Standard

1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating
Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
learning needs. 9/22/2017, 5/1/2018,
Using knowledge of
12/7/2018, 5/10/2019
students to engage
Some students may Students engage in single Student engage in Students take ownership
them in learning
engage in learning using lessons or sequence of learning through the use of their learning by
instructional strategies lessons that include some of adjustments in Students actively utilize a choosing from a wide
focused on the class as a adjustments based on instruction to meet their variety of instructional range of methods to
whole. assessments. needs. strategies and further their learning that
technologies in learning are responsive to their
that ensure equitable learning needs.
access to the curriculum.
Understanding my
students is one of my top
priorities because it
allows me to first
establish rapport, which
will help me ensure an
increase in student
engagement. Good
rapport also places me in
a preventative position
where students and
families are more likely to
“hear me out” when I
Evidence must critique or address
an issue. I gather this
information during
instruction from “get to
know you” activities or
icebreakers in class that I
sometimes use as
warmups for my
homeroom class. I also
gather data early on in
the teacher family
relationship when I first
make contact with a
family or welcome them
Standard 1 CSTP: Engaging and Supporting All Students in Learning
back after summer. At
this time, I get the
perspective of the legal
guardian on the student,
any new changes, issues,
or details on their IEP. I
also meet with my
students on a weekly
basis and use the time to
not just help them with
their studies, but also get
to establish rapport and
get to know them better.
9/22/2017, 5/1/2018,
12/7/2018, 5/10/2019
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. to connect to student interests.
knowledge,
learning.
backgrounds, life

experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests. 9/22/2017 5/1/2018, 12/7/2018
Every class I do my best I often use the student’s
to connect my previous experiences and interests
lesson with the current in my classes when I
one. I do this by first create fictional scenarios
making warm up to explain certain
questions that review the concepts and topics. This
previous class’ content. I makes the lessons more
then set the context for “real” and much more
my class by literally engaging. 5/1/2018,
reviewing what we 12/7/2018, 5/10/2019
learned last class, and
connect that to our
current class session. This
Evidence
is a very crucial critical
thinking concept,
especially in history,
because student goals
should be to see the
interconnectedness or
reliance of each
chronological event in
history. WWI happened
because of X, and WWII
because of Y. This is
always an overarching
goal of mine in the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
entirety of my courses. I
do not however
necessarily connect my
student’s backgrounds
and interests to my class
as that can be difficult
with history, but I do use
them as examples when I
am explaining concepts.
Colonialism is Susan and
Mark sailing over to Bob’s
country and taking power
or control in order to take
natural resources.
9/22/2017

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real‐life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real‐life connections to from subject matter to meaningful, real‐life actively making
identified to curriculum. subject matter in single meaningful, real‐life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real‐life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.
matter to subject matter.
meaningful, real‐life
contexts Some students relate Students make use of Students utilize real‐life Students actively engage Students routinely
subject matter to real‐life. real‐life connections connections regularly to in making and using real‐ integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of 9/22/2017 understanding. applications of subject
subject matter. 5/1/2018, 12/7/2018, matter during learning
5/10/2019 activities.
Element 1.3 is easier to This is similar to element
achieve in 12th grade 1.2. An example I can
economics, but is much share is when I discuss
more difficult to meet in interest rates and how
12th grade government or utilizing a credit can be
another social studies detrimental if a person
class. The way I meet this does not pay the
standard in economics is minimum. In this scenario
by including lessons into students purchased a new
my curriculum that are iPhone (which almost all
more “personal finance” students can relate to)
based. My economics 5/1/2018, 12/7/2018,
class is one where my 5/10/2019
Evidence students learn how to
write a check, build up
their credit score, learn
what interest is, and learn
what interest looks like
over years. One of my
real‐life examples is a
person who buys a
television from Target for
$1,000 with a 20% APR
and pays the minimum
amount due. The totals
spent are always
Standard 1 CSTP: Engaging and Supporting All Students in Learning
astounding to my kids.
9/22/2017

Element 1.4 Emerging Exploring Applying Integrating Innovating
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional
diverse learning needs. meet students’ diverse learning needs.
strategies, resources,
learning needs.
and technologies to
9/22/2017
meet students’
Some students participate Students participate in Students actively engage Students take
diverse learning
in instructional strategies, single lessons or Students participate in in instruction and make responsibilities for using
needs
using resources and sequence of lessons instruction using use of a variety of a wide range of strategies,
technologies provided. related to their interests strategies, resources, and targeted strategies, resources, and
and experiences. technologies matched to resources, and technologies that
their learning needs. technologies to meet their successfully advance their
individual students learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
needs. 5/1/2018,
12/7/2018
I feel that this is a large Although my platform
weakness of mine based limits how I maximize
on the current limitations engagement with
of the platform I teach on. students, it has been
To maximize engagement effective and I am still
my students all seeking ways to improve
participate in mandatory engagement even further.
(but non graded) polls. This upcoming school
This ensures that year I plan to consider
students are indeed at utilizing a web cam and
their computer, engaged, something called White
and listening. It also Board Files which will
serves as an informal allow students to drag
assessment for me to and drop pieces on the
gauge how well I virtual white board like
Evidence discussed a concept puzzle pieces 5/1/2018,
during my lesson. This is 12/7/2018, 5/10/2019
however a big weakness
on my end because I feel
that by sticking to 2‐3
strategies that I keep
deferring to: polling, type
in the chat, and think
questions, I am not
providing enough
differentiation. This is
however a limit to my
platform and I am
committed to constantly
innovate. 9/22/2017


Element 1.5 Emerging Exploring Applying Integrating Innovating
Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
Promoting critical comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
thinking though require students to recall, posing/solving problems, developing questions, by designing structured
inquiry, problem interpret, and think and reflection on issues in posing problems and inquiries into complex
solving, and critically. content. reflecting on multiple problems.
reflection perspectives.

Some students respond to Students respond to Students respond to Students pose problems Students pose and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide‐range of
and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into content. problems, reflect, and
critical thinking in single problems of their own 9/22/2017 & 5/1/2018, communicate
lessons or a sequence of related to the content. 12/7/2018 understandings based on
lessons. in depth analysis of
content learning.
In my AP Government
class I am able to hold
discussions and lead my
students into thinking
critically. I recently held a
discussion where my
students were provided a
pro/cons list of
information on a
controversial political
topic. I then had them
record information on
their own perspective,
Evidence and then “dump” it. From
there I had them
objectively defend the
other perspective
through economic,
constitutional, and logical
persuasion. The purpose
of this was to teach
objectivity and empathy,
but it simultaneously
fostered critical thinking
as well. 9/22/2017 &
5/1/2018, 12/7/2018


Element 1.6 Emerging Exploring Applying Integrating Innovating
Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
Monitoring student guidelines. activities to support instruction based on ongoing monitoring of opportunities and
learning and student understanding. observation of student individual student needs provide assistance to
adjusting instruction engagement and regular for assistance, support, or students in mastering the
while teaching. checks for understanding. challenge. concepts flexibly and
9/22/2017 effectively.

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some students receive Students receive Students are able to Students monitor their
individual assistance assistance individually or Students successfully articulate their level of progress in learning and
during instruction. in small groups during participate and stay understanding and use provide information to
instruction. engaged in learning teacher guidance to meet teacher that informs
activities. their needs during adjustments in
instruction. 5/1/2018, instruction.
12/7/2018, 5/10/2019
As discussed in Element I revise, reteach, and
1.4 I poll my students differentiate instruction
questions and expect based on the performance
100% participation. I of my students during
then utilize this data as an formal and informal
informal assessment to assessment and when I
see how well they feel I am “losing” my
understand a sub topic. If students 5/1/2018,
I have answers scattered 12/7/2018, 5/10/2019
across the board, I clarify
the sub topic or reword it.
I will also reteach if I have
50% of students who are
Evidence
incorrect. 9/22/2017