CSTP Growth and Development
CSTP Initial Assessment
Glows:
Understanding and Organizing Subject Matter (CSTP 3):
This was one of the larger areas for improvement I had. I was still becoming familiar with how to connect academic standards to instruction in meaningful ways. I hadn’t yet developed a strong system for organizing curriculum to help students truly understand the content, and I was still exploring how to adjust my teaching to meet the needs of English learners and students with special needs. I realized that I needed to be more intentional about using a variety of strategies and resources to make learning accessible and engaging for all students.
CSTP Initial Assessment
Grows:
Engaging and Supporting All Students in Learning (CSTP 1):
From the beginning, I showed strength in building relationships with students and using what I knew about them to support their learning. I made an effort to connect instruction to students’ interests, prior knowledge, and real-life experiences. Even early on, I was thoughtful about using different strategies and technologies to meet diverse learning needs and keep students actively engaged in their learning.
CSTP Post Assessment
Glows:
Engaging and Supporting All Students in Learning (CSTP 1):
By the time of my post-assessment, this had become one of my greatest strengths. I consistently used data from multiple sources to guide my instruction and adjust in real time to meet student needs. I made meaningful connections between the content and students’ lives, and I implemented a variety of strategies and technologies to support engagement, critical thinking, and problem solving across all learning levels.
CSTP Post Assessment
Grows:
Understanding and Organizing Subject Matter for Student Learning (CSTP 3):
Although I made progress in this area, it remained my lowest overall standard by the time of the post-assessment. I was still working on deepening my subject-matter knowledge and applying a broader range of instructional strategies to make content more accessible. Supporting English learners and students with special needs in mastering complex content continued to be a growth area, especially in terms of adapting resources and connecting concepts across the curriculum.
Creating and Maintaining Effective Environments for Student Learning (CSTP 2):
One of my early strengths was creating a safe and respectful classroom environment where students felt comfortable sharing and participating. I established clear expectations, encouraged positive behavior, and maintained routines that helped students focus. I also showed an awareness of how to support social development and build a sense of community among my students.
Planning Instruction and Designing Learning Experiences (CSTP 4):
I entered the year with a solid foundation in instructional planning. I worked to align my lessons with student needs and learning goals, and I was already thinking about how to differentiate for different levels of readiness. I made an effort to organize learning experiences that were purposeful, goal-oriented, and accessible to the wide range of learners in my classroom.
Assessing Students for Learning (CSTP 5):
Initially, I relied heavily on required assessments but wasn’t yet confident in how to use different types of data to guide my instruction. I saw that I needed to get better at analyzing both formal and informal assessment results, setting learning goals based on that data, and involving students more actively in monitoring their progress. I also recognized that I needed to provide more consistent and timely feedback, not just to students but also to their families, in a way that was clear and supportive.
Developing as a Professional Educator (CSTP 6):
While I am committed to learning and doing my best, I knew I needed to become more reflective in my practice and more proactive in setting meaningful professional goals. I wanted to strengthen my collaboration with colleagues, build stronger connections with families, and explore ways to engage with the wider school community. I also knew that managing my responsibilities and staying motivated would be essential for supporting every student in my classroom.
Planning Instruction and Designing Learning Experiences (CSTP 4):
My ability to plan intentionally and effectively improved significantly. I created lessons that were differentiated and aligned with both content standards and students’ individual learning profiles. I also developed long- and short-term plans with clear goals, integrated culturally responsive strategies, and made real-time adjustments to support growth for every student.
Creating and Maintaining Effective Environments for Student Learning (CSTP 2):
I strengthened my classroom environment by maintaining high expectations paired with strong emotional and academic support. I supported students in developing responsibility for their behavior and helped build a classroom community rooted in respect and collaboration. My routines and structures promoted safety, inclusion, and student voice, allowing all learners to thrive.
Assessing Students for Learning (CSTP 5):
While I became more confident using assessments throughout the year, I saw room to improve how I involve students in goal setting and reflection. I want to refine my ability to differentiate instruction based on data and ensure that feedback is not only timely but also actionable for students and families. Strengthening my use of assessments as a learning tool—not just an evaluation—remains a priority moving forward.
Developing as a Professional Educator (CSTP 6):
This area showed steady development, but I know I can grow further by deepening my collaboration with colleagues and engaging more fully with families and the broader community. I also want to build stronger systems for managing professional responsibilities in a way that supports both my well-being and my long-term commitment to students. Continuing to reflect with purpose and set challenging professional goals will help me grow in this domain.
Goal 1: Improve Pacing and Time Management
Status: Not Yet Met
Despite some small improvements in time management, I continued to struggle with pacing throughout the year. I often found myself talking too much during lessons, which limited the time students had to fully engage with the material. While I implemented some strategies, like using timers and setting objectives, I still need to improve at designing lessons that fit within the class period and allow time for reflection and closure.
Goal 3: Foster a Positive and Collaborative Classroom Culture
Status: Met
This was a major strength throughout the year. I created a classroom environment where students felt respected and encouraged to participate. My CSTP 2 results reflect high standards for behavior, emotional safety, and positive interactions. Through SEL activities and intentional community building, I saw students take more ownership of their learning and relationships.
Goal 2: Enhance Organization and Instructional Clarity
Status: Partially Met
I made some progress with instructional clarity, especially in how I delivered directions and clarified expectations for students. However, I faced consistent organizational challenges—particularly with managing materials and keeping my folders in order. These issues sometimes disrupted transitions and impacted the overall flow of lessons. Improving my physical and digital organization will continue to be a focus area moving forward.
Goal 4: Implement Data-Driven Instruction to Support Mastery Learning
Status: Partially Met
I developed a stronger understanding of how to use assessment data to guide instruction and adjust lessons. I consistently collected and analyzed data, and I began using it to differentiate support. However, I’m still working on helping students become more active participants in their progress—particularly through self-assessment, goal setting, and reflection. Building student agency in this area remains a goal.
Goal 5: Incorporate Project-Based Learning to Enhance Engagement and Critical Thinking
Status: Met
I successfully integrated project-based learning into multiple subjects, including the superhero culture comic project in English and the Minecraft city-state simulation in History. These experiences increased student engagement and encouraged critical thinking, collaboration, and creativity. My CSTP results in critical thinking, real-life connections, and planning show that these projects were not only engaging but also academically meaningful.