You have successfully completed your nal CSTP Self-Assessment!

Below you will see the CSTPs ranked in order of your personal teaching strengths. The CSTP listed at
the top represents the standard you report as your greatest strength and the CSTP near the bottom
of the list represents opportunities for growth. You can now enter the link or screenshot of your
results into your Individualized Learning Plan.

A copy of your results has been emailed to you.

Andrew Heldreth 's Result

CSTP 2 Creating and

Maintaining Effective
Environments for
Student Learning
Teachers promote social
development and responsibility
within a caring community where
each student is treated fairly and
respectfully. They create physical or
virtual learning environments that
promote student learning, reflect
diversity, and encourage
constructive and productive
interactions among students. They
establish and maintain learning
environments that are physically,
intellectually, and emotionally safe.
Teachers create a rigorous learning
environment with high expectations
and appropriate support for all
students. Teachers develop,
communicate, and maintain high
standards for individual and group
behavior. They employ classroom
routines, procedures, norms, and
supports for positive behavior to
ensure a climate in which all
students can learn. They use
instructional time to optimize
learning.

CSTP 5 Assessing
Students for
Learning
Teachers apply knowledge of the
purposes, characteristics, and uses
of different types of assessments.
They collect and analyze
assessment data from a variety of
sources and use those data to
inform instruction. They review data,
both individually and with
colleagues, to monitor student
learning. Teachers use assessment
data to establish learning goals and
to plan, differentiate, and modify
instruction. They involve all students
in self-assessment, goal setting and
monitoring progress. Teachers use
available technologies to assist in
assessment, analysis, and
communication of student learning.
They use assessment information to
share timely and comprehensible
feedback with students and their
families.

CSTP 6 Developing
as a Professional
Educator
Teachers reflect on their teaching
practice to support student learning.
They establish professional goals
and engage in continuous and
purposeful professional growth and
development. They collaborate with
colleagues and engage in the
broader professional community to
support teacher and student
learning. Teachers learn about and
work with families to support student
learning. They engage local
communities in support of the
instructional program. They manage
professional responsibilities to
maintain motivation and
commitment to all students.
Teachers demonstrate professional
responsibility, integrity, and ethical
conduct.

CSTP 3
Understanding and
Organizing Subject
Matter for Student
Learning
Teachers exhibit in-depth working
knowledge of subject matter,
academic content standards, and
curriculum frameworks. They apply
knowledge of student development
and proficiencies to ensure student
understanding of content. They
organize curriculum to facilitate
students' understanding of the
subject matter. Teachers utilize
instructional strategies that are
appropriate to the subject matter.
They use and adapt resources,
technologies, and standards-aligned
instructional materials, including
adopted materials, to make subject
matter accessible to all students.
They address the needs of English
learners and students with special
needs to provide equitable access
to the content.

CSTP 1 Engaging and

Supporting All
Students in Learning
Teachers know and care about their
students in order to engage them in
learning. They connect learning to
students’ prior knowledge,
backgrounds, life experiences, and
interests. They connect subject
matter to meaningful, real-life
contexts. Teachers use a variety of
instructional strategies, resources,
and technologies to meet the
 diverse learning needs of students.
They promote critical thinking
through inquiry, problem solving,
and reflection. They monitor student
learning and adjust instruction while
teaching.

CSTP 4 Planning
Instruction and
Designing Learning
Experiences for All
Students
Teachers use knowledge of
students' academic readiness,
language proficiency, cultural
background, and individual
development to plan instruction.
They establish and articulate goals
for student learning. They develop
and sequence long-term and short-
term instructional plans to support
student learning. Teachers plan
instruction that incorporates
appropriate strategies to meet the
diverse learning needs of all
students. They modify and adapt
instructional plans to meet the
assessed learning needs of all
students.

Detailed Report

Q.1)Using knowledge of students to engage them in learning

Level 1 Emerging- Learns about students through data provided by the school and/or through district
  assessments.

  Level 2 Exploring- Gathers additional data to learn about individual students.

Level 3 Applying- Uses data from a variety of formal and informal sources to learn about students
and guide selection of instructional strategies to meet diverse learning needs. (Your
  Answer)
Level 4 Integrating- Uses data from multiple sources to make adjustments to instruction and meet
  individual identified learning needs.
Level 5 Innovation- Uses comprehensive knowledge of students to make ongoing adjustments and
  accommodations in instruction.
Q.2)Connecting learning to students’ prior knowledge, backgrounds,
life experiences, and interests
Level 1 Emerging- Develops awareness of prior knowledge,culture, backgrounds, life experience, and
  interests represented among students.
Level 2 Exploring- Uses gathered information about students’ prior knowledge, cultural backgrounds, life
  experiences, and interests to support student learning.

Level 3 Applying- Uses school resources and family contacts to expand understanding of
students’ prior knowledge, cultural backgrounds, life experiences, and interests to connect to
  student learning. (Your Answer)
Level 4 Integrating- Integrates broad knowledge of students’ cultural backgrounds, prior knowledge, life
  experiences, and interests to inform instruction.
Level 5 Innovating- Uses extensive information regarding students and their communities systematically
  and flexibly throughout instruction.

Q.3)Connecting subject matter to meaningful, real-life contexts

  Level 1 Emerging- Uses real-life connections during instruction as identified in curriculum.
Level 2 Exploring- Explores using additional real-life connections to subject matter in single lessons or
  sequence of lessons to support student understanding.
Level 3 Applying- Includes connections from subject matter to meaningful, real-life contexts,
  including those specific to students’ family and community. (Your Answer)
Level 4 Integrating- Integrates connections to meaningful, real-life contexts in planning subject matter
  instruction and is responsive during instruction to engage students in relating to subject matter.
Level 5 Innovating- Engages students in actively making connections to relevant, meaningful, and real-life
  contexts throughout subject matter instruction.

Q.4)Using a variety of instructional strategies, resources, and

technologies to meet students’ diverse learning needs
Level 1 Emerging- Uses instructional strategies, resources, and technologies as provided by school
  and/or district.
Level 2 Exploring- Explores additional instructional strategies, resources, and technologies in single
  lessons or sequence of lessons to meet students’ diverse learning needs.

Level 3 Applying- Utilizes a variety of strategies including culturally responsive pedagogy,

resources, and technologies during ongoing instruction to meet students’ diverse learning needs.
  (Your Answer)
Level 4 Integrating- Creates, adapts, and integrates a broad range of strategies, resources, and
  technologies into instruction designed to meet students’ diverse learning needs.
Level 5 Innovating- Refines the flexible use of an extensive repertoire of strategies, resources, and
  technologies to meet students’ diverse learning needs.

Q.5)Promoting critical thinking through inquiry, problem solving, and

re ection
  Level 1 Emerging- Asks questions that focus on factual knowledge and comprehension.
Level 2 Exploring- Includes questions in single lessons or a sequence of lessons that require students to
  recall, interpret, and think critically.

Level 3 Applying- Guide students to think critically through use of questioning strategies,
  posing/solving problems, and reflection on issues in content. (Your Answer)
Level 4 Integrating- Supports students to initiate critical thinking through independently developing
  questions, posing problems and reflecting on multiple perspectives.
Level 5 Innovating- Facilitates systematic opportunities for students to apply critical thinking by designing
  structured inquires into complex problems.
Q.6)Monitoring student learning and adjusting instruction while
teaching 
  Level 1 Emerging- Implements lessons following curriculum guidelines.

  Level 2 Exploring- Seeks to clarify instructions and learning activities to support student understanding.
Level 3 Applying- Makes adjustments to instruction based on observation of student engagement
  and regular checks for understanding. (Your Answer)
Level 4 Integrating- Adjusts strategies during instruction based on the ongoing monitoring of individual
  student needs for assistance, support, or challenge.

Level 5 Innovating- Makes adjustments to extend learning opportunities and provide assistance to
  students in mastering the content flexibly and effectively.

Q.7)Promoting social development and responsibility within a caring

community where each student is treated fairly and respectfully  
Level 1 Emerging- Models and communicates expectations for fair and respectful behavior to support
  social development.
Level 2 Exploring- Models fair and respectful behavior. Demonstrates commitment to fairness and respect
in communications with students about language and behavior. Seeks to understand cultural perceptions
  of caring community

Level 3 Applying- Reinforces positive, responsible, and respectful student interactions. Assists
students to resolve conflicts. Incorporates cultural awareness to develop a positive classroom
  climate. (Your Answer)
Level 4 Integrating- Develops shared responsibility with students for resolving conflict and creating and
maintaining a caring classroom community. Supports students in taking leadership in developing a caring
  community that is responsive to the diverse cultural norms of identities of all students.

Level 5 Innovating- Facilitates student self-reflection and ongoing improvement of the caring community
  based on respect, fairness, and the value of all members.

Q.8)Creating physical or virtual learning environments that promote

student learning, re ect diversity, and encourage constructive
and productive interactions among students
Level 1 Emerging- Is aware of the importance of the physical and/or virtual learning environments that
  support student learning. Is aware that structured interaction between students can support learning.

Level 2 Exploring- Experiments with adapting the physical and/or virtual learning environments that
support student learning. Structures for interaction are taught in single lessons or sequence of lessons to
  support student learning.
Level 3 Applying- Develops physical and/ or virtual learning environments that reflect student
diversity and provide a range of resources for learning. Utilizes a variety of structures for
interaction during learning activities that ensure a focus on and completion of learning tasks.
  (Your Answer)
Level 4 Integrating- Maintains physical and/or virtual learning environments that reflect student diversity
and provides a broad range of resources, displays, and artifacts that are current and integral to
instruction. Integrates a variety of structures for interaction that engage students constructively and
  productively in learning.
Level 5 Innovating- Adapts physical and/ or virtual learning environments flexibly to facilitate access to a
wide range of resources that engage students in learning. Ensures that environments enhance learning
and reflect diversity within and beyond the classroom. Selects from a repertoire of structures for
  interaction to ensure accelerated learning for the full range of students.

Q.9)Establishing and maintaining learning environments that are

physically, intellectually, and emotionally safe
Level 1 Emerging- Adheres to policies and laws regarding safety that are required by the site, district, and
  state. Responds to behaviors that impact student safety as they arise.
 Level 2 Exploring- Recognizes and addresses safety issues regarding materials, student interactions, and
the organization of the learning environments. Explores strategies to establish intellectual and emotional
  safety in the classroom.
Level 3 Applying- Anticipates and reduces risks to physical, intellectual, and emotional safety
using multiple strategies that include examining biases in the learning environment and
curriculum. Models and provides instruction on skills that develop resiliency and support
  intellectual and emotional safety. (Your Answer)
Level 4 Integrating- Integrates support for students to take risks and offer respectful opinions about
divergent viewpoints. Engages in reflection on their own language and behavior that contributes to
  intellectual and emotional safety in the classroom.

Level 5 Innovating- Shares responsibility with the students for the establishment and maintenance of a
  safe physical, intellectual, and emotional environment focused on high quality and rigorous learning.

Q.10)Creating a rigorous learning environment with high expectations

and appropriate support for all students
Level 1 Emerging- Focuses the rigor of the learning environment on accuracy of answers and completion
  of learning tasks. Is aware of the importance of maintaining high expectations for students.
Level 2 Exploring- Focuses on the development of a rigorous learning environment that includes
accuracy, understanding, and the importance of meeting targeted learning goals. Works to maintain high
expectations for students while becoming aware of achievement patterns for individuals and groups of
  students.
Level 3 Applying- Develops a rigorous learning environment that includes accuracy, analysis,
problem solving, and appropriate levels of challenge. Holds high expectations for students. Has
an understanding of achievement patterns, and uses scaffolds to address achievement gaps.
  (Your Answer)
Level 4 Integrating- Integrates rigor throughout the learning environment that values accuracy, analysis,
and critical reading, writing and thinking. Integrates strategic scaffolds and technologies throughout
  instruction that support the full range of learners in meeting high expectations for achievement.

Level 5 Innovating- Facilitates a rigorous learning environment in which students take leadership in
learning. Fosters extended studies, research, analysis and purposeful use of learning. Supports students
  to utilize an extensive repertoire of differentiated strategies to meet high expectations.

Q.11)Developing, communicating, and maintaining high standards for

individual and group behavior
Level 1 Emerging- Establishes expectations, rules, and consequences for individual and group behavior.
  Refers to standards for behavior and applies consequences as needed.

Level 2 Exploring- Develops expectations with some student involvement. Communicates, models and
explains expectations for individual and group behavior. Reviews standards for behavior with students in
  single lessons or sequence of lessons in anticipation of need for reinforcement.
Level 3 Applying- Uses multiple strategies including culturally responsive instruction to develop
and maintain high standards for individual and group behavior. Utilizes routine references to
  standards for behavior prior and during individual and group work. (Your Answer)
Level 4 Integrating- Integrates equitable expectations, positive supports, and consequences for individual
and group behavior within and across learning activities. Guides and supports students to self-assess,
monitor, and set goals for individual and group behavior and participation.

 
Level 5 Innovating- Facilitates a positive environment using systems that ensure students take an active
  role in monitoring and maintaining high standards for individual and group behaviors.

Q.12)Employing classroom routines, procedures, norms, and supports

for positive behavior to ensure a climate in which all students can
learn
 Level 1 Emerging- Establishes procedures, routines or norms for single lessons to support student
  learning. Responds to disruptive behavior.
Level 2 Exploring- Develops routines, procedures, and norms in single lessons or sequence of lessons
  with some student involvement. Seeks to promote positive behaviors and responds to disruptive behavior.
Level 3 Applying- Maintains regular use of routines and procedures that are culturally responsive
and engage students in the development and monitoring of norms. Provides positive behavior
supports. Responds appropriately to behaviors in ways that lessen disruptions to the learning
  climate. (Your Answer)
Level 4 Integrating- Engages students in monitoring and reflecting on routines, procedures, and norms in
ways that are culturally responsive. Maintains a quality learning climate that builds on student strengths.
Promotes positive behaviors and consistently prevents or refocuses behaviors disruptive to the learning
  climate.
Level 5 Innovation- Facilitates student participating in developing, monitoring, and adjusting routines and
procedures focuses on maximizing learning. Classroom climate integrates school standards and culturally
relevant norms. Promotes positive behaviors and establishes preventions and a positive classroom
  climate that eliminate most disruptive behavior.

Q.13)Using instructional time to optimize learning

Level 1 Emerging- Paces instruction based on curriculum guidelines. Develops awareness of how
  transitions and classroom management impact pacing and lessons.
Level 2 Exploring- Paces instruction with some consideration of lesson type, adjustments for sufficient
  student work time and transitions to optimize learning.
Level 3 Applying- Paces instruction with students to provide adequate time for instruction,
  checking for understanding, completion of learning activities and closure. (Your Answer)
Level 4 Integrating- Paces instruction to include ongoing assessment of student learning. Supports
  students in the monitoring of instructional time.

  Level 5 Innovating- Paces, adjusts, and fluidly facilitates instruction and daily activities.

Q.14)Demonstrating knowledge of subject matter academic content

standards
Level 1 Emerging- Has foundational knowledge of subject matter, related academic language, and
  academic content standards.
Level 2 Exploring- Examines concepts in subject matter and academic language to identify connections
  between academic content standards and instruction.
Level 3 Applying- Understands and explains the relationship between essential subject matter
  concepts, academic language, and academic content standards. (Your Answer)
Level 4 Integrating- Uses broad knowledge of the relationships between subject matter concepts,
academic language, and academic content standards, and academic language, in ways that ensure clear
  connections and relevance to students.
Level 5 Innovating- Uses extensive knowledge of subject matter concepts, current issues, academic
language, and research to make relevant connections to standards during instruction and extend student
  learning.

Q.15)Applying knowledge of student development and pro ciencies to

ensure student understanding of subject matter
Level 1 Emerging- Has basic knowledge of student stages of development while becoming aware of
differences in students’ understanding of subject matter. Teaches subject-specific vocabulary following
  curriculum guidelines.
Level 2 Exploring- Expands knowledge of student development and implements learning activities in
single lessons or sequence of lessons that address students’ proficiencies and support understanding of
subject matter including related academic language. Provides explicit teaching of essential content
vocabulary and associated academic language in single lessons or sequence of lessons. Explains
academic language, formats, and vocabulary to support student access to subject matter when
  confusions are identified.
 Level 3 Applying- Uses knowledge of student development and proficiencies to adapt instruction
and meet students’ diverse learning needs. Ensures understanding of subject matter including
related academic language. Provides explicit teaching of essential vocabulary, idioms, key words
with multiple meanings, and academic language in ways that engage students in accessing
  subject matter text or learning activities. (Your Answer)
Level 4 Integrating- Integrates knowledge of individual student development to inform instructional
decisions to ensure student understanding of subject matter including related academic language.
Provides explicit teaching of specific academic language, text structure, grammatical, and stylistic
language features to ensure equitable access and subject matter understanding for the range of student
  language levels and abilities.
Level 5 Innovating- Draws upon comprehensive knowledge of students to guide all students to develop
proficiencies, understand subject matter including related academic language. Engages students at all
levels of vocabulary, academic language, and proficiency in self-directed goal setting, monitoring, and
improvement. Guides all students in using analysis strategies that provides equitable access and deep
  understanding of subject matter.

Q.16)Organizing curriculum  to facilitate student understanding of the

subject matter
Level 1 Emerging- Follows organization of curriculum as provided by site and district to support student
  understanding of subject matter.
Level 2 Exploring- Examines organization of curriculum and considers adjustments in single lessons or
  sequence of lessons to support understanding of subject matter.

Level 3 Applying- Uses knowledge of curriculum and student readiness to organize and adjust the
  curriculum to ensure student understanding. (Your Answer)
Level 4 Integrating- Integrates knowledge of curriculum and resources to organize and adjust instruction
  within and across subject matter to extend student understanding.
Level 5 Innovating- Draws upon extensive knowledge of curriculum and related resources to flexibly and
effectively organize and adjust instruction. Ensures student comprehension and facilitates student
  articulation about what they do and don’t understand.

Q.17)Utilizing instructional strategies that are appropriate to the

subject matter
  Level 1 Emerging- Uses instructional strategies that are provided in the curriculum.
Level 2 Exploring- Gathers and uses additional instructional strategies in single lessons or sequence of
  lessons to increase student understanding of academic language appropriate to subject matter.
Level 3 Applying- Selects and adapts a variety of instructional strategies to ensure student
understanding of academic language appropriate to subject matter and that address students’
  diverse learning needs. (Your Answer)
Level 4 Integrating- Integrates instructional strategies appropriate to subject matter to meet students’
diverse learning, to ensure student understanding of academic language, and guide students in
  understanding connections within and across subject matter.
Level 5 Innovating- Draws upon an extensive repertoire of instructional strategies to develop enthusiasm,
meta-cognitive abilities, and support and challenge the full range of students towards a deep knowledge
of subject matter.

Q.18)Using and adapting resources, technologies, and standards-

aligned instructional materials, including adopted materials,  to
make subject matter accessible to all students
 Level 3 Applying- Selects, adapts, and utilizes appropriate instructional materials, resources, and
technologies for concept and skill development in subject matter. Resources reflect the diversity
of the classroom and support differentiated learning of subject matter. Guides students to use
available print, electronic, and online subject matter resources based on individual needs.
  (Your Answer)
Level 4 Integrating- Integrates a wide range of adapted resources, technologies, and instructional
materials to meet identified student needs and make subject matter accessible to students. Assists
students with equitable access to materials, resources, and technologies. Seeks outside resources and
  support.

Level 5 Innovating- Engages students in identifying and adapting resources, technologies, and standards-
aligned instructional materials to extend student understanding and critical thinking about subject matter.
Ensures that students are able to obtain equitable access to a wide range of technologies, through
  ongoing links to outside resources and support.
Level 1 Emerging- Uses available instructional materials, resources, and technologies for specific lessons
  to make subject matter accessible to students. Identifies technological resources needed.
Level 2 Exploring- Explores additional instructional materials, resources, and technologies to make
subject matter accessible to students. Explores how to make technological resources available to all
  students.

Q.19)Addressing the needs of English Learners to provide equitable

access to the content 
Level 1 Emerging- Is aware of students’ primary language and English language proficiencies based on
  available assessment data. Provides adapted materials to help English Learners access content.
Level 2 Exploring- Seeks additional information describing elements of culture and language
proficiencies in listening, speaking, reading and writing. Uses multiple measures for assessing
English learners’ performance to identify gaps in English language development. Attempts to
  scaffold content using visuals, models, and graphic organizers. (Your Answer)
Level 3 Applying- Identifies English language proficiencies and English learner strengths in the study of
language and content. Differentiates instruction using one or more components of English language
development to support English learners. Creates and implements scaffolds to support standards-based
instruction using literacy strategies, SDAIE, and content level English language development in order for
  students to improve language proficiencies and understand content.
Level 4 Integrating- Integrates knowledge of English language development and English learner’s
strengths and assessed needs to differentiate English language and content instruction. Develops and
adapts instruction to provide a wide range of scaffolded supports for language and content for the range
  of English learners.

Level 5 Innovating- Engages English learners in assessment of their progress in English language
development and in meeting content standards. Supports students to establish and monitor language and
content goals. Is resourceful and flexible in the design, adjustment and elimination of scaffolds based on
  English learners’ proficiencies, knowledge and skills in content.

Q.20)Addressing the needs of students with special needs to provide

equitable access to the content  
Level 1 Emerging- Has an awareness of the full range of students identified with special needs students
through data provided by the school. Attends required meetings with resource personnel and families.
  Learns about referral processes for students with special needs.

Level 2 Exploring- Seeks additional information on the full range of students identified with
special needs to address challenges or supports in single lessons or sequence of lessons.
Cooperates with resource personnel, para-educators, and families during meetings and activities
in support of learning plans and goals. Seeks additional information on struggling learners and
  advanced learners to determine appropriateness for referral. (Your Answer)
Level 3 Applying- Utilizes information on the full range of students identified with special needs to assess
strengths and competencies to provide appropriate challenge and accommodations in instruction.
Communicates regularly with resource personnel, para-educators, and families to ensure that student
services are provided and progress is made in accessing appropriate content. Refers students as needed
in a timely and appropriate manner supported with documented data over time, including interventions
  tried previous to referral.
 Level 4 Integrating- Integrates accommodations, adaptations, and extensions to instruction for the full
range of students with special needs to ensure adequate support and challenge. Communicates and
collaborates with colleagues, support staff and families to ensure consistent instruction. Supports families
in positive engagement with the school. Initiates and monitors referral processes and follow-up meetings
to ensure that students receive support and/or extended learning that is integrated into the core
  curriculum.

Level 5 Innovating- Guides and supports the full range of students with special needs to actively engage
in the assessment, and monitor their own strengths, learning needs, and achievements in accessing
content. Communicates and collaborates with resource personnel, para-educators, families, leadership,
and students in creating a coordinated program to optimize success of the full range of students with
special needs. Takes leadership at the site/ district and collaborates with resource personnel to ensure the
  smooth and effective implementation of referral processes.

Q.21)Using knowledge of students’ academic readiness, language

pro ciency, cultural background, and individual development to
plan instruction
Level 1 Emerging- Plans daily lessons using available curriculum and information from district and
  state required assessments. Is aware of the impact of bias on learning.
Level 2 Exploring- Plans single lessons or sequence of lessons using additional assessment
information on student academic readiness, language, cultural background, and individual
development. Becomes aware of potential areas of bias and seeks to learn about culturally
  responsive pedagogy. (Your Answer)
Level 3 Applying- Plans differentiated instruction based on knowledge of students’ academic readiness,
academic language, diverse cultural backgrounds, and individual cognitive, social, emotional, and
physical development. Examines potential sources of bias and stereotyping when planning lessons. Uses
  culturally responsive pedagogy in planning.

Level 4 Integrating- Plans differentiated instruction which is based on broad knowledge of students while
matching resources and specific strategies to students’ diverse learning needs and cultural
backgrounds. Planning addresses bias, stereotyping, and assumptions about cultures and members of
  cultures.
Level 5 Innovating- Plans differentiated instruction that provides systematic opportunities for supporting
and extending student learning based on comprehensive information on students. Engages students in
  the analysis of bias, stereotyping, and assumptions.

Q.22)Establishing and articulating goals for student learning

Level 1 Emerging- Establishes learning goals for single lessons to students based on content standards
  and available curriculum guidelines.
Level 2 Exploring- Establishes and shares learning goals for skill development with students in single
  lessons and sequence of lessons based on standards and curriculum.

Level 3 Applying- Establishes and communicates clear learning goals to students that are
accessible, challenging, and differentiated to address students’ diverse learning needs. (Your
  Answer)
Level 4 Integrating- Establishes and articulates comprehensive short- and long-term learning goals for
  students. Plans for students to articulate and monitor learning goals.
Level 5 Innovating- Establishes and articulates learning goals that are communicated clearly, referred to
  frequently, and utilized by students to monitor and advance their learning.

Q.23)Developing and sequencing long term and short term

instructional plans to support student learning
  Level 1 Emerging- Uses available curriculum guidelines for daily, short and long-term plans.
Level 2 Exploring- Begins to plan curriculum units that include a series of connected lessons and are
  linked to long-term planning to support student learning.
Level 3 Applying- Establishes short- and long-term curriculum plans for subject
matter concepts and essential related academic language and formats that support student
  learning. (Your Answer)
 Level 4 Integrating- Refines sequence of long-term plans to reflect integration of curriculum guidelines,
  frameworks, and content standards with assessed instructional needs to ensure student learning.
Level 5 Innovating- Utilizes extensive knowledge of the curriculum, content standards, and assessed
learning needs to design cohesive and comprehensive long- and short-term instructional plans that
  ensure high levels of learning.

Q.24)Planning instruction that incorporates appropriate strategies to

meet the learning needs of all students 
Level 1 Emerging- Plans instruction that incorporates strategies suggested by curriculum guidelines. Is
  aware of student content, learning, and language needs through data provided by the site and district.

Level 2 Exploring- Selects strategies for single lessons or sequence of lessons that respond to students’
diverse learning needs. Seeks to learn about students’ diverse learning and language needs beyond basic
  data.
Level 3 Applying- Incorporates instructional strategies into ongoing planning address culturally
responsive pedagogy, and students’ diverse language, and learning needs. Considers strategies
to provide support and challenge for students. Uses assessments of students’ learning and
  language needs to inform planning differentiated instruction. (Your Answer)
Level 4 Integrating- Plans differentiated instruction using strategies to address learning styles and meet
students’ assessed language and learning needs. Incorporates appropriate support and challenge for
students. Integrates results from a broad range of assessments into planning to meet students’ diverse
  learning and language needs.
Level 5 Innovating- Plans instruction incorporating a repertoire of strategies to specifically meet students’
diverse language and learning needs and styles to advance learning for all. Facilitates opportunities for
students to reflect on their learning and the impact of instructional strategies to meet their learning and
  language needs.

Q.25)Adapting instructional plans and curricular materials to meet the

assessed learning needs of all students
  Level 1 Emerging- Implements lessons and uses materials from curriculum provided.
Level 2 Exploring- Begins to adapt plans and materials in single lessons or sequence of lessons to
  address students’ learning needs.
Level 3 Applying- Makes adjustments and adaptations to differentiate instructional plans. Uses
culturally responsive pedagogy and additional materials to support students’ diverse learning
  needs. (Your Answer)
Level 4 Integrating- Makes ongoing adjustments to instructional plans and uses a variety of materials as
  the instructional need arises to support student learning.

Level 5 Innovating- Anticipates and plans for a wide range of adaptations to lessons based on in depth
analysis of individual student needs. Engages with students to identify types of adjustments in instruction
  that best meet their learning needs.

Q.26)Applying knowledge of the purposes,  characteristics, and uses of

different types of assessments
Level 1 Emerging- Is aware of the purposes and characteristics of formative and summative
  assessments.
Level 2 Exploring- Explores the use of different types of pre-assessment, formative and summative
assessments. Begins to identify specific characteristics of assessments that yield different types of
  information about student preparedness, progress, and proficiency.
Level 3 Applying- Decides on the purpose for assessment and skills to be assessed to select
appropriately matched pre-, formative, and summative assessments. Selects assessments based
on a clear understanding of the purposes and characteristics of assessments to support student
  learning. (Your Answer)
Level 4 Integrating- Develops and adapts the range of appropriate assessments to address questions
about students’ learning needs and progress. Integrates a variety of characteristics into assessments to
  allow students with a range of learning needs to demonstrate what they know.
 Level 5 Innovating- Demonstrates purposeful use of a wide range of assessments to support
differentiated student learning needs and reflect progress. Draws flexibly from a repertoire of appropriate
  assessment options and characteristics to maximize student demonstration of knowledge.

Q.27)Collecting and analyzing assessment data from a variety of

sources to inform instruction
Level 1 Emerging- Uses data from required assessments to assess student learning. Follows required
  processes for data analysis and draws conclusions about student learning.
Level 2 Exploring- Explores collecting additional data using supplemental assessments. Makes
  adjustments in planning for single lessons or sequence of lessons based on analysis of assessment data.
Level 3 Applying- Collects a variety of formal and informal assessment data on student learning.
Uses analysis of a variety of data to inform planning and differentiation of instruction. (Your
  Answer)
Level 4 Integrating- Designs and integrates an assessment plan that provides formal and informal
assessment data on student learning. Uses data analysis of a broad range of assessments to provide
  comprehensive information to guide planning and differentiation of instruction.
Level 5 Innovating- Infuses assessments strategically and systematically throughout instruction to collect
ongoing assessment data appropriate for the range of learning needs. Uses results of ongoing data
  analysis to plan and differentiate instruction for maximum academic success.

Q.28)Reviewing data, both individually and with colleagues, to monitor

student learning
Level 1 Emerging- Reviews and monitors available assessment data as required by site and district
  processes.

Level 2 Exploring- Reviews and monitors additional assessment data individually and with colleagues and
  identifies learning needs of individual students.
Level 3 Applying- Reviews and monitors a variety of data on student learning individually and
  with colleagues to identify trends and patterns among groups of students. (Your Answer)
Level 4 Integrating- Reviews and monitors a broad range of data individually and with colleagues to
  analyze student thinking and identify underlying causes for trends.

Level 5 Innovating- Facilitates collaborative work and fosters colleagues ability to identify and address
  underlying causes for achievement patterns and trends.

Q.29)Using assessment data to establish learning goals and to plan,

differentiate, and modify instruction
Level 1 Emerging- Uses data from assessments provided by site and district to set learning goals for the
  class. Plans instruction using available curriculum guidelines.
Level 2 Exploring- Uses data from available assessments to establish content based learning goals for
class and individual students in single lessons or sequence of lessons. Plans adjustments in instruction to
  address learning needs of individual students.
Level 3 Applying- Uses a variety of assessment data to set student learning goals for content and
academic language. Plans differentiated lessons and modifications to instruction to meet
  students’ diverse learning needs. (Your Answer)
Level 4 Integrating- Integrates a broad range of data to set learning goals for content and academic
language across content standards. Plans differentiated instruction targeted to meet individual and group
learning needs. Modifies lessons during instruction based on informal assessments.

 
Level 5 Innovating- Reflects on data continuously to make ongoing refinements to learning goals for
content and academic language for the full range of students. Uses data systematically to refine planning,
differentiate instruction, and make ongoing adjustments to match the evolving learning needs of
  individuals and groups.
Q.30)Involving all students in self-assessment, goal setting, and
monitoring progress
Level 1 Emerging- Informs students about lesson objectives, outcomes, and summative assessment
results. Recognizes the need for individual learning goals. Monitors progress using available tools for
  recording.
Level 2 Exploring- Begins to encourage students to establish learning goals through single
lessons or sequence of lessons that include goal setting exercises. Provides students with
opportunities in single lessons or sequence of lessons to monitor their own progress toward
  class or individual goals. (Your Answer)
Level 3 Applying- Models and scaffolds student self-assessment and goal setting processes for learning
content and academic language development. Guides students to monitor and reflect on progress on a
  regular basis.

Level 4 Integrating- Implements structures for students to self assess and set learning goals related to
content, academic language and individual skills. Integrates student self assessment, goal setting, and
  monitoring progress across the curriculum.
Level 5 Innovating- Provides systematic opportunities for student self-assessment, goal setting, and
monitoring progress. Develops students’ meta-cognitive skills for analyzing progress and refining goals
  towards high levels of academic achievement.

Q.31)Using available technologies to assist in assessment, analysis,

and communication of student learning
Level 1 Emerging- Uses available technology to record assessments, determine proficiency levels, and
  make required communications about student learning.
Level 2 Exploring- Explores use of additional technologies to implement individual assessments, record
  results, and communicate with administration, colleagues, and families about student learning.
Level 3 Applying- Uses technology to design and implement assessments, record and analyze
results, and communicate about student learning with administration, colleagues, families, and
students. Ensures that communications are received by those who lack access to technology.
  (Your Answer)
Level 4 Integrating- Integrates a variety of technologies into the development, implementation, analysis of
  assessments, and communication of student learning to all audiences.
Level 5 Innovating- Uses a wide range of technologies to design, implement, and analyze assessments
  and provides for in depth and ongoing communication regarding student learning for all audiences.

Q.32)Using assessment information to share timely and

comprehensible feedback with students and their families
Level 1 Emerging- Provides students with feedback through assessed work and required summative
assessments. Notifies families of student proficiencies, challenges, and behavior issues through school
  mandated procedures.
Level 2 Exploring- Provides students with additional feedback based on formative assessments from
single lessons or sequence of lessons. Seeks to provide feedback in ways that students understand.
Communicates with families about student progress, strengths, and needs at reporting periods. Contacts
  families as needs arise regarding struggling students or behavior issues.

Level 3 Applying- Provides students with clear and timely information about strengths, needs, and
strategies for improving academic achievement. Provides opportunities for comprehensible and
timely two-way communications with families to share student assessments, progress, raise
  issues and/or concerns, and guide family support. (Your Answer)
Level 4 Integrating- Integrates the ongoing sharing of clear and timely feedback to students from formal
and informal assessments in ways that support increased learning. Communicates regularly with
families to share a range of assessment information that is comprehensible and responsive to individual
  student and family needs.
Level 5 Innovating- Facilitates students’ leadership in seeking and using ongoing comprehensible
feedback to accelerate their learning. Engages families in a variety of ongoing comprehensible
  communications about individual student progress and ways to provide and monitor support.
Q.33)Re ecting on teaching practice in support of student learning
Level 1 Emerging- Is aware of the need to reflect on teaching practice to support student
  learning. Reflects individually or with colleagues on immediate student learning needs.

Level 2 Exploring- Begins to engage in reflection on teaching practice individually and with colleagues that
  is focused on methods to support the full range of learners.
Level 3 Applying- Engages in reflection individually and with colleagues on the relationship between
  making adjustments in teaching practice and impact on the full range of learners.
Level 4 Integrating- Reflects individually and with colleagues on refinements in teaching practice
and connections among the elements of the CSTP to positively impact the full range of learners.
  (Your Answer)
Level 5 Innovating- Maintains ongoing reflective practice and action research in supporting student
learning and raising the level of academic achievement. Engages in and fosters reflection among
  colleagues for school wide impact on student learning.

Q.34)Establishing professional goals and engaging in continuous

and purposeful professional growth and development
Level 1 Emerging- Develops goals connected to the CSTP through required processes and local
  protocols. Attends required professional development.
Level 2 Exploring- Sets goals connected to the CSTP that take into account self-assessment of
teaching practice. Expands knowledge and skills individually and with colleagues through
  available professional development. (Your Answer)
Level 3 Applying- Sets goals connected to the CSTP that are authentic, challenging, and based on self-
assessment. Aligns personal goals with school and district goals, and focuses on improving student
learning. Selects and engages in professional development based on needs identified in professional
  goals.
Level 4 Integrating- Sets and modifies authentic goals connected to the CSTP that are intellectually
challenging and based on self-assessment and feedback from a variety of sources. Engages in and
contributes to professional development targeted on student achievement. Pursues a variety of additional
  opportunities to learn professionally.

Level 5 Innovating- Sets and modifies a broad range of professional goals connected to the CSTP to
improve instructional practice and impact student learning within and beyond the classroom. Engages in
ongoing inquiry into teacher practice for professional development. Contributes to professional
  organizations, and development opportunities to extend own teaching practice.

Q.35)Collaborating with colleagues  and the broader professional

community to support teacher and student learning
Level 1 Emerging- Attends staff, grade level, department, and other required meetings and
  collaborations. Identifies student and teacher resources at the school and district level.
Level 2 Exploring- Consults with colleagues to consider how best to support teacher and student learning.
  Begins to identify how to access student and teacher resources in the broader professional community.
Level 3 Applying- Collaborates with colleagues to improve student learning and reflect on
teaching practice at the classroom level. Interacts with members of the broader professional
community to access resources that support teacher effectiveness and student learning.
  (Your Answer)
Level 4 Integrating- Collaborates with colleagues to expand impact on teacher and student learning within
grade or department and school and district levels. Engages with members of the broader professional
  community to access resources and a wide range of supports for teaching the full range of learners.
Level 5 Innovating- Facilitates collaboration with colleagues. Works to ensure the broadest positive impact
possible on instructional practice and student achievement at school and district levels and for the
profession. Initiates and develops professional learning opportunities with the broader professional
  community focused on student achievement.

Q.36)Working with families to support student learning

Level 1 Emerging- Is aware of the role of the family in student learning and the need for interactions with
  families.
 Level 2 Exploring- Acknowledges the importance of the family’s role in student learning. Seeks
information about cultural norms of families represented in the school. Welcomes family
  involvement at classroom/ school events. (Your Answer)
Level 3 Applying- Supports families to contribute to the classroom and school. Adjusts communications to
  families based on awareness of cultural norms and wide range of experiences with schools.
Level 4 Integrating- Provides opportunities and support for families to actively participate in the classroom
and school. Communicates to families in ways which show understanding of and respect for cultural
  norms.
Level 5 Innovating- Structures a wide range of opportunities for families to contribute to the classroom and
school community. Supports a school/ district environment in which families take leadership to improve
  student learning.

Q.37)Engaging local communities in support of the instructional

program
Level 1 Emerging- Develops awareness about local neighborhoods and communities surrounding the
  school. Uses available neighborhood and community resources in single lessons.
Level 2 Exploring- Seeks available neighborhood and community resources. Includes references
  or connections to communities in single lessons or sequence of lessons. (Your Answer)
Level 3 Applying- Uses a variety of neighborhood and community resources to support the curriculum.
  Includes knowledge of communities when designing and implementing instruction.
Level 4 Integrating- Utilizes a broad range of neighborhood and community resources to support the
instructional program, students, families. Draws from understanding of community to improve and enrich
  the instructional program.
Level 5 Innovating- Collaborates with community members to increase instructional and learning
opportunities for students. Engages students in leadership and service in the community. Incorporates
  community members into the school learning community.

Q.38)Managing professional responsibilities to maintain motivation

and commitment to all students
Level 1 Emerging- Develops an understanding of professional responsibilities. Seeks to meet required
  commitments to students.
Level 2 Exploring- Maintains professional responsibilities in timely ways and seeks support as needed.
  Demonstrates commitment by exploring ways to address individual student needs.
Level 3 Applying- Anticipates professional responsibilities and manages time and effort required
to meet expectations. Pursues ways to support students’ diverse learning needs and maintains
  belief in students’ capacity for achievement. (Your Answer)
Level 4 Integrating- Integrates the full range of professional responsibilities into advanced planning and
prepares for situations that may be challenging. Maintains continual efforts to seek, develop, and refine
  new and creative methods to ensure individual student learning.
Level 5 Innovating- Models professionalism and supports colleagues in meeting and exceeding
professional responsibilities effectively. Supports colleagues to maintain the motivation, resiliency, and
  energy to ensure that all students achieve.

Q.39)Demonstrating professional responsibility, integrity, and ethical

conduct (note: the statements below are the same for Emerging-
Exploring-Applying and Integrating-Innovating. Consider the
degree to which these statements apply when selecting your
response for this element.)
Level 1 Emerging- Follows all state education codes, legal requirements, district and site policies,
  contractual agreements, and ethical responsibilities.
  Level 2 Exploring- Follows all state education codes, legal requirements, district and site policies,
contractual agreements, and ethical responsibilities.
 Level 3 Applying- Follows all state education codes, legal requirements, district and site policies,
  contractual agreements, and ethical responsibilities. (Your Answer)
Level 4 Integrating- Maintains a high standard of personal integrity and commitment to student learning
and the profession in all circumstances. Contributes to building professional community and holding
peers accountable to norms of respectful treatment and communication. Contributes to fostering a school
  culture with a high degree of resilience, professional integrity, and ethical conduct.
Level 5 Innovating- Maintains a high standard of personal integrity and commitment to student learning
and the profession in all circumstances. Contributes to building professional community and holding
peers accountable to norms of respectful treatment and communication. Contributes to fostering a school
  culture with a high degree of resilience, professional integrity, and ethical conduct.