The document summarizes a teacher's progress over time in creating and maintaining an effective environment for student learning based on the California Standards for the Teaching Profession (CSTP). The teacher has progressed from:
1) Modeling expectations for fair and respectful behavior to support social development.
2) Reinforcing positive, responsible, and respectful student interactions and assisting students to resolve conflicts.
3) Developing shared responsibility with students for resolving conflict and creating a caring classroom community where students demonstrate efforts to be positive, accepting, and respectful of differences.
The document summarizes a teacher's progress over time in creating and maintaining an effective environment for student learning based on the California Standards for the Teaching Profession (CSTP). The teacher has progressed from:
1) Modeling expectations for fair and respectful behavior to support social development.
2) Reinforcing positive, responsible, and respectful student interactions and assisting students to resolve conflicts.
3) Developing shared responsibility with students for resolving conflict and creating a caring classroom community where students demonstrate efforts to be positive, accepting, and respectful of differences.
The document summarizes a teacher's progress over time in creating and maintaining an effective environment for student learning based on the California Standards for the Teaching Profession (CSTP). The teacher has progressed from:
1) Modeling expectations for fair and respectful behavior to support social development.
2) Reinforcing positive, responsible, and respectful student interactions and assisting students to resolve conflicts.
3) Developing shared responsibility with students for resolving conflict and creating a caring classroom community where students demonstrate efforts to be positive, accepting, and respectful of differences.
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 communicates behavior. Demonstrates responsible, and respectful responsibility with self-reflection and expectations for fair and commitment to fairness student interactions. students for resolving ongoing improvement of respectful behavior to and respect in Assists students to resolve conflict and creating and the caring community support social communications with conflicts. Incorporates maintaining a caring based on respect, fairness, development. students about language cultural awareness to classroom community. and the value of all and behavior. develop a positive Supports students in members. (4/3/2023) Seeks to understand classroom climate. taking leadership in Promoting social cultural perceptions of a (5/4/2022) developing a caring Development and caring community. community that is responsibility within (9/20/21) Students demonstrate responsive to the diverse Students take leadership a caring community Some students share in efforts to be positive, cultural norms of in resolving conflict and where each student the responsibility for the Students participate in accepting, and respectful identities of all students creating a fair and is treated fairly and classroom community. occasional of differences. (9/20/21) (10/17/2022). respectful classroom respectfully community-building I feel I am still here in community where activities, designed to regard to my students. Students take student’s home culture is promote caring, fairness, (5/4/2022) responsibility resolving included and valued. and 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 (10/27/2022). I feel my students are still at this level (4/3/3023). Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning I work hard to make it I teach 11th graders, and I take an active role in I am continuing to build clear from day one that my many students have creating a shared space fundamental and working students understand attended the school for the with my students. Because relationships with my academic discourse is first two years of High live lessons are optional, English and Homeroom welcome and supported in School. They know the students actively want to students. I am continuing my classroom. I verbally school expectations and be in attendance and celebrations and norms praise and reinforce actively engage with the participate in the lessons. during lessons, and I have student comments and creation of specific I develop norms with included more times for ideas that promote classroom norms and students and reinforce/ self-reflection on writing fairness and respect in the expectations. The remind students of the skills and learning during classroom. I teach and overwhelming majority of co-created norms during lessons. I actively teach model asking questions for my students who attend live lessons. Students and model self-reflection clarification and open live instruction want to be come to participate and and goal-setting with and discussion. I address there in class and want to learn, and I work for my students. In disagreements and talk to each other. Since diligently to increase building and maintaining encourage students to take students have the option positivity and celebration relationships with my risks and expand their to watch lesson recording in the classroom. Students students, I use my understanding. I am (due to schedules and are encouraged to share understanding of their working to incorporate learning preferences), the information and self-identified goals and more culturally relevant students who attend live celebrations with their areas of desired growth, and informed perceptions come to interact with the peers when they feel current skills and areas of Evidence of a caring community. content, teacher, and comfortable and share needed development, and (9/20/21) classmates. (9/20/21) with the teacher when backgrounds/contexts to they want to share but not invite and support I feel I am fully at this level with the entire class students in learning and this semester. In coming to (10/17/2022) growth in a positive, know my students and professional, respectful, student population more I feel my students are still and fair manner this semester, I include at this level (4/3/3023). (4/3/2023) specific reinforcements, reminders, celebrations, and language that embraces and celebrates the specific and unique community in my classroom. Students see and respond with respect, consideration, and acceptance of all beliefs, ideas, contexts, and identities in discussions and work. (5/4/2022)
Element 2.2 Emerging Exploring Applying Integrating Innovating
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning 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 resources provides a broad range of range of resources that that support student (9/21/21). for learning. (5/4/2022) resources, displays, and engage students in learning. artifacts that are current learning. Ensures that Utilizes a variety of and integral to instruction environments enhance Is aware that structured Structures for interaction structures for interaction (4/3/3023). learning and reflect interaction between are taught in single during learning activities diversity within and Creating physical or students can support lessons or sequence of that ensures a focus on and Integrates a variety of beyond the classroom. virtual learning learning. lessons to support completion of learning tasks. structures for interaction environments that student learning. (5/4/2022) that engage students Selects from a repertoire promote student (9/21/21) constructively and of structures for learning, reflect I feel I am still at this level productively in learning interaction to ensure diversity, and this semester (10/17/2022). (4/3/3023). accelerated learning for encourage Students use resources the full range of students. constructive and Some students use provided in learning Students use a variety of Students routinely use a productive available resources in environments and resources in learning range of resources in Students participate in interactions among learning environments interact with each other environments and interact in learning environments monitoring and changing students during instruction. to understand and ways that deepen their that relate to and enhance the design of learning complete learning tasks in understanding of the instruction and reflect environments and single lessons or sequence content and develop their diversity. structures for of lessons. (9/21/21) constructive social and Students share in interactions. academic interactions. monitoring and (5/4/2022) assessment of interactions to improve effectiveness I feel my students are still at and develop a positive this level this semester culture for learning. (10/17/2022). (4/3/2023). I am currently working on This semester, I utilize I work diligently to create incorporating varied and NearPod, Zoom, Kahoot, relationships with my different activities to Quizlet, Flocabulary, and students to set a safe and promote learning. While many more resources to brave space in the discussions, microphone support student learning. My classroom. I leverage my time, and virtual reactions students respond well to understanding of my are used frequently, I am Flocabulary! They enjoy the students and their unique Evidence actively experimenting music and deep perspective and voice to with alternate online understanding of the literary make meaningful resources and platform devices and academic connections and integration into my language is demonstrated in structures in the lessons so students can assessments relating to the classroom that support all interact with material and learning supported by this to success and learning classmates in numerous resource. I also have mastery. Students know manners. Since my additional English teacher where to find resources Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning lessons are delivered on videos that break up the and routinely use the Zoom, I am investigating direct instruction and supports and resources I and adapting some support learning in a fun and provide. I also am adding lessons to include new way. I work to include the resources into more annotations and NearPod both familiar and new locations this year to to see how engagement structures and tools in the reach and support all and interaction change. classroom to increase students in my live and Students understand that student interaction and deep virtual classrooms. the Message Boards learning. (5/4/2022) Students work together in contain teacher-created live lessons and in additional resources and I am continuing to invest discussions to monitor activities that support time and research into and support each other’s content understanding finding diverse tools and learning (4/3/2023). and reinforce curriculum resources into the learning goals. I classroom. I am also actively frequently remind and working to include diverse guide students to the images and supports in my Message Board during lessons. While a seemingly lessons and calls. small detail, I am (9/21/20) intentionally considering and reflecting upon the image, examples, and activities used in lessons to increase my culturally responsive practices. I have seen students respond positively to Flocabulary throughout my journey - these videos use diverse music types and images to support students understanding of academic language and content learning. (10/17/2022) 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 risks Integrates support for Shares responsibility with laws regarding safety safety issues regarding to physical, intellectual, and students to take risks and the students for the that are required by materials, student interactions, emotional safety using offer respectful opinions establishment and the site, district, and and the organization of the multiple strategies that about divergent viewpoints. maintenance of a safe state. learning environments. include examining biases in I feel I am still at this level physical, intellectual, and Responds to behaviors (9/21/21) the learning environment and (4/3/3023). emotional environment Establishing that impact student curriculum. (5/4/2022) focused on high quality and and safety as they arise. Engages in reflection on their rigorous learning. maintaining Explores strategies to establish Models and provides own language and behavior learning intellectual and emotional instruction on skills that that contributes to environments safety in the classroom. develop resiliency and intellectual and emotional Students demonstrate that are (9/21/21) support intellectual and safety in the classroom resiliency in perseverance physically, emotional safety. (5/4/2022) (10/17/2022). for academic achievement. intellectually, Students are aware of Students follow teacher I feel I am still at this level Students maintain and required safety guidance regarding potential Students take risks, offer (4/3/3023). intellectual and emotional emotionally procedures and the safety issues for self or others. opinions, and share safety for themselves and safe school and classroom (9/21/21) alternative perspectives Students develop and others in the classroom. rational for (5/4/2022) practice resiliency skills and maintaining safety. I feel my students are still at strategies to strive for this level (10/17/2022). academic achievement, and establish intellectual and emotional safety in the classroom (4/3/2023). I engage students in I include and create space for I work hard to reflect on the discussions of safety and students to feel safe and language and behavior I use comfortability with materials secure in my classroom. I in the classroom. As I am and in interactions. In being an model critical consideration human, should I say or do English teacher, I openly and interaction with content something that sounds acknowledge relevance and and welcome students to insensitive, I take connections to materials we critically and respectfully responsibility and engage with in class. One consider and challenge apologize to my students. I specific way I deepen students’ interaction and content, too. encourage them to bring Evidence understanding and critical When issues arise, I respond their concerns to me both thought is clear discussions of quickly and with a wide array about the content of our class intended audience. Students of discussion points, and my presentation. are encouraged to make evidence, and consideration. I actively demonstrate personal connections to respect towards each texts/materials and see texts Students are exposed to a student - using students' through the perspective of the variety of skills and supports preferred names and intended audience. Students to deepen their intellectual pronouns, including my are encouraged to safely and and emotional safety, pronouns in my Zoom name, respectfully explore their recognition, and regulation. addressing concerns in Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning opinions and reactions while Students participate in private with the student, always returning with evidence collaborative discussions and positively reinforcing and support from the content. are taught how to critically engagement and appropriate Students see models of respect and thoughtfully respond. For honesty in the classroom, etc. and safety in the classroom and example, a discussion I am actively attending generally respond positively to occurred of the phrase “Agree professional development to teacher guidance. (9/21/21) to disagree”. Students increase my awareness of identified what this phrase culturally inclusive means, how to use it behavior (10/17/2022). appropriately, and how to identify when it is being used I feel that I am still at this to stop an authentic level and that I am bolstering discussion. (5/4/2022) my students to this level as well. In addition to the above, my students are more comfortable and understanding of the supports, structures, and resources available. I also accepted a role teaching credit recovery this year. This has expanded my tools to support students at all levels to reflect on learning and identify areas where they can grow / I can support their continued development and success (4/3/3023).
Element 2.4 Emerging Exploring Applying Integrating Innovating
Focuses the rigor of the Strives for a rigorous learning Develops a rigorous learning Integrates rigor throughout Facilitates a rigorous Creating a learning environment on environment that includes environment that includes the learning environment learning environment in rigorous accuracy of answers and accuracy, understanding, and accuracy, analysis, that values accuracy, which students take learning completion of learning the importance of meeting problem-solving, and analysis, and critical reading, leadership in learning. environment tasks. targeted learning goals. appropriate levels of writing and thinking. Fosters extended studies, with high Is aware of the Works to maintain high challenge. Integrates strategic scaffolds research, analysis and expectations importance of expectations for students Holds high expectations for and technologies throughout purposeful use of learning. and maintaining high while becoming aware of students. Has an instruction that support the Supports students to utilize appropriate expectations for achievement patterns for understanding of full range of learners in an extensive repertoire of support for all students. (9/21/21) individuals and groups of achievement patterns, and meeting high expectations differentiated strategies to students students. (5/4/2022) uses scaffolds to address for achievement (4/3/3023). meet high expectations. achievement gaps Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning (10/19/2022). Students actively use Students take responsibility Some students ask for Some individuals and groups supports and challenges to to fully utilize teacher and teacher support to of students work with the Students engage in a variety complete critical reading, peer support, to achieve understand or complete teacher to support accuracy of differentiated supports writing, higher order consistently high levels of learning tasks. and comprehension in their and challenges in ways that thinking, and problem factual and analytical (9/21/21) learning (5/4/2022) promote their accuracy, solving across subject matter learning. analysis, and problem (4/3/3023). solving in learning (10/19/2022) Some students will Students are supported and I provide my students with I provide all students a “Tips schedule calls with me expected to meet outlines and templates for all for Student Success” for specific and guided school-provided learning written responses in my document in both English 11 support. I am actively goals. As I become more class. During lessons, I and Credit Recovery. working to make all familiar with my curriculum discuss and break down both Included in my documents students feel comfortable and student population, I work the prompts and outlines to are outlines, short videos, in doing this, but there to create, set, and support students to meet the and additional supports for are students who I reach communicate additional and rigor and requirements in students to meet standards out to when I see them achievable learning goals English 11. I also created a and the high-level of struggling on an specific to English 11 and “Tips for Student Success” learning. I provide detailed assignment or common core state standards. document with additional feedback and connect opportunities for growth. As I become more aware of support and clarification of feedback to both students’ My homeroom students 11th grade student patterns all assignments. For each identified areas they would will actively reach out for and my specific population, I portfolio, I include additional like to grow and the support in my English work to mitigate resources and instruction on standards addressed in the Evidence class; some ELA students misunderstanding and provide MLA format, evidence assessment. I continue to reach out. More students the support needed for all integration, and citations. break down rubrics and reach out after students to be successful both outlines duirng lessons for completion of the first in English 11 and prepare Students are actively students and I have added major assignment in them for English 12. reviewing and applying more sentence outlines and English. I am working to (5/4/2022) feedback in their work. I support videos for students encourage and reinforce have seen increased this semester. Students student-driven questions attendance in my lessons actively review feedback and requests for support. this year. Students are provided on their work, and I (9/21/21) engaged and participating in provide positive learning, reaching out with reinforcement and updated questions, and purposefully feedback when a student reviewing and applying actively applies and feedback to grow their skills demonstrates growth and demonstration in their between drafts of their work work (10/19/2022). (4/3/3023).
Element 2.5 Emerging Exploring Applying Integrating Innovating
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning Establishes Develops expectations with some Uses multiple strategies Integrates equitable Facilitates a positive expectations, rules, student involvement. including culturally expectations, positive environment using and consequences for Communicates, models and responsive instruction to supports, and consequences systems that ensure individual and group explains expectations for develop and maintain high for individual and group students take an active behavior. individual and group behavior. standards for individual and behavior within and across role in monitoring and (9/21/21) group behavior learning activities maintaining high I feel I am still at this level this (10/19/2022). standards for individual Developing, semester. (5/4/2022) Utilizes routine references and group behaviors communicating to standards for behavior Guides and supports (4/3/3023). , and Refers to standards for Reviews standards for behavior prior and during individual students to self-assess, maintaining behavior and applies with students in single lessons or and group work. monitor, and set goals for high standards consequences as sequence of lessons in anticipation individual and group Students demonstrate for individual needed. of need for reinforcement. behavior and participation positive behavior, and group (9/21/21) Students follow behavior (10/19/2022). consistent participation behavior I feel I am still here this semester. expectations, accept and are valued for their (5/4/2022) consequences and increase Students respond to unique identities. positive behaviors individual and group Students are aware of Students know expectations for (10/18/2022). behaviors and encourage classroom rules and behavior and consequences and and support each other to consequences. respond to guidance in following make improvements them. (9/21/21) (4/3/3023). I feel my students are still at this level this semester. 5/4/2022) Students engaged in a classroom With the increase of I am focused and increasing I am clear about the norms norms activity on the first day of attendance in lessons this my positive reinforcement and safe space that we instruction. While overarching year, students are actively and celebration of positive create in the classroom. I expectations for behavior were monitoring both their own behavior in lessons this year. provide reminders and provided by the teacher, students and each other's behavior in Students are provided the supports to meet the high jumped into the Padlet and started lessons and expectations in numerous standards for individual adding norms such as “ask understand/accept presentations: written, and group behavior. I will questions”, “be respectful to all consequences when verbal, and visual, and make on-the-spot students and the teacher”, “pay routines, and expectations places: Tips for Student adjustments when changes attention while in the lesson”, “take are not met. Most Success document, Lesson are needed or disruptions Evidence a break if you need to, but do not consequences and Introduction notes, live occur to coach and support disrupt the class”. We do a review interactions to correct lessons, and outlines/rubrics student success in of expectations and norms at the behavior and meeting to be aware and behavior and learning beginning of each lesson. Students standards in done in understanding of the growth. I include positive are still learning the expectations individual calls and expectations. I am also reinforcement to those and norms of our classroom; most communication increasing my use of student showing positive behavior respond positively to whole-class (10/19/2022). self-assessment and and taking more active and one-on-one (via direct reflection in each unit this roles in the classroom, I message) reminders. There are year. Last year, this was will provide whole class times where a student needs to be included in some units and reminders of behavior removed to the waiting room for a lessons, but this year, expectations, and i will Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning more in-depth review of student self-assessments speak with students expectations. The majority of these (both formal and informal) individually when they occurrences end with the student are included in live lessons need additional and acknowledging the expectation and summative assessments specific reviews of the and understanding the progress of in various manners and expectations and behavior consequences for continued styles (10/19/2022). standards (4/3/3023). inappropriate or misbehavior. (9/21/21) Students co-create the I address potential areas where norms and expectations in students may need reminders of the classroom. Students will norms at the beginning of each actively monitor their peers lesson (based on content and and reach out when student need). As some texts can disruptions are added to the evoke strong emotions in students, space. I cannot require live I remind students of expectations attendance, so the students and academic ways to address who elect to attend live are disagreements. (9/21/21) there to be engaged and have direct teacher-support. They In reflecting on my growth this actively work together with semester, I feel that I am still at me to maintain a safe and this level. I continue to implement open space to learn, grow, routines and procedures that and find success. support students to success in (4/3/3023). behavior and involvement in my classroom. Students review and know the expectations for behaviors and engagment in the classroom and understand the consequences for not following the expectations and rules. (5/4/2022)
Element 2.6 Emerging Exploring Applying Integrating Innovating
Employing Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student classroom routines or norms for procedures, and norms in routines and procedures that monitoring and reflecting on participating in developing, routines, single lessons to support single lessons or sequence of are culturally responsive and routines, procedures, and monitoring, and adjusting procedures, student learning. lessons with some student engage students in the norms in ways that are routines and procedures norms, and involvement. (9/21/21) development and monitoring culturally responsive. focuses on maximizing supports for of norms (10/20/2022). Maintains a quality learning learning. positive climate that builds on Classroom climate behavior to Provides positive behavior student strengths integrates school standards ensure a climate Seeks to promote positive supports. (4/3/3023). and culturally relevant Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning in which all behaviors and responds to Responds appropriately to norms. students can Responds to disruptive disruptive behavior. behaviors in ways that Promotes positive behaviors learn behavior. (9/21/21) lessen disruptions to the and consistently prevents or Promotes positive behaviors learning climate. refocuses behaviors and establishes preventions Students participate in disruptive to the learning and a positive classroom routines, procedures, and climate (4/3/3023). climate that eliminate most norms and receive disruptive behavior. Students receive correction reinforcement for positive Students are involved in for behavior that interferes behaviors (5/4/2022) assessment and monitoring Students share with learning, and positive I feel I am still at this level of routines, procedures, and responsibility with teacher Students are aware of reinforcement in following this semester. (10/20/2022). norms in ways that improve for managing and procedures, routines, and routines, procedures, and the learning climate maintaining a positive classroom norms. norms. (9/21/21) Students receive timely and (4/3/3023). classroom climate that effective feedback and promotes learning. consequences for behaviors that interfere with learning (5/4/2022) I feel my students are still at this level this semester. (10/20/2022). Students become familiar with As the year goes on, my I invite students to co-create their cohort (many share behaviors, models and and collaborate on norms teachers and classes) so some feedback develop to meet the and expectations in the will monitor each others’ needs and supports of my classroom. I clearly detail behavior and help the teacher students. Because I cannot and provide expectations address inappropriate or require live lesson and directions on behvaior off-topic behavior with attendances, students who and work submissions. comments of “stay on topic”, do attend want to be there. During lessons, I review the “no inappropriate language” When interfering or shard norms and or similar comments voicing disruptive behavior occurs, I expectations and review the their concerns. Students are quickly provide supportive assessment expectations. In positively reinforced for reminders and feedback that reviewing the norms and Evidence participation and positive support all students to expectations, students are behaviors with verbal praise understanding and success actively engaged in or direct messages from the (5/4/2022). reviewing the directions and teacher. I also will call or email norms to ask questions and students with praise for Routines and procedures co-create understanding of positive behaviors. support student awareness mastery and skills We review our class norms at and understanding of demonstration. Students are the beginning of each lesson expectations. In addition to asked to restate and review and the class Padlet is posted the co-created Padlet, a the expectations and norms (additions must be quick review of the during lessons to support teacher-approved after the expectations and procedure each other and meet first lesson) on the Message is done at the beginning of high-levels of success Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning Board. I work to create a safe every class. Students also (4/3/3023). space where students are held partake in weekly check-ins accountable for their actions. to self-monitor behavior, Due to the online nature of my emotions, expectations, and lessons, there are times where successes. In class - this is an off-topic or disruptive done through Celebrations. comment will go unseen by For students who do not myself. I review all of my attend lessons, this is done lesson recordings and take in phone calls and over note of students that I need to email. (5/4/2022) reach out to one-on-one to review expectations and I am continuing this practice norms. (9/21/20) this semester. I am also incorporating the EXCEL model: Engage, Xplore, Communicate, Empower, and Launch in my lessons and phone calls this semester. Students are responding positively and effectively adjusting to this routine in both lessons and calls (10/20/2022).
Element 2.7 Emerging Exploring Applying Integrating Innovating
Paces instruction based Paces instruction with some Paces instruction with Paces instruction to include Paces, adjusts, and fluidly on curriculum guidelines. consideration of lesson type, students to provide ongoing assessment of facilitates instruction and Develops awareness of adjustments for sufficient adequate time for student learning. Supports daily activities. how transitions and student work time and instruction, checking for students in the monitoring of classroom management transitions to optimize understanding, completion instructional time Using impact pacing and learning. (5/4/2022) of learning activities and (4/3/3023). instructional lessons. (9/20/21) closure (10/20/2022).. time to optimize Students use their learning Some students complete Students complete learning Students participate in and instructional time to engage Students monitor their own learning activities in time activities and, as needed, may complete a variety of in and complete learning time, are engaged in allotted. receive some adjustments of learning activities in the activities and are prepared accomplishing learning time allotted for tasks or time allotted with options for the next sequence of goals, and participate in expectations for completion. for extension and review instruction (4/3/3023). reflection, self-assessment, (9/20/21) (10/20/2022). and goal setting. Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning Teacher: This is an area Students: Because I tend to Due to the online nature of I use backward designing to where I know I am still favor allotting more time for my environment, students create supports and developing. Because I activities where students are are offered a lot of flexibility resources for students to meet with my students actively engaged and building in completing lessons and build learning and as a whole class once a a greater understanding of assignments. I do not deduct breakdown tasks throughout week (and some students content and connections, points if work is submitted the learning sequence. never attend a live students do complete the late. Students are able to Students enrolled in an lesson), I try to include activities and receive revise and apply feedback to online program and are as much information into adjustments for time as all written work in my class. supported to take my live instruction as needed. Also, students review For instruction, I worked accountability and control of possible to give students and complete asynchronous hard last year to plan and their learning. Students clarification and support. lessons daily. I favor activities pace my instruction and complete many assignments That being noted, I will that get students talking and provide additional space and independently. I incorporate make pacing adjustments collaborating, and I will make time for student resources and directions into if students are deeply pacing adjustments so participation and activity lesson introduction apges engaged in discussions students have the needed time completion. I am actively and my teacher website to or activities where they to complete synchronous editing and revising my support success while giving Evidence are supporting each activities. (9/20/21) lessons to check for students space to explore other and their own understanding throughout and learn within a sequence understanding and the lesson, activity of lessons and build connection-building. This I am still working to pace and completion, and closer exit authentic success in the has caused pacing issues anticipate the timing for my tickets (10/20/2022). formative and summative in the past. (9/20/21) lessons. This is an area where I assessments. (4/3/3023). feel I am developing, but need Students are attending additional support and lessons and actively growth. Being online, there is reaching out to schedule some built-in flexibility. appointments, ask Students have the flexibility to questions, and receive submit and complete work, additional, specific feedback and I have some flexibility in and support on their work what content to focus on in (10/20/2022). live lessons that best support student understanding of content. (5/4/2022)