies to
teaching of essential meanings, and academic 5/13/18 setting, monitoring,
ensure student
content vocabulary language in ways that and improvement.
understanding of
and associated engage students in Guides all students in
subject matter
academic language in accessing subject matter using analysis
single lessons or text or learning strategies that
sequence of lessons. activities. provides equitable
Explains academic access and deep
language, formats, understanding of
and vocabulary to subject matter.5/1/19
support student access
to subject matter
when confusions are
identified.
Concepts that are not Concepts that are not The interests of the
mastered will be re- mastered will be re - individual students are
enforced.10/1/17 enforced. Vocabulary investigated and
including academic included in lesson to
language is explicitly keep the lesson
considered in lesson engaging and ensure
planning and delivered that the students are
in lessons with the paying attention and
intent of expanding are able to relate to the
vocabulary and lesson material.
strengthening the skills 12/6/18
of the English Language
Evidence Learners. Academic Students are provided
Language other than the with the definition of
words suggested by the all Academic
curriculum are also Language and
considered to meet the reminded of the words
specific needs of the throughout the lesson.
c l a s s 5/13/18 Teacher and student
set goals and
periodically meet to
discuss what strategies
can be implemented to
meet these goals.
5/1/19
Follows organization of Examines Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided organization of curriculum and student curriculum and resources to knowledge of
by site and district to curriculum and readiness to organize organize and adjust instruction curriculum and related
support student considers adjustments and adjust the within and across subject matter resources to flexibly
understanding of the in single lessons or curriculum to ensure to extend student and effectively
3.3 Organizing
subject matter. sequence of lessons to student understanding5/13/18 organize and adjust
curriculum to
support understanding understanding10/1/17. instruction.12/6/18
facilitate student
of subject matter.
understanding of
Ensures student
the subject matter
comprehension and
facilitates student
articulation about
what they do and do
not understand. 5/1/19
Lesson are adjust as Lesson are adjusted as After working with
needed to meet the needed to meet the this same curriculum
needs of all students needs of all students. for years I use my
10/1/17 Consultation with the knowledge of its
curriculum coordinator beneficial elements
in weekly meetings and deficiencies to add
occurs with the intent of supplements or
acquiring a deeper highlight areas of the
knowledge of the curriculum. Areas of
curriculum in order to the curriculum that
meet the specific needs need to be enhanced
of the students in the are to ensure that the
class. Recommendations student is having all of
on what can be altered their educational
Evidence and what should remain needs met. 12/6/18
unchanged are solicited
in order to ensure the
essential information of Thought the lesson
the lesson is covered but many methods are
the needs of our used to assess student
students are still me comprehension
within the time including questions
constraints of our and answer, hands on
s c h e d u l e . 5/13/18 practice and authentic
exit tickets. The
results of the work
outcome are used to
adjust instruction as
needed. 5/1/19
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional variety of instructional strategies appropriate to subject repertoire of
provided in the instructional strategies strategies to ensure matter to meet students’ diverse instructional strategies
3.4 Utilizing curriculum. in single lessons or student understanding learning, to ensure student to develop enthusiasm,
instructional sequence of lessons to of academic language understanding of academic meta-cognitive
strategies that are increase student appropriate to subject language, and guide student in abilities, and support
appropriate to the understanding of matter and that understanding connections and challenge the full
subject matter academic language addresses students’ within and across subject range of student
appropriate to subject diverse learning needs. matter. 5/13/18 12/6/18 towards a deep
matter. 10/1/17 knowledge of subject
matter. 5/1/19
Group work, individual Group work, individual I actively seek the best
work and varied work and varied and most current
methods are used to methods are used to methods to use to
ensure student ensure student improve student
understanding 10/1/17 understanding. Students learning and my
have access to various instruction. I find
materials such as resources that are
manipulatives, varied and engaging to
worksheets, templates, help meet the needs of
high frequency word all students. Even if a
cards and other lesson had been taught
materials in order to previously new
accommodate various methods for
learning styles. In a improvement are still
lesson the same researched. 5/1/19
information in taught in
several ways and
students are informed
Evidence
that they are able to
choose whatever method
they would like in order
to solve the problem.
5/13/18
Students work in small groups

as well as have one on one
instruction time with the
teacher. Students are able to
use ipads, manipulatives, mini-
white boards or whatever else is
needed to access lesson
material. Students complete
projects and use arts, like
creating drawings and using
music to help them fully
understand the content. 12/6/18
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional utilizes appropriate adapted resources, technologies, identifying and
resources, and materials, resources, instructional materials, and instructional materials to adapting resources,
technologies for and technologies to resources, and meet identified student needs technologies, and
3.5 Using and specific lessons to make make subject matter technologies for concept and make subject matter standards-aligned
adapting subject matter accessible to and skill development in accessible to students. instructional materials
resources, accessible to students. students.12/6/18 subject matter. to extend student
technologies, and 10/1/17 Resources reflect the Assists student with equitable understanding and
standards-aligned Explores how to make diversity of the access to materials, resources, critical thinking about
instructional Identifies technological technological classroom and support and technologies. Seeks outside subject matter.
materials including resource needs. 10/1/17 resources available to differentiated learning resources and support.
adopted materials, all students.12/6/18 of subject matter. 5/1/19 Ensures that student
to make subject are able to obtain
matter accessible Guides students to use equitable access to a
to all students available print, wide range of
electronic, and online technologies through
subject matter resources ongoing links to
based on individual outside resources and
needs. support.
The school is a “bring Technologies are Students have access to
your own device” included daily in all a wide variety of
school but we have not guided reading resources including
used them during our lessons. anchor charts, online
lessons as yet. 10/1/17 Collaboration with based activities, reading
other teachers is applications using
To improve aimed at learning new technology and
student ways to incorporate manipulaties. The
understanding technology in to students are always able
additional lessons. 12/6/18 to use these resources at
Evidence materials, books any point on the day to
and supplemental ensure they have the
resources can be right resource to help
procured to help them receive maximum
support student benefits to support their
needs. Currently learning. 5/1/19
The curriculum is
being taught
exactly as is, but
it could be
beneficial to find
additional
resources that are
in line with the
curriculum and
support the
s t u d e n t s . 5/13/18
Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English
primary language and information proficiencies and English language development, learners in assessment
English language describing elements of English learner English learners’ strengths and of their progress in
proficiencies based on culture and language strengths in the study of assessed needs into English English language
available assessment proficiencies in language and content. language and content development and in
data. listening, speaking, Differentiates instruction. meeting content
reading, and writing. instruction using one or standards. Supports
Uses multiple more components of students to establish
Provides adapted measures for English language Develops and adapts instruction and monitor language
3.6 Addressing the
materials to help assessing English development to support to provide a wide range of and content goals.
needs of English
English learners access learners’ performance English learners. scaffolded support for language
learners and
content. to identify gaps in and content for the range of
student with
English language English learners. 5/13/18 Is resourceful and
special needs to
development. Creates and implements 12/6/18 flexible in the design,
provide equitable
scaffolds to support adjustment, and
access to the
Attempts to scaffold standards-based elimination of
content
content using visuals, instruction using scaffolds based on
models, and graphic literacy strategies, English learners’
organizers. SDAIE, and content proficiencies,
level English language knowledge, and skills
development in order in the content. 5/1/19
for students to improve
language proficiencies
and understand content.
10/1/17
Students work in small Students work in s mall The needs of English
groups based on ability groups based on ability Language Learners are
to target learning to target learning considered in every
outcomes. 10/1/17 outcomes . Language lesson. The resources
skill such as giving used include pictures
multiple meanings for and other visual aides
one word are embedded to support student
into every lesson. When needs. Words are
planning for instructions defined and
in order to ensure modifications are
comprehension for ELL made including
students in a lesson one changing names to
of the considerations help the students
made are needs of access the material.
English Language 5/1/19
Learners (ELL) to
ensure they are
supported. The content
is modified by provi ding
the beginning of a
Evidence
sentence, for exampl e,
to support ELL
students. There is also
heavy emphasis in
speaking and listening
and students have the
opportunity to speak
with their peers and are
required to repeat,
5/13/18
I often meet with my

Vice Principal to
express the needs of my
students. I seek to
ensure that they have
access and technologies
that they need in order
to be successful. I made
sure that the school
ordered headphones that
are suitable for my
students. Previously the
headphone in the
computer lab were not
appropriate for my
students. I felt that
they were at a
disadvantage when
taking computer based
tests. Because my
students are ELL it is
vital that they can hear
the test questions read
to them clearly and
loudly. Because of this
advocacy for
headphones for my
students, I was placed in
charge or ordering
resources and supplies
for all of our grade 1
classes and I am able ot
ensure the resources and
books that are ordered
will meet the needs of
our students.12/6/18

4.1 Using Plans daily Plans single lessons or sequence Plans differentiated instruction Plans differentiated Plans
knowledge of lessons using of lessons using additional based on knowledge of students’ instruction, which is based on differentiated
students’ available assessment information on academic readiness, academic broad knowledge of students. instruction that
academic curriculum and student academic readiness, language, diverse cultural Matches resources and provides
readiness, information language, cultural background, backgrounds, and individual specific strategies to students’ systematic
language from district and and individual development. cognitive, social, emotional, and diverse learning needs and opportunities for
proficiency, state required 10/1/17 physical development to meet cultural backgrounds. 5/1/19 supporting and
cultural assessments. their individual needs. 12/6/18 extending
background, student learning
and individual based on
development Examines potential sources of Planning addresses bias, comprehensive
to plan Becomes aware of potential bias and stereotyping when stereotyping, and assumptions information on
instruction. areas of bias and seeks to learn planning lessons. Uses culturally about cultures an members of students.
about culturally responsive responsive pedagogy in planning. cultures.
pedagogy10/1/17
Is aware of
impact of bias
on learning. Engages students
in the analysis of
bias,
stereotyping, and
assumptions.
Lessons are altered to address Lessons are altered to The resources used in the
potential cultural and language address potential cultural lessons include characters that
biases. 10/1/17 and language biases. Data have diverse backgrounds and
from various assessments are multi-lingual. The
are used to inform backgrounds the students are
teaching and organize considered and represented. If
differentiated the material includes culturally
small groups. Lessons specific references that may be
will be repeated and unfamiliar to the students
revised if students to not planning includes an
comprehend all content. explanation of these
A reflective cycle is used references. 5/1/19
Evidence where the lesson is
reflected on after each
lesson to make
improvements for future
lessons a place to add
reflections is included in
the lesson plan templ ate.
5/13/18
Lessons are planned with

differentiation and
reinforcement activities
built in to the lesson.
Students who need extra
support may wor k with
the co -teacher to help
them develop
foundational skills.
Students are provided
with extension activities
if they have met the
lesson objective before
the lesson is complet ed .
12/6/18
Communicates Establishes and shares learning Establishes and communicates to Establishes and articulates Establishes and
learning goals for skill development with students clear learning goals for learning goals to students that articulates
objectives for a students in single lessons and content that are accessible, integrate content standards comprehensive
4.2
single lesson to sequence of lessons. 10/1/17 challenging, and differentiated to with students’ strengths, short-term and
Establishing
students based 5/13/18 address students’ diverse learning interests, and learning needs. long-term
and
on content needs.12/6/18 5/1/19 learning goals
articulating
standards and for students.
goals for
available Assists students
student
curriculum. to articulate and
learning
monitor learning
goals.
The learning goal is displayed Class and individual goals are set The learning goals are
on the board and repeated and discussed often. A structured to cover content
throughout the lesson. 10/1/17 conversation on the importance standards and are framed in
and meaning of these goals is language that is student
The learning goal is had. When each milestone is met appropriate. The goals are
displayed on the board the success of the students is created so that the students can
and repeated throughout shared with parents and the larger read them independently and
the lesson. The learning school community. 12/6/18 understand what they mean
goal is taken directly and what it means when they
from the state standards have met these goals. 5/1/19
and revised and rewritten
in a language that the
Evidence students are able to read
and understand on their
own. The key words and
academic la nguage in
learning goal is
explained at the
beginning of the lesson
so the students are able
t o u n d e r s t a n d . 5/13/18
Uses available Begins to plan curriculum units Establishes short- and long-term Refines sequence of long-term Utilizes
curriculum for that include a series of curriculum plans for subject plans to reflect integrations of extensive
4.3
daily, short- and connected lessons and are linked matter concepts and essential curriculum guidelines, knowledge of
Developing
long-term plans. to long-term planning to support related academic language and frameworks, and assessed curriculum,
and
student learning. 10/1/17 formats that support student instructional needs to ensure content
sequencing
learning. 5/13/18 student learning.12/6/18 standards, and
long-term and
assess learning
short-term
needs to design
instructional
cohesive and
plans to
comprehensive
support
long- and short-
student
term
learning
instructional
plans that ensure
high levels of
learning. 5/1/19
All lessons in each unit are Each multi -week module Long term plans are made for Plans are written
planned and constructed under s is organized under one each quarter of the year prior holistically and
common theme. 10/1/17 common theme. Each to the start of the school year. include
lesson in the unit builds The plans are revisited and provisions for
on the prior lesson to revised throughout the year. If future planning
support student learning. students need more time with and content
Several lessons are used any concept the plans are students will be
to cover one standard. adjusted as needed. Meeting learning in the
The lessons are spiraled are held with teachers in the upcoming grade.
so a student will have an grade level to analyze grade – 5/1/19
opportunity to visit wide data to account for
previous lesson content changes to future quarterly
that may not have been plans. 12/6/18
fully comprehended i n
order to reach
master y. All lessons in
each unit are planned and
constructed under
a c o m m o n t h e m e . 5/13/18
Plans instruction Selects strategies for single Incorporates differentiated Plans instruction using a wide Plans instruction
that incorporates lessons or sequence of lessons instructional strategies into range of strategies to address incorporating a
strategies that respond to students’ diverse ongoing planning that addresses learning styles and meet repertoire of
suggested by learning needs. culturally responsive pedagogy, students’ assessed language strategies
curriculum students’ diverse language, and and learning needs. Provides specifically meet
guidelines. learning needs and styles. appropriate support and students’ diverse
10/1/17 challenges for students. language and
Seeks to learn about students’ Uses assessments of students’ learning needs
4.4 Planning
diverse learning and language learning and language needs to Integrates results from a broad and styles to
instruction
needs beyond basic data. inform planning differentiated range of assessments into advance learning
that
instruction. 10/1/17 planning to meet students’ for all.5/1/19
incorporates
Is aware of diverse learning and language
appropriate
student content, needs. 5/13/18 12/6/18 Facilitates
strategies to
learning, and opportunities for
meet the
language needs students to
learning needs
through data reflect on their
of all students
provided by the learning and the
site and district. impact of
instructional
strategies to
meet their
learning and
language needs.
All lessons are Assessments are used to find All lessons are planned Extensive
planned in reading levels and reading in accordance with the knowledge of
accordance with groups10/1/17. standards. Each lesson the students is
the standards. in a unit will have a incorporated in
10/1/17 different to lesson
strategies students can planning
use to reach one included how
outcome. After all long a certain
strategies are taught topic should be
students have the covered during
opportunity to choose the day and how
which strategy is the many days or
best and most weeks the topic
efficient for them in should be
order to solve the covered for the
p r o b l e m . 5/13/18 yea to meet the
unique needs of
I have created a choice board students. 5/1/19
that has options that include
the use of technology. The
choice board allows students
to choose which task they
would like to complete and are
most comfortable using. All
of the options on the choice
board are within the Grade 1
Math standards that we are
covering. The choice board
allows me to differentiate the
lesson material so students can
be challenged and receive
reinforcement depending on
their needs. The choice board
also gives the students a sense
of empowerment as they know
they are the ones in control of
their learning and know that I
as their teacher will follow up
to see what they have
completed and what they may
need assistance with.12/6/18
Implements Begins to adapt plans and Makes adjustments and Makes ongoing adjustments to Anticipates and
lessons and uses materials in single lessons or adaptations to differentiate instructional plans and uses a plans for a wide
materials from sequences of lessons to address instructional plans. Uses variety of materials as the range of
curriculum students’ learning needs. culturally responsive pedagogy instructional needs arises to adaptations to
4.5 Adapting provided. 10/1/17 and additional materials to support student learning. lessons based on
instructional 5/13/18 support students’ diverse learning 5/1/19 in depth analysis
plans and needs.12/6/18 of individual
curricular student needs.
materials to
meet the Engages with
assessed students to
learning needs identify types of
of all students. adjustments in
instruction that
best meet their
learning goals.
The resources are used in Additional materials are included As my students are English
accordance with the curriculum in the lesson to allow the needs Language Learners, in my
but adjusted to meet the abilities of all students to be met. Many of lesson planning modifications
if the class. 10/1/17 the materials are created by the are made to support these
teacher and some are borrowed students. I select texts that
Vocabulary in the lesson from other teachers and modified feature characters that from
is adjusted to insure that to suit my class. 12/6/18 diverse backgrounds and
English Language ethnicities to represent the
Learners are able to diverse backgrounds of my
understand the content. students. Selecting texts with
Additional resources intention reminds my students
such as leveled I care about them and view
Evidence readers and math them as individuals. The
manipulatives are us ed students remain the center of
in order to support instruction and more engaged
instruction. Assessments as a result. 5/1/19
may be modified in order
to accurately assess
s t u d e n t s . 5/13/18

Is aware of the purposes and Explores the use of different Decides on the purpose for Develops and Demonstrates
characteristics of formative and types of pre-assessment, assessment and skills to be adapts the purposeful use
summative assessments. formative and summative assessed to select range of of a wide range
5.1 Applying
assessments10/1/17. appropriately matches pre-, appropriate of assessments
knowledge of
formative and summative assessments to to support
the purposes,
Begins to identify specific assessments. address differentiated
characteristics,
characteristics of assessments questions about student learning
and uses of
that yield different types of Selects assessments based on students’ needs and
different types
information about student clear understanding of the learning needs reflect
of assessments
preparedness, progress, and purposes and characteristics and progress. progress.
proficiency. 5/13/18 of assessments to support 12/6/18
student learning10/1/17.
Integrates a Draws
variety of flexibility from
characteristics a repertoire of
into appropriate
assessments to assessment
allow students options and
with a ranges characteristics
of learning to maximize
needs to student
demonstrate demonstration
what they of knowledge.
know. 5/1/19
Multiple assessments types are The assessments selected are Assessments Reading levels
used for each lesson. 10/1/17 aligned with the standards are modified to are assessed
and lesson content10/1/17. include often to ensure
Based on the results for material that students are in
both formati ve and was covered the correct
summati ve assess ments and appropriate reading groups.
lesson instruction will for the level of A spreadsheet
be altered to address the students. is updated
any deficiencies. Assessment frequently to
Additionally common questions are record the data
assessments are formed to and monitor
reviewed and altered ensure fairness student
accordingly to meet the and reflect the progress. This
needs of all students. current ability information is
Evidence
Potential language of the students. shared with the
issues are address to Pictures or entire school to
make sure that the numbers are track school
students, primarily ELL included to wide data and
students understand the ensure the collaborate
content and are not students with colleagues
confused by the understand for
language or wording of what questions improvement.
an assessment. This are being 5/1/19
ensures that the data asked. 12/6/18
derived from the
assessments is accur ate
to help improve student
p r o g r e s s . 5/13/18
Use data from required assessments to Explores collecting additional Collects a variety of formal Designs and Infuses
assess student learning. data using supplemental and informal assessment data integrates an assessments
assessments. on student learning. assessment strategically
Follows required processes for data plan that and
analysis and draws conclusions about Make adjustments in planning Uses analysis of a variety of provides systematically
student learning for single lessons or sequence data to inform planning and formal and throughout
of lessons based on analysis of differentiation of instruction. informal instruction to
assessment data. 10/1/17 5/13/18 assessment collect ongoing
5.2 Collecting
data on student assessment data
and analyzing
learning. appropriate for
assessment
12/6/18 the range of
data from a
learner needs.
variety of
Uses data 5/1/19
sources to
analysis of a
inform
broad range of Uses results of
instruction.
assessments to ongoing data
provide analysis to plan
comprehensive and
information to differentiate
guide planning instruction for
and maximum
differentiation academic
of instruction. success.
Based on the results for both Common assess ments Data is I circulate
formative and summative are reviewed and analyzed over around the
assessments lesson instruction altered accordingly to the course of room
will be altered to address any meet the needs of all the unit and throughout the
deficiencies. 10/1/17 students. Potential module. lesson and
language issues are Formative independent
address to make sure assessments, work time to
that the students, often informal, monitor the
primarily ELL are conducted students and
students understand th frequently and see what they
e content and are not the results are need assistance
Evidence confused by the used to inform with. Informal
language or wording parents of the coaching and
of an needs of their questioning
assessment. This child as well as with the
ensures that the data form small students
derived from the groups. individually
assessments is 12/6/18 and integrate
accurate to help the knowledge
improve student of their needs
p r o g r e s s . 5/13/18 into the rest of
the lesson.
5/1/19
Reviews and monitors available Reviews and monitors Reviews and monitors a Reviews and Facilitates
assessment data as required by site and additional assessment data variety of data on student monitors a collaborative
district processes. 10/1/17 individually and with learning individually and broad range of work and
5.3 Reviewing
colleagues and identifies with colleagues to identify data fosters
data, both
learning needs of individual trends and patterns among individually colleagues
individually
students. 5/13/18 groups of students.12/6/18 and with ability to
and with
colleagues to identify and
colleagues, to
analyze student address causes
monitor
thinking and for
student
identify achievement
learning
underlying patterns and
causes for trends.
trends. 5/1/19
Assessment data is viewed Every Monday the grade Weekly grade level meetings Weekly
periodically. 10/1/17 level meets to review are conducted where meetings are
assessment data and assessment data is analyzed held with
discuss curriculum. individually from each class colleagues to
During these meeting as well as across the grade discuss student
there is the opportunity level. Modifications are assessment
to learn from colleagues made to the curriculum data and what
and receive additional provided assessments based trends are
support in assessment on the data analyzed by the being noticed
and overall teaching and grade level. Teachers in the other
l e a r n i n g p r a c t i c e s . 5/13/18 collaborate to provide classrooms
support to struggling across the
students, regardless of their grade level.
class, based on the data. The results are
Evidence 12/6/18 the data
analysis are
considered and
the ideas
gathered from
colleagues are
used to help
provide
students
additional
support. 5/1/19
Uses data from assessments provided Uses data from available Uses a variety of assessment Uses a broad Reflects on
by site and district to set learning goals assessments to establish data to set student learning range of data to data
for the class. content-based learning goals for goals for content and set learning continuously to
class and individual students in academic language. goals for make ongoing
single lessons or sequences of content and refinements to
Plans instruction using available lessons. academic learning goals
curriculum guidelines. Plans differentiated lessons language that for content and
Plans adjustments in instruction and modifications to are integrated academic
to address learning needs of instruction to meet students’ across content language for
5.4 Using individual students. 10/1/17 diverse learning needs. standards for the fill range of
assessment 5/13/18 12/6/18 individuals and students.
data to groups.
establish Uses data
learning goals Plans systematically
and to plan, differentiated to refine
differentiate, instruction planning,
and modify targeted to differentiate
instruction meet individual instruction, and
and group make ongoing
learning needs. adjustments to
5/1/19 match the
Modifies evolving
lessons during learning needs
instruction of individuals
based on and groups.
informal
assessments.
Changes in lesson plans are After every delivered Each reading
made based on student lesson there group has a
need10/1/17. is reflection done to different lesson
assess the outcome of plan and a
the lesson. All different book
aspects of the lesson that they read.
are considered and Lesson plans
changes are made as are also written
needed. Even aspects for individual
of the lesson that went students who
well are taken into may need
consideration to additional
Evidence
possibly be used in a support. 5/1/19
f u t u r e l e s s o n . 5/13/18
Students set goals for

computer- based tests based
on the projections from the
test and from the teacher.
Goals are also set based on
grade level expectations that
include literacy, numeracy
and social and emotional
development. 12/6/18
Informs students about learning Begins to encourage students to Models and scaffolds student Implements Provides
objectives, outcomes, and summative establish learning goals through self-assessment and goal structures for systematic
assessment results. Recognizes the single lessons or sequence of setting processes for learning students to self- opportunities
need for individual learning goals. lessons that include goal setting content and academic assess and set for student self-
10/1/17 exercises. language development.5/1/19 learning goals assessment,
5.5 Involving
related to goal setting,
all students in
Monitors progress using available tools Provides students with Guides students to monitor content, and progress
self-
for recording. 5/13/18 opportunities in single lessons and reflect on progress on a academic monitoring.
assessment,
or sequence of lessons to regular basis. language, and
goal-setting,
monitor their own progress individual Develops
and progress
toward class or individual skills. students’ meta-
monitoring
goals. 10/1/17 12/6/18 cognitive skills
Integrates for analyzing
student self- progress and
assessment, refining goals
goal setting, towards high
and progress levels of
monitoring academic
across the achievement.
curriculum.
The learning objects are displayed and Students complete self- Goals are set whole class and
reviewed throughout the lesson10/1/17. assessments to monitor their individually with students.
own growth and progress. “Think Alouds” are
Students and parents receive 10/1/17 conducted whole class to
the results of model reflection and
summati ve assess ments. Error In each lesson, throughout the motivation for the students.
s are corrected on summative lesson, students are reminded to This helps find their internal
assessments and feedback is reflect on their current choices. motivation and set goals that
given to the students in order They are reminded of their they are interested in
t o m a k e i m p r o v e m e n t s . 5/13/18 previous progress and what achieving. 5/1/19
they can do to make
Evidence improvements. 12/6/18
Uses available technologies to record Explores use of additional Uses technology to design Integrates a Use a wide
assessments, determine proficiency technologies to implement and implement assessments, variety of range of
5.6 Using
levels, and make required individual assessments, record record and analyze results, technologies technologies to
available
communications about student results, and communicate with and communicate about into the design,
technologies to
learning. 10/1/17 administration, colleagues, and student learning with development, implement, and
assist in
families about student learning. administration, colleagues, implementation analyze
assessment,
5/13/18 12/6/18 families, and students. , analysis of assessments
analysis, and
Ensure that communications assessments, and provides
communicatio
are received by those who and for an in depth
n of student
lack access to technology. communication and ongoing
learning
5/1/19 of student communication
regarding
learning to all student learning
audiences. to all
audiences.
Some assessments are delivered on Some assess ments ar e Spreadsheets and other
computers and results are recorded delivered on computers, technologies are used to
online. 10/1/17 such as the MAP test easily and visually analyze
and the results are assessment data. Parents who
recorded do not have access to the
online. Results of MAP internet receive written notes
assessments are or have meeting to discuss
recorded by the MAP progress and any concerns.
testing data base and 5/1/19
used to help
differentiate learning.
Excel spreadsheets are
created and used to
record and analyze
Evidence
results of common
assessments. The Redike
r Gradebook online
platform is used to
record grades and
generate report
c a r d s . 5/13/18
I analyze the data that I

receive from the Skills
Report sent to my by the
reading A-Z website to
inform my instruction
and see what reading
comprehension s kills
each student needs
assistant with. The data
that I receive from the
assessment report
allows me to
differentiate my lesson
and focus on the skills
that I know my students
need.12/6/18
Provides students with feedback Provides students with Provides students with clear Integrates the Facilitates
through assessed work and required additional feedback based on and timely information about ongoing students’
summative assessments. formative assessments from strengths, needs, and sharing of leadership in
single lessons or sequence of strategies for improving comprehensible seeking and
Notifies families of student lessons. Seeks to provide academic achievement. feedback to using ongoing
proficiencies, challenges, and behavior feedback in ways that students students from comprehensible
issues through school mandated understand. 10/1/17 Provides opportunities for formal and communication
procedures. comprehensible and timely informal s about
5.7 Using Communicates with families two-way communications assessments in individual
assessment about student progress, with families to share student ways that student
information to strengths, and needs at assessments, progress, raise support progress and
share timely reporting periods. Contacts issues and/or concerns, and increased ways to provide
and families as needs arise guide family support. 5/1/19 learning. and monitor
comprehensibl regarding struggling students or support.
e feedback behavior issues. 10/1/17 Communicates
with students 5/13/18 1 2 / 6 / 1 8 regularly with
and their families to
families share a range
of assessment
information
that is
comprehensible
and responsive
to individual
student and
family needs.
Parents are given results of Constant contact is kept with
assessments and informed of parents. Quarterly parent
how to assist their children at teacher conferences are held
home. 10/1/17 as well as student led
conferences were students
Students are given have the opportunity to
feedback on summative showcase their strengths and
assessments. Often share their goals with their
classwork is corrected parents. Parents receive a
and re -explained whole weekly newsletter to keep
class once completed so them updated on what is
students are able to occurring in class. 5/1/19
receive instant feedback
and understand what
needs to be corrected, if
anything. There are
also additional notes
Evidence
written in student
workbooks and
homewor k books to
provide additional
feedback and
c o a c h i n g . 5/13/18
Parents are contacted

frequently. Information and
resources are sent home to help
parents support their child at
home. Parents of struggling
students are contacted prior to
progress reports being
generated to keep aware of the
needs and progress of their
child. 12/6/18
Is aware of the need Begins to engage in reflection Engages in reflection individually Reflects individually and Maintains ongoing
to reflect on teaching on teaching practice and with colleagues on the with colleagues on reflective practice
practice to support individually and with relationship between making refinements in teaching and action
student learning. colleagues that is focused on adjustments in teaching practice practice and connections research in
Reflects individually methods to support the full and impact on the full range of among the elements of the supporting student
or with colleagues on range of learners. learners. 10/1/17 CSTP to positively impact learning and
immediate student the full range of learners. raising the level of
learning needs. 5/13/18 academic
achievement.
12/6/18
Engages in and
fosters reflection
among colleagues
for school wide
impact on student
learning. 5/1/19
6.1 Reflecting
Weekly team meetings are held to During and after Reflection is
on teaching
reflect on progress and improve each lesson there is included at the end
practice in
learner outcomes 10/1/17 time to reflect on of each lessons as
support of
what went well and a practice.
student
more i mportantly Throughout the
learning
what did not go week I am
well. Often times reflecting on ways
the same lesson will to better support
be retaught to my students. I
ensure that the reflect on the
students understood emotional state of
the material. my students to
Revision days are decide if they need
built into a brain break.
the curriculum 12/6/18 5/1/19
timetable to ensure
there is time to Weekly team
revisit a topic if meetings are held
n e e d e d . 5/13/18 to reflect on
progress and
improve learner
outcomes. During
and after each
lesson there is
time to reflect on
what went well
and more
importantly what
did not go well.
Often times the
same lesson will
be retaught to
ensure that the
students
understood the
material. Revision
days are built into
the curriculum
timetable to ensure
there is time to
revisit a topic if
needed. 5/1/19
Develops goals Sets goals connected to the Sets goals connected to the CSTP Sets and modifies Sets and modifies
connected to the CSTP that take into account that are authentic, challenging, authentic goals connected a broad range of
CSTP through self-assessment of teaching and based on self- assessment. to the CSTP that are professional goals
required processes practice. intellectually challenging connected to the
and local protocols. Aligns personal goals with school and based on self- CSTP to improve
6.2 10/1/17 Expands knowledge and and district goals, and focuses on assessment and feedback instructional
Establishing skills individually and with improving student learning. from a variety of sources. practice and
professional Attends required colleagues through available impact student
goals and professional professional development. Selects and engages in Engages in and contributes learning within
engaging in development. 10/1/17 5/13/18 professional development based to professional and beyond the
continuous and on needs identified in development targeted on classroom.
purposeful professional goals. 12/6/18 student achievement.
professional Pursues a variety of Engages in
growth and additional opportunities to ongoing inquiry
development learn professionally. into teacher
5/1/19 practice for
professional
development.
Contributes to
professional
organizations, and
development
opportunities to
extend own
teaching practice.
All school mandated During the summer I use the elements of the CSPT to I have delivered several
professional professional developm try to improve my teaching PD sessions to the school
development sessions ent courses are taken practice. I aim to include staff on various topics
are attended10/1/17 in areas that need elements of each standard into my including, reading level
improvement and are teaching and remind myself of the assessments, digital
of personal importance of each. I meet with citizenship and our online
interest. Throughout administrators to set goals to gradebook platform.
the year infor mation is grow in my teaching career. I During the summer I
gleaned from other attend professional developments attend my own PD
colleagues in an effort over the summer and throughout sessions to learn more
to improve teaching the year to strengthen areas of information on a goal I
practice and learn weakness in my practice. 12/6/18 have set for an area that I
m o r e . 5/13/18 that I would like to
improve on. 5/1/19
Attends staff, grade Consults with colleagues to Collaborates with colleagues to Collaborates with Facilitates
6.3
level, department, consider how best to support improve student learning and colleagues to expand collaboration with
Collaborating
and other required teacher and student learning. reflect on teaching practice at the impact on teacher and colleagues.
with colleagues
meetings and classroom level. 10/1/17 student learning within
and the
collaborations. Begins to identify how to grade or department and Works to ensure
broader
access student and teacher Interacts with members of the school and district the broadest
professional
Identifies student and resources in the broader broader professional community levels.5/13/18 positive impact
community to
teacher resources at professional community. to access resources that support possible on
support
the school and district teacher effectiveness and student Engages with members of instructional
teacher and
level. learning10/1/17 the broader professional practice and
student
community to access student
learning
resources and a wide range achievement at
of supports for teaching school and district
the full range of learners. levels and for the
12/6/18 profession.
Initiates and
develops
professional
learning
opportunities with
the broader
professional
community
focused on student
achievement.
5/1/18
Weekly team meetings are held to Ideas that can be I approached my
discuss lessons and student used to support principal to deliver
progress10/1/17 other teachers are professional
shared development on a
and received. There topic I believed
is time for common our students
planning during the needed but was
meeting to discuss not being
what resources addressed. The
and materials mi ght implications of the
be beneficial for professional
upcoming development were
lessons. There is not only for my
also time allotted to classroom but
discuss assessment were school and
rubrics and mar k community wide.
assessments for 5/1/19
consistency and
c l a r i f i c a t i o n . 5/13/18
I met bi-weekly with a

BetterLesson© coach to
discuss ways to improve
my lessons and share the
challenges and successes I
was having. I gained
valuable advice from my
mentor in order to support
my students and improve
their learning. I
collaborated with my
coach via technology
using the Zoom© video
meeting platform as my
mentor was in a different
country.12/6/18
Is aware of the role of Acknowledges the Supports families to contribute to Provides opportunities and Structures a wide
the family in student importance of the family’s the classroom and school. Adjusts support for families to range of
learning and the need role in student learning. Seeks communication to families based actively participate in the opportunities for
for interactions with information about cultural on awareness of cultural norms classroom and families to
families. norms of families represented and wide range of experiences school.12/6/18 contribute to the
6.4 Working
in the school. Welcomes with schools. 10/1/17 classroom and
with families to
family involvement at 5/13/18 Communicates to families school
support
classroom/ school events. in ways which show community.
student
understanding of and Supports a
learning
respect for cultural norms. school/district
environment in
which families
take leadership to
improve student
learning.5/1/19
Newsletters are sent to parents to Parents are invited into the Parents are always
inform them on lesson content classroom to participate in welcomed into the
and ways to help10/1/17 end of module culminating classroom and the
events and activities. parents are a
Parents are Parents are asked to major part of the
emailed frequently to schedule meetings if needs classroom. Parents
inform them of the events arrive to express and are invited in to
in the school and in the concerns or inquire how view events and
c l a s s . 5/13/18 they can support their assemblies. Parent
child. Projects are volunteers support
assigned that require the the classroom both
whole family to complete academically and
creating family administratively.
involvement at home. 5/1/18
12/6/18
Develops awareness Seeks available neighborhood Uses a variety of neighborhood Uses a broad range of Collaborates with
about local and community resources. and community resources to neighborhood and community
neighborhoods and support the curriculum. 10/1/17 community resources to members to
communities Includes references or support the instructional increase
surrounding the connections to communities Includes knowledge of program, students, and instructional and
school. in single lessons or sequence communities when designing and families. learning
6.5 Engaging
of lessons. implementing instruction10/1/17 opportunities for
local
Uses available Draws from understanding students. 5/1/19
communities in
neighborhood and of community to improve
support of the
community resources and enrich the Engages students
instructional
in single lessons. instructional program. in leadership and
program
5/13/18 1 2 / 6 / 1 8 service in the
community.
Incorporates
community
members into the
school learning
community.
Community resources and areas Field trips to Subject experts are
are included in the lessons to support the invited into the
provided relatibility10/1/17 curriculum are class to share their
selected expertise on a
intentionally in subject we are
order to allow the studying. During
students and the month of
members of our Ramadan students
communit y the were encouraged
opportunity to to bring in dry
engage with each food to donate to a
other and allow for charity. The
the opportunity for students used their
mutual learning recess time to
opportunities and pack up the boxes
benefits of both for distribution.
students and 5/1/19
communit y
m e m b e r s . 5/13/18
Members of the
communit y who are
experts in their field
are invited in the
class to share
information with the
class and
collaborate with the
school communit y.
Several community
projects are held
throughout the year
at the school and in
the classroom.
Students have the
opportunity to learn
from members of the
local community and
provide beneficial
resources to the
communit y
simultaneousl y.
12/6/18
Develops an Maintains professional Anticipates professional Integrates the full range of Models
understanding of responsibilities in timely responsibilities and manages time professional professionalism
professional ways and seeks support as and effort required to meet responsibilities into and supports
responsibilities. needed. expectations. 10/1/17 advanced planning and colleagues in
6.6 Managing prepares for situations that meeting and
professional Seeks to meet Demonstrates commitment by Pursues ways to support students’ may be challenging. exceeding
responsibilities required exploring ways to address diverse learning needs and professional
to maintain commitments to individual student needs. maintains belief in students’ Maintains continual effort Responsibilities
motivation and students. 10/1/17 capacity for achievement. to seek, develop, and effectively. 5/1/19
commitment to refine new and creative
all students methods to ensure Supports
individual student colleagues to
learning. maintain the
5/13/18 1 2 / 6 / 1 8 motivation,
resiliency, and
energy to ensure
that all students
achieve.
Lesson are reviewed in an The school calendar is monitored Professional I arrive at school
attempt to find areas for to ensure all deadlines are met. development early every day,
differentiation. 10/1/17 10/1/17 sessions are dressed
attended in order to professionally
learn new ways to according to the
support the needs of school dress code.
all learners. Lessons I make sure I meet
are planned with deadlines for
activities and assignments and
resources to target requests from the
the different administration. I
learning styles of voice my opinions
s t u d e n t s . 5/13/18 respectfully during
staff meetings and
I meet often with my I am known as a
mentor teacher and colleague that can
other experienced be asked for help
teachers in the with any task,
school to receive large or small.
support for my 5/1/19
class. I am
continually
searching for more
effective ways to
benefit my class. I
include alternative
actions in my lesson
planning to meet any
difficult challenges
and avoid
disruptions in
lessons.12/6/18
Follows all state education codes, legal requirements, district and site policies, contractual Maintains a high standard of personal integrity
agreements, and ethical responsibilities.* and commitment to student learning and the
profession in all circumstances.12/6/18
* 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 these values and holding peers accountable to norms of
6.7 and biases affect the teaching and learning of students. respectful treatment and communication. 5/1/19
Demonstrating
• Adheres to legal and ethical obligations in teaching the full ranges of learners,
professional Contributes to fostering a school culture with a
including English learners and students with special needs.
responsibility,
• Reports suspected cases of child abuse and/or neglect as outlined in the California high degree of resilience, professional integrity,
integrity, and and ethical conduct.
Abuse and Neglect Reporting Act.
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.
• Complies with legal and professional obligations to protect the privacy, health, and
safety of students, families, and other school professionals.
• Models appropriate behavior for students, colleagues, and the profession.
• Acts in accordance with ethical considerations for students.
• Maintains professional conduct and integrity in the classroom and school community.
5/13/18
Ensures that license is up to date and all students are treated fairly. All cases of suspected I ensure that my students are well cared for, safe
abuse are reported. 10/1/17 and feel respected. I ensure the safety and well-
being of all students I encounter, even if they
Open lines between parents, students and counselors are cultivated in are not in my class. I communicate with school
order to receive adequate and effective support in order administration to advocate for the needs of my
to alleviate any issues that may arise that are beyond the scope of the students and parents. I ensure that I am
c l a s s r o o m a n d t h e c l a s s r o o m t e a c h e r . 5/13/18 committed to providing the best possible
education for my students. 12/6/18
I hold my peers to the same high standard that I

have for professionalism and commitment to the
students. I often mediate differences between
collage to maintain a professional work
atmosphere where everyone feels safe to
communicate freely and respectfully. 5/1/19

CSTP 1 Hinkson 05-01-19

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

CSTP 1 Hinkson 05-01-19

Caricato da

Copyright:

Formati disponibili

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Element 1.2 Emerging Exploring Applying Integrating Innovating

I become aware of the I apply cultural context

Students are making

Element 1.4 Emerging Exploring Applying Integrating Innovating

Students participate in Students actively engage

The students use

Element 1.5 Emerging Exploring Applying Integrating Innovating

In require students to Grade 1 standards for

Element 1.6 Emerging Exploring Applying Integrating Innovating

Students who may

Element 2.1 Emerging Exploring Applying Integrating Innovating

We have begun to sing a

Students take ownership

Digital platforms such as

Element 2.3 Emerging Exploring Applying Integrating Innovating

Students are taught

Element 2.5 Emerging Exploring Applying Integrating Innovating

Element 2.7 Emerging Exploring Applying Integrating Innovating

Students work in small groups

I often meet with my

Element Emerging Exploring Applying Integrating Innovating

Lessons are planned with

Element Emerging Exploring Applying Integrating Innovating

Students set goals for

I analyze the data that I

Parents are contacted

I met bi-weekly with a

I hold my peers to the same high standard that I

Potrebbero piacerti anche