CSTP 1 Alder 12

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.
Using knowledge of
students to engage
Some students may Students engage in single Student engage in Students actively utilize a Students take ownership
them in learning
engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by
instructional strategies lessons that include some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. 10/1/17 needs. that ensure equitable further their learning that
access to the are responsive to their
curriculum.5/1/18 learning needs.
12/1/18
Teacher does a variety of Teacher reviews student
“getting to know you” IEPs and 504 plans, as
activities at the start of well as looking into their
the school year. placement on any pre-
high school assessments
Teacher revisits concepts or placement tests.
as necessary based on
student assessments Students have access to
chromebooks and use a
10/1/17 variety of different
educational apps and
online lessons in addition
to lectures at the
Evidence whiteboard, songs, and
games. 5/1/18 12/1/18
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural 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. 12/1/18
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. 10/1/17 backgrounds, life and interests within and
experiences, and across learning activities.
interests. 5/1/18 12/1/18
After learning about Teacher speaks with Teacher bases classroom
student backgrounds, counselors and resource conversations and
teacher constantly workers to get to know classwork on student
researches similarities student needs better. interests and ideas.
between target language Teacher makes an effort Language is acquired and
culture and students’ own to connect the target built upon based on
cultures, and invites culture with students’ student ideas and stories
conversations about these own culture at every they create. 12/1/18
similarities when they opportunity.12/1/18
come up.
When learning about the
Teacher welcomes target culture, students
Evidence opportunities for students are always asked to
to share similarities and compare it to their own
differences between their and draw connections
own culture and the between the two. 5/1/18
target language culture
10/1/17
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. 5/1/18 matter to extend their and make relevant
support understanding of understanding.12/1/18 applications of subject
subject matter. 10/1/17 matter during learning
activities.
Teacher designs Teacher brings the Teacher bases classroom
assessments based culture of the target conversations and
language into real-life classwork on student
on real-world contexts whenever interests and ideas.
situations to assess possible (ex. Going to Language is acquired and
student’s knowledge French film festivals, in- built upon based on
of concepts (ex. A class cheese tastings, end student ideas and stories
speaking assessment of the year optional trip they create. 12/1/18
to a French restaurant).
in which the student
must ask and answer Students use these real-
questions to life experiences to make
Evidence introduce themselves the connection and use
to me, or a the target language in a
real context. 5/1/18
presentation where a
group of students
role-play ordering
food at a restaurant)
10/1/17
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
Students actively engage
meet students’
Some students participate Students participate in Students participate in in instruction and make Students take
diverse learning
in instructional strategies, single lessons or instruction using use of a variety of responsibilities for using
needs
using resources and sequence of lessons strategies, resources, and targeted strategies, a wide range of strategies,
technologies provided. related to their interests technologies matched to resources, and resources, and
and experiences. their learning needs. technologies to meet their technologies that
10/1/17 individual students successfully advance their
needs. 12/1/18 learning.
Teacher creates Teacher creates lessons
lessons centered using hyperdocs,
interactive slide
around the textbook, presentations, realia,
different songs, and games to meet
chromebook apps, the diverse needs of
learned songs, and students.
games to ensure that
Students are actively
a variety of different engaged in these lessons.
learning needs are 12/1/18
being met. 10/1/17
Evidence
Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. content. reflecting on multiple problems.
Promoting critical
perspectives.12/1/18
thinking though
inquiry, problem
Some students respond to Students respond to Students respond to Students pose problems Students pose and
solving, and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
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 communicate
lessons or a sequence of related to the understandings based on
lessons. 10/1/17 content.5/1/18 in depth analysis of
content learning.
Teacher starts Students respond to Teacher uses guiding
lessons off with a guiding questions questions with
warm-up activity that from the teacher in students to help them
requires them to almost every lesson, solve their own
recall previous and often rely on problems or recall
information. In-class their own knowledge previous information
work often requires or help from a peer to from other lessons.
critical thinking of solve their own 12/1/18
students and for problems related to
them to solve their content 5/1/18
Evidence own problems.
10/1/17
Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
checks for understanding. challenge. concepts flexibly and
Monitoring student
effectively.
learning and
adjusting instruction
Some students receive Students receive Students successfully Students are able to Students monitor their
while teaching.
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. 10/1/17 instruction. 5/1/18
12/1/18
Teacher is willing to Teacher will extend
change the entire learning opportunities
based on expressed need
lesson at the drop of or interest of students
a hat if students within a lesson itself.
express a different
need, and has Students actively monitor
frequently done so. how much they are using
the target language
For example, during a within a class period,
French 2 class, what which informs the
was supposed to be a teacher of how strict or
lesson on adjective lenient she can be about it
Evidence
placement turned in future lessons. 5/1/18
12/1/18
into a lesson on
possessive pronouns
because students
began asking
questions when I
wrote one on the
board. 10/1/17
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences.10/1/17 Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences. 5/1/18
12/14/18
Teacher attended a
training on restorative
circles practice and has
been integrating it into
the classroom to help
resolve any conflicts that
may arise.
Students help teacher to

Evidence develop classroom
management plans at the
beginning of the year and
maintain an atmosphere
of respect and love.
5/1/18 12/14/18
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 wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or content and develop Students share in interactions.
sequence of lessons constructive social and monitoring and
10/1/17. academic interactions. assessment of
5/1/18 interactions to improve
effectiveness and develop
a positive culture for
learning. 12/14/18
Students frequently Teacher has a variety of Students interact in pairs,
work in partners or resources displayed small groups, or in choral
around the room to help response to the Teacher
groups to interact students. Teacher uses with routines that are
and have various partnering, group, already established in the
conversations about and class activities to help classroom. Students work
their learning. students feel comfortable on ChromeBooks often to
Evidence interacting. do self-paced
Students use these independent work as
Resources are resources in the well. Resources posted
displayed around the classroom to help them around the room with
room to help keep develop more “automatic” common rejoinders,
students in the target phrases in the target language constructions,
language 10/1/17 language that help them or phrases are clearly
to begin thinking solely in posted to help students
the target language communicate only in the
5/1/18 target language.
12/14/18
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and emotional
safety. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the 12/14/18
classroom. 5/1/18
Teacher encourages all Teacher has class jobs
students to take risks and established. Almost every
teacher as well as other student has an
students reward behavior established job that helps
that gets a student out of the classroom run
his/her comfort zone. smoothly and according
to the class rules. Class
Teacher encourages jobs are even managed by
students to reflect before a student HR department.
they speak and reinforces 12/14/18
Evidence the notion that the
classroom is a safe
environment for students
to express themselves.
Students are told that fail

stands for “first attempt
in learning” and are never
punished or scrutinized
for an incorrect response.
Corrections are made
gently and with an
emphasis on the fact that
it is a learning
opportunity for the whole
class.
10/1/17 5/1/18
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 solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high
support for all
achievement. expectations.
students
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. 10/1/17 and problem solving in order thinking, and consistently high levels of
learning. 5/1/18 problem solving across factual and analytical
subject matter. 12/14/18 learning.
Teacher has high Teacher maintains high Teacher scaffolds

expectations and expectations for students students’ oral production
and is always willing to in class with signs posted
works with students work with students who around the room of
who request help. need additional help common rejoinders,
Teacher can grow in outside of class time. phrases, and subject/verb
this area by using Teacher scaffolds when constructions (ex. “he is, I
more scaffolding and needed and helps want,” etc.) Student
students recall writing is scaffolded in a
Evidence addressing more information they’ve similar way, and all free-
students’ needs previously learned to choice reading is
10/1/17 help solve their problems. accompanied by a
reflection of what they
Students learn to solve understood and what
their own problems and new words they read.
do not expect answers to 12/14/18
be handed to them.
5/1/18
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.
Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. 10/1/17 make improvements. unique identities.
5/1/18 12/14/18
Teacher has an Teacher has an
established set of established set of
classroom procedures
behavior procedures. that students help to
Students understand create. The guidelines are
the classroom clear and the
guidelines and are consequences are
accepting of consistent and fair. When
giving a group
consequences when assignment, teacher has
Evidence
rules are not students set their own
followed. 10/1/17 goal timelines. At the end,
students anonymously
assess each group
member, including
themselves. 5/1/18
12/14/18
Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom
Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures,
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports
to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior
lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in
learning climate. disruptive to the learning positive classroom
which all students
Students participate in climate. climate that eliminate
can learn
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. 5/1/18 promotes learning.
12/14/18
Teacher uses Teacher still uses Love
strategies learned in and Logic strategies, and
has also included
Love and Logic strategies learned in
training to keep a Restorative Practices
positive classroom training to resolve
atmosphere and keep conflicts and maintain a
disruptions to a positive learning
Evidence minimum. Positive
atmosphere.
behaviors are Students are involved in

rewarded, while restorative circles where
negative behaviors they help bring someone
have swift and fair back into the learning
community, and suggest
consequences that ways to help them use
students are well more positive behaviors.
aware of. 10/1/17 5/1/18 12/14/18

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
Using instructional lessons. activities and closure. instructional time.
time to optimize
learning Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in time learning activities and, as and complete a variety of instructional time to own time, are engaged in
allotted. needed, may receive learning activities in the engage in and complete accomplishing learning
some adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and review. prepared for the next reflection, self-
expectations for sequence of instruction. assessment, and goal
completion.10/1/17 5/1/18 12/14/18 setting.
Teacher can improve Teacher has made great
pacing. Students improvements in pacing
lessons, and has gained a
often need more time good footing for how
than anticipated to much time students will
work on assignments need to work with a
in class, whereas concept, including time
other activities may for ongoing formative
assessments
take less time than
anticipated. One-day Students are actively
Evidence lessons often become engaged during lessons
two-day lessons. and use their time wisely
10/1/17 to complete tasks. 5/1/18
12/14/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content ways that ensure clear make relevant
content standards instruction. standards.10/1/17 connections and connections to standards
relevance to students. during instruction and
5/1/18 12/14/18 extend student learning.
Teacher often explains Teacher draws

connections between the connections between the
target language and key target language and
vocabulary in other culture and other subjects
subjects (English, science, whenever possible.
etc.). Teacher stays as current
as possible with French
Teacher often discusses news and brings it into
current discussions or the classroom as much as
changes to the French possible 5/1/18
language/culture (re- 12/14/18
zoning of the regions of
France, discussion of
whether or not to remove
the circumflex accent)
10/1/17
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic 5/1/18 levels of vocabulary,
knowledge of curriculum guidelines. language.10/1/17 Provides explicit teaching academic language, and
student development Provides explicit teaching of specific academic proficiencies in self-
and proficiencies to Provides explicit teaching of essential vocabulary, language, text structures, directed goal setting,
ensure student of essential content idioms, key words with grammatical, and stylistic monitoring, and
understanding of vocabulary and multiple meanings, and language features to improvement. Guides all
subject matter associated academic academic language in ensure equitable access students in using analysis
language in single lessons ways that engage to subject matter strategies that provides
or sequence of lessons. students in accessing understanding for the equitable access and deep
Explains academic subject matter text or range of student language understanding of subject
language, formats, and learning levels and abilities. matter.
vocabulary to support activities.10/1/17 12/14/18
student access to subject 5/1/18
matter when confusions
are identified.
Teacher will often re- Teacher will check-in

teach concepts if with students constantly
necessary, and ensures and adapt instruction
that students understand accordingly, often going
academic language (i.e. over parts of speech or
parts of speech) before giving a proper historical
continuing a lesson. context to a lesson.
10/1/17 5/1/18
Teacher is very clear in

explaining how words are
used in the target
language and if there are
multiple meanings.
Teacher also explains
idioms frequently and
encourages students to
use them in the classroom
10/1/17 5/1/18
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. extend student instruction.
facilitate student matter.10/1/17 understanding. 12/14/18
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
Teacher will often change Teacher will use Teacher uses assessment
up lesson or unit assessments to inform data to recognize when
sequences to put lessons whether or not students students need to slow
in an order that is more are ready to take on a down vs. when they need
logical and flows more rigorous concept, more of a challenge. On a
naturally so that students and will re-organize daily basis, Teacher
have an easier time of lessons or units checks for engagement
understanding subject accordingly. 5/1/18 and uses formative
matter. 10/1/17 assessment to determine
what needs to be gone
over more slowly and
when the class is ready to
move on. 12/14/18
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that academic language, and challenge the full range of
appropriate to the
appropriate to subject addresses students’ guide student in student towards a deep
subject matter
matter. diverse learning understanding knowledge of subject
needs.10/1/17 connections within and matter. 12/14/18
across subject matter.
5/1/18
Teacher uses a variety of Teacher uses a wide Teacher has a huge

strategies such as songs, variety of teaching variety of instructional
games, online activities, strategies, and is still strategies in her “tool
and textbook activities to learning new ones (will belt,” including drawing,
ensure that all students’ be implementing CI next storytelling, acting,
diverse learning needs year). Teacher helps reading activities, relay-
are met. 10/1/17 students to find the style games, short film
connections across discussion, songs, writing,
subject matter 5/1/18 and “bail out” moves for
when an activity isn’t
working and needs to be
changed on the spot.
Many activities include a
reflection element to
promote metacognition.
Students are engaged and
acquire the language in a
more natural way.
12/14/18
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
3.5 Using and technologies for specific technologies to make resources, and instructional materials to and standards-aligned
adapting resources, lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
technologies, and matter accessible to to students. and skill development in needs and make subject extend student
standards-aligned students. subject matter. Resources matter accessible to understanding and
instructional Explores how to make reflect the diversity of the students. critical thinking about
materials including Identifies technological technological resources classroom and support subject matter.
adopted materials, to resource needs. available to all differentiated learning of Assists student with
make subject matter students.10/1/17 subject matter. equitable access to Ensures that student are
accessible to all materials, resources, and able to obtain equitable
students Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs. 5/1/18
Teacher often procures Teacher makes full use of

additional materials and the school provided
uses technology in the chromebooks students
classroom, however with receive. Teacher is no
such a vast amount of longer overwhelmed by
material out there, it can the treasure trove of
be overwhelming for the resources, but uses them
teacher to pick out and as effectively as possible.
consistently use new Teacher provides hard
materials. copies of online
homework assignments
Teacher understands that to any that may require
not all students have them, or provides an
access to wifi at home, alternate assignment
and is brainstorming how when necessary. 5/1/18
to make online
homework doable for
everyone 10/1/17
Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
3.6 Addressing the proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
needs of English available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
learners and student writing. Uses multiple instruction using one or language and content students to establish and
with special needs to measures for assessing more components of English instruction. monitor language and
provide equitable English learners’ language development to content goals.
access to the content performance to identify gaps support English learners.
in English language
Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for 10/1/17 5/1/18 12/14/18
students to improve
language proficiencies and
understand content.
Teacher is unsure of how

to address this area, as I
am teaching a new
language. Therefore, all of
my instruction is teaching
language learners
because all of my
students are learning a
new language. However,
they are French learners,
not English learners. This
area is basically my entire
curriculum. Teacher uses
strategies of
comprehensible input,
total physical response,
and total physical
response storytelling to
develop language skills.
10/1/17 5/1/18
12/14/18
Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
3.6 Addressing the supports in single lessons or competencies to provide special needs to ensure their own strengths,
needs of English sequence of lessons. appropriate challenge and adequate support and learning needs, and
learners and student accommodations in challenge. achievement in accessing
with special needs to instruction. content.
provide equitable Attends required meeting Cooperates with resource Communicates and
access to the content with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
families. and families during with resource personnel, support staff, and families to collaborates with resource
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
support of learning plans to ensure that student instruction. Supports families, leadership, and
and goals. services are provided and families in positive students in creating a
progress is made in engagement with school. coordinated program to
accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
special needs. on struggling learners and a timely and appropriate that students receive Takes leadership at the
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. including interventions tried into the core curriculum. ensure the smooth and
previous to referral.10/1/17 5/1/18 12/14/18 effective implementations of
referral processes.
Teacher thoroughly reads Teacher attends all IEP
all IEPs and 504 plans meetings and reads all
and attends all scheduled 504 plans thoroughly. All
meetings with resource accommodations and
personnel and families of adaptations are
these students to discuss integrated into the
their strengths and lessons or assessments
weaknesses and what for the students who
supports they are need them without any
receiving in the additional attention
classroom. Teacher also drawn to them. Teacher
follows procedures to also has more
recommend students for communication with
a SIT meeting when parents of these students,
necessary to get them the support staff, and
accommodations they colleagues who teach
may need. 10/1/17 them to gain insight to
any additional needs they
may have or strategies
that work well for them.
Teacher follows
procedures to
recommend students for
a SIT meeting when
necessary to get them the
additional help they may
need. 5/1/18 12/14/18
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
background, and backgrounds, and students’ diverse learning comprehensive
4.1 Using knowledge
individual development. individual cognitive, needs and cultural information on students.
of students’ academic
social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs.
individual
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
development to plan
on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
instruction.
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures and members of assumptions.
pedagogy.10/1/17 planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
5/1/1812/14/18
Teacher is still Teacher plans with

developing planning specific student needs in
skills. Teacher can mind and incorporates
improve on differentiation into her
differentiating instruction planning. Teacher is
and cultural awareness. aware of potential areas
10/1/17 of bias and stereotyping
and is culturally
responsive in planning.
5/1/1812/14/18
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning and differentiated to interests, and learning students. Assists students
address students’ diverse needs. 5/1/18 to articulate and monitor
learning needs. 10/1/17 learning goals.
Daily objectives are Objectives for the lesson

written on the board each as well as the unit are
day, as well as overall written as “I can”
unit objectives. Objectives statements, and are
are clearly communicated communicated with
to students as well as students daily. They
how they will know when know what they will be
that objective is met. learning that day and
10/1/17 how they will know they
have learned it. 5/1/18
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student that support student needs to ensure student short-term instructional
learning learning.10/1/17 learning. 5/1/18 plans that ensure high
12/14/18 levels of learning.
Teacher plans based on a Teacher refers to the

backward-planning district-wide scope and
model and always has sequence that was
long-term unit goals in created with colleagues to
mind when planning help plan long-term.
short-term curriculum. 5/1/18 12/14/18
10/1/17
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. and language needs. learning and language
10/1/17 needs. 5/1/18 12/14/18
Teacher uses a variety of Teacher uses various

strategies such as strategies within a single
written activities, lesson to meet the needs
speaking activities, songs, of all learners and
games, and use of advance learning for all
technology such as students.
chromebook apps to
support all learning styles Teacher encourages
and needs. student reflection and
self-assessment to help
Teacher assesses using a notice trends in
mix of traditional pencil effectiveness of certain
and paper testing, strategies.
individual and group 5/1/1812/14/18
projects, and
presentations. 10/1/17
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning.10/1/17 5/1/18 Engages with students to
assessed learning
12/14/18 identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.
Teacher is ready to adjust

a lesson at a moment’s
notice, and will change
materials used in the next
day’s lesson if the
strategy used that day
does not effectively
support student learning.
10/1/17
5/1/1812/14/18
CSTP 5: Assessing Students for Learning

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
assessments. pre-, formative and learning needs and learning needs and reflect
5.1 Applying
summative assessments. progress. progress.
knowledge of the
Begins to identify specific
purposes,
characteristics of Selects assessments Integrates a variety of Draws flexibility from a
characteristics, and
assessments that yield based on clear characteristics into repertoire of appropriate
uses of different
different types of understanding of the assessments to allow assessment options and
types of assessments
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning.10/1/17 know. 12/14/18 knowledge.
5/1/18
Teacher uses a variety of Students are assessed on
types of assessments comprehension (listening
depending on the and reading) and
concepts being assessed production (speaking and
(ex. Speaking writing) and are graded
assessments for concepts based on the ACTFL
like introducing oneself, proficiency standards.
paper assessments for Students with specific
grammatical concepts, needs are accommodated
project based assessment as necessary.
for cultural concepts) Assessments in multiple
10/1/17 5/1/18 parts allow students with
a variety of learning
needs to demonstrate
what they know in
various ways. 12/14/18
Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically
assessments. student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment instruction. 5/1/18 comprehensive Uses results of ongoing
data.10/1/17 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 12/14/18 success.
Teacher does informal Teacher does informal Teacher ends each day
supplemental assessment assessments and “check- with a different form of
in class and makes ins” during lessons to informal assessment to
adjustments of lessons collect data and inform collect data on student
based on that data. instruction. 5/1/18 learning and to inform
10/1/17 further instruction.
Students who
demonstrate certain
learning gaps may be
given specific classroom
“jobs” that will help
bridge those gaps (ex. a
student whose writing
needs work may be given
a job to record stories
written on the board)
12/14/18
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data,
as required by site and data individually and learning individually and individually and with colleagues ability to
both individually and
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to
identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual patterns among groups of identify underlying patterns and trends.
learning
students.10/1/17 students. 5/1/18 causes for trends.
12/14/18
Teacher sometimes has Teacher checks up on
conversations with student grades to identify
colleagues who also if a problem is a pattern
interact with students of behavior across all
who may be struggling to classes, or if the teacher
identify new strategies has to do some more
and learning needs. individual reflection to
Teacher can improve in find the solution. Teacher
this area by communicates with
communicating more colleagues who may be
with colleagues and having similar issues with
applying the knowledge the student or students to
gained from these help find a good solution.
conversations. 10/1/17 5/1/18 12/14/18
Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. 5/1/18 12/14/18 group learning needs. and make ongoing
10/1/17 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
Teacher updates learning Teacher uses assessment
goals as students data to inform
progress through unit. instruction. Teacher takes
Teacher adjusts all students’ needs into
instruction based on consideration when
assessment results, re- planning instruction and
teaching as necessary. includes potential
10/1/17 differentiations or
modifications. 5/1/18
12/14/18
Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
need for individual include goal setting language development. individual skills.
students in self-
learning goals. exercises. Develops students’ meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. lessons or sequence of basis.10/1/17 across the curriculum. high levels of academic
lessons to monitor their 5/1/18 12/14/18 achievement.
own progress toward
class or individual goals.
Teacher has students self- Teacher has students self-
assess, especially at the assess for use of the
French 3 and 4 level, target language several
where they are at in their times a week. This has
learning. Teacher gives resulted in an overall
specific guidelines for increase of scores on
students to follow to spoken assessments.
assess their own work 5/1/18 12/14/18
and reflect on where they
can improve. 10/1/17
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to assist
communications about with administration, student learning with communication of and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
about student learning. colleagues, families, and audiences. 12/14/18 student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
Teacher has already had Teacher has students self-

several assessments done assess using Google Docs,
using chromebooks and and students keep these
Google Forms, and uses reflections in a digital
the analysis provided by portfolio so they can
forms to help inform easily access their
further instruction. previous assessments,
Students are given access feedback, and reflections.
to the data as well. 12/14/18
Results are discussed in
class where everyone has
access to the same
technology. 10/1/17
5/1/18
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal assessments communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. in ways that support individual student
information to share Notifies families of feedback in ways that increased learning. progress and ways to
timely and student proficiencies, students understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families progress, strengths, and families to share student information that is
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support. 12/14/18
behavior issues. 5/1/18
Teacher does not always Teacher provides Teacher provides her
provide feedback in the feedback in English so own feedback to students
most timely manner, and that students can easily in English, as well as
does not provide as understand it. Teacher having students assess
specific of feedback as communicates with themselves and take part
she would like. families when a student is in their own goal-setting
Parent/family falling behind or if their process. Teacher begins
communication is only behavior is becoming an communicating with
provided when issue. 5/1/18 families as soon as grades
necessary. 10/1/17 slip below a B. 12/14/18
CSTP 6: Developing as a Professional Educator

Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
practice to support practice individually colleagues on the refinements in action research in
student learning. and with colleagues relationship between teaching practice and supporting student
Reflects individually or that is focused on making adjustments in connections among the learning and raising
with colleagues on methods to support teaching practice and elements of the CSTP the level of academic
immediate student the full range of impact on the full to positively impact achievement.
learning needs. learners. range of learners. the full range of
learners. 12/14/18 Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
Teacher constantly has Teacher has had several
conversations with meetings and
6.1 Reflecting on colleagues about teaching collaboration days with
practice and where we colleagues across the
teaching practice in can make adjustments district to discuss
support of student and improvements. curriculum and best
learning These conversations practices. 5/1/18
occur in and out of 12/14/18
department meetings.
10/1/17
Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
connected to the CSTP the CSTP that take into the CSTP that are authentic goals broad range of
through required account self- authentic, challenging, connected to the CSTP professional goals
processes and local assessment of teaching and based on self- that are intellectually connected to the CSTP
protocols. practice. assessment. challenging and based to improve
on self-assessment and instructional practice
Attends required Expands knowledge Aligns personal goals feedback from a and impact student
professional and skills individually with school and variety of sources. learning within and
development. and with colleagues district goals, and 5/1/18 beyond the classroom.
through available focuses on improving
professional student Engages in and Engages in ongoing
development. learning.10/1/17 contributes to inquiry into teacher
professional practice for
Selects and engages in development targeted professional
professional on student development.
6.2 Establishing development based on achievement. Pursues
professional goals needs identified in a variety of additional Contributes to
and engaging in professional goals. opportunities to learn professional
continuous and professionally.10/1/17 organizations, and
purposeful 12/14/18 development
professional growth opportunities to
extend own teaching
and development
practice.
Teacher sets goals for Teacher sets goals for
herself that are realistic herself each year and
and challenging, based on each semester that are
reflection (ex. Timely based on reflection and
grading, more parent striving for constant
communication, more achievement. These goals
student-centered lessons, are also based on
more feedback). These feedback from
goals are aligned with the administrators and
school’s goals and always colleagues. 5/1/18
have the student at the 12/14/18
center. 10/1/17
Teacher has already been
a presenter at a
professional
development event, and
has sought out and
engaged in every
professional
development opportunity
possible. 10/1/17
5/1/18
Teacher has kept up to

date with new teaching
methods and attended
workshops to learn how
the world of teaching
languages is changing
12/14/18
Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
other required how best to support student learning and impact on teacher and colleagues.
meetings and teacher and student reflect on teaching student learning
collaborations. learning. practice at the within grade or Works to ensure the
6.3 Collaborating classroom level. department and school broadest positive
with colleagues and Identifies student and Begins to identify how and district levels. impact possible on
the broader teacher resources at to access student and Interacts with instructional practice
professional the school and district teacher resources in members of the Engages with members and student
community to level. the broader broader professional of the broader achievement at school
support teacher professional community to access professional and district levels and
and student community. resources that support community to access for the profession.
learning teacher effectiveness resources and a wide
and student range of supports for Initiates and develops
learning10/1/17 teaching the full range professional learning
of learners. 5/1/18 opportunities with the
12/14/18 broader professional
community focused on
student achievement.
Teacher constantly finds Teacher has attended
opportunities to district-wide meetings
collaborate with with colleagues from her
colleagues and reflect on department to reflect on
teaching. Teacher has teaching practices, align
collaborated with both curriculum, and discuss
German and Spanish new strategies for
teachers to discuss world student-centered
language teaching learning. Teacher also
strategies. interacts with teachers
from across the country
Teacher interacts with in an online community
other French teachers where curriculum ideas,
from around the world lesson plans,
through ACTFL and a assessments, projects,
Facebook group for and much more are
French teachers where shared and discussed.
we come together to 5/1/18
share ideas, lesson plans,
and new strategies. Teacher is part of several
10/1/17 online communities for
language teachers as
well, and, along with
another French teacher
in the district, helped
bring a professional
development opportunity
to the area with one of
the founders of one of the
aforementioned online
communities. 12/14/18
Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
the family in student importance of the contribute to the and support for range of opportunities
learning and the need family’s role in student classroom and school. families to actively for families to
for interactions with learning. Seeks Adjusts participate in the contribute to the
families. information about communication to classroom and school. classroom and school
cultural norms of families based on community. Supports a
families represented in awareness of cultural Communicates to school/district
the school. Welcomes norms and wide range families in ways which environment in which
family involvement at of experiences with show understanding of families take
classroom/ school schools. 12/14/18 and respect for cultural leadership to improve
events.10/1/17 norms. student learning.
5/1/18
Teacher can improve Teacher invites
in making parents to come
connections with experience a class
parents and families whenever they’d like,
6.4 Working with
of students. Teacher and encourages
families to support
welcomes parent families to
student learning
involvement at big contribute to the
events such as Paris classroom during
Night and during cultural celebrations.
large-scale projects. Teacher seeks the
10/1/17 help of other world
language teachers to
Teacher is still aid with language
striving to find new barriers or cultural
ways to make differences.
connections with 12/14/18
parents and families
besides inviting them
to Paris Night.
Teacher is currently
brainstorming for
next year. 5/1/18
Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
about local neighborhood and neighborhood and neighborhood and community members
neighborhoods and community resources. community resources community resources to increase
communities to support the to support the instructional and
surrounding the school. Includes references or curriculum. instructional program, learning opportunities
connections to students, and families. for students.
Uses available communities in single Includes knowledge of
neighborhood and lessons or sequence of communities when Draws from Engages students in
community resources lessons. 5/1/18 designing and understanding of leadership and service
in single 12/14/18 implementing community to improve in the community.
lessons.10/1/17 instruction and enrich the Incorporates
instructional program. community members
into the school
learning community.
Teacher is still developing Teacher seeks out
awareness about the opportunities in the
6.5 Engaging local community and community for students
communities in neighborhoods to interact with the
support of the surrounding the school. subject matter. Students
instructional are invited to the
Teacher is brainstorming Fullerton College French
program
ideas for how Film Festival and
neighborhood and encouraged to take
community resources summer school French
could be used in lessons. courses there. 5/1/18
10/1/17 12/14/18
Develops an Maintains professional Anticipates Integrates the full Models
understanding of responsibilities in professional range of professional professionalism and
professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
effort required to meet prepares for situations professional
Seeks to meet required Demonstrates expectations. 5/1/18 that may be Responsibilities
commitments to commitment by challenging. effectively.
students. exploring ways to Pursues ways to
address individual support students’ Maintains continual Supports colleagues to
student needs. diverse learning needs effort to seek, develop, maintain the
and maintains belief in and refine new and motivation, resiliency,
students’ capacity for creative methods to and energy to ensure
achievement. ensure individual that all students
student learning. achieve.
6.6 Managing
Teacher can use Teacher has made
professional
more work in improvements in
responsibilities to
maintaining time management
maintain
responsibilities in a and has been less
motivation and
timely way. Time stressed out this year
commitment to all
management has 5/1/18
students
been an issue.
10/1/17 Teacher always
believes in every
student’s ability to
achieve. Teacher is
constantly looking
for new strategies
that can be applied in
the classroom.
10/1/17 5/1/18
Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
profession in all circumstances.
* As follows:
● Take responsibility for student academic learning outcomes. Contributes to building professional community
● Is aware of own personal values and biases and recognizes ways in which and holding peers accountable to norms of
these values and biases affect the teaching and learning of students. respectful treatment and communication.
● Adheres to legal and ethical obligations in teaching the full ranges of
learners, including English learners and students with special needs. Contributes to fostering a school culture with a
● Reports suspected cases of child abuse and/or neglect as outlined in the high degree of resilience, professional integrity,
California Abuse and Neglect Reporting Act. and ethical conduct.
● Maintains a non-hostile classroom environment and carries out laws and
district guidelines for reporting cases of sexual harassment.
● Understands and implements school and district policies and state and
federal law in responding to inappropriate or violent student behavior.
6.7 Demonstrating
● Complies with legal and professional obligations to protect the privacy,
professional health, and safety of students, families, and other school professionals.
responsibility, ● Models appropriate behavior for students, colleagues, and the profession.
integrity, and ● Acts in accordance with ethical considerations for students.
ethical conduct ● Maintains professional conduct and integrity in the classroom and school
community.10/1/17 5/1/18
Teacher maintains a professional demeanor, follows all codes, and has a good
rapport with students and other teachers. 10/1/17 5/1/18

CSTP 1 Alder 12

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CSTP 1 Alder 12

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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Students help teacher to

Students are told that fail

Teacher has high Teacher maintains high Teacher scaffolds

behaviors are Students are involved in

Element 2.7 Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Teacher often explains Teacher draws

Teacher will often re- Teacher will check-in

Teacher is very clear in

Teacher uses a variety of Teacher uses a wide Teacher has a huge

individual needs. 5/1/18

Teacher often procures Teacher makes full use of

Teacher is unsure of how

Element Emerging Exploring Applying Integrating Innovating

Teacher is still Teacher plans with

Daily objectives are Objectives for the lesson

Teacher plans based on a Teacher refers to the

Teacher uses a variety of Teacher uses various

Teacher is ready to adjust

Element Emerging Exploring Applying Integrating Innovating

Teacher has already had Teacher has students self-

Element Emerging Exploring Applying Integrating Innovating

Teacher has kept up to

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