Over the years, I advanced from the “Exploring” and “Applying” levels to the “Integrating” and “Innovating” levels of the CSTP Standards. The inquiry cycles guided me as an educator to enhance my instructional practices, make data-informed decisions, differentiate instruction, and collaborate with colleagues. I felt encouraged to seek out new knowledge, explore different instructional approaches, and refine my teaching practices based on evidence and feedback. Overall, the process fostered a mindset of continuous learning that benefits both myself and my students.

Initial vs Post CSTP Self-Assessments

At the beginning of induction, I set two growth goals. One area I wanted to seek growth was in creating instructional goals and lessons that supported individualized student learning. I aimed to foster meaningful connections between students’ prior knowledge, personal backgrounds, life experiences, and interests while adhering to the curriculum. The other area I wanted to focus on was broadening my knowledge of effective literacy instruction during reading centers. To accomplish these goals, I planned to utilize both formal and informal assessments to differentiate instruction to support and extend student learning.

For the fourth inquiry cycle of year one, I focused on using language arts and iReady reading assessment data to establish learning objectives and tailor small-group instruction. My initial level for assessing students for learning was “Exploring,” however by the end of the inquiry cycle my post level was “Integrating.” The assessment data was used to form the reading groups, identify the instructional priorities of each student and grouping, as well as to guide the lessons for small groups. I used ongoing assessments, such as student work, observations, and iReady diagnostic growth reports to monitor students’ progress and to modify instruction and groupings as needed.

One of my strengths is creating a safe and inclusive learning environment that promotes social development and academic growth. I have established high expectations, classroom routines, and positive behavior supports to facilitate effective learning for all students. Another strength is my eagerness to pursue continuous growth in developing as a professional educator. I engage in reflective practice, collaborate with colleagues, and establish partnerships with families to support my own development as well as my students.

An area I would like to continue to improve on is assessing students for learning and using data to inform and modify instruction. I seek to involve all students in self-assessment, goal setting, and progress monitoring to empower them to take ownership of their learning journey and foster a sense of responsibility and motivation. Additionally, I want to develop long-term and short-term instructional plans that establish clear learning goals to students that are attainable, challenging, and differentiated to cater to the diverse needs of students.

I’m proud of the impact I have on my students’ lives. I build relationships with them and their families and create experiences that foster a love for learning. Like Fred Rogers said, “A love of learning has a lot to do with learning that we are loved.” It’s rewarding to see the positive difference I make in their daily lives, and I’m grateful for the unique opportunity to shape their future and set them on a path towards success. Despite the challenges and obstacles, I continue to learn and grow along the way.