Peters - Final CSTP Self-Assessment

Final CSTP Self-Assessment
EDEL-502H
California State University, Fullerton
Spring 2024
Bryan Peters
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying Integrating Innovating
Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. 9/18/22 students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
learning needs. 10/19/23 4/30/24
Using knowledge of
4/24/23
students to engage
Some students may Students engage in single Students actively utilize a Students take ownership
them in learning
engage in learning using lessons or sequence of Students engage in variety of instructional of their learning by
instructional strategies lessons that include some learning through the use strategies and choosing from a wide
focused on the class as a adjustments based on of adjustments in technologies in learning range of methods to
whole. assessments. instruction to meet their that ensure equitable further their learning that
9/18/22 needs. access to the curriculum. are responsive to their
4/24/23 4/30/24 learning needs.
10/19/23
Through inquiry, I learn I find strategic ways to I have begun using I am able to become more
about student interests, use both observation and technology in the form of and more familiar with
physical limitations, and formal assessments to spreadsheets to keep each of my student
behavioral history, using measure the progress of track of performance data groups as the school
those insights to make students with unique across grade levels and years progress, allowing
adjustments to learning needs. This different school sites to me to anticipate and
instruction and requires me to develop identify trends. implement adjustments
assessments related to measurable assessments 10/19/23 and accommodations.
exercise and movement (time to complete a task, 4/30/24
concepts. number of repetitions of Elements of student
9/18/22 an exercise, etc.) to choice have become more
determine the need for prevalent in my lessons,
adjustments to future leading to students
Evidence instruction. engaging with more
4/24/23 instructional strategies
and technologies.
Students still engage with 4/30/24
content and activities
mostly through my
adjustments. At this stage,
they are not consistently
taking advantage of
technologies or other
resources outside of direct
instruction. I remain at the
"Applying" level.
10/19/23
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural 4/30/24 cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
9/18/22 to support student experiences, and interests experiences, and
Connecting learning
learning. to connect to student interests.
to students’ prior
4/24/23 learning.
knowledge,
10/19/23
backgrounds, life
Some students connect Students participate in Students can articulate
experiences, and
learning activities to their single lessons or Students make Students are actively the relevance and impact
interests
own lives. sequences of lessons connections between engaged in curriculum, of lessons on their lives
related to their interests curriculum, and their which relates their prior and society.
and experiences. prior knowledge, knowledge, experiences,
9/18/22 backgrounds, life and interests within and
experiences, and across learning activities.
interests. 10/19/23
4/24/23 4/30/24
Through inquiry of Certain games or Some students have More often than ever,
students, teachers and exercises that target begun sharing activities students are
administration, I student interests or or exercise they do at demonstrating the ability
familiarize myself with backgrounds will be home with their families to recall coaching points
the surrounding introduced individually or that relates to what we do and instructions from
community and families in sequences with gradual in PE. previous lessons that they
of the students at my increases in complexity. 4/24/23 are able to connect to the
schools. 9/18/22 current session's activity.
9/18/22 I have begun increasing 10/19/23
I have a better my communication with
understanding of classroom teachers, I am able to draw on my
activities that pique my specialists and knowledge of my
students’ interests and administrators on campus students, their culture
target physical and to better understand and their upbringing to
cognitive needs in their individual students and better understand how
development. how I can connect PE they will respond to
Evidence
4/24/23 activities to their certain lessons and
backgrounds and life strategies.
experiences. This is 4/30/24
especially the case with
students who face A large majority of the
difficulties with behavior students I see who are old
and academics. enough to articulate the
10/19/23 importance of PE and
physical health are
extremely averse to any
sort of physical activity.
As such, I remain at this
rating.
4/30/24
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
9/18/22 students in relating to instruction.
Connecting subject subject matter. 10/19/23
matter to Students utilize real-life 4/24/23 4/30/24
meaningful, real-life Some students relate Students make use of connections regularly to
contexts subject matter to real-life. real-life connections develop understandings Students actively engage Students routinely
provided in single lessons of subject matter. in making and using real- integrate subject matter
or sequence of lessons to 9/18/22 life connections to subject into their own thinking
support understanding of 4/24/23 matter to extend their and make relevant
subject matter. understanding. applications of subject
10/19/23 matter during learning
activities.
4/30/24
I connect certain I attempt to plan my As I've become more
exercises and muscle lessons around what familiar with my
groups to daily activities, might be happening students and their
as well as give students around school at that backgrounds and
ideas of how to time. For example, the interests, I am able to
participate in physical afterschool programs at make connections
activity during everyday each school participated between instruction and
activities (i.e. walking in a district soccer league. real-life contexts in the
pets, assisting with As such, I integrated more moment, increasing
household chores, etc.) soccer skill practice
engagement.
9/18/22 during that time to
10/19/23
prepare students and get
While I do have some them more engaged in the
lesson. I continue to lean on
students actively seeking
Evidence 4/24/23 real-life connections to
out opportunities to build
curriculum and features
on knowledge gained
from PE outside of school, The number of students of culturally appropriate
it is not as many as I making connections activities to maximize
would like. Therefore, I independently between engagement.
still think I am at the instruction and real-life 4/30/24
‘applying’ rating for this contexts is growing, and
element. is extending to those not Students continue
4/24/23 involved in sports or responding positively to
exercise outside of school. real-life connections and
10/19/23 sometimes make them
on their own
unprompted.
4/30/24

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
Using a variety of by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
instructional lessons or sequence of technologies during instruction designed to students’ diverse learning
strategies, resources, lessons to meet students’ ongoing instruction to meet students’ diverse needs.
and technologies to diverse learning needs. meet students’ diverse learning needs. 4/30/24
meet students’ learning needs. 4/24/23
diverse learning 9/18/22 10/19/23 Students take
needs Some students participate Students participate in responsibilities for using
in instructional strategies, single lessons or Students participate in Students actively engage a wide range of strategies,
using resources and sequence of lessons instruction using in instruction and make resources, and
technologies provided. related to their interests strategies, resources, and use of a variety of technologies that
and experiences. technologies matched to targeted strategies, successfully advance their
their learning needs. resources, and learning.
9/18/22 technologies to meet their 4/30/24
individual student needs.
4/24/23
10/19/23
I make accommodations In addition to the Compounding experience
for ELLs in my PE groups differentiated has allowed me to refine
by utilizing my dual- instructional strategies I and modify lesson plans
speaking paraeducator as noted in the additional based on how they went
well as my limited assessment, I have also previously or other
Spanish proficiency. begun using and situational details at each
Additionally, I use recommending useful of my sites.
physical demonstrations technologies and online 4/30/24
to teach games and resources to help
exercises when students grow and seek Increased elements of
necessary. out information. student choice have
4/24/23 allowed students to
When PE is forced choose which strategies
indoors, visual learning With some and resources they
tools and digital encouragement, students interact with, but not
assessments (Kahoot) are will review the resources necessarily which
used with laptops and I provide or recommend technologies.
tablets. to them. Additionally, 4/30/24
9/18/22 they are highly engaged
Evidence when devices are
featured in instruction.
4/24/23
Due to the format of our

elementary PE program, I
am still testing out
strategies with different
groups among all of my
grade levels. I have not
gotten to the point where
I am comfortable or
familiar enough with each
strategy to begin refining
them. Therefore, I believe
I remain at the level of
"Integrating".
10/19/23
My students still need a

great deal of guidance
and reminding to utilize
the different resources
that I expose them to. I
attribute this to the
frequency at which I see
them, which is just once
per week. As such, I
believe they remain at the
level of "Integrating".
10/19/23

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
9/18/22 require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. content. reflecting on multiple problems.
Promoting critical
4/24/23 10/19/23 perspectives.
thinking though
4/30/24
inquiry, problem
Students respond to Students respond to Students pose and
solving, and
Some students respond to varied questions or tasks questions and problems Students pose problems answer a wide-range of
reflection
questions regarding facts designed to promote posed by the teacher and and construct questions complex questions and
and comprehension. comprehension and begin to pose and solve of their own to support problems, reflect, and
9/18/22 critical thinking in single problems of their own inquiries into content. communicate
lessons or a sequence of related to the content. understandings based on
lessons. 10/19/23 in depth analysis of
4/24/23 4/30/24 content learning.
In order to promote When revisiting a game, I have begun If I identify a group in
progress in student activity or skill, I will pose implementing need of an added
understanding of strategy questions to the students unannounced challenge for a game, I
and gameplay, I will ask in an attempt to recall adjustments or twists to might withhold a certain
questions to measure knowledge or previous games and activities that tip for the game’s strategy
their current level of coaching points. For require students to react that requires them to use
understanding. At this example, I might ask what and think critically to some critical thinking to
time, both gameplay as mistakes or confusion solve the problem or be made visible to them.
well as concepts such as was present during the continue working 4/30/24
boundaries and lining up last lesson and what towards the objective of
are difficult for groups to clarification was given to the game.
comprehend as a whole. remedy it. 10/19/23
Only a few students are 4/24/23
often those who respond An increasing number of
to questions. Students are able to students will
9/18/22 respond to questions demonstrate the
regarding gameplay or description of this rating
performance, as well as by offering suggestions
Evidence hypothetical questions to about how games can be
gauge readiness for altered to be made more
increased complexity or difficult or add a variety
to test for higher order of problems or objectives.
thinking. 10/19/23
4/24/23
I do not believe that
students have been
shown to pose enough
questions of their own to
move to the next rating.
They still offer
suggestions for new
games or alterations to
existing games at a rate
similar to the last
assessment. As such, I
remain at this rating.
4/30/24

Monitoring student Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
learning and following curriculum instruction and learning adjustments to instruction based on the extend learning
adjusting instruction guidelines. activities to support instruction based on ongoing monitoring of opportunities and
while teaching. student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
checks for understanding. challenge. concepts flexibly and
9/18/22 effectively.
4/24/23
Some students receive Students receive Students successfully 10/19/23
individual assistance assistance individually or participate and stay Students are able to 4/30/24
during instruction. in small groups during engaged in learning articulate their level of
instruction. activities. understanding and use Students monitor their
9/18/22 4/24/23 teacher guidance to meet progress in learning and
10/19/23 their needs during provide information to
instruction. teacher that informs
4/30/24 adjustments in
instruction.
Depending on the day’s For the most part, Ongoing monitoring is I find ways to modify
activity, instruction is students stay engaged used to ensure that games and activities in
given either to the entire throughout the entirety of students are performing real-to ensure that
group or in small groups. the lesson. Those who do exercises or participating students are constantly
During gameplay or not are typically in games correctly and challenged to grow. I
assessment, individual restricted by behavioral safely. If it is determined might identify a subgroup
instruction can be given issues or lack of that they are not, of students who need an
to clarify motivation seen inside additional support or additional challenge and
misunderstandings or to the classroom as well. challenges are given to modify my expectations
redirect students. Lack of engagement in ensure students are for those students
9/18/22 typically-enthusiastic properly challenged. through efficient
students is met with 9/18/22 communication.
differentiated instruction Conversely, I might
or expectations. Comprehension checks simplify goals or
4/24/23 and a greater willingness objectives for students
among students to ask who struggle.
Evidence I still encounter a 4/24/23
questions to clarify
consistent ratio of confusion has led to a
engagement and better articulation of I continue to explore
disengagement among understanding. ways to adjust games and
students during lessons. I 4/30/24 activities to appropriately
have gotten better at challenge or support
redirecting students with students who need
poor behavior, attitudes modifications to properly
or effort, but not enough engage in the content. My
to advance to the next goal in this process is to
level of this element. maintain the structure
10/19/23 and flow of the game
while adjusting
instructions and
expectations for each
student.
10/19/23
My teacher inquiry
project has been a great
way to extend learning
outside of sessions and
further target the needs
of individual students or
groups of students with
similar struggles or areas
needing improvement
4/30/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in 4/30/24
Seeks to understand awareness to develop a taking leadership in
Promoting social cultural perceptions of positive classroom developing a caring
Development and caring community. climate. community that is Students take leadership
responsibility within 9/18/22 responsive to the diverse in resolving conflict and
a caring community Some students share in Students participate in cultural norms of creating a fair and
where each student responsibility for the occasional community Students demonstrate identities of all students. respectful classroom
is treated fairly and classroom community. building activities, efforts to be positive, 4/24/23 community where
respectfully 9/18/22 designed to promote accepting, and respectful 10/19/23 student’s home culture is
caring, fairness, and of differences. included and valued.
respect. 10/19/23 Students take Students communicate
4/24/23 responsibility resolving with empathy and
conflicts and maintaining understanding in
a caring classroom interactions with one
community. Students another.
promote respect and
appreciation for
differences.
4/30/24
At this stage, a majority of Caring, fairness and Students who regularly I have begun having Our end-of-session
my students demonstrate respect among students demonstrate responsible students resolve conflicts debriefings and
responsibility and has improved somewhat and respectful behavior with one another, with reflections often feature
accountability for their through cooperative are rewarded through me serving as a mediator discussion over
actions in PE. However, activities and emphasis privileges during games and supervising the sportsmanship and
due to the cooperative on sportsmanship. Most and being given interaction. I have noted adherence to rules and
nature of many activities, students are able to leadership roles. Those more students expectations of how to
the minority who struggle compete with one who struggle with these acknowledging that most treat each other.
with safe and respectful another while being behaviors are given conflicts are a result of 4/30/24
behavior negatively supportive in victory and consistent consequences, misunderstandings or
impact the experience for gracious in defeat, as well as occasional mistakes, as opposed to
their classmates. acknowledging the leadership roles to malicious intent.
9/18/22 benefits of both. promote accountability 4/24/23
4/24/23 and ownership.
9/18/22 I need to improve on
creating opportunities for
I have noticed a positive students to self-reflect
trend in sportsmanship and think about how we
among students in can make PE a more
competitive activities. welcoming experience for
Evidence
Students support and all. I think improved time
coach each other and management will
general ed students are facilitate this, as we are
very accommodating of often scrambling to finish
SDC/ASC students the lesson as time runs
integrated into their out, leaving us little time
sessions. for reflection.
10/19/23 10/19/23
I have made progress in

helping students better
understand what conflicts
require my mediation and
which ones can be
resolved amongst
themselves. (i.e. actions
that were done
intentionally vs.
accidentally).
4/30/24
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
resources, displays, and
that support student resources for learning. engage students in
artifacts that are current and
learning. integral to instruction. learning. Ensures that
Structures for interaction Utilizes a variety of environments enhance
Creating physical or Is aware that structured are taught in single structures for interaction Integrates a variety of learning and reflect
virtual learning interaction between lessons or sequence of during learning activities structures for interaction diversity within and
environments that students can support lessons to support that ensures a focus on that engage students beyond the classroom.
promote student learning. student learning. and completion of constructively and
learning, reflect 9/18/22 4/24/23 learning tasks. productively in learning. Selects from a repertoire
diversity, and 10/19/23 4/30/24 of structures for
encourage interaction to ensure
constructive and Students use a variety of Students routinely use a accelerated learning for
productive resources in learning range of resources in the full range of students.
interactions among Some students use Students use resources environments and learning environments that
students available resources in provided in learning interact in ways that relate to and enhance Students participate in
learning environments environments and deepen their instruction and reflect their monitoring and changing
during instruction. interact with each other understanding of the diversity. the design of learning
9/18/22 to understand and content and develop Students share in monitoring environments and
and assessment of
complete learning tasks in constructive social and structures for
interactions to improve
single lessons or academic interactions. effectiveness and develop a
interactions.
sequence of lessons. 4/30/24 positive culture for learning.
4/24/23
10/19/23
I attempt to design my PE Activities that require I have shown Added elements of
area in a way that allows cooperation and improvement in giving student choice target my
for easy communication teamwork are introduced students options or diverse student
between both myself and to students to develop the differentiated steps population in terms of
students as well as among skills for use in everyday within the same activity. their interests and ability
students. Some but not all life. For example, target levels. Activities can be
students utilize myself 4/24/23 practice stations for modified by students
and my teaching partner throwing a ball or a based on their level of
Evidence as well as visual learning Students are improving at frisbee could have targets engagement or interest
tools provided. communicating and set at different distances that day.
9/18/22 keeping shared objectives or more easily held balls. 4/30/24
in mind as they complete 10/19/23
tasks.
4/24/23 Students are aware that
they will be given some
I am still hoping to see level of choice in our PE
more improvement in sessions and have begun
students recalling to recognize which types
instructions and using of formats fit their
each other as resources to interests and goals the
solve problems or best.
complete tasks. I have 4/30/24
begun suggesting that
students ask their
question to a classmate
depending on what the
question entails. I remain
at this rating.
10/19/23
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and Engages in reflection on and rigorous learning.
Establishing and curriculum. their own language and 4/30/24
maintaining learning Explores strategies to behavior that contributes
environments that establish intellectual and Models and provides to intellectual and
are physically, emotional safety in the instruction on skills that emotional safety in the
intellectually, and classroom. develop resiliency and classroom.
emotionally safe support intellectual and 10/19/23
emotional safety.
Students are aware of 9/18/22 Students develop and Students demonstrate
required safety Students follow teacher 4/24/23 practice resiliency skills resiliency in
procedures and the guidance regarding and strategies to strive perseverance for
school and classroom potential safety issues for Students take risks, offer for academic academic achievement.
rational for maintaining self or others. opinions, and share achievement, and Students maintain
safety. 4/24/23 alternative perspectives establish intellectual and intellectual and emotional
9/18/22 10/19/23 emotional safety in the safety for themselves and
4/30/24 classroom. others in the classroom.
At this point, it can be a Some improvement has Due to the circumstances I have started asking I check for retention of
difficult task helping been noted in noted to the left, I students what they do the routines we have in
students understand why consciousness of the anticipate possible and do not enjoy about place to maintain a safe
they must perform safety of one’s self and physical and emotional different things we do in environment and hold
exercises and activities a classmates. This has been safety issues and PE. I am also conscious students accountable
certain way to do them achieved through implement safeguards about how my reaction to when they do not adhere
safely. As a result, instruction, related to rules and certain things can impact to these expectations
students who are truly communication of equipment used during students' demeanor in PE. while reinforcing the rule
attempting to do things expectations and PE sessions. 10/19/23 they have broken.
Evidence safely are put in danger rehearsed routines. 9/18/22 4/30/24
by their peers who are 4/24/23
not. I remained at this rating
9/18/22 because I continue to
implement safeguards to
avoid safety issues.
However, these are used
less than before.
4/24/23
Familiarity with what we
do on a daily basis has
helped students take
more risks and be more
creative in games as well
as taking other exercises
more seriously.
10/19/23
I do not believe students

have demonstrated
enough resiliency to
move onto the next
rating. More often than
not if a task is deemed too
difficult strategically or
physically, students will
quit before changing
course and trying again.
As such, I remain at this
rating.
4/30/24
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning 9/18/22 achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations students. address achievement in meeting high differentiated strategies
and appropriate 4/24/23 gaps. expectations for to meet high
support for all 10/19/23 achievement. expectations.
students Some students ask for Some individuals and 4/30/24
teacher support to groups of students work Students engage in a Students take
understand or complete with the teacher to variety of differentiated Students actively use responsibility to fully
learning tasks. support accuracy and supports and challenges supports and challenges utilize teacher and peer
9/18/22 comprehension in their in ways that promote to complete critical support, to achieve
learning. their accuracy, analysis, reading, writing, higher consistently high levels of
4/24/23 and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
10/19/23 subject matter.
4/30/24
Due to the negative health I am now able to provide I expect students who I try to design my lessons
impacts of performing more detailed coaching have been with us since so that each student,
exercises incorrectly and points regarding form the inception of the regardless of how they
unsafely, I focus heavily and strategy due to program to know the decide to engage with
on form and coaching familiarity with activities expectations held by us. that day’s lesson, are
cues to ensure students and exercises among This allows me to hold challenged and forced to
are attempting to follow students them to a higher practice critical thinking
instructions. Additionally, 4/24/23 standard, including and meet objectives
student behavior is accuracy and attention to accurately.
constantly monitored and An increasing number of detail, and implement 4/30/24
Evidence responded to students have begun to scaffolds for new
appropriately. show interest in students or those with Students at certain points
performing exercises unique needs. have shown the ability to
While most students do correctly, either due to 10/19/23 recognize when they do
not ask for support when competition between one not need certain supports
needed, there are a few another or a legitimate With this being the third any longer to complete
who do. desire to improve their year of our program with tasks and will refrain
9/18/22 fitness level. this group of students, from using them next
4/24/23 they are familiar with the time.
supports or added 4/30/24
challenges available to
them depending on their
current ability levels and
utilize them
independently.
10/19/23
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
and group behaviors.
Developing, Refers to standards for Reviews standards for Utilizes routine Guides and supports
communicating, and behavior and applies behavior with students in references to standards students to self-assess,
maintaining consequences as needed. single lessons or for behavior prior and monitor, and set goals for
high standards for 9/18/22 sequence of lessons in during individual and individual and group
individual and group anticipation of need for group work. behavior and
behavior reinforcement. 10/19/23 participation.
4/24/23 4/30/24
Students are aware of Students follow behavior Students demonstrate
classroom rules and Students know expectations, accept Students respond to positive behavior,
consequences. expectations for behavior consequences and individual and group consistent participation
9/18/22 and consequences and increase positive behaviors and encourage and are valued for their
respond to guidance in behaviors. and support each other to unique identities.
following them. 10/19/23 make improvements.
4/24/23 4/30/24
Rules and expectations I continue to consistently Targeting prior Students are asked to
for the PE environment communicate knowledge of students by assess their own behavior
are communicated every expectations for PE referencing the and citizenship at the end
time we meet with each behavior and keep expectations for behavior of sessions and are held
group of students. consequences fair and and rules during activity accountable or rewarded
Consequences remain consistent. I have started helps reinforce them and with consideration being
consistent and are fully developing lessons to adds to the quality of my given to their cognitive
communicated to create opportunities for lessons. abilities based on age or
students. students to demonstrate 10/19/23 any present disabilities.
understanding of 4/30/24
Evidence All students are aware of expectations. There are students who
the rules and 4/24/23 are consistently a Students who commonly
consequences in place for behavior issue in class, behave well are able to
the PE environment, but Behavior as a group has but uncharacteristic poor recognize when the group
not all demonstrate that improved since the first behavior has been dealt is not having a good day
understanding assessment, although with fairly quickly and take it upon
consistently. there are still a few through fair themselves to remind
9/18/22 outliers who struggle. consequences. peers of expectations.
4/24/23 10/19/23 4/30/24

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
Provides positive strengths. standards and culturally
Seeks to promote positive behavior supports. relevant norms.
Employing classroom Responds to disruptive behaviors and responds Responds appropriately Promotes positive
routines, procedures, behavior. to disruptive behavior. to behaviors in ways that behaviors and Promotes positive
norms, and supports lessen disruptions to the consistently prevents or behaviors and establishes
for positive behavior learning climate. refocuses behaviors preventions and a
to ensure a climate in Students participate in disruptive to the learning positive classroom
which all students routines, procedures, and climate. climate that eliminate
can learn norms and receive 4/24/23 most disruptive behavior.
reinforcement for 10/19/23
Students receive positive behaviors. 4/30/24
Students are aware of correction for behavior 9/18/22
procedures, routines, and that interferes with Students are involved in Students share
classroom norms. learning, and positive Students receive timely assessment and responsibility with
reinforcement in and effective feedback monitoring of routines, teacher for managing and
following routines, and consequences for procedures, and norms in maintaining a positive
procedures, and norms. behaviors that interfere ways that improve the classroom climate that
9/18/22 with learning. learning climate. promotes learning.
4/24/23 10/19/23 4/30/24
Students misbehaving Routines are used heavily Through the use of roles I keep in communication
and/or causing in my PE environment such as line leader or with classroom teachers
disruptions are relocated from initial lineup, to team captain, more and administration to
to limit disruptions and transitions and ownership over the PE become familiar with
lose privileges related to beginning/ending games. environment has been routines used throughout
PE activities. Routines include student shown in students. This the school. I also use
9/18/22 involvement, allowing me gives them a direct rewards systems put in
to measure involvement in routines place as incentives in PE.
understanding and and leaves the amount of 10/19/23
progress. Appropriate playtime they get mostly
participation in routines up to them. My teacher leadership
results in positive 4/24/23 project allowed me to
reinforcement and learn much more about
privileges. Students are familiar the school-specific
9/18/22 enough with the rules, routines and behavioral
routines and procedures interventions used at
Students who have been of the PE sessions that each of my schools to
disciplined in that day’s they are commonly able implement in my teaching
Evidence session will be met with to remind each other environment.
at the end of the session about them. 4/30/24
to ensure they 10/19/23
understand why they Students are more aware
were disciplined and are of group behavior and can
aware of next steps and recognize when it needs
continuing expectations. to improve, often through
4/24/23 a select few students
changing their behavior.
4/30/24
Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports 4/24/23
classroom management work time and transitions understanding, students in the 10/19/23
impact pacing and to optimize learning. completion of learning monitoring of 4/30/24
lessons. activities and closure. instructional time.
Using instructional 9/18/22
time to optimize Some students complete Students complete Students participate in
learning learning activities in time learning activities and, as and complete a variety of Students use their
allotted. needed, may receive learning activities in the instructional time to Students monitor their
9/18/22 some adjustments of time time allotted with options engage in and complete own time, are engaged in
allotted for tasks or for extension and review. learning activities and are accomplishing learning
expectations for 4/30/24 prepared for the next goals, and participate in
completion. sequence of instruction. reflection, self-
4/24/23 assessment, and goal
10/19/23 setting.
Some students I believe I have gotten My teacher leadership Instruction is based Anticipation through
demonstrate the better at designing inquiry project was the entirely on my ongoing reference to previous
readiness to move-on to lessons and our perfect tool for allowing monitoring of individuals lessons has joined
the next level of difficulty environment to allow students to extend their and groups of students to observation as the main
or complexity in games or students to progress at learning through ensure they are safe and methods of pacing and
activities, but the their own rate in a supplemental PE sessions appropriately challenged. adjusting lessons. I am
cooperative setting cooperative setting. This with their classroom Otherwise, students may able to react much
sometimes interferes has been done by teachers, which now align find themselves in quicker if I have gone
with that. I do my best to removing time with aspects from my dangerous situations. over scenarios or
differentiate for advanced constraints when possible sessions. 9/18/22 progress rates in my head
students to ensure they and providing modified 4/30/24 beforehand.
remain challenged. exercise options. 4/24/23
9/18/22 4/24/23
Evidence I have continued to rely
I am still working on on learning experiences
finding ways to allow from previous lessons as
students to review and my main source of insight
extend learning from our for pacing and adjusting
PE sessions as the lessons. I am able to recall
description for the events that took place at
"Applying" level entails. one school or grade level,
As such, I believe I remain and anticipate how they
at this level, but I hope could play out at another
that leveraging site or with another grade
technology will support level.
me in this process. 10/19/23
10/19/23 Having some students in
my classes for three years
now has allowed me to
pace and adjust lessons
based on my familiarity
with individuals and
group dynamics.
4/30/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
language, and academic identify connections concepts, academic content standards, and issues, academic
3.1 Demonstrating
content standards. between academic language, and academic academic language in language, and research to
knowledge of subject
content standards and content standards. ways that ensure clear make relevant
matter academic
instruction. 9/18/22 connections and connections to standards
content standards
relevance to students. during instruction and
4/24/23 extend student learning.
10/19/23
4/30/24
I communicate to I have tried to do a better I have been more mindful
students, in simplified job translating PE content in building my knowledge
terms, the muscle groups, standards for students in of childhood stages of
motor skills and the form of learning physical and cognitive
foundations of physical objectives and development and have
fitness that are targeted expectations. I think it is tried to connect those to
by certain exercises, important for them to California's PE standards
games or activities we understand why we are across the elementary
play. These elements are doing things, with grade levels.
the core concepts around standards being the main 10/19/23
which the PE standards source of guidance for my
were built. planning. Academic language has
9/18/22 4/24/23 become a focus of my
instruction in terms of
how I communicate
directions, expectations
and coaching cues to
students depending on
their age, cognitive
development or any
disabilities present.
4/30/24

Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
9/18/22 understanding of subject matter including related related academic
matter including related academic language. language. Engages student at all
Teaches subject-specific academic language. 10/19/23 4/30/24 levels of vocabulary,
3.2 Applying
vocabulary following 4/24/23 academic language, and
knowledge of
curriculum guidelines. Provides explicit teaching Provides explicit teaching proficiencies in self-
student development
Provides explicit teaching of essential vocabulary, of specific academic directed goal setting,
and proficiencies to
of essential content idioms, key words with language, text structures, monitoring, and
ensure student
vocabulary and multiple meanings, and grammatical, and stylistic improvement. Guides all
understanding of
associated academic academic language in language features to students in using analysis
subject matter
language in single lessons ways that engage ensure equitable access strategies that provides
or sequence of lessons. students in accessing to subject matter equitable access and deep
Explains academic subject matter text or understanding for the understanding of subject
language, formats, and learning activities. range of student language matter.
vocabulary to support 4/24/23 levels and abilities.
student access to subject 10/19/23 4/30/24
matter when confusions
are identified.
9/18/22

While I believe I have a Vocabulary related to My increasingly in-depth Compounding experience
strong understanding of content is introduced understanding of how with students at all age
the different stages of during individual lessons student development groups has helped me
physical development in and is built-upon as impacts motor skills and better understand what
adolescents, I know I can concepts are revisited. problem solving in types of strategies each
do a better job applying Clarification is provided physical activities has group responds to best.
knowledge of cognitive in the event I notice allowed me to better Additionally, I have
development stages to confusion among design activities as well experimented with and
my planning. students or if they as deliver instruction to refined modifications to
9/18/22 express their confusion to students more clearly and games and activities to
me. efficiently. ensure equitable access
9/18/22 10/19/23 for ELLs and students
with disabilities with
I have started considering I have tried to make a inclusion in mind.
cognitive development habit out of asking 4/30/24
stages more often during questions to students
my planning. For when we revisit a game,
example, shorter, more activity or skill to draw
concise activities quick on prior knowledge.
more easily achieved Checking for
objectives work best for comprehension and
the attention spans of retention of vocabulary is
younger learners. a big part of that process.
4/24/23 4/24/23
While I still believe I do a

good job of asking the
group questions that try
to reach their prior
knowledge and measure
retention of concepts and
vocabulary, I need to do a
better job of making my
instruction more
equitable for students
with disabilities or ELLs.
Therefore, I remain at
this level for this element.
10/19/23

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge of
curriculum as provided curriculum and considers curriculum and student curriculum and resources curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
adjust instruction.
3.3 Organizing understanding of the lessons to support ensure student across subject matter to 10/19/23
curriculum to subject matter. understanding of subject understanding. extend student 4/30/24
facilitate student matter. 9/18/22 understanding.
understanding of the 4/24/23 Ensures student
subject matter comprehension and
facilitates student
articulation about what they
do and do not understand.
10/19/23
4/30/24
The structure and I now use more resources I have continued building
sequence of lessons is in my planning of games on my knowledge of
determined by and activities now that subject matter concepts
curriculum as well as pre- students are more as well as the unique
assessments and familiar with the routines aspects of my student
formative assessments of and common activities we population. This, along
students. At times, have done up to this with leveraging resources
exercises or activities are point. These resources at my sites and district
revisited until students include OpenPhysEd and have helped me remain
demonstrate adequate others related to motor informed about student
progress and the skill development. progress and
readiness to move on. 4/24/23 understanding through
9/18/22 either discussion or
observation.
10/19/23
Reflection and group

discussion over previous
or upcoming activities in
my PE class has allowed
me to measure student
comprehension and help
them explain reasons for
confusion or struggles to
adhere to rules and
expectations.
4/30/24

Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that academic language, and challenge the full range of
appropriate to the
appropriate to subject addresses students’ guide student in student towards a deep
subject matter
matter. diverse learning needs. understanding knowledge of subject
9/18/22 4/24/23 connections within and matter.
across subject matter. 4/30/24
10/19/23
I utilize online resources I seek out guidance on Collaboration with peers Elements of choice along
and district-provided useful instructional and mentors, as well as with a better idea of the
training and resources to strategies for the trial and error with activities and
discover new classroom and extract the various strategies in my instructional strategies
instructional strategies main ideas to modify own PE class have helped that engage each
that will better reach my them for use in the PE me find more clear and subgroup of my student
students. environment. concise ways to deliver populations has helped
9/18/22 4/24/23 instruction and guide me better convey
students through concepts and coaching
activities. points to all students.
10/19/23 4/30/24

Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
3.5 Using and
matter accessible to to students. and skill development in needs and make subject extend student
adapting resources,
students. 9/18/22 subject matter. Resources matter accessible to understanding and
technologies, and
reflect the diversity of the students. critical thinking about
standards-aligned
Identifies technological Explores how to make classroom and support 10/19/23 subject matter.
instructional
resource needs. technological resources differentiated learning of 4/30/24
materials including
available to all students. subject matter. Assists student with
adopted materials, to
9/18/22 4/24/23 equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on 10/19/23 resources and support.
individual needs. 4/30/24
4/24/23
I seek out materials and I consider how applicable I have been able to refine The opportunity to
resources either online or certain instructional the resources and partner with my students’
provided by my district strategies are to my materials I use to teach classroom teachers has
that will help me improve practice in terms of my students based on helped me extend student
as a teacher and improve student interests, their backgrounds and learning and add
my students’ experience demographics and being previous responses to the exposure to the concepts
in PE. outside doing PE as different strategies. and materials they only
opposed to inside the Additionally, I try to have a short time to
Additionally, I sometimes classroom. educate my students on engage with in my
recommend technological 4/24/23 ways they can extend sessions. I leverage
resources or different their knowledge at home applications like
examples of exercise- On rainy days or other through technology and Schoology and Class Dojo
related media to my days where PE is forced other resources in their to accomplish this.
students, but I am unsure inside, I take advantage of community. 4/30/24
of how many students the opportunity to expose 10/19/23
take advantage of it. students to electronic and
9/18/22 online resources that will
engage them and
introduce them to new
information.
4/24/23

Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
9/18/22 writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
English learners’ language development to 4/30/24 content goals.
3.6 Addressing the performance to identify gaps support English learners.
needs of English in English language 10/19/23
learners and student Provides adapted materials development. Develops and adapts Is resourceful and flexible in
with special needs to to help English learners 4/24/23 Creates and implements instruction to provide a wide the design, adjustment, and
provide equitable access content. scaffolds to support range of scaffolded support elimination of scaffolds
access to the content Attempts to scaffold content standards-based instruction for language and content for based on English learners’
using visuals, models, and using literacy strategies, the range of English proficiencies, knowledge,
graphic organizers. SDAIE, and content level learners. and skills in the content.
9/18/22 English language 10/19/23 4/30/24
development in order for
students to improve
language proficiencies and
understand content.
4/24/23
I try to remain as When I am informed of The proficiency levels of Many different forms of I am able to make
informed as possible of non-native speakers with my English learners scaffolded support are exceptions and find ways
the ELL population in my low English proficiency in determine how much I available to English for ELLs to be supported
groups, but high student my groups, I utilize my rely on visual learners in my PE without disrupting the
counts can sometimes Spanish-speaking demonstrations and sessions including visual flow of the lesson or
make this difficult. paraeducator and translation resources to demonstrations, being diverting my attention
9/18/22 increased visual teach students. The goal paired with a classmate from the rest of the
demonstrations to help is to have students be who can assist them, or group. Over time, these
these students fully able to understand being shadowed by our scaffolds are unneeded
participate and remain instructions mainly Spanish-speaking and are eventually
safe. through words with the paraeducator. phased out naturally.
9/18/22 same level of visual 10/19/23 4/30/24
demonstration as their
I communicate with the classmates. Cooperative games that
classroom teachers of an 10/19/23 require conversation
ELLs to get an among students are often
understanding of their I developed the process of used as a tool to have
English proficiency and assigning beginner ELLs a ELLs improve their
any teaching strategies “PE Buddy” who is proficiency with content-
that seem to resonate assigned with staying specific vocabulary. This
with them. nearby the ELL and adds to engagement
4/24/23 helping with any while also contributing to

translating or language development.
clarification they might 4/30/24
need. This keeps ELLs
engaged and involved
while keeping me free to
support the rest of the
group.
4/24/23

Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Attends required meeting Cooperates with resource Communicates and
with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
3.6 Addressing the families. and families during with resource personnel, support staff, and families to collaborates with resource
needs of English meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
learners and student support of learning plans to ensure that student instruction. Supports families, leadership, and
with special needs to and goals. services are provided and families in positive students in creating a
provide equitable progress is made in engagement with school. coordinated program to
access to the content accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
special needs. on struggling learners and a timely and appropriate that students receive Takes leadership at the
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. including interventions tried into the core curriculum. ensure the smooth and
previous to referral. 4/24/23 effective implementations of
9/18/22 10/19/23 referral processes.
4/30/24
I am fully aware of I am more strategic with My ability to reach my
students with special how and when I integrate special needs students in
needs in my groups, as students with special both private and mixed
these classes sometimes needs either in a partial sessions with mainstream
receive their own or full manner. I do this classroom students has
sessions but may also be through observation and greatly improved this
integrated with general- determination of their semester. I have been
ed classes. skill progression, able to familiarize them
cooperation in team- with modified routines of
I communicate with based activities, our PE sessions and have
teachers and aides to confidence and comfort. zeroed in on activities
familiarize myself with that are both enjoyable
these students and I check-in with classroom for them and target IEP
understand their teachers of special needs needs.
physical, mental and students to solicit their 4/30/24
emotional limitations. input on how well PE is
9/18/22 supporting the student.
4/24/23

My school sites provide
'IEPs at a Glance' which
are summarized versions
of student IEPs. I believe I
should start making more
of an effort to review
these documents to see
how I can better support
and integrate these
students into the general-
ed PE sessions. Until then,
I remain at this rating for
this element.
10/19/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, diverse Matches resources and extending student
language, cultural cultural backgrounds, and specific strategies to learning based on
4.1 Using knowledge background, and individual cognitive, social, students’ diverse learning comprehensive
of students’ academic emotional, and physical
individual development. needs and cultural information on students.
readiness, language development to meet their
9/18/22 backgrounds. 4/30/24
proficiency, cultural individual needs.
10/19/23
background, and 4/24/23
individual
development to plan Examines potential sources
Is aware of impact of bias Becomes aware of of bias and stereotyping Planning addresses bias, Engages students in the
instruction. on learning. potential areas of bias stereotyping, and analysis of bias,
when planning lessons.
and seeks to learn about Uses culturally responsive assumptions about stereotyping, and
culturally responsive pedagogy in planning. cultures and members of assumptions.
pedagogy. 4/24/23 cultures. 4/30/24
9/18/22 10/19/23
Lessons are loosely Differentiated As my familiarity with my I have begun designing

designed based on instructional strategies students' backgrounds lessons and
curriculum and student- are now anticipated and and interests grows, my implementing
goals, but are designed to built into my lesson plans, planning has begun to instructional strategies
be easily adjusted when I to ensure for a quick and feature more differently based on the
deem necessary due to efficient deployment personalized instruction school site I am at due to
assessments and when I deem necessary aimed at targeting their the differences in student
observations of students. due to student readiness needs. populations among
or unique needs. 10/19/23 schools.
Additionally, I remind 4/24/23 4/30/24
myself to eliminate biases I make a great effort to
related to past student I try to be introspective eliminate any bias or In cooperative activities
behavior or levels of prior to each session to stereotypes in my lessons requiring elements of
effort. think about what by never assuming teamwork, my discussion
9/18/22 happened the week familiarity or proficiency over sportsmanship
before and any biases level in games or features encouragement
that might surface activities prior to each to not assume that all
subconsciously as a lesson. teammates have the same
result. 10/19/23 ability level as you.
4/24/23 4/30/24
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
on content standards and students in single lessons goals for content that are content standards with term and long-term
4.2 Establishing and
available curriculum. and sequences of lessons. accessible, challenging, students’ strengths, learning goals for
articulating goals for
9/18/22 and differentiated to interests, and learning students. Assists students
student learning
address students’ diverse needs. to articulate and monitor
learning needs. 10/19/23 learning goals.
4/24/23 4/30/24
Students are made aware I communicate my Standards are When a unit is

of the objectives in games expectations, learning communicated to introduced, I will inform
and activities in terms of goals and any activity students in a way that students of the goals of
both strategy and objectives clearly to they will understand that day’s lesson, as well
movement skills. students prior to through describing the as what activities I would
Additionally, I explain to beginning the session. action or skill I want like to have them
students the progression Additionally, I try to them to display during participate in at the end
of skills that they will create multiple avenues the lesson. The way I of the lesson after
attain during continued for students to achieve articulate this familiarity is present and
practice. the goals of the lesson or information is dependent skills are developed.
9/18/22 objectives of the game. on each group's unique 4/30/24
4/24/23 interests and needs.
10/19/23
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
term plans. of connected lessons and plans for subject matter integrations of content standards, and
4.3 Developing and
are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
sequencing long-
planning to support related academic frameworks, and design cohesive and
term and short-term
student learning. language and formats assessed instructional comprehensive long- and
instructional plans to
that support student needs to ensure student short-term instructional
support student
learning. learning. plans that ensure high
learning
9/18/22 4/24/23 levels of learning.
10/19/23 4/30/24
We have developed a I revisited the elementary The combination of my

sequence of units for our PE curriculum we knowledge of grade-level
elementary PE designed last school year PE standards, age-
curriculum that aims to and compared it against appropriate motor skill
develop certain skills elementary PE standards development, and the
before moving onto more for the state. I found unique traits of my
complex activities (i.e. multiple areas that students allow me to
developing kicking and needed amending to fully effectively design
ball handling skills before meet the standards and instructional plans.
playing soccer). Similar made those changes. 4/30/24
goals are included within 4/24/23
individual units as well.
9/18/22 I am still experimenting
with ways to implement
long-term,
comprehensive units that
allow students to develop
a skill with increasing
complexity as the unit
progresses. This is mainly
due to our once-per-week
format, but I believe I can
leverage resources to
move onto the next rating
during my next self-
assessment.
10/19/23
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
9/18/22 responsive pedagogy, learning needs. Provides language and learning
4.4 Planning students’ diverse appropriate support and needs and styles to
instruction that language, and learning challenges for students. advance learning for all.
incorporates Is aware of student Seeks to learn about needs and styles. 10/19/23 4/30/24
appropriate content, learning, and students’ diverse learning 4/24/23
strategies to meet language needs through and language needs Integrates results from a Facilitates opportunities
the learning needs of data provided by the site beyond basic data. Uses assessments of broad range of for students to reflect on
all students and district. 9/18/22 students’ learning and assessments into their learning and the
language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. and language needs. learning and language
4/24/23 10/19/23 needs.
4/30/24
Lessons developed using Lesson plans are now Each lesson I implement Lessons are designed to
curriculum may be much more anticipatory, has various points within meet the cognitive and
slightly altered when I featuring modification it where I can either physical needs of the
identify learning needs of strategies to address simplify the activity or students I am seeing
individual students or issues that I think might make it more challenging. during a given session
groups as a whole. come up during a lesson. This decision is based on based on their age and
9/18/22 This leads to more how students are stage of motor skill
efficient alterations and responding to instruction development.
These needs are students getting more out up to that point as well as 4/30/24
identified through of each session. progress towards the
observations of students 4/24/23 session's goal up to that I gain student input on
interacting with one point. their feelings towards
another, performing I have begun 10/19/23 activities and strategies
exercises and implementing more as well as their
participating in activities. formal assessments that Multiple forms of performance and
9/18/22 are measurable as assessment are used behavior during the
opposed to simple including observation, session through debriefs
observations. This helps discussion, and formal or discussions at the
me track progress in assessments. following week’s session.
areas of physical fitness 10/19/23 4/30/24
such as strength and
aerobic endurance.
4/24/23
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
9/18/22 additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. Engages with students to
assessed learning
4/24/23 10/19/23 identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.
4/30/24
Future lessons are either Making real-time I've gotten much better at Familiarity with the
planned or adjusted adjustments has become altering the equipment interests, learning styles
based on student easier through forward used during activities and habits of my students
performance and thinking and anticipating based on the has made me much more
engagement during prior issues that might come developmental stage or effective at anticipating
lessons. Real-time up. I use knowledge of my instructional needs of the need for adjustments
adjustments are often students, including their students. These and adaptations and
difficult due to limited interests, strengths and adjustments are often being prepared to
time spent with students limitations to inform this prepared for before the implement them quickly
per session. area of my lesson lesson for quick to avoid lost instructional
9/18/22 planning. implementation during time.
4/24/23 the lesson. 4/30/24
10/19/23
CSTP 5: Assessing Students for Learning

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
assessments. pre-, formative and learning needs and learning needs and reflect
5.1 Applying 9/18/22 summative assessments. progress. progress.
knowledge of the 4/24/23 10/19/23 4/30/24
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
9/18/22 student learning. know. knowledge.
4/24/23 10/19/23 4/30/24
I experiment with all Certain types of exercises, I am able to assess I continue to identify
three forms of games and activities align students using many which assessment types
assessments as I measure best with certain types of approaches including and means of
students’ initial and assessments. I will discussion, observation administering fit the
ongoing proficiencies in determine whether and formal assessments. I needs and
exercises and gameplay. I formative/summative or am able to utilize the communication
am still learning what formal/informal correct form of preferences of my
types of information I assessments will allow assessment or students as it may differ
need for certain me to best measure my combinations of each that with classes at the same
principles, and what students’ progress. fit the needs of the grade grade level from different
assessments best extract Additionally, pre- level or ability level of the school sites.
that information. assessments and post students being assessed. 4/30/24
9/18/22 assessments may 10/19/23
sometimes take different
formats depending on the
purpose.
4/24/23
Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically
9/18/22 assessments. student learning. informal assessment data throughout instruction to
4/24/23 10/19/23 on student learning. collect ongoing
5.2 Collecting and Follows required 4/30/24 assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform Uses data analysis of a of learner needs.
from a variety of conclusions about lessons or sequence of planning and broad range of
sources to inform student learning lessons based on analysis differentiation of assessments to provide Uses results of ongoing
instruction. of assessment data. instruction. comprehensive data analysis to plan and
9/18/22 4/24/23 information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction. 4/30/24
10/19/23
I use insights and data Future lessons are I would consider students I will compare Data continues to be
from assessments to adjusted or postponed if testing in physical fitness assessment data between collected and analyzed to
measure student learning the need for additional test exercises as the different classes at the gain insight into why
and determine the need practice or clarification is majority of my formal same site or classes at the certain things have taken
for any adjustments to present among small assessments. A majority same grade level at place previously, and as a
future instruction. I could groups of students or the of my assessments are different sites. I feel like tool used to anticipate
improve by identifying group as a whole. informal, and I have a this gives me great how students might
opportunities for 9/18/22 wide variety of those that insight into why certain respond to upcoming
additional formal are used in my classes. groups are performing lessons or strategies.
assessments besides I try to find other data 10/19/23 better or worse than 4/30/24
annual PFTs. points to collect during others and what might be
9/18/22 assessments that will give I will use previously done different at that site,
me a better insight into gathered data as well as informing future
how to continue notes from informal, instruction.
supporting students. For observation-based 10/19/23
example, ELL status, assessments to plan
IEP/504 status, age level future instruction and Verbal assessments
compared to grade, etc. determine the need for regarding rules and
4/24/23 any differentiation. strategy of games have
4/24/23 been featured more in my
instruction as a form of
formal assessment.
4/30/24
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data,
as required by site and data individually and learning individually and individually and with colleagues ability to
both individually and
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to
identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual students. patterns among groups of identify underlying patterns and trends.
learning
9/18/22 students. causes for trends.
4/24/23 10/19/23 4/30/24
I often share and analyze My data analysis habits I have begun reviewing
assessment data with my have greatly improved in and comparing data
team and professional this cycle as I look to data related to fitness testing
development meetings to across sites to identify and other assessment
identify best practices of trends and understand types with the other
responding to learning what instructional members of our
needs of groups or strategies my students elementary PE team with
individual students. are responding to. the goal of gaining insight
9/18/22 10/19/23 from each other.
4/30/24
I believe I am still at the
Exploring rating for this
element as I need to do
better analyzing data for
the purpose of finding
trends. I feel like I can
gain valuable insight
looking at certain classes
or subgroups of students
that show the same
results on assessments.
4/24/23
Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
single lessons or 9/18/22 standards for individuals for the fill range of
sequences of lessons. and groups. students.
Plans instruction using 4/24/23 4/30/24
5.4 Using assessment available curriculum Plans adjustments in Plans differentiated 10/19/23
data to establish guidelines. instruction to address lessons and modifications Uses data systematically
learning goals and to learning needs of to instruction to meet Plans differentiated to refine planning,
plan, differentiate, individual students. students’ diverse learning instruction targeted to differentiate instruction,
and modify needs. meet individual and and make ongoing
instruction 9/18/22 group learning needs. adjustments to match the
4/24/23 evolving learning needs
10/19/23 of individuals and groups.
4/30/24
Modifies lessons during
instruction based on
informal assessments.
4/24/23
10/19/23
I use assessment data I try to use a variety of Formal and informal
obtained by myself and sources to pull data from assessment data is
my colleagues to modify related to student maintained and updated
instructional practices performance against throughout the school
based on student learning goals and year as a way to inform
progress and learning objectives. Both my my future planning and
needs. This instruction is instruction and adjust goals or
related to building both assessments can be expectations as needed
knowledge and differentiated based on based on progress being
performance of exercise the learner, and made by the group or
concepts. expectations might be individual in question.
9/18/22 modified depending on 4/30/24
the student. Additionally,
changes are made to
lessons in real-time based
on mid-lesson
assessments.
4/24/23
I feel like I should remain

at this rating for this
element because I do not
yet consider my use of
assessments to be
systematic. I need to do a
better job of developing
more assessments that
provide data as well as
creating a data collection
and analysis plan for my
units.
10/19/23
Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all need for individual include goal setting language development. individual skills. 4/30/24
students in self- learning goals. exercises. 4/24/23 10/19/23
assessment, goal- 9/18/22 Develops students’ meta-
setting, and progress Monitors progress using Guides students to Integrates student self- cognitive skills for
monitoring available tools for Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
recording. opportunities in single progress on a regular and progress monitoring refining goals towards
lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their 9/18/22 4/24/23 achievement.
own progress toward 10/19/23
class or individual goals. 4/30/24
I regularly encourage I challenge students to Self-assessment has been Students are becoming
students to challenge measure their progress featured more than ever more familiar with
themselves to improve at regularly in terms of this cycle with students coaching cues and things
certain exercises or repetitions or success in assessing their progress I tell them I would like to
activities through games or activities, and in physical fitness test see during games or
continued practice during strive to improve on that exercises. activities. This is similar
PE sessions as well as measurable data through 10/19/23 to a rubric and allows
individual practice continued practice. students to refer to those
outside of their weekly 9/18/22 Students are asked to desired traits as they
PE sessions. monitor their own measure their own
9/18/22 Students are given progress and judge their progress.
moderate guidance on effort and behavior 10/19/23
how to self-assess and regularly. This
measure their progress. introspection puts the The combination of
This is done through presence or lack of communicating goals
explanation of realistic progress on the student. prior to students
fitness progress, which Additionally, students are engaging with the lesson,
on the surface might not introduced to the reality along with self-
seem like much week-to- of progress towards assessment after the
week. fitness goals, which is session through our
4/24/23 understanding that debriefs, students take an
progress is slow but active role in their own
builds over time. progress monitoring.
4/24/23 4/30/24
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
5.6 Using available make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to assist communications about with administration, student learning with communication of and ongoing
in assessment, student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and about student learning. colleagues, families, and audiences. student learning to all
communication of 9/18/22 students. Ensure that 4/30/24 audiences.
student learning communications are
received by those who
lack access to technology.
4/24/23
10/19/23
I recommend various I have begun utilizing I experimented with
digital resources and Excel, which I have worked using Schoology to
forms of media to in extensively in the past, provide 5th graders with
students that relate to the to gather, organize and resources related to the
instruction I give in PE analyze student CA State Physical Fitness
sessions. Additionally, performance data. This test this year, including
technological assessment allows me to efficiently practice instructions for
communicate with the
tools such as Kahoot are each test and previews of
classroom teachers and
used when PE is forced how the tests would be
administration and
indoors due to weather. administered.
provide them with findings
9/18/22 from the data. 4/30/24
4/24/23
I continue to rely mainly

on excel as the technology
featured in my
assessments and data
analysis. I do use Google
Drive to share the fitness
tracker spreadsheets to
teachers and their
students, but I need to find
more technological
resources to use in my
assessments. As such, I
remain at this rating.
10/19/23
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal assessments communications about
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment Notifies families of feedback in ways that 4/24/23 increased learning. progress and ways to
information to share student proficiencies, students understand. 10/19/23 provide and monitor
timely and challenges, and behavior 9/18/22 Provides opportunities support.
comprehensible issues through school for comprehensible and Communicates regularly 4/30/24
feedback with mandated procedures. Communicates with timely two-way with families to share a
students and their 9/18/22 families about student communications with range of assessment
families 4/24/23 progress, strengths, and families to share student information that is
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues. 4/30/24
10/19/23
While I do not personally I provide real-time Student feedback is Receiving feedback has I encourage high-
communicate with coaching cues to students provided as they become a familiar point achieving students to
student families, I do during sessions based on participate in games and in our PE sessions for my take on leadership roles
communicate behavioral observations and activities or when they students. They in my sessions, such as
issues to their teachers assessments. are performing exercises. understand that they line leader or taking it
who then relay that to Additionally, feedback Additionally, we debrief need to listen for upon themselves to
their families. related to sequences of with students in between coaching points or the remind their peers of
9/18/22 lessons is given to rounds of games and at next set of instructions behavior expectations
students to communicate the end of each session to upon hearing certain cues and rules of activities.
I remained at this rating progress towards goals. go over what happened or at the end of a game or 4/30/24
because I still do not Both types of feedback that day, improvements activity.
personally communicate are given in simplified that need to be made and 10/19/23
with families, but I terms to aid in student expectations for the next
continue to stay in close understanding. week
contact with classroom 9/18/22 4/24/23
teachers to ensure any
issues are communicated There have been a few Parents of students are
to the parents in a timely instances this cycle in able to communicate with
fashion. which I communicated me and through the
4/24/23 with students' parents classroom teachers, and
regarding issues at PE. some have taken
Example include praising advantage of that line of
a student who is communication this year.
performing or behaving 4/30/24
exceptionally well, or
discussing the progress of
a student with an IEP or
behavior contract.
10/19/23
CSTP 6: Developing as a Professional Educator

Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
practice to support practice individually colleagues on the refinements in action research in
student learning. and with colleagues relationship between teaching practice and supporting student
Reflects individually or that is focused on making adjustments in connections among the learning and raising
with colleagues on methods to support teaching practice and elements of the CSTP the level of academic
immediate student the full range of impact on the full to positively impact achievement.
learning needs. learners. range of learners. the full range of
9/18/22 4/24/23 learners. Engages in and fosters
10/19/23 reflection among
colleagues for school
wide impact on
student learning.
4/30/24
I individually reflect on I continue to reflect My review and I continue to lean on my
the level of success in my individually on lesson consideration of the CSTP elementary PE colleagues
6.1 Reflecting on PE sessions regularly as I planning, delivery and standards and how they working at the other
teaching practice in wish for my students to adjustment, and have relate to my role and schools in the district to
support of student have a meaningful also begun doing the instructional strategies learn from one-another,
experience. During same in more detail with has started to feature along with the classroom
learning
meetings with my my colleagues around the itself in my collaboration teachers of my students
colleagues, we reflect on district at our weekly among colleagues. My through my teacher
our program as a whole meetings. Additionally, I lessons featuring leadership project in this
and share experiences collaborate with concepts from the CSTP semester. Both
and best practices. classroom teachers to see standards are shared relationships help
9/18/22 if any methods they use when they are improve student
can be helpful in PE. successfully deployed. outcomes and our
4/24/23 10/19/23 respective teaching
practices.
4/30/24
Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a broad
connected to the CSTP the CSTP that take into the CSTP that are authentic goals range of professional
through required account self-assessment authentic, challenging, connected to the CSTP goals connected to the
processes and local of teaching practice. and based on self- that are intellectually CSTP to improve
9/18/22 assessment. challenging and based on instructional practice and
protocols.
4/24/23 self-assessment and impact student learning
Expands knowledge and feedback from a variety within and beyond the
Attends required skills individually and Aligns personal goals of sources. classroom.
professional with colleagues through with school and district 10/19/23 4/30/24
development. available professional goals, and focuses on
development. improving student Engages in and Engages in ongoing
9/18/22 learning. contributes to inquiry into teacher
4/24/23 professional practice for professional
development targeted on development.
Selects and engages in student achievement.
professional Pursues a variety of Contributes to
6.2 Establishing development based on additional opportunities professional
professional goals needs identified in to learn professionally. organizations, and
and engaging in professional goals 10/19/23 development
4/24/23. 4/30/24 opportunities to extend
continuous and own teaching practice.
purposeful I set goals and This semester, I was I use the advanced The CSTP standards
professional growth expectations for myself better able to identify ratings of the CSTP continue to drive the
and development based on previous CSTP elements that in standards to set goals for goals of my teaching
performance along with which I had experiences myself and paint a practice, now along with
observations of and and use them to reflect picture of where I want the teacher leadership
feedback from my and self-assess. my teaching abilities to standards introduced
students. 4/24/23 be. this semester related to
9/18/22 10/19/23 serving as a leader to
I also am always mindful students and fellow
Additionally, I value of the direction of my I am present at all teachers.
professional school and district, and professional 4/30/24
development try to integrate that into development meetings
opportunities to learn my teaching. for my home site and
from my colleagues and 4/24/23 seek out other content-
others. specific growth
9/18/22 I take advantage of my opportunities whenever
district’s professional possible.
development offering 10/19/23
and select courses that
relate to my position One of the next steps
4/24/23 identified at the
conclusion of my teacher
leadership project was to
inquire about leading a
session at one of our next
PD days. Until I am able
to make that happen, I
believe I remain at this
rating for this element.
4/30/24
Attends staff, grade Consults with colleagues Collaborates with Collaborates with Facilitates collaboration
level, department, and to consider how best to colleagues to improve colleagues to expand with colleagues.
other required support teacher and student learning and impact on teacher and 4/30/24
meetings and student learning. reflect on teaching student learning within
9/18/22 practice at the classroom grade or department and Works to ensure the
collaborations.
level. school and district levels. broadest positive impact
Begins to identify how to 10/19/23 possible on instructional
Identifies student and access student and Interacts with members practice and student
teacher resources at teacher resources in the of the broader Engages with members of achievement at school
the school and district broader professional professional community the broader professional and district levels and for
level. community. to access resources that community to access the profession.
support teacher resources and a wide 4/30/24
effectiveness and student range of supports for
learning. teaching the full range of Initiates and develops
9/18/22 learners. professional learning
6.3 Collaborating 4/24/23 10/19/23 opportunities with the
with colleagues and broader professional
the broader community focused on
professional student achievement.
4/30/24
community to I work collaboratively I collaborate with colleagues I try to either share or My teacher inquiry
support teacher with colleagues to learn in my same position and gain strategies from project this semester
and student about strategies that others who serve students other teachers at my sites centered around
at my sites.
learning have been successful for to know what does and collaboration with
4/24/23
them and how I can apply does not work with all of colleagues at my school
them to my groups of I participate in networking my student groups. site for the sake of
students. to make connections with 10/19/23 improving student
9/18/22 experienced teachers in my achievement and
field and aim to learn from I have started seeking out bettering our teaching
them through access of their national PE teacher practice together.
materials or personal groups that offer tips, 4/30/24
meetings. training and other
9/18/22
development Additionally, I have taken
opportunities. more of an interest in
I haven’t branched out much
further than other teachers 10/19/23 learning opportunities
in our district and a few surrounding pedagogy in
outside. I should seek out general and not simply
some online resources to content-specific
broaden my network. information.
10/19/23 4/30/24
Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
the family in student importance of the contribute to the and support for range of opportunities
learning and the need family’s role in student classroom and school. families to actively for families to
for interactions with learning. Seeks Adjusts participate in the contribute to the
families. information about communication to classroom and school. classroom and school
cultural norms of families based on community. Supports a
families represented in awareness of cultural Communicates to school/district
the school. Welcomes norms and wide range families in ways which environment in which
family involvement at of experiences with show understanding of families take
classroom/ school schools. and respect for cultural leadership to improve
events. 4/24/23 norms. student learning.
9/18/22 10/19/23 4/30/24
I fully understand the I communicate either Communication
important role that to the student or related to students’
families play in the through their teacher PE experience has
academic progress of things they should ask started being
6.4 Working with their students. While I to one of their parents.
provided to parents
have little personal This could include
families to support through Schoology
interaction with injury concerns,
student learning families, I do clothing, behavior, etc.) and Class Dojo. This
familiarize myself with I have gotten to know includes information
the culture and my students a lot regarding upcoming
background of my through this process. units and
students through 4/24/23 clothing/shoe
inquiry and recommendations
observation. I haven't created any and resources
9/18/22 opportunities for surrounding the 5th
parents to be involved grade physical
in class yet. Instead of fitness test.
being in person, I
might develop some
4/30/24
take home assignment
that involves their
parents' assistance. I
will stay at this rating
while I work on this.
10/19/23
Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
about local neighborhood and neighborhood and neighborhood and community members
neighborhoods and community resources. community resources community resources to increase
communities 4/24/23 to support the to support the instructional and
surrounding the school. curriculum. instructional program, learning opportunities
9/18/22 Includes references or 10/19/23 students, and families. for students.
connections to 4/30/24
Uses available communities in single Includes knowledge of Engages students in
neighborhood and lessons or sequence of communities when Draws from leadership and service
community resources lessons. designing and understanding of in the community.
in single lessons. 9/18/22 implementing community to improve Incorporates
instruction and enrich the community members
4/24/23 instructional program. into the school
10/19/23 learning community.
4/30/24
6.5 Engaging local
communities in
support of the
instructional
program
I make myself aware of I will recommend I asked about my I continue to become
the surrounding community resources to students' football more familiar with the
neighborhoods of my students such as exercise seasons as we were surrounding
schools, which helps me and sports classes and learning how to throw a communities of my sites
be familiar with the events as well as local football. and it helps me
environment my students sports organizations. 10/19/23 understand how students
are in on a daily basis. I 9/18/22 interact and carry
understand this has a I understand most of my themselves at school and
direct impact on their I have recommended students rarely play in sessions.
response to instruction local youth sports outside their house, so I 10/19/23
and coaching. leagues to students who I consider that when
9/18/22 assume would like to planning lessons as I will make references to
play a sport based on students’ motor skills are community landmarks or
their attitude in PE. far less developed across organizations when
4/24/23 all age groups. recommending ways my
4/24/23 students can remain
active over the weekends
or during the summer.
4/30/24
I have not yet planned

any community service
events or included any
community members in
my PE lessons, but I
definitely plan to do so. I
remain at this rating at
this time.
4/30/24
Develops an Maintains professional Anticipates professional Integrates the full range Models professionalism
understanding of responsibilities in timely responsibilities and of professional and supports colleagues
professional ways and seeks support manages time and effort responsibilities into in meeting and exceeding
responsibilities. as needed. required to meet advanced planning and professional
9/18/22 expectations. prepares for situations responsibilities
Seeks to meet required 4/24/23 that may be challenging. effectively.
commitments to students. Demonstrates 10/19/23 4/30/24
commitment by Pursues ways to support
exploring ways to students’ diverse Maintains continual Supports colleagues to
address individual learning needs and effort to seek, develop, maintain the motivation,
student needs. maintains belief in and refine new and resiliency, and energy to
9/18/22 students’ capacity for creative methods to ensure that all students
achievement. ensure individual student achieve.
4/24/23 learning. 4/30/24
10/19/23
6.6 Managing I strive to remain current Being in my 2nd year, I Staying updated on the I maintain a
professional on my professional was able to anticipate school calendar and professional demeanor
responsibilities to responsibilities and upcoming events and upcoming events has and presence on
maintain communicate any tasks. The planning and become a common campus no matter who I
struggles or needed performing of these led consideration during my am around. I also make
motivation and support to my to higher quality. planning of lessons.
commitment to all myself available to
supervisors in a timely 4/24/23 10/19/23 colleagues to support
students manner. them in any initiatives
I know all my students I am always trying to
they might be driving in
Additionally, I reflect on can learn, effort is figure out what my
their classrooms and at
previous lessons and typically an issue. I try to students enjoy doing and
my sites.
design future lessons to find ways to get them how I can make it fit
better address individual engaged and participate learning goals. 4/30/24
and group needs. as best as they can. 10/19/23
9/18/22 4/24/23
Follows all state education codes, legal requirements, district and site policies, Maintains a high standard of personal integrity
contractual agreements, and ethical responsibilities.* and commitment to student learning and the
profession in all circumstances.
* As follows:
• Take responsibility for student academic learning outcomes. Contributes to building professional community
• Is aware of own personal values and biases and recognizes ways in which and holding peers accountable to norms of
these values and biases affect the teaching and learning of students. respectful treatment and communication.
• Adheres to legal and ethical obligations in teaching the full ranges of
learners, including English learners and students with special needs. Contributes to fostering a school culture with a
• Reports suspected cases of child abuse and/or neglect as outlined in the high degree of resilience, professional integrity,
California Abuse and Neglect Reporting Act. and ethical conduct.
• Maintains a non-hostile classroom environment and carries out laws and 10/19/23
district guidelines for reporting cases of sexual harassment. 4/30/24
• Understands and implements school and district policies and state and
federal law in responding to inappropriate or violent student behavior.
6.7 Demonstrating • Complies with legal and professional obligations to protect the privacy,
health, and safety of students, families, and other school professionals.
professional
• Models appropriate behavior for students, colleagues, and the profession.
responsibility,
• Acts in accordance with ethical considerations for students.
integrity, and • Maintains professional conduct and integrity in the classroom and school
ethical conduct community.
9/18/22
4/24/23
I take my role as an educator seriously and adhere to all policies, contractual I am respectful and appropriate with every student
agreements and ethical responsibilities. I complete all training and professional and staff member I interact with. I also make an effort
development meant to update me on these policies and responsibilities and use to spread the vision of the sites' administrators
those to anticipate how I should react to certain incidents or findings should they through my language and strategies in my PE
arise. sessions.
10/19/23
I also aim to be a positive role model for my students, modeling appropriate and
respectful discourse with students and colleagues. I do not hesitate to make it known if I do not agree
9/18/22 with the way a colleague is carrying themselves or
how they handled a situation. Additionally, I support
The above all still stands. I also make sure to keep private matters about students all of my sites’ efforts in fostering a safe and
to myself. My teaching partner and I also try to model respectful behavior, respectful school environment through accountability
discourse and sportsmanship for out students every day. and fair, consistent and relatable rewards and
4/24/23 consequences.
4/30/24

Peters - Final CSTP Self-Assessment

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Final CSTP Self-Assessment

Element 1.4 Emerging Exploring Applying Integrating Innovating

Due to the format of our

My students still need a

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 1.6 Emerging Exploring Applying Integrating Innovating

I have made progress in

I do not believe students

Element 2.6 Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

While I still believe I do a

Element Emerging Exploring Applying Integrating Innovating

Reflection and group

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Lessons are loosely Differentiated As my familiarity with my I have begun designing

Students are made aware I communicate my Standards are When a unit is

We have developed a I revisited the elementary The combination of my

Element Emerging Exploring Applying Integrating Innovating

I feel like I should remain

I continue to rely mainly

Element Emerging Exploring Applying Integrating Innovating

I have not yet planned

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