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 and Maintains ongoing
reflect on teaching reflection on teaching individually and with with colleagues on reflective practice and
practice to support practice individually and colleagues on the refinements in teaching action research in
student learning. Reflects with colleagues that is relationship between practice and connections supporting student
individually or with focused on methods to making adjustments in among the elements of learning and raising the
colleagues on immediate support the full range of teaching practice and the CSTP to positively level of academic
student learning needs. learners. impact on the full range impact the full range of achievement.
of learners. learners.
Engages in and fosters
reflection among
colleagues for school
wide impact on student
learning.
I’ve begun writing My school requires On November 30 I was
reflections in response to teachers to compile a again observed by the
conversations with portfolio representing school’s Deputy Director,
colleagues and my own themselves, their work, who is its highest
6.1 Reflecting on observations about the and their teaching academic official and a
teaching practice in success of lessons, philosophy, including U.S. credentialed teacher
support of student strategies, activities, and samples of lesson plans and administrator. Part
learning materials. The teacher and student work. An of the post-observation
portfolio I will compile in expected component of conference and
my second year at the this is a series of debriefing was writing a
school will be expected to reflections on our reflection on the
show evidence of regular experiences as with observed lesson and my
reflection on my own students at the school, overall progress at the
teaching, so I am trying to with an emphasis on school since I began,
develop the habit early. refining and improving which I submitted to the
This is still something I’m our teaching practice. I Deputy Director and will
striving to make feel like have begun to record my eventually include in a
an organic and natural thoughts regularly, portfolio of teaching
part of my teaching. keeping notes for myself practice I am preparing
on why strategies and for the school.
9/30/2019 ideas worked or didn’t,
and incorporating them November 2020
within my online
portfolio.

5/8/2020
CSTP 6: Developing as a Professional Educator
Develops goals connected Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a broad
to the CSTP through the CSTP that take into the CSTP that are authentic goals range of professional
required processes and account self-assessment authentic, challenging, connected to the CSTP goals connected to the
local protocols. of teaching practice. and based on self- that are intellectually CSTP to improve
assessment. challenging and based on instructional practice and
Attends required Expands knowledge and self-assessment and impact student learning
professional skills individually and Aligns personal goals feedback from a variety within and beyond the
development. with colleagues through with school and district of sources. classroom.
available professional goals, and focuses on
development. improving student Engages in and Engages in ongoing
learning. contributes to inquiry into teacher
professional practice for professional
Selects and engages in development targeted on development.
professional student achievement.
development based on Pursues a variety of Contributes to
needs identified in additional opportunities professional
6.2 Establishing professional goals. to learn professionally. organizations, and
professional goals development
and engaging in opportunities to extend
own teaching practice.
continuous and
If it were possible to place My current school I continue to attend
purposeful myself halfway between emphasizes setting monthly professional
professional growth emerging and exploring, I professional goals and development sessions
and development would do so. My school pursuing professional given by fellow staff at
has monthly professional development as a means my school. After the most
development days, in to help achieve them. recent daylong series of
which students do not There are monthly seminars, I came away
attend and teachers professional with concrete new ideas,
spend the day in seminars development days including a new warmup
and team meetings. I have devoted entirely to PD activity that I have since
found these so far very seminars given by staff begun to incorporate in
rewarding and helpful, (students have the day my rotation of bell
particularly in classroom off). The seminars are ringers: "Have you ever...
management and learning given by teachers who ?" Students write three
about my students’ have taken continuing "Have you ever... ?"
cultural backgrounds. education courses or questions related to
Additionally, once I pass attended events or minor rule-bending or
my probation I will be seminars off-campus, and socially questionable
eligible for received reimbursement behavior (EX: "Have you
reimbursement up to from the school (every ever lied to a teacher?")
$1000 annually towards teacher is eligible for They then divide into
CSTP 6: Developing as a Professional Educator
professional development $1000 USD annual groups of 5-6, and each
coursework. reimbursement for PD group stands in a circle
and continuing with one person at the
9/30/2019 education). I have been center; each person's
approved for place is marked on the
reimbursement for part floor with tape. The
of my tuition for FOTIP, person in the center
and by doing so have reads one of their
tacitly agreed to hold a questions, and for those
seminar for colleagues whose answer is yes, they
next academic year, must leave their place in
sharing what I have the circle and find
learned during the another at least two
teacher induction spaces away from their
process. original spot; the person
who read the question
5/8/2020 also tries to find a spot in
the circle away from the
center. Not unlike
musical chairs, the one
person who cannot find a
spot in the circle must go
to the center and read
one of their questions.

November 2020
Attends staff, grade level, Consults with colleagues Collaborates with Collaborates with Facilitates collaboration
department, and other to consider how best to colleagues to improve colleagues to expand with colleagues.
required meetings and support teacher and student learning and impact on teacher and
6.3 Collaborating collaborations. student learning. reflect on teaching student learning within Works to ensure the
with colleagues and practice at the classroom grade or department and broadest positive impact
the broader Identifies student and Begins to identify how to level. school and district levels. possible on instructional
teacher resources at the access student and practice and student
professional school and district level. teacher resources in the Interacts with members Engages with members of achievement at school
community to broader professional of the broader the broader professional and district levels and for
support teacher and community. professional community community to access the profession.
student learning to access resources that resources and a wide
support teacher range of supports for Initiates and develops
effectiveness and teaching the full range of professional learning
student learning learners. opportunities with the
broader professional
CSTP 6: Developing as a Professional Educator
community focused on
student achievement.
I feel as though I’m We are encouraged, and I collaborate every
somewhere between at the moment during Wednesday with my
emerging and exploring online teaching almost grade level ELA
in this area, too, but in required, to collaborate colleagues, sharing
this case closer to the with colleagues on activities and resources.
latter. I consult with strategy and Additionally, school
colleagues daily in the implementation of online policy is that we maintain
departmental office, lessons, particularly "horizontal alignment"
which is arranged related to technology. across grade levels,
bullpen-style and Daily I communicate with which means
facilitates talking with colleagues within my collaborating on
co-workers, as well as grade level, in the English summative assessments
online. We also trade tips, department as a whole, and rubrics for each
links, and other and among the school learning unit (two per
resources that may be staff at large across semester); every section
potentially useful to one subject fields (there are within a grade level (12
another in a dedicated sections total, 24-26
department-specific LINE school-sanctioned LINE students per section)
messaging group that I groups for each of these must administer the
monitor throughout each circles). Most of this is on same summative
day. how to integrate and assessment and rubric.
maximize resources on The attached files are
9/30/2019 Google Classroom and evidence of this
within the G-Suite of collaboration; I wrote the
online learning and initial draft of the
communication tools. assessment itself, and it
was at my suggestion
Additionally, we share that the rubric was
and among ourselves and condensed to four
receive notifications categories from last
regularly from admin year's five.
about relevant webinars
devoted to improving November 2020
online teaching practice.
Most of these are free.

5/8/2020
CSTP 6: Developing as a Professional Educator
6.4 Working with Is aware of the role of the Acknowledges the Supports families to Provides opportunities Structures a wide range
families to support family in student learning importance of the contribute to the and support for families of opportunities for
and the need for family’s role in student classroom and school. to actively participate in families to contribute to
student learning interactions with families. learning. Seeks Adjusts communication the classroom and school. the classroom and school
information about to families based on community. Supports a
cultural norms of families awareness of cultural Communicates to families school/district
represented in the norms and wide range of in ways which show environment in which
school. Welcomes family experiences with schools. understanding of and families take leadership
involvement at respect for cultural to improve student
classroom/ school norms. learning.
events.

For reasons related to I made progress in this This year, I took it upon
language, culture, and area with one class myself to be more
school policy, I don’t section in which several proactive in reaching out
communicate with students have left the to parents, using the
students’ families school at various points opportunity of the
directly. If/when I in the middle of a school's annual
identify an issue that semester. They did this - Parent-Teacher
affects a student’s essentially dropping out - Conference Day (PTC).
learning or welfare and is because they have chosen PTC allows parents to
potentially connected to to pursue a GED in lieu of request meetings with
their family (attendance, completing grade 11 and their children's teachers,
discipline, physical attending grade 12 at the and teachers may also
readiness to learn, secondary level; 4-year request meetings with
timeliness in completing degree-conferring Thai parents; all meetings take
assignments), I notify the universities accept GEDs place at school, in the
office of student services, for admission and allow students' classrooms.
who then take action as students who do so to Last year, I only asked to
they deem appropriate, enroll early. I did not meet with parents of
which may include know any of this until I students who were of
reaching out to the engaged with Student special concern because
student’s parents. Services and discovered of low performance or
that this is a fairly poor attitude; this year, I
I seek information about common occurrence. requested meetings with
the cultural norms of my Though the practice more parents,
students’ families by strikes me as counter to representing not only
engaging individual students’ well being and at-risk students, but also
students in informal development, it is an high achievers and
conversations before or students notable for their
CSTP 6: Developing as a Professional Educator
after class, and I have accepted cultural norm effort and/or good
learned a great deal this here. attitude towards
way. the result has been learning. One challenge I
adjustments to my style 5/8/2020 set for myself was to
in the classroom and to focus on the positive
my expectations of what when discussing students
US colloquialisms the who have been having
students may or may not issues, using the
understand. conversations as a way
forward to a solution,
9/30/2019 rather than as a warning
or admonishment.

November 2020
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 to
neighborhoods and community resources. community resources to community resources to increase instructional
communities surrounding support the curriculum. support the instructional and learning
the school. Includes references or program, students, and opportunities for
connections to Includes knowledge of families. students.
Uses available communities in single communities when
neighborhood and lessons or sequence of designing and Draws from Engages students in
6.5 Engaging local community resources in lessons. implementing instruction understanding of leadership and service in
communities in single lessons. community to improve the community.
and enrich the Incorporates community
support of the This is an area I have not instructional program. members into the school
instructional had adequate opportunity learning community.
program to address. Part of this
has been due to the
COVID-19 pandemic and
quarantine, which has
been enforced in Thailand
strictly and thoroughly.
Also, there is a significant
language barrier.

5/8/2020
CSTP 6: Developing as a Professional Educator
As a foreigner new to the In the process of getting
culture here, my ability in to know my students, I
this area is limited; have adjusted some of
however, I am seeking to my policies to reflect the
expand it as much as the needs of the school
boundaries of my job community. One example
allow. A field trip I am of this is a more relaxed
helping supervise later tardy policy for period 1
this month to an classes, reflecting that
immigration detention traffic in the Bangkok
center in Bangkok is one metro area is often heavy
way I’m doing this, and I and it is sometimes
have notified colleagues beyond students’ control
and admin that I am when they are late in the
looking for similar kinds morning.
of opportunities going
forward. November 2020

9/30/2019

Develops an Maintains professional Anticipates professional Integrates the full range Models professionalism
understanding of responsibilities in timely responsibilities and of professional and supports colleagues
6.6 Managing professional ways and seeks support manages time and effort responsibilities into in meeting and exceeding
professional responsibilities. as needed. required to meet advanced planning and professional
responsibilities to expectations. prepares for situations Responsibilities
Seeks to meet required Demonstrates that may be challenging. effectively.
maintain commitments to students. commitment by Pursues ways to support
motivation and exploring ways to students’ diverse Maintains continual Supports colleagues to
commitment to all address individual learning needs and effort to seek, develop, maintain the motivation,
students student needs. maintains belief in and refine new and resiliency, and energy to
students’ capacity for creative methods to ensure that all students
achievement. ensure individual student achieve.
learning.
CSTP 6: Developing as a Professional Educator
Based on the possible I have continued meeting
evidence examples for during period 8 with a
this standard, one way student I had last year,
that I do this is by whose academic
maintaining myself performance is high but
physically and regulating needs emotional support
my diet and habits in for her confidence. These
order to be at my best meetings take place when
physically and mentally I would normally catch
in the classroom. I up on marking
exercise rigorously every assignments;
day and avoid alcohol nevertheless, the effect
during the week; as a this time has had on her
result, my sleep has has made it well worth it.
improved dramatically
and I feel noticeably Additionally, I have
more energetic in the continued my regular
mornings. I am also exercise regimen, which
taking pains to maintain has resulted in my losing
my reading habit, even if about 10 lbs. since I
for only a few minutes a arrived in August 2019. I
day, both because I enjoy also now abstain from
it and I find that it has alcohol on weeknights,
relevance to my teaching which has had a notable
(I am, after all, trying to effect on my energy level
get my students excited in the classroom,
about reading and particularly in the
language; I see it as morning, and overall
practicing what I preach). feeling of wellness.

9/30/2019 November 2020

I make myself available

to students as much as
possible, and answer
questions and address
concerns as soon as they
are communicated to me.
Part of this strategy is
monitoring Google
Classroom and my school
CSTP 6: Developing as a Professional Educator
email throughout each
day and evening, as this
is how students are
authorized to reach out
to me; generally, I reply
no later than a few
minutes after I receive a
message or notification,
whether I am at school or
at home. This
responsiveness is
designed to demonstrate
my commitment and
encourage them to
contact me with
confidence that their
questions will be
answered, concerns
heard, and disputes
resolved fairly.

5/8/2020
CSTP 6: Developing as a Professional Educator
Follows all state education codes, legal requirements, district and site policies, Maintains a high standard of personal integrity and
contractual agreements, and ethical responsibilities.* commitment to student learning and the profession in
all circumstances.
* As follows:
● Take responsibility for student academic learning outcomes. Contributes to building professional community and
● Is aware of own personal values and biases and recognizes ways in which these holding peers accountable to norms of respectful
values and biases affect the teaching and learning of students. 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 high
● Reports suspected cases of child abuse and/or neglect as outlined in the degree of resilience, professional integrity, and ethical
California Abuse and Neglect Reporting Act. conduct.
● Maintains a non-hostile classroom environment and carries out laws and district
guidelines for reporting cases of sexual harassment.
● Understands and implements school and district policies and state and federal
law in responding to inappropriate or violent student behavior.
● Complies with legal and professional obligations to protect the privacy, health,
and safety of students, families, and other school professionals.
6.7 Demonstrating ● Models appropriate behavior for students, colleagues, and the profession.
professional ● Acts in accordance with ethical considerations for students.
● Maintains professional conduct and integrity in the classroom and school
responsibility, community.
integrity, and Though my school is Thai, it implements the California Common Core, and
ethical conduct expectations in this area are in line with those of California public schools. In my
conduct, demeanor, hygiene, and other areas, I am aware of the potential
impression I am making on students and colleagues and strive to ensure that it is
positive. Cultural norms and expectations come into play for me in this area; there
are specific behaviors that in Thai culture are taboo, such as raising one’s voice or
visibly showing anger and/or aggression, and these are not always 100%
compatible with effective classroom management. When I do feel the need to raise
my voice, I do it in a way that lets the students know that I am not angry or upset
with them; I am simply communicating in a way that ensures that they understand
me, and suggests that if they lower their own voices I will be able to lower mine.

9/30/2019

I believe that my professional conduct thus far has been in accordance with the
above code and responsibilities. I have been affirmed in this in meetings with both
the school’s head of academics and instructional coach, who have expressed
satisfaction with my behavior and performance.

5/8/2020
CSTP 6: Developing as a Professional Educator

On November 30, 2020, I had my third observation with the Deputy Director of the
school, who is the head of academics. This process included a pre-meeting in
which we discussed what areas in which I was looking to improve and/or seeking
input; an observation of a lesson; and a post-meeting debrief in which we
discussed the lesson and I received feedback and suggestions. There were no
issues raised with my professional or ethical conduct; I continue to adhere to
expectations for behavior and performance.

November 2020