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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? For each self-assessment, use a different color highlight.
Initial Date:
Emerging Exploring Applying Integrating Innovating
Final Date:
Element 1.1 Using knowledge of students to engage them in learning.
Learns about students through Gathers additional data to Uses data from a variety of formal Uses data from multiple Uses comprehensive knowledge
data provided by the school learn about individual and informal sources to learn sources to make adjustments to of students to make adjustments
and/or through district students. 9/15/23 about students and guide instruction and meet individual and accommodations in
Teacher
assessments. selection of instructional identified learning needs. instruction.
strategies to meet diverse
learning needs.
Some students may engage in Students engage in single Students engage in learning Students actively utilize a Students take ownership of their
learning using instructional lessons or sequence of through the use of adjustments in variety of instructional learning by choosing from a
strategies focused on the class lessons that include some instruction to meet their needs. strategies and technologies in wide range of methods to further
Student
as a whole. adjustments based on learning that ensure equitable their learning that are
assessments access to the curriculum. responsive to their diverse
9/15/23 learning needs.
Element 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests.
Develops awareness of prior Uses gathered information Uses school resources and family Integrates broad knowledge of Uses extensive information
knowledge, culture, about students’ prior contacts to expand students’ cultural backgrounds, regarding students and their
backgrounds, life experiences, knowledge, cultural understanding of students’ prior prior knowledge, life communities systematically and
Teacher
and interests represented backgrounds, life knowledge, cultural backgrounds, experiences, and interests to flexibly throughout instruction.
among students. experiences, and interests to life experiences, and interests to inform instruction.
9/15/23 support student learning. connect to student learning.
Some students connect Students participate in Students make connections Students are actively engaged Students can articulate the
learning activities to their own single lessons or sequence between curriculum and their in curriculum which relates to relevance and impact of lessons
Student lives. of lessons related to their prior knowledge, backgrounds, their prior experiences, and on their lives and society.
interests and experiences. life experiences, and interests. interests within and across
9/15/23 learning activities.
Element 1.3 Connecting subject matter to meaningful, real-life contexts.
Uses real-life connections Explores using additional Includes connections from subject Integrates connections to Engages students in actively
during instruction as identified real-life connections to matter to meaningful, real-life meaningful, real-life contexts in making connections to relevant,
in curriculum. subject matter in single contexts, including those specific planning subject matter meaningful, and real-life
Teacher lessons or sequence of to students’ family and instruction and is responsive contexts throughout subject
lessons to support student community. during instruction to engage matter instruction.
understanding. students in relating to subject
9/15/23 matter.
 Some students relate subject Students make use of Students utilize real-life Students actively engage in Students routinely integrate
matter to real-life. real-life connections connections regularly to develop making and using real-life subject matter into their own
Student 9/15/23 provided in single lessons or understandings of subject matter. connections to subject matter to thinking and make relevant
sequence of lessons to extend their understanding. applications of subject matter
support understanding of during learning activities.
subject matter.
Element 1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs.
Uses instructional strategies, Explores additional 9/15/23 Utilizes a variety of strategies Creates, adapts, and integrates Refines the flexible use of an
resources, and technologies as instructional strategies, including culturally responsive a broad range of strategies, extensive repertoire of
provided by school and/or resources, and technologies pedagogy, resources, and resources, and technologies strategies, resources, and
Teacher district. in single lessons or technologies during ongoing designed to meet students’ technologies to meet students’
sequence of lessons to meet instruction to meet students’ diverse learning needs. diverse learning needs.
students’ diverse learning diverse learning needs.
needs.
Some students participate in Students participate in Students participate in Students actively engage in Students take responsibility for
instructional strategies, using single lessons or sequence instruction using strategies, instruction and make use of a using a wide range of
resources and technologies of lessons related to their resources, and technologies variety of targeted strategies, strategies, resources, and
Student
provided. interests and experiences. matched to their learning needs. resources, and technologies to technologies that successfully
meet their individual learning advance their learning.
9/15/23 needs.
Element 1.5 Promoting critical thinking through inquiry, problem solving, and reflection.
Asks questions that focus on Includes questions in single Guide students to think critically Supports students to initiate Facilitates systematic
factual knowledge and lessons or a sequence of through the use of questioning critical thinking through opportunities for students to
comprehension. lessons that require students strategies, posing/solving independently developing apply critical thinking by
Teacher
to recall, interpret, and think problems, and reflection on questions, posing problems designing structured inquiries
critically. issues in content. and reflecting on multiple into complex problems.
9/15/23 perspectives.
Some students respond to Students respond to varied Students respond to questions Students pose problems and Students pose and answer a
questions regarding facts and questions or tasks designed and problems posed by the construct questions of their own wide range of complex
comprehension. to promote comprehension teacher and begin to pose and to support inquiries into questions and problems, reflect,
Student and critical thinking in single solve problems of their own content. and communicate
lessons or a sequence of related to the content. understandings based on
lessons. in-depth analysis of content
9/15/23 learning.
Element 1.6 Monitoring student learning and adjusting instruction while teaching.
Implements lessons following Seeks to clarify instructions Makes adjustments to instruction Adjusts strategies during Makes adjustments to extend
curriculum guidelines. and learning activities to based on observation of student instruction based on the learning opportunities and
support student engagement and regular checks ongoing monitoring of provide assistance to students
Teacher
understanding. for understanding. individual student needs for in mastering the content flexibly
assistance, support or and effectively.
9/15/23 challenge.
Some students receive Students receive assistance Students successfully participate Students are able to articulate Students monitor their progress
Student individual assistance during individually or in small and stay engaged in learning their level of understanding and in learning and provide
instruction. groups during instruction. activities. use teacher guidance to meet information to the teacher that
 9/15/23 their needs during instruction, informs adjustments in
instruction.
For initial and final reflections, provide DATE of reflection and complete reflection in a different colored font to differentiate between initial and final.
Evidence of For written reflections, choose 2 elements that you can provide a detailed description and evidence that supports your placement on the continuum.
Placement
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? For initial and final self-assessments, use a different colored highlight/fill.
Initial Date:
Emerging Exploring Applying Integrating Innovating
Final Date:

Element 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully.
Models and communicates Models fair and respectful Reinforces positive, Develops shared responsibility Facilitates student
expectations for fair and behavior. Demonstrates responsible, and respectful with students for resolving self-reflection and ongoing
respectful behavior to support commitment to fairness and student interactions. Assists conflict and creating and improvement of the caring
social development. respect in communications students to resolve conflicts. maintaining a caring community based on respect,
9/15/23 with students about language classroom community. fairness, and the value of all
and behavior. Incorporates cultural members.
Teacher awareness to develop a Supports students in taking
Seeks to understand cultural positive classroom climate. leadership in developing a
perceptions of caring caring community that is
community. responsive to the diverse
cultural norms of identities of
all students.
Some students share in Students participate in Students demonstrate efforts to Students take responsibility for Students take leadership in
responsibility for the classroom occasional community building be positive, accepting, and resolving conflicts and resolving conflict and creating
community. activities, designed to promote respectful of differences. maintaining a caring a fair and respectful classroom
9/15/23 caring, fairness, and respect. classroom community. community where student’s
Student Students promote respect and home culture is included and
appreciation for differences. valued. Students communicate
with empathy and
understanding in interactions
with one another.
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive
Element
interactions among students.
Is aware of the importance of Experiments with adapting the Develops physical and/or Maintains physical and/or Adapts physical and/or virtual
the physical and/or virtual physical and/or virtual learning virtual learning environments virtual learning environments learning environments flexibly
learning environments that environments that support that reflect student diversity that reflect student diversity to facilitate access to a wide
support student learning. student learning. and provide a range of and provides a broad range of range of resources that engage
resources for learning. resources, displays, and s in learning. Ensures that
Is aware that structured Structures for interaction are artifacts that are current and environments enhance
Teacher interaction between students taught in single lessons or Utilizes a variety of structures integral to instruction. learning and reflect diversity
can support learning. sequences of lessons to for interaction during learning within and beyond the
support student learning. activities that ensure a focus Integrates a variety of classroom.
on and completion of learning structures for interaction that
9/15/23 tasks. engage students constructively Selects from a repertoire of
and productively in learning. structures for interaction to
ensure accelerated learning for
 the full range of students.
Some students use available Students use the resources Students use a variety of Students routinely use a range Students participate in
resources in learning provided in learning resources in learning of resources in learning monitoring and changing the
environments during environments and interact with environments and interact in environments that relate to and design of learning
instruction. each other to understand and ways that deepen their enhance instruction and reflect environments and structures
Student complete learning tasks in understanding of the content their diversity. Students share for interactions.
single lessons or sequence of and develop constructive social in monitoring and assessment
lessons. and academic interactions. of interactions to improve
effectiveness and develop a
9/15/23
positive culture for learning.
Element 2.3: Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe.
Adheres to policies and laws Recognizes and addresses Anticipates and reduces risks Integrates support for students Shares responsibility with the
regarding safety that are safety issues regarding to physical, intellectual, and to take risks and offer students for the establishment
required by the site, district, materials, student interactions, emotional safety using multiple respectful opinions about and maintenance of a safe
and state. and the organization of the strategies that include divergent viewpoints. physical, intellectual, and
learning environments. examining biases in the emotional environment focused
Responds to behaviors that learning environment and Engages in reflection on their on high quality and rigorous
impact student safety as they Explores strategies to establish curriculum. own language and behavior learning.
arise. intellectual and emotional that contributes to intellectual
9/15/23 safety in the classroom. Models and provides and emotional safety in the Uses a wide range of
Teacher instruction on skills that classroom. evidence-based practices to
Explores strategies to develop resiliency and support prevent problem behaviors and
de-escalate student behaviors. intellectual and emotional Develops and/or strengthens de-escalate student behaviors.
safety. positive behavior support
plans to assist in the
Anticipates and reduces risks prevention of behavior
of student escalation by problems and de-escalation for
matching adult response to the students.
student’s learning and
behavior levels.
Students are aware of required Students follow teacher Students take risks, offer Students develop and practice Students demonstrate
safety procedures and the guidance regarding potential opinions, and share alternative resiliency skills and strategies resiliency in perseverance for
school and classroom rationale safety issues for self or others. perspectives. to strive for academic academic achievement.
Student for maintaining safety. achievement, and establish Students share responsibility
9/15/23 intellectual and emotional for intellectual and emotional
safety in the classroom. safety for themselves and
others in the classroom.
Element 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students.
Focuses the rigor of the Focuses on the development of Develops a rigorous learning Integrates rigor throughout the Facilitates a rigorous learning
learning environment on a rigorous learning environment that includes learning environment that environment in which students
accuracy of answers and environment that includes accuracy, analysis, problem values accuracy, analysis, and take leadership in learning.
Teacher completion of learning tasks. accuracy, understanding, and solving, and appropriate levels critical reading, writing and Fosters extended studies,
the importance of meeting of challenge. thinking. research, analysis and
Is aware of the importance of targeted learning goals. purposeful use of learning.
maintaining high expectations Holds high expectations for Integrates strategic scaffolds
for students. Works to maintain high students. Has an and technologies throughout Supports students to utilize an
 Is aware of the importance of expectations for students while understanding of achievement instruction that support the full extensive repertoire of
explicitly teaching becoming aware of patterns, and uses scaffolds to range of learners in meeting differentiated strategies to
generalization of skills. achievement patterns for address achievement gaps. high expectations for meet high expectations.
9/15/23 individuals and groups of achievement.
students. Plans, utilizes, and Designs, implements, and
differentiates strategies to Analyses the effectiveness of facilitates training on effective
Expands knowledge of ensure generalization of skills. specific strategies on strategies to ensure
strategies to ensure individual student’s ability to generalization of skills.
generalization of skills. generalize skills.
Some students ask for teacher Some individuals and groups Students engage in a variety of Students actively use supports Students take responsibility to
support to understand or of students work with the differentiated supports and and challenges to complete fully utilize teacher and peer
complete learning tasks. teacher to support accuracy challenges in ways that critical reading, writing, higher support, to achieve consistently
Student
9/15/23 and comprehension in their promote their accuracy, order thinking, and problem high levels of factual and
learning. analysis, and problem solving solving across subject matter. analytical learning.
in learning.
Element 2.5 Developing, communicating, and maintaining high standards for individual and group behavior.
Establishes expectations, rules, Develops expectations with Uses multiple strategies Integrates equitable Facilitates a positive
and consequences for some student involvement. including culturally responsive expectations, positive supports, environment using systems
individual and group behavior. Communicates, models and instruction to develop and and consequences for that ensure students take an
explains expectations for maintain high standards for individual and group behavior active role in monitoring and
Refers to standards for individual and group behavior. individual and group behavior. within and across learning maintaining high standards for
Teacher behavior and applies activities. individual and group
consequences as needed. Reviews standards for Utilizes routine references to behaviors.
9/15/23 behavior with students in standards for behavior prior Guides and supports students
single lessons or sequence of and during individual and to self-assess, monitor, and set
lessons in anticipation of need group work. goals for individual and group
for reinforcement. behavior and participation.
Students are aware of Students know expectations for Students follow behavior Students respond to individual Students demonstrate positive
classroom rules and behavior and consequences expectations, accept and group behaviors and behavior, consistent
Student
consequences. 9/15/23 and respond to guidance in consequences and increase encourage and support each participation and are valued
following them. positive behaviors. other to make improvements. for their unique identities.
Element 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn.
Establishes procedures, Develops routines, procedures, Maintains regular use of Engages students in Facilitates student
routines or norms for single and norms in single lessons or routines and procedures that monitoring and reflecting on participating in developing,
lessons to support student sequence of lessons with some are culturally responsive and routines, procedures, and monitoring, and adjusting
learning. student involvement. engage students in the norms in ways that are routines and procedures
development and monitoring of culturally responsive. focuses on maximizing
Responds to disruptive Seeks to promote positive norms. Maintains a quality learning learning. Classroom climate
Teacher behavior. behaviors and responds to climate that builds on student integrates school standards
disruptive behavior. Reinforces and rewards strengths. and culturally relevant norms.
9/15/23 appropriate social and
academic behaviors in the Promotes and reinforces Promotes and reinforces
classroom while providing positive behaviors and positive behaviors and
positive behavior supports. consistently prevents or establishes preventions and a
Responds appropriately to refocuses behaviors disruptive positive classroom climate that
 behaviors in ways that lesson to the learning climate. eliminate most disruptive
disruptions to the learning behavior.
climate.
Students are aware of Students receive correction for Students participate in Students are involved in Students share responsibility
procedures, routines, and behavior that interferes with routines, procedures, and assessment and monitoring of with teacher for managing and
classroom norms. learning, and positive norms and receive routines, procedures, and maintaining a positive
reinforcement in following reinforcement for positive norms in ways that improve the classroom climate that
Student routines, procedures, and behaviors. Students receive learning climate. promotes learning.
norms. timely and effective feedback
9/15/23 and consequences for
behaviors that interfere with
learning.
Element 2.7 Using instructional time to optimize learning.
Paces instruction based on Paces instruction with some Paces instruction with students Paces instruction to include Paces, adjusts, and fluidly
curriculum guidelines. consideration of lesson type, to provide adequate time for ongoing assessment of student facilitates instruction and daily
adjustments for sufficient instruction, checking for learning. Supports students in activities.
Teacher Develops awareness of how student work time and understanding, completion of the monitoring of instructional
transitions and classroom transitions to optimize learning. learning activities and closure. time.
management impact pacing
and lessons. 9/15/23
Some students complete Students complete learning Students participate in and Students use their instructional Students monitor their own
learning activities in time activities and, as needed, may complete a variety of learning time to engage in and time, are engaged in
allotted. receive some adjustments of activities in the time allotted complete learning activities accomplishing learning goals,
Student
time allotted for tasks or with options for extension and and are prepared for the next and participate in reflection,
expectations for completion. review. sequence of instruction. self-assessment, and goal
9/15/23 setting.
For initial and final reflections, provide DATE of reflection and complete reflection in a different colored font to differentiate between initial and final.
Evidence of For written reflections, choose 2 elements that you can provide a detailed description and evidence that supports your placement on the continuum.
Placement
Top
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? For each self-assessment, use a different color highlight.
Initial Date: Emerging Exploring Applying Integrating Innovating
Final Date:
Element 3.1 Demonstrating knowledge of subject matter academic content standards.
Teacher Has foundational knowledge of Examines concepts in subject Understands and explains the Uses broad knowledge of the Uses extensive knowledge of
subject matter, related matter and academic language relationship between essential relationships between subject subject matter concepts,
academic language, and to identify connections subject matter concepts, matter concepts, academic current issues, academic
academic content standards. between academic content academic language, and language, and academic language, and research to
standards and instruction. academic content standards. content standards, and makerelevantt connections to
9/15/23 academic language, in ways standards during instruction
that ensure clear connections and extend student learning.
and relevance to students.
Element 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter.
Teacher Has basic knowledge of Expands knowledge of student Uses knowledge of student Integrates knowledge of Draws upon comprehensive
student stages of development development and implements development and proficiencies individual student development knowledge of students to guide
while becoming aware of learning activities in single to adapt instruction and meet to inform instructional all students to develop
differences in students’ lessons or sequence of lessons students’ diverse learning decisions to ensure student proficiencies, understand
understanding of subject that address students’ needs. Ensures understanding understanding of subject subject matter including
matter. proficiencies and support of subject matter including matter including related related academic language.
understanding of subject related academic language. academic language.
Teaches subject-specific matter including related Engages students at all levels
vocabulary following academic language. 9/15/23 Provides explicit teaching of Provides explicit teaching of of vocabulary, academic
curriculum guidelines. essential vocabulary, idioms, specific academic language, language, and proficiency in
9/15/23 Provides explicit teaching of key words with multiple text structure, grammatical, and self-directed goal setting,
essential content vocabulary meanings, and academic stylistic language features to monitoring, and improvement.
and associated academic language in ways that engage ensure equitable access and Guides all students in using
language in single lessons or students in accessing subject subject matter understanding analysis strategies that
sequence of lessons. Explains matter text or learning for the range of student provides equitable access and
academic language, formats, activities. language levels and abilities. deep understanding of subject
and vocabulary to support matter.
student access to subject
matter when confusions are
identified.
Element 3.3 Organizing curriculum to facilitate student understanding of the subject matter.
Teacher Follows organization of Examines organization of Uses knowledge of curriculum Integrates knowledge of Draws upon extensive
curriculum as provided by site curriculum and considers and student readiness to cross-disciplinary skills, knowledge of
and district to support student adjustments in single lessons organize and adjust the curriculum, and resources to cross-disciplinary skills,
understanding and access of or sequence of lessons to curriculum to ensure student organize and adjust instruction curriculum and related
subject matter. support understanding and access and understanding. within and across subject resources to flexibly and
 access of subject matter. 9/15/23 matter to ensure student effectively organize and adjust
access and extend student instruction.
understanding.
Ensures student access,
comprehension and facilitates
student articulation about what
they do and don’t understand.
Element 3.4 Utilizing instructional strategies that are appropriate to the subject matter.
Teacher Uses instructional strategies Gathers and uses additional Selects and adapts a variety of Integrates research-based Draws upon an extensive
that are provided in the instructional strategies in research-based effective effective practices and repertoire of research-based
curriculum. single lessons or sequence of practices and instructional instructional strategies effective practices and
lessons to increase student strategies to ensure student appropriate to subject matter to instructional strategies to
understanding of academic understanding of academic meet students’ diverse develop enthusiasm,
language appropriate to the language appropriate to the learning, to ensure student metacognitive abilities, and
subject matter. subject matter and that understanding of academic support and challenge the full
9/15/23 address students’ diverse language, and guide students range of students towards a
learning needs. in understanding connections deep knowledge of subject
within and across subject matter.
matter.
Element 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make
subject matter accessible to all students.
Teacher Uses available instructional Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in identifying
materials, resources, and instructional materials, appropriate instructional adapted resources, and adapting resources,
technologies for specific resources, and technologies to materials, resources, and evidence-based instructional evidence-based instructional
lessons to make subject matter make subject matter accessible evidence-based instructional and assistive technologies, and and assistive technologies, and
accessible to students. to students. and assistive technologies for instructional materials to meet standards-aligned
concept and skill development identified student needs and instructional materials to
Identifies technological Explores how to make in subject matter. Resources make subject matter accessible extend student understanding
resources needed. technological resources reflect the diversity of the to students. and critical thinking about the
available to all students. classroom and support subject matter.
9/15/23 differentiated learning of Assists students with equitable
subject matter. access to materials, resources, Ensures that students are able
and technologies to access to obtain equitable access to a
Guides students to use challenging content. Seeks wide range of technologies,
available print, electronic, and outside resources and support. through ongoing links to
online subject matter resources outside resources and support
based on individual needs to to access challenging content.
access challenging content.
Element 3.6 Addressing the needs of English Learnersand students with special needs to provide equitable access to the content.
Teacher Is aware of students’ primary Seeks additional information Identifies English language Integrates knowledge of Engages English learners in
language and English describing elements of culture proficiencies and English English language development assessment of their progress in
language proficiencies based and language proficiencies in learner strengths in the study of and English learner’s strengths English language development
on the available assessment listening, speaking, reading language and content. and assessed needs to and in meeting content
data. and writing. Uses multiple Differentiates instruction using differentiate English language standards. Supports students
 Provides adapted materials to measures for assessing one or more components of and content instruction. to establish and monitor
help English Learners access English learners’ performance English language development language and content goals.
content. to identify gaps in English to support English learners. Develops and adapts
language development. instruction to provide a wide Is resourceful and flexible in
Creates and implements range of scaffolded supports the design, adjustment and
Attempts to scaffold content scaffolds to support for language and content for elimination of scaffolds based
using visuals, models, and standards-based instruction the range of English learners. on English learners’
graphic organizers. using literacy strategies, proficiencies, knowledge and
9/15/23 SDAIE, and content level skills in content.
English language development
in order for students to improve
language proficiencies and
understand content.
For initial and final reflections, provide DATE of reflection and complete reflection in a different colored font to differentiate between initial and final.
Evidence of For written reflections, choose 2 elements that you can provide a detailed description and evidence that supports your placement on the continuum.
Placement

Top
Top
Standard 4 CSTP: Planning Instruction and Designing Learning Experiences for all Students
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? For each self-assessment, use a different color highlight.
Initial Date: Emerging Exploring Applying Integrating Innovating
Final Date:
Element 4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan
instruction.
Teacher Plans daily lessons using Plans single lessons or Plans differentiated instruction Plans differentiated instruction Plans differentiated instruction
available curriculum and sequence of lessons using based on knowledge of which is based on broad that provides systematic
information from district and additional assessment students’ academic readiness, knowledge of students while opportunities for supporting
state required assessments. information on student academic language, diverse matching resources and and extending student learning
academic readiness, language, cultural backgrounds, and specific strategies to students’ based on comprehensive
Is aware of the impact of bias cultural background, and individual cognitive, social, diverse learning needs and information on students.
on learning. individual development. emotional, and physical cultural backgrounds.
development. Engages students in the
Becomes aware of potential Planning addresses bias, analysis of bias, stereotyping,
areas of bias and seeks to Examines potential sources of stereotyping, and assumptions and assumptions.
learn about culturally bias and stereotyping when about cultures and members of
responsive pedagogy. planning lessons. Uses cultures.
culturally responsive pedagogy
9/15/23 in planning.
Element 4.2 Establishing and articulating goals for student learning.
Teacher Establishes measurable and Establishes and shares Establishes and communicates Establishes and articulates Establishes and articulates
attainable learning goals for measurable and attainable clear, measurable, and comprehensive, measurable, measurable and attainable
single lessons to students learning goals for skill attainable learning goals to and attainable short- and learning goals that are
based on content standards development with students in students that are accessible, long-term learning goals for communicated clearly, referred
and available curriculum single lessons and sequence of challenging, and differentiated students. Plans for students to to frequently, and utilized by
guidelines. lessons based on standards to address students’ diverse articulate and monitor learning students to monitor and
and curriculum. learning needs, including goals. advance their learning.
9/15/23 IFSP/IEP goals.
Element 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning.
Teacher Uses available curriculum Begins to plan curriculum units Establishes short- and Refines sequence of long-term Utilizes extensive knowledge of
guidelines for daily, short- and that include a series of long-term curriculum plans for plans to reflect integration of the curriculum, content
long-term plans. connected lessons and are subject matter concepts and curriculum guidelines, standards, and assessed
linked to long-term planning to essential related academic frameworks, and content learning needs to design
Uses IFSP/IEP goals and support student learning. language and formats that standards with assessed cohesive and comprehensive
objectives to develop short- support student learning. instructional needs to ensure long- and short-term
and long-term plans within the Planning considers the service student learning, mastery and instructional plans that ensure
designated least restrictive delivery model within the Planning incorporates the generalization. high levels of learning, mastery
environment. designated least restrictive service delivery model to and generalization.
environments, as noted on the determine appropriate Planning involves analysis and
IFSP/IEP. instruction and support within ongoing adjustments to short Planning includes analysis of
9/15/23 the least restrictive and long-term plans for the effectiveness of the least
environment. services within the least restrictive environment for
 restrictive environment. individual student’s needs in all
areas.
Element 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students.
Teacher Plans instruction that Selects strategies for singleIncorporates instructional Plans differentiated instruction Plans instruction incorporating
incorporates strategies lessons or sequence of lessons
strategies into ongoing using strategies to address a repertoire of strategies to
suggested by curriculum that respond to students’ planning to address culturally learning styles and meet specifically meet students’
guidelines. diverse learning needs. responsive pedagogy, and students’ assessed language diverse language and learning
students’ diverse language, and learning needs. needs tnd styles to advance
Is aware of student content, Seeks to learn about students’ and learning needs. Considers Incorporates appropriate learning for all.
learning, and language needs diverse learning and language strategies to provide support support and challenge for
through data provided by the needs beyond basic data. and challenge for students. students. Facilitates opportunities for
site and district. students to reflect on their
Explores additional strategies Uses assessments of students’ Integrates results from a broad learning and the impact of
Adheres to strategies and and services to ensure access learning and language needs range of assessments into instructional strategies to meet
services outlined in students’ to a functional communication to inform planning planning to meet students’ their learning and language
IFSP/IEPs to ensure access to a system. differentiated instruction. diverse learning and language needs.
functional communication 9/15/23 needs.
system. Utilizes effective strategies and Utilizes extensive knowledge of
services to ensure access to a Analyzes the effectiveness of effective strategies and
functional communication strategies and services to services for individual
system. ensure access to a functional student’s IFSP/IEP.
communication system.
Element 4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students.
Teacher Implements lessons and uses Begins to adapt plans and Makes adjustments and Makes ongoing adjustments to Anticipates and plans for a
materials from curriculum materials in single lessons or adaptations to differentiate instructional plans and uses a wide range of adaptations to
provided. sequence of lessons to address instructional plans. Uses variety of materials as the lessons based on in depth
students’ learning needs. culturally responsive pedagogy instructional need arises to analysis of individual student
9/15/23 and additional materials to support student learning. needs.
support students’ diverse
learning needs. Engages with students to
identify types of adjustments in
instruction that best meet their
learning needs.
For initial and final reflections, provide DATE of reflection and complete reflection in a different colored font to differentiate between initial and final.
Evidence of For written reflections, choose 2 elements that you can provide a detailed description and evidence that supports your placement on the continuum.
Placement

Top
Top

Standard 5 CSTP: Assessing Students for Learning

Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? For each self-assessment, use a different color highlight.
Initial Date: Emerging Exploring Applying Integrating Innovating
Final Date:
Element 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments.
Teacher Is aware of the purposes, and Explores the use of different Decides the purpose for Develops and adapts the range Demonstrates purposeful use
characteristics, and possible types of pre-assessment, and assessment and skills to be of appropriate assessments to of a wide range of
biases of formative and formative and summative assessed to select address questions about assessments to support
summative assessments. assessments. appropriately matched students’ learning needs and differentiated student learning
pre-formative, and summative progress. needs and reflect progress.
Is aware of accommodations Begins to identify specific assessments.
and modifications for state and characteristics of assessments Integrates a variety of Draws flexibly from a repertoire
local assessments as outlined that yield different types of Selects assessments based on characteristics into of appropriate and unbiased
in individual student’s IEP. information about student a clear understanding of the assessments to allow students assessment options and
preparedness, progress, and purposes and characteristics with a range of learning needs characteristics to maximize
proficiency and minimizes bias. and possible bias of to demonstrate what they know student demonstration of
assessments to support without bias. knowledge.
Begins to identify specific student learning.
purposes and uses of Uses and adapts Demonstrates purposeful use
accommodations and Selects appropriate and legal accommodations and of a wide range of
modifications for state and accommodations and modifications for state and accommodations and
local assessments. modifications for state and local assessments based on modifications for local
local assessments. individual student’s learning assessments systematically
9/15/23 and accessibility needs. and flexibly.
Element 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction.
Teacher Uses data from required Explores collecting additional Collects a variety of formal and Designs and integrates an Infuses assessments
assessments to assess student data using supplemental informal assessment data on assessment plan that provides strategically and systematically
learning. assessments. student learning. formal and informal throughout instruction to collect
assessment data on student ongoing assessment data
Follows required processes for Makes adjustments in planning Uses analysis of a variety of learning. appropriate for the range of
data analysis and draws for single lessons or sequence data to inform planning and learning needs.
conclusions about student of lessons based on analysis of differentiation of instruction. Uses data analysis of a broad
learning. assessment data. range of assessments to Uses results of ongoing data
9/15/23 provide comprehensive analysis to plan and
information to guide planning differentiate instruction for
and differentiation of maximum academic success.
instruction.
Element 5.3 Reviewing data, both individually and with colleagues, to monitor student learning.
Teacher Reviews and monitors Reviews and monitors Reviews and monitors a variety Reviews and monitors a broad Facilitates collaborative work
available assessment data as additional assessment data of data on student learning range of data individually and and fosters colleagues ability
required by site and district individually and with individually and with with colleagues to analyze to identify and address
processes. colleagues and identifies colleagues to identify trends student thinking and identify underlying causes for
learning needs of individual and patterns among groups of underlying causes for trends. achievement patterns and
Recognizes that IFSP/IEP goals students. students. trends.
are based on data and Adjusts instruction, goals, or
developed with colleagues in Expands knowledge that Systematically reviews data services based on data Systematically reviews data
all areas of need; services are IFSP/IEP goals are developed individually and with reviewed individually or with individually or with colleagues
provided within the designated using data from past progress colleagues that allows for colleagues to ensure to offer evidence of change to
least restrictive environment. and are linked to services evidence of educational educational benefit. ensure educational benefit
within the least restrictive benefit. within the least restrictive
9/15/23 environment. environment.
Element 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction.
Teacher Uses data from assessments Uses data from available Uses a variety of assessment Integrates a broad range of Reflects on data continuously
provided by site and district to assessments to establish data to set student learning data to set learning goals for to make ongoing refinements to
set learning goals for the class. content based learning goals goals for content and content and academic learning goals for content and
for class and individual academic language. language across content academic language for the full
Plans instruction using students in single lessons or standards. range of students.
available curriculum sequence of lessons. Plans differentiated lessons
guidelines. and modifications to Plans differentiated instruction Uses data systematically to
9/15/23 Plans adjustments in instruction to meet students’ targeted to meet individual and refine planning, differentiate
instruction to address learning diverse learning needs. group learning needs. instruction, and make ongoing
needs of individual students. Modifies lessons during adjustments to match the
instruction based on informal evolving learning needs of
assessments. individuals and groups.
Element 5.5 Involving all students in self-assessment, goal setting, and monitoring progress.
Teacher Informs students about lesson Begins to encourage students Models and scaffolds student Implements structures for Provides systematic
objectives, outcomes, and to establish learning goals self-assessment and goal students to self-assess and set opportunities for student
summative assessment results. through single lessons or setting processes for learning learning goals related to self-assessment, goal setting,
Recognizes the need for sequence of lessons that content and academic content, academic language and monitoring progress.
individual learning goals. include goal setting exercises. language development. and individual skills.
Develops students’
Monitors progress using Provides students with Guides students to monitor and Integrates student metacognitive skills for
available tools for recording. opportunities in single lessons reflect on progress on a regular self-assessment, goal setting, analyzing progress and
9/15/23 or sequence of lessons to basis. and monitoring progress refining goals towards high
monitor their own progress across the curriculum. levels of academic
toward class or individual achievement.
goals.
Element 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning.
Teacher Uses available technology to Explores use of additional Uses technology to design and Integrates a variety of Uses a wide range of
record assessments, determine technologies to implement implement assessments, record technologies into the technologies to design,
proficiency levels, and make individual assessments, record and analyze results, and development, implementation, implement, and analyze
required communications results , and communicate with communicate about student analysis of assessments, and assessments and provides for
 about student learning. administration, colleagues, and learning with administration, communication of student in depth and ongoing
families about student colleagues, families, and learning to all students. communication regarding
learning. students. Ensures that student learning for all
9/15/23 communications are received audiences.
by those who lack access to
technology.
Element 5.7 Using assessment information to share timely and comprehensible feedback with students and their families.
Teacher Provides students with Provides students with Provides students with clear Integrates the ongoing sharing Facilitates students’ leadership
feedback through assessed additional feedback based on and timely information about of clear and timely feedback to in seeking and using ongoing
work and required summative formative assessments from strengths, needs, and students from formal and comprehensible feedback to
assessments. single lessons or sequence of strategies for improving informal assessments in ways accelerate their learning.
lessons. Seeks to provide academic achievement. that support increased
Notifies families of student feedback in ways that students learning. Engages families in a variety of
proficiencies, challenges, and understand. Provides opportunities for ongoing comprehensible
behavior issues through school comprehensible and timely Communicates regularly with communications about
mandated procedures. Communicates with families two-way communications with families to share a range of individual student progress
9/15/23 about student progress, families to share student assessment information that is and ways to provide and
strengths, and needs at assessments, progress, raise comprehensible and monitor support.
reporting periods. Contact issues, and/or concerns, and responsive to individual
families as needs arise guide family support. student and family needs.
regarding struggling students
or behavior issues.
For initial and final reflections, provide DATE of reflection and complete reflection in a different colored font to differentiate between initial and final.
Evidence of For written reflections, choose 2 elements that you can provide a detailed description and evidence that supports your placement on the continuum.
Placement

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Top
Standard 6 CSTP: Reflecting on teaching practice in support of student learning.
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? For each self-assessment, use a different color highlight.
Initial Date: Emerging Exploring Applying Integrating Innovating
Final Date:
Element 6.1 Reflecting on teaching practice in support of student learning.
Teacher Is aware of the need to reflect Begins to engage in reflection Engages in reflection Reflects individually and with Maintains ongoing reflective
on teaching practice to support on teaching practice individually and with colleagues on refinements in practice and action research in
student learning. Reflects individually and with colleagues on the relationship teaching practice and supporting student learning
individually or with colleagues colleagues that is focused on between making adjustments connections among the and raising the level of
on immediate student learning methods to support the full in teaching practice and elements of the CSTP to academic achievement.
needs. range of learners. impact on the full range of positively impact the full range
learners. of learners. Engages and fosters reflection
among colleagues for school
9/15/23 wide impact on student
learning.
Element 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development.
Teacher Develops goals connected to Sets goals connected to the Sets goals connected to the Sets and modifies authentic Sets and modifies a broad
the CSTP through required CSTP that take into account CSTP that are authentic, goals connected to the CSTP range of professional goals
processes and local protocols. self-assessment of teaching challenging, and based on that are intellectually connected to the CSTP to
practice. self-assessment. challenging and based on self improve instructional practice
Attends required professional assessment and feedback from and impact student learning
development. Expands knowledge and skills Aligns personal goals with a variety of sources. within and beyond the
individually and with school and district goals, and classroom.
colleagues through research focuses on improving student Engages in and contributes to
and available professional learning. professional development and Engages in ongoing inquiry
development. use of evidence-based into evidence-based teacher
9/15/23 Selects and engages in practices targeted on student practice for professional
professional development achievement. Pursues a variety development.
based on research and needs of additional opportunities to
identified in professional goals. learn professionally through Contributes to professional
evaluating research. organizations, incorporates
research, and development
opportunities to extend own
teaching practice.
Element 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning.
Teacher Attends staff, grade level, Consults with colleagues to Collaborates with colleagues Collaborates, consults, and Facilitates collaboration with
department, and other required consider how best to support through a continuum of support co-teaches with colleagues to colleagues.
meetings and collaborations. teacher and student learning. to improve student learning expand impact on teacher and
and reflect on teaching student learning within grade Works to ensure the broadest
Identifies student and teacher Begins to identify how to practice at the classroom level. or department and school and positive impact possible on
resources at the school and access student and teacher district levels. instructional practice and
district level. resources in the broader Interacts with members of the student achievement at school
 professional community. broader professional Engages with members of the and district levels and for the
Is aware of district guidelines community to access resources broader professional profession.
in regard to using Consults with colleagues and that support teacher community to access resources
paraeducators, tutors, and supervisors to provide effectiveness and student and a wide range of supports Initiates and develops
volunteers within the guidance and direction to learning. for teaching the full range of professional learning
educational setting. paraeducators, tutors, and learners. opportunities with the broader
volunteers. Provides guidance and professional community
9/15/23 direction to paraeducators, Employs paraeducators, tutors, focused on student
tutors, and volunteers. and volunteers utilizing achievement.
individual strengths matched
with student needs. Designs work plans and
collaborative models for
working with paraeducators,
tutors, and volunteers.
Element 6.4 Working with families to support student learning.
Teacher Is aware of the role of the Acknowledges the importance Supports families to contribute Provides opportunities and Supports a wide range of
family in student learning and of the family’s role in student to the classroom and school. support for families to actively opportunities for families to
the need for interactions with learning. Seeks information Adjusts communications to participate in the classroom contribute to the classroom and
families. about cultural norms of families families based on awareness and school. Communicates to school community. Supports a
9/15/23 represented in the school. of cultural norms and wide families in ways which show school/district environment in
Welcomes family involvement range of experiences with understanding of and respect which families take leadership
at classroom/school events. schools. Promotes ongoing for cultural norms. Establishes to improve student learning.
effective feedback systems ongoing effective feedback
between students, families and systems between students,
school. families, and school
Element 6.5 Engaging local communities in support of the instructional program.
Teacher Develops awareness about Seeks available neighborhood Uses a variety of neighborhood Utilizes a broad range of Collaborates with community
local neighborhoods and and community resources. and community resources to neighborhood and community members to increase
communities surrounding the support the curriculum. resources to support the instructional and learning
school. Includes references or instructional program, opportunities for students.
connections to communities in Includes knowledge of students, and families.
Uses available neighborhood single lessons or sequence of communities when designing Engages students in
and community resources in lessons. and implementing instruction. Draws from understanding of leadership and service in the
single lessons. 9/15/23 community to improve and community. Incorporates
enrich the instructional community members into the
program. school learning community.
Element 6.6 Managing professional responsibilities to maintain motivation and commitment to all students.
Teacher Develops an understanding of Maintains professional Anticipates professional Integrates the full range of Models professionalism and
professional responsibilities. responsibilities in timely ways responsibilities and manages professional responsibilities supports colleagues in meeting
and seeks support as needed. time and effort required to into advanced planning and and exceeding professional
Seeks to meet required meet expectations. prepares for situations that responsibilities effectively.
commitments to students. Demonstrates commitment by may be challenging.
exploring ways to address Pursues ways to support Supports colleagues to
individual student needs. students’ diverse learning Maintains continual efforts to maintain motivation, resiliency,
 9/15/23 needs and maintains belief in seek, develop, and refine new and energy to ensure that all
students’ capacity for and creative methods to ensure students achieve.
achievement. individual student learning.
Element 6.7 Demonstrating professional responsibility, integrity, and ethical conduct. (Do NOT Highlight!)
Teacher Follows all state education codes, legal requirements, district and site policies, contractual Maintains a high standard of personal integrity and
agreements, and ethical responsibilities. commitment to student learning and the profession in all
circumstances.
As follows:
● Takes responsibility for student academic learning outcomes. Contributes to building professional community and holding
● IS aware of own personal values and biases and recognizes ways in which these values and peers accountable to norms of respectful treatment and
biases affect the teaching and learning of students. communication.
● Adheres to legal and ethical obligations in teaching the full range of learners, including
English learners and students with special needs. Contributes to fostering a school culture with a high degree of
● Reports suspected cases of child abuse, and/or neglect as outlined in the California Child resilience, professional integrity, and ethical conduct.
Abuse and Neglect Reporting Act.
● Maintains a non-hostile classroom environment and carries out laws and district guidelines Facilitates conflict resolution and consensus building for
for reporting cases of sexual harassment. improving programs, services, and outcomes.
● Understands and implements school and district policies and state and federal law in
responding to inappropriate or violent student behavior. Encourages students to self-advocate.
● 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.
For initial and final reflections, provide DATE of reflection and complete reflection in a different colored font to differentiate between initial and final.
Evidence of For written reflections, choose 2 elements that you can provide a detailed description and evidence that supports your placement on the continuum.
Placement

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