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 of Uses data from multiple Uses comprehensive
through data provided by learn about individual formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to instruction make ongoing
assessments. students and guide and meet individual adjustments and
selection of instructional identified learning needs. accommodations in
strategies to meet diverse instruction.
Using knowledge of learning needs.
students to engage Students actively utilize a
them in learning Some students may Students engage in single Student engage in learning variety of instructional Students take ownership
engage in learning using lessons or sequence of through the use of strategies and of their learning by
instructional strategies lessons that include some adjustments in instruction technologies in learning choosing from a wide
focused on the class as a adjustments based on to meet their needs. that ensure equitable range of methods to
whole. assessments.​ 10/1/17 access to the further their learning that
curriculum​.5/1/18 are responsive to their
12/1/18 ​5/10/19 learning needs.
Teacher does a variety of Teacher reviews student
“getting to know you” IEPs and 504 plans, as
activities at the start of the well as looking into their
school year. placement on any
pre-high school
Teacher revisits concepts assessments or placement
as necessary based on tests.
student assessments
Students have access to
10/1/17 chromebooks and use a
variety of different
educational apps and
online lessons in addition
Evidence to lectures at the
whiteboard, songs, and
games.​ 5/1/18​ 12/1/18
5/10/19
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. 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 ​5/10/19
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 5/10/19
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
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 integrate subject matter
provided in single lessons develop understandings real-life connections to into their own thinking
or sequence of lessons to of subject matter. 5/1/18 subject matter to extend and make relevant
support understanding of their applications of subject
subject matter.​ 10/1/17 understanding​.12/1/18 matter during learning
5/10/19 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, built upon based on
of concepts (ex. A in-class cheese tastings, student ideas and stories
speaking assessment end of the year optional they create.​ 12/1/18
trip to a French 5/10/19
in which the student restaurant).
must ask and answer
questions to Students use these
Evidence introduce themselves real-life experiences to
to me, or a make the connection and
use the target language in
presentation where a
a real context. 5/1/18
group of students
role-play ordering
food at a restaurant)
10/1/17
Standard 1 CSTP: Engaging and Supporting All Students in Learning

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
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 needs. successfully advance their
12/1/18 learning. 5/10/19
Teacher creates Teacher creates lessons Teacher has an extensive
lessons centered using hyperdocs, repertoire of strategies in
interactive slide her “tool belt” and uses
around the textbook, presentations, realia, them flexibly and with
different songs, and games to meet ease, adjusting based on
chromebook apps, the diverse needs of what students can handle.
learned songs, and students. Students know their
games to ensure that expectations and know
Students are actively that if they show they
a variety of different engaged in these lessons. cannot handle a resource
learning needs are 12/1/18 or strategy, the teacher
being met. 10/1/17 will change plans.
Evidence
5/10/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning

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
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
Promoting critical critically. content. reflecting on multiple problems.
thinking though perspectives.12/1/18
inquiry, problem
solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer
reflection questions regarding facts varied questions or tasks questions and problems and construct questions a wide-range of complex
and comprehension. designed to promote posed by the teacher and of their own to support questions and problems,
comprehension and begin to pose and solve inquiries into content. reflect, and communicate
critical thinking in single problems of their own 5/10/19 understandings based on
lessons or a sequence of related to the in depth analysis of
lessons.​ 10/1/17 content.5/1/18 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 ​5/10/19
students and for problems related to
them to solve their content 5/1/18
Evidence own problems.
10/1/17
Standard 1 CSTP: Engaging and Supporting All Students in Learning

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
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 ​5/10/19
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
Evidence lesson on adjective lenient she can be about it
placement turned in future lessons.​ 5/1/18
12/1/18 ​5/10/19
into a lesson on
possessive pronouns
because students
began asking
questions when I
wrote one on the
board. 10/1/17
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring Applying Integrating Innovating
Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and respectful responsibility with reflection and ongoing
expectations for fair and commitment to fairness student interactions. students for resolving improvement of the
respectful behavior to and respect in Assists students to resolve conflict and creating and caring community based
support social communications with conflicts. maintaining a caring on respect, fairness, and
development. students about language Incorporates cultural classroom community. the value of all members.
and behavior. awareness to develop a Supports students in
Promoting social Seeks to understand positive classroom climate. taking leadership in
Development and cultural perceptions of developing a caring
responsibility within caring community. Students demonstrate community that is Students take leadership
a caring community efforts to be positive, responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in accepting, and respectful cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community of differences.​10/1/17 identities of all students. respectful classroom
respectfully classroom community. building activities, community where
designed to promote 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​ 5/10/19
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
5/10/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
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 sequence content and develop Students share in interactions.
of lessons 10/1/17. constructive social and monitoring and
academic interactions. assessment of
5/1/18 interactions to improve
effectiveness and develop
a positive culture for
learning.​ 12/14/18
5/10/19
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
Evidence
their learning. students feel comfortable on ChromeBooks often to
interacting. do self-paced
Students use these independent work as well.
Resources are resources in the Resources posted around
displayed around the classroom to help them the room with common
room to help keep develop more “automatic” rejoinders, language
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students in the target phrases in the target constructions, or phrases
language 10/1/17 language that help them are clearly posted to help
to begin thinking solely in students communicate
the target language only in the target
5/1/18 language.​ 12/14/18
5/10/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
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 ​5/10/19
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​.
Evidence they speak and reinforces 12/14/18 ​5/10/19
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring Applying Integrating Innovating
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
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and learning.
learning expectations for students. while becoming aware of understanding of technologies throughout Supports students to
environment with achievement patterns for achievement patterns, instruction that support utilize an extensive
high expectations individuals and groups of and uses scaffolds to the full range of learners repertoire of
and appropriate students. address achievement in meeting high differentiated strategies
support for all gaps. expectations for to meet high expectations.
students achievement.
Some students ask for Some individuals and Students engage in a Students take
teacher support to groups of students work variety of differentiated Students actively use responsibility to fully
understand or complete with the teacher to supports and challenges supports and challenges utilize teacher and peer
learning tasks. support accuracy and in ways that promote to complete critical support, to achieve
comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
learning.​ ​10/1/17 and problem solving in order thinking, and factual and analytical
learning.​ ​5/1/18 problem solving across learning. 5/10/19
subject matter. 12/14/18
Teacher has high Teacher maintains high Teacher scaffolds Teacher follows a
expectations and expectations for students students’ oral production sequence of instruction
and is always willing to in class with signs posted that is centered around
works with students work with students who around the room of student creations.
who request help. need additional help common rejoinders, Students drive the
Teacher can grow in outside of class time. phrases, and subject/verb discussion and direction
this area by using Teacher scaffolds when constructions (ex. “he is, I of the class with help
more scaffolding and needed and helps want,” etc.) Student from the teacher and
students recall writing is scaffolded in a posted signs.
Evidence addressing more information they’ve similar way, and all
students’ needs previously learned to free-choice reading is Students support each
10/1/17 help solve their problems. accompanied by a other and, along with
reflection of what they teacher support, acquire
Students learn to solve understood and what new language in the
their own problems and new words they read. classroom every day.
do not expect answers to 12/14/18 5/10/19
be handed to them.
5/1/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging Exploring Applying Integrating Innovating
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
and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine Guides and supports 5/10/19
communicating, and
behavior and applies behavior with students in references to standards students to self-assess,
maintaining
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
high standards for
sequence of lessons in during individual and individual and group
individual and group
anticipation of need for group work. behavior and
behavior
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to
classroom rules and expectations for behavior expectations, accept individual and group Students demonstrate
consequences. and consequences and consequences and behaviors and encourage positive behavior,
respond to guidance in increase positive and support each other to consistent participation
following them. behaviors. 10/1/17 make improvements. and are valued for their
5/1/18​ ​12/14/18 unique identities.
5/10/19
Teacher has an Teacher has an Teacher has a system to
established set of established set of reward staying in the
classroom procedures target language for the
behavior procedures. that students help to entire class period.
Students understand create. The guidelines are Students consistently
the classroom clear and the encourage each other to
guidelines and are consequences are participate in the target
accepting of consistent and fair. When language in order to earn
giving a group the class reward.
Evidence consequences when assignment, teacher has 5/10/19
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.6 Emerging Exploring Applying Integrating Innovating

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 c​onsistently 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 ​5/10/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
atmosphere.
minimum. Positive
Evidence
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
5/10/19

Element 2.7 Emerging Exploring Applying Integrating Innovating

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. 5/10/19
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,
expectations for sequence of instruction. self-assessment, and goal
completion.​10/1/17 5/1/18 ​12/14/18 setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Teacher can improve Teacher has made great Teacher has a good
pacing. Students improvements in pacing rhythm for each class
lessons, and has gained a period, as well as a
often need more time good footing for how designated time-keeper
than anticipated to much time students will to help her stay on track.
work on assignments need to work with a 5/10/19
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 ​5/10/19
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
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic content language, and academic academic language in research to make relevant
matter academic
standards and instruction. content ways that ensure clear connections to standards
content standards
standards.​10/1/17 connections and relevance during instruction and
to students​.​ ​5/1/18 extend student learning.
12/14/18 ​5/10/19
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 the
current discussions or classroom as much as
changes to the French possible​ ​5/1/18
language/culture 12/14/18​ 5/10/19
(re-zoning of the regions
of France, discussion of
whether or not to remove
the circumflex accent)
10/1/17
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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 that students’ diverse learning ensure ​student understand subject
understanding of subject 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. 5/10/19 Engages student at all
3.2 Applying
vocabulary following academic 5/1/18 levels of vocabulary,
knowledge of student
curriculum guidelines. language.10/1/17 Provides explicit teaching academic language, and
development and
Provides explicit teaching of specific academic proficiencies in
proficiencies to
Provides explicit teaching of essential vocabulary, language, text structures, self-directed goal setting,
ensure student
of essential content idioms, key words with grammatical, and stylistic monitoring, and
understanding of
vocabulary and associated multiple meanings, and language features to improvement. Guides all
subject matter
academic language in academic language in ways ensure equitable access to students in using analysis
single lessons or sequence that engage students in subject matter strategies that provides
of lessons. Explains accessing subject matter understanding for the equitable access and deep
academic language, text or learning range of student language understanding of subject
formats, and vocabulary to activities.10/1/17 5/1/18 levels and abilities. matter. 5/10/19
support student access to 12/14/18
subject matter when
confusions are identified.

Teacher will often re-teach Teacher will check-in with Teacher provides explicit Teacher introduces new
concepts if necessary, and students constantly and teaching of concepts as vocabulary and concepts
ensures that students adapt instruction necessary, explaining in a comprehensible way,
understand academic accordingly, often going them both in the target and uses student
language (i.e. parts of over parts of speech or language and in English. self-assessment to assist
speech) before continuing giving a proper historical 12/14/18 them in goal-setting and
a lesson. 10/1/17 context to a lesson. 5/1/18 monitoring. 5/10/19

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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. extend student
facilitate student
matter.​10/1/17 understanding. 12/14/18 Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand. 5/10/19
Teacher will often change Teacher will use Teacher uses assessment Teacher frequently checks
up lesson or unit assessments to inform data to recognize when for understanding and
sequences to put lessons in whether or not students students need to slow uses comprehensible
an order that is more are ready to take on a down vs. when they need input techniques to make
logical and flows naturally more rigorous concept, more of a challenge. On a sure students are
so that students have an and will re-organize daily basis, Teacher understanding the target
easier time of lessons or units checks for engagement language. Teacher will
understanding subject accordingly. 5/1/18 and uses formative re-teach or adjust
matter. 10/1/17 assessment to determine teaching based on student
what needs to be gone responses to formative
over more slowly and checks. 5/10/19
when the class is ready to
move on. 12/14/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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 instructional
provided in the strategies in single lessons strategies to ensure subject matter to meet strategies to develop
curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
3.4 Utilizing
increase student academic language to ensure student meta-cognitive abilities,
instructional
understanding of academic appropriate to subject understanding of and support and challenge
strategies that are
language appropriate to matter and that addresses academic language, and the full range of student
appropriate to the
subject matter. students’ diverse learning guide student in towards a deep
subject matter
needs.​10/1/17 understanding knowledge of subject
connections within and matter​. 12/14/18
across subject matter. 5/10/19
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 be belt,” including drawing,
ensure that all students’ implementing CI next storytelling, acting,
diverse learning needs are year). Teacher helps reading activities,
met. 10/1/17 students to find the relay-style games, short
connections across subject film discussion, songs,
matter 5/1/18 writing, 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
5/10/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources, matter accessible to to students. and skill development in needs and make subject extend student
technologies, and students. subject matter. Resources matter accessible to understanding and critical
standards-aligned Explores how to make reflect the diversity of the students. thinking about subject
instructional Identifies technological technological resources classroom and support matter.
materials including resource needs. available to all differentiated learning of Assists student with
adopted materials, to students.​10/1/17 subject matter. equitable access to Ensures that student are
make subject matter materials, resources, and able to obtain equitable
accessible to all Guides students to use technologies. Seeks access to a wide range of
students available print, electronic, outside resources and technologies through
and online subject matter support. 5/10/19 ongoing links to outside
resources based on resources and support.
individual needs
12/14/18​.​ ​5/1/18
Teacher often procures Teacher makes full use of Teacher has a wide
additional materials and the school provided selection of teaching
uses technology in the chromebooks students strategies in her
classroom, however with receive. Teacher is no repertoire that meet
such a vast amount of longer overwhelmed by various student needs.
material out there, it can the treasure trove of Teacher also makes use of
be overwhelming for the resources, but uses them various technological
teacher to pick out and as effectively as possible. tools and resources to
consistently use new Teacher provides hard help those students with
materials. copies of online homework identified needs. All
assignments to any that lessons are easily
Teacher understands that may require them, or adaptable. 5/10/19
not all students have provides an alternate
access to wifi at home, and assignment when
is brainstorming how to necessary 12/14/18​.
make online homework 5/1/18
doable for everyone
10/1/17
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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 study development, English in English language
proficiencies based on proficiencies in listening, of language and content. learners’ strengths and development and in meeting
available assessment data. speaking, reading, and Differentiates instruction assessed needs into English content standards. Supports
writing. Uses multiple using one or more language and content students to establish and
measures for assessing components of English instruction. monitor language and
3.6 Addressing the English learners’ performance language development to content goals.
needs of ​English to identify gaps in English support English learners.
learners​ and student language development.
with special needs to Provides adapted materials Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners Attempts to scaffold content scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. using visuals, models, and standards-based instruction range of scaffolded support elimination of scaffolds
graphic organizers. using literacy strategies, for language and content for b​ased on English learners’
SDAIE, and content level the range of English learners. proficiencies, knowledge,
English language and skills in the conten​t.
development in order for 10/1/17​ 5/1/18 ​12/14/18
students to improve language 5/10/19
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 ​5/10/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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
supports in single lessons or competencies to provide special needs to ensure their own strengths, learning
sequence of lessons. appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge. accessing content.
instruction.
Attends required meeting Cooperates with resource Communicates and Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly with collaborates with colleagues, collaborates with resource
needs of English families. and families during meetings resource personnel, support staff, and families to personnel, para-educators,
learners and ​student and activities in support of para-educators, and families ensure consistent families, leadership, and
with special needs​ to learning plans and goals. to ensure that student instruction. ​Supports families students in creating a
provide equitable services are provided and in positive engagement with coordinated program to
access to the content progress is made in accessing school. optimize success of the full
appropriate content. range of students with
Initiates and monitors special needs.
Learns about referral Seeks additional information Refers students as needed in referral processes and
processes for students with on struggling learners and a timely and appropriate follow-up meeting to ensure Takes leadership at the
special needs. advanced learners to manner supported with that students r​eceive support site/district and collaborates
determine appropriateness documented data over time, and/or extended learning with resource personnel to
for referral. including interventions tried that is integrated into the ensure the smooth and
previous to referral.​10/1/17 core curriculum​.​ ​5/1/18 effective implementations of
12/14/18 ​5/10/19 referral processes.
Teacher thoroughly reads Teacher attends all IEP
all IEPs and 504 plans and meetings and reads all
attends all scheduled 504 plans thoroughly. All
meetings with resource accommodations and
personnel and families of adaptations are integrated
these students to discuss into the lessons or
their strengths and assessments for the
weaknesses and what students who need them
supports they are without any additional
receiving in the classroom. attention drawn to them.
Teacher also follows Teacher also has more
procedures to recommend communication with
students for a SIT meeting parents of these students,
when necessary to get support staff, and
them the accommodations colleagues who teach
they 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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

students for a SIT meeting

when necessary to get
them the additional help
they may need​. 5/1/18
12/14/18 ​5/10/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

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 based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
4.1 Using knowledge background, and backgrounds, and diverse learning needs comprehensive
of students’ academic individual development. individual cognitive, social, and cultural backgrounds. information on students.
readiness, language emotional, and physical
proficiency, cultural development to meet their
background, and individual needs.
individual Planning addresses bias,
development to plan Is aware of impact of bias Becomes aware of Examines potential stereotyping, and Engages students in the
instruction. on learning. potential areas of bias and sources of bias and assumptions about analysis of bias,
seeks to learn about stereotyping when cultures and members of stereotyping, and
culturally responsive planning lessons. Uses cultures. 5/10/19 assumptions.
pedagogy.​10/1/17 culturally responsive
pedagogy in planning.
5/1/18​12/14/18

Teacher is still developing Teacher plans with Teacher plans with

planning skills. Teacher specific student needs in specific student needs in
can improve on mind and incorporates mind. Teacher uses a wide
differentiating instruction differentiation into her array of teaching
and cultural awareness. planning. Teacher is aware strategies to appeal to a
10/1/17 of potential areas of bias range of learning styles.
and stereotyping and is Teacher’s lessons
culturally responsive in frequently address
planning. cultural bias and
5/1/18​12/14/18 stereotypes about the
target culture and is
sensitive to stereotypes
and bias of other cultures
when planning lessons.
5/10/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and
objectives for a single learning goals for skill communicates to students learning goals to students articulates comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
4.2 Establishing and on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
articulating goals for available curriculum. and sequence of lessons. challenging, and strengths, interests, and students. Assists students
student learning differentiated to address learning needs.​ 5/1/18 to articulate and monitor
students’ diverse learning learning goals. 5/10/19
needs.​ 10/1/17

Daily objectives are Objectives for the lesson Teacher has objectives on
written on the board each as well as the unit are the board for both
day, as well as overall unit written as “I can” long-term and short-term
objectives. Objectives are statements, and are that are communicated
clearly communicated to communicated with with students. Students
students as well as how students daily. They know self-assess and make goals
they will know when that what they will be learning for themselves regularly.
objective is met. 10/1/17 that day and how they will 5/10/19
know they have learned it.
5/1/18
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and
planning to support related academic language and ​assessed instructional design cohesive and
short-term
student learning. and formats that support needs to ensure student comprehensive long- and
instructional plans to
student learning.​10/1/17 learning​.​ 5/1/18 short-term instructional
support student
12/14/18 ​5/10/19 plans that ensure high
learning
levels of learning.

Teacher plans based on a Teacher refers to the

backward-planning model district-wide scope and
and always has long-term sequence ​that was created
unit goals in mind when with colleagues to help
planning short-term plan long-term.​ 5/1/18
curriculum. 10/1/17 12/14/18 ​5/10/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Plans instruction that Selects strategies for single Incorporates Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of differentiated wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to instructional strategies address learning styles of strategies specifically
guidelines. students’ diverse learning into ongoing planning that and meet students’ meet students’ diverse
needs. addresses culturally assessed language and language and learning
4.4 Planning responsive pedagogy, learning needs. Provides needs and styles to
instruction that students’ diverse language, appropriate support and advance learning for all.
incorporates and learning needs and challenges for students.
appropriate Is aware of student Seeks to learn about styles. Facilitates opportunities
strategies to meet content, learning, and students’ diverse learning Integrates results from a for students to reflect on
the learning needs of language needs through and language needs Uses assessments of broad range of their​ learning and the
all students data provided by the site beyond basic data. students’ learning and assessments into planning impact of instructional
and district. language needs to inform to meet students’ diverse strategies to meet their
planning differentiated learning and language learning and language
instruction. needs.​ 10/1/17 needs.​ 5/1/18​ ​12/14/18
5/10/19

Teacher uses a variety of Teacher uses various

strategies such as written strategies within a single
activities, speaking lesson to meet the needs
activities, songs, games, of all learners and
and use of technology advance learning for all
such as chromebook apps students.
to support all learning
styles and needs. Teacher encourages
student reflection and
Teacher assesses using a self-assessment to help
mix of traditional pencil notice trends in
and paper testing, effectiveness of certain
individual and group strategies.
projects, and 5/1/18​12/14/18
presentations. 10/1/17 5/10/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single lessons adaptations to adjustments to a wide range of
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
address students’ learning plans. Uses culturally uses a variety of materials based on in depth analysis
4.5 Adapting
needs. responsive pedagogy and as the instructional needs of individual student
instructional plans
additional materials to arises to support student needs.
and curricular
support students’ diverse learning​.​10/1/17​ 5/1/18
materials to meet the
learning needs. 12/14/18 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in instruction
that best meet their
learning goals. 5/10/19

Teacher is ready to adjust Teacher has planned “bail

a lesson at a moment’s out moves” ready to go
notice, and will change based on student
materials used in the next engagement and
day’s lesson if the strategy willingness to participate
used that day does not in lessons and comply
effectively support with expectations.
student learning​.​ 10/1/17 Teacher communicates
5/1/18​12/14/18 with students when a
change needs to be made
and why it is happening.
5/10/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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 for assessment and skills range of appropriate use of a wide range of
formative and summative pre-assessment, to be assessed to select assessments to address assessments to support
assessments. formative 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​ 5/10/19 knowledge.
5/1/18
CSTP 5: Assessing Students for Learning
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
5/10/19

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 throughout
assessments. student learning. informal assessment data instruction to collect
Follows required on student learning. ongoing assessment data
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a variety appropriate for the range
analyzing
analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
assessment data
conclusions about student lessons or sequence of and differentiation of broad range of
from a variety of
learning lessons based on analysis instruction. 5/1/18 assessments to provide Uses results of ongoing
sources to inform
of assessment comprehensive data analysis to plan and
instruction.
data.​10/1/17 information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction​. 12/14/18
5/10/19
CSTP 5: Assessing Students for Learning
Teacher does informal Teacher does informal Teacher ends each day
supplemental assessment assessments and with a different form of
in class and makes “check-ins” during informal assessment to
adjustments of lessons lessons to collect data and collect data on student
based on that data. inform instruction. learning and to inform
10/1/17 5/1/18 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 ​5/10/19

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 with learning individually and individually and with colleagues ability to
both individually and
district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
with colleagues, to
learning needs of identify trends and student thinking and causes for achievement
monitor student
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 5/10/19
CSTP 5: Assessing Students for Learning
Teacher sometimes has Teacher checks up on Teacher relies on
conversations with student grades to identify assessment data, student
colleagues who also if a problem is a pattern feedback, and student
interact with students of ​behavior across all reflection to analyze
who may be struggling to classes, or if the teacher student thinking and find
identify new strategies has to do some more causes for trends.
and learning needs. individual reflection to Teacher compares this
Teacher can improve in find the solution. Teacher information with that of
this area by communicates with her colleagues to suggest
communicating more colleagues who may be new ideas and effective
with colleagues and having similar issues with teaching strategies.
applying the knowledge the student or students to 5/10/19
gained from these help find a good solution​.
conversations. 10/1/17 5/1/18 ​12/14/18
CSTP 5: Assessing Students for Learning
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
single lessons or standards for individuals for the fill range of
5.4 Using assessment
sequences of lessons. and groups. students.
data to establish
Plans instruction using Plans differentiated
learning goals and to
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify
learning needs of students’ diverse learning meet individual and differentiate instruction,
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.
5/10/19
Teacher updates learning Teacher uses assessment Teacher uses assessment
goals as students data to inform data, student feedback,
progress through unit. instruction. Teacher takes and student reflection to
Teacher adjusts all students’ needs into inform her teaching.
instruction based on consideration when Teacher plans
assessment results, planning instruction and differentiated lessons and
re-teaching as necessary. includes potential modifies them as needed
10/1/17 differentiations or during instruction.
modifications​. 5/1/18 5/10/19
12/14/18
CSTP 5: Assessing Students for Learning
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 summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all
individual learning goals. include goal setting development. individual skills.
students in
exercises. Develops students’
self-assessment,
Monitors progress using Guides students to Integrates student meta-cognitive skills for
goal-setting, and
available tools for Provides students with monitor and reflect on s​elf-assessment, goal analyzing progress and
progress monitoring
recording. opportunities in single progress on a regular setting, and progress refining goals towards
lessons or sequence of basis.​10/1/17 monitoring across the high levels of academic
lessons to monitor their curriculum​.​ 5/1/18 achievement.
own progress toward 12/14/18​ 5/10/19
class or individual goals.
Teacher has students Teacher has students
self-assess, especially at self-assess for use of the
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 Teacher continues to use
and reflect on where they self-assessment on a
can improve. 10/1/17 regular basis.​ ​ 5/1/18
12/14/18 ​5/10/19
CSTP 5: Assessing Students for Learning
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
5.6 Using available proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
technologies to assist make required results, and communicate communicate about of assessments, and for an in depth and
in assessment, communications about with administration, student learning with communication of ongoing communication
analysis, and student learning. colleagues, and families administration, student learning to all regarding student
communication of about student learning. colleagues, families, and audiences.​ 12/14/18 learning to all audiences.
student learning students. Ensure that 5/10/19
communications are
received by those who
lack access to technology​.

Teacher has already had Teacher has students

several assessments done self-assess using Google
using chromebooks and Docs, and students keep
Google Forms, and uses these reflections in a
the analysis provided by digital portfolio so they
forms to help inform can easily access their
further instruction. previous assessments,
Students are given access feedback, and reflections.
to the data as well. 12/14/18 ​5/10/19
Results are discussed in
class where everyone has
access to the same
technology. 10/1/17
5/1/18
CSTP 5: Assessing Students for Learning
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
5.7 Using assessment Seeks to provide feedback academic achievement. in ways that support individual student
information to share Notifies families of in ways that students increased learning. progress and ways to
timely and student proficiencies, 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 5/10/19
behavior issues. 5/1/18
Teacher does not always Teacher provides Teacher provides her Teacher provides her
provide feedback in the feedback in English so own feedback to students own feedback to students
most timely manner, and that students can easily in English, as well as in English, as well as
does not provide as understand it. Teacher having students assess having students assess
specific of feedback as she communicates with themselves and take part themselves and take part
would like. Parent/family families when a student is in their own goal-setting in their own goal-setting
communication is only falling behind or if their process. Teacher begins process. Teacher begins
provided when necessary. behavior is becoming an communicating with communicating with
10/1/17 issue. 5/1/18 families as soon as grades families as soon as grades
slip below a B. 12/14/18 slip below a B. Teacher
calls on the aid of her
Spanish-speaking
colleagues to help
communicate with
families where Spanish is
the primary language
spoken. 5/10/19
CSTP 6: Developing as a Professional Educator

Element Emerging Exploring Applying Integrating Innovating

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 the teaching practice and elements of the CSTP the level of academic
immediate student full range of learners. impact on the full to positively impact the achievement.
learning needs. range of learners. 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 Teacher is always
conversations with meetings and researching new teaching
6.1 Reflecting on colleagues about teaching collaboration days with strategies and language
teaching practice in practice and where we colleagues across the acquisition theories.
support of student can make adjustments district to discuss 5/10/19
and improvements. curriculum and best
learning These conversations practices.​ ​5/1/18
occur in and out of 12/14/18 ​5/10/19
department meetings.
10/1/17
CSTP 6: Developing as a Professional Educator
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 authentic, challenging, connected to the CSTP professional goals
processes and local self-assessment of and based on self- that are intellectually connected to the CSTP
protocols. teaching 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
6.2 Establishing professional on student development.
professional goals development based on achievement. Pursues a
and engaging in needs identified in variety of additional Contributes to
continuous and professional goals. opportunities to learn professional
purposeful professionally​.10/1/17 organizations, and
professional growth 12/14/18 development
and development opportunities to
extend own teaching
practice. 5/10/19
Teacher sets goals for Teacher sets goals for Teacher sets new goals
herself that are realistic herself each year and for herself every year.
and challenging, based on each semester that are This year she has
reflection (ex. Timely based on reflection and achieved and surpassed
grading, more parent striving for constant some of her professional
communication, more achievement. These goals development goals, such
student-centered lessons, are also based on as becoming department
more feedback). These feedback from chair and leading more
goals are aligned with the administrators and professional
school’s goals and always colleagues​. 5/1/18 development sessions.
have the student at the 12/14/18 5/10/19
center. 10/1/17
Teacher has already been
a presenter at a
professional
CSTP 6: Developing as a Professional Educator
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 within
collaborations. learning. practice at the grade or department Works to ensure the
classroom level. and school and district broadest positive
Identifies student and Begins to identify how levels. impact possible on
teacher resources at to access student and Interacts with instructional practice
the school and district teacher resources in members of the Engages with members and student
level. the broader broader professional of the broader achievement at school
professional community to access professional and district levels and
community. resources that support community to access for the profession.
teacher effectiveness resources and a wide
and student range of supports for Initiates and develops
learning​10/1/17 teaching the full range professional learning
6.3 Collaborating
of learners​. 5/1/18 opportunities with the
with colleagues and 12/14/18 ​5/10/19 broader professional
the broader community focused on
professional student
community to achievement.5/10/19
support teacher and
student learning
CSTP 6: Developing as a Professional Educator
Teacher constantly finds Teacher has attended Teacher has lead several
opportunities to district-wide meetings professional
collaborate with with colleagues from her development sessions for
colleagues and reflect on department to reflect on colleagues, as well as
teaching. Teacher has teaching practices, align helping coordinate a
collaborated with both curriculum, and discuss seminar in the area with
German and Spanish new strategies for a guest speaker. 5/10/19
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
CSTP 6: Developing as a Professional Educator
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. 5/10/19 student learning.
5/1/18
Teacher can improve Teacher invites Teacher invites
in making parents to come parents to come
connections with experience a class experience a class,
6.4 Working with parents and families whenever they’d like, encourages families
families to support of students. Teacher and encourages to contribute during
student learning welcomes parent families to contribute cultural celebrations,
involvement at big to the classroom and is respectful of
events such as Paris during cultural families’ cultures and
Night and during celebrations. Teacher traditions. Teacher
large-scale projects. seeks the help of seeks help from
10/1/17 other world language other colleagues
teachers to aid with when there is a
Teacher is still language barriers or language barrier, and
striving to find new cultural differences. celebrates
ways to make 12/14/18 differences in the
connections with classroom. 5/10/19
parents and families
besides inviting them
to Paris Night.
Teacher is currently
brainstorming for
next year. 5/1/18
CSTP 6: Developing as a Professional Educator
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 5/10/19 and enrich the Incorporates
instructional program. community members
into the school
learning community.
Teacher is still developing Teacher seeks out While support within the
6.5 Engaging local awareness about the opportunities in the community for the
community and community for students French program is scarce,
communities in
neighborhoods to interact with the teacher reaches out to
support of the surrounding the school. subject matter. Students other French teachers in
instructional are invited to the the district as well as the
program Teacher is brainstorming Fullerton College French French program at the
ideas for how Film Festival and local community college.
neighborhood and encouraged to take Students are still
community resources summer school French encouraged to attend the
could be used in lessons. courses there.​ 5/1/18 French Film Festival and
10/1/17 12/14/18 even participate by
bringing in projects to be
displayed as part of the
cultural experience.
5/10/19
CSTP 6: Developing as a Professional Educator
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 5/10/19
professional Teacher can use Teacher has made Teacher effectively
responsibilities to more work in improvements in plans lessons and
maintain maintaining time management classroom
motivation and responsibilities in a and has been less management and
commitment to all timely way. Time stressed out this year bears in mind
students management has 5/1/18 professional
been an issue. responsibilities such
10/1/17 Teacher always as leadership
believes in every meetings. Teacher
student’s ability to has found many new
achieve. ​Teacher is and creative teaching
constantly looking methods and is in the
for new strategies process of refining
that can be applied in them. 5/10/19
the classroom.
10/1/17​ 5/1/18
CSTP 6: Developing as a Professional Educator
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
6.7 Demonstrating federal law in responding to inappropriate or violent student behavior.
professional ● Complies with legal and professional obligations to protect the privacy,
responsibility, health, and safety of students, families, and other school professionals.
● 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 1 ​ 2/14/18​ 5/10/19
Teacher maintains a professional demeanor, follows all codes, and has a good
rapport with ​students and other teachers​. 1
​ 0/1/17​ 5/1/18 ​12/14/18​ ​5/10/19