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					Continuum of
Teaching Practice


 
Table of Contents


Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2      Continuum of Teaching Practice Writing Team. . . . . . . . . . . . . . . . . 47
Context and History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
                                                                                                                                          State of CA Commission on Teacher Credentialing . . . . . . . . . . . 47
Rationale and Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Structure and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3                        CTC and CDE Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Reading and Self-Assessing on the
                                                                                                                                          California Standards for the Teaching Profession
Continuum of Teaching Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
                                                                                                                                          Advisory Panel (2008–09) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Developmental Levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7


Continuum of Teaching Practice
Standard 1: Engaging and Supporting All Students in Learning                                                                  . . .   8

Standard 2: Creating and Maintaining
Effective Environments for Student Learning . . . . . . . . . . . . . . . . . . . . . . . . 14

Standard 3: Understanding and Organizing
Subject Matter for Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Standard 4: Planning Instruction and Designing
Learning Experiences for All Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Standard 5: Assessing Students for Learning . . . . . . . . . . . . . . . . . . . . . . . . 33

Standard 6: Developing as a Professional Educator                                                   . . . . . . . . . . . . . . .   40




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                                                                                           page 1
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Introduction
Context and History                                                        Continuum of Teaching Practice                                 California Standards for the Teaching Profession
                                                                           California’s Continuum of Teaching Practice is based           (CSTP) and are in alignment with the P–12 academic
California Standards for the                                               on foundational work of the California Commission              content standards. Criteria refer to indicators of
Teaching Profession                                                        on Teacher Credentialing (CCTC), the California                teaching practice. Evidence of practice includes
The California Standards for the Teaching Profession                       Department of Education (CDE) and the New                      multiple sources such as lesson plans, observation
(CSTP) are intended to provide common language and                         Teacher Center (NTC) over the past 15 years. The               data, and student work analyses and is used to make
a vision of the scope and complexity of the profession.                    2010 Continuum of Teaching Practice is aligned with            valid self-assessments on the Continuum of Teaching
They define a vision of teaching as well as professional                   the CSTP, builds on California’s pre-service Teaching          Practice. The Continuum of Teaching Practice is one
roles and responsibilities from pre-service teacher to                     Performance Expectations and sets forth a description          component of a comprehensive formative assessment
experienced practitioner. The standards are not set                        of teaching that respects the diverse ways teachers            system for teachers, based on the California Standards
forth as regulations to control the specific actions of                    pursue excellence in teaching and learning.                    for the Teaching Profession (CSTP).
teachers, but rather to guide teachers as they develop,                          The Continuum of Teaching Practice is a tool for              The Continuum of Teaching Practice is aligned
refine, and extend their practice.                                         self-reflection, goal setting, and inquiry into practice. It   to the 2009 California Standards for the Teaching
     The current version of the CSTP (2009) has                            provides common language about teaching and learning           Profession (CSTP):
been developed to respond to changes in the context                        and can be used to promote professional growth within          •	 Engaging	and	Supporting	All	Students	in	Learning
for teaching and learning in California over the                           an environment of collegial support. Self-assessment
                                                                                                                                          •	 Creating	and	Maintaining	Effective	Environments	
past decade and to address the pressing needs of                           data can support teachers in making informed decisions
                                                                                                                                             for	Student	Learning
an increasingly diverse P–12 student population.                           about their ongoing development as professionals.
Particular attention has been paid to revising language                    District and induction program leaders can use teacher         •	 Understanding	and	Organizing	Subject	Matter	for	
related to student learning, assessment practices,                         assessment data to guide, support and accelerate                  Student	Learning
and equitable pedagogy designed to address English                         professional growth focused on student achievement.            •	 Planning	Instruction	and	Designing	Learning	
learners and students with diverse learning needs. This                          Since 1992, Beginning Teacher Support and                   Experiences for All Students
updated version of the CSTP also looks forward to                          Assessment (BTSA) Induction Programs in CA                     •	 Assessing	Students	for	Learning
the future of teaching and learning in the 21st century                    have been using formative assessment to support and
where traditional classrooms and contexts are likely to                    inform teachers about their professional practice as           •	 Developing	as	a	Professional	Educator
be transformed through innovative technologies and                         they reflect and improve upon their teaching as part of
                                                                                                                                          The Continuum of Teaching Practice is appropriately
globalized connections. The CSTP continue to set                           a continuous improvement cycle. Formative assessment
                                                                                                                                          used with data collected over time and is not
forth a vision for the teaching profession—one that                        promotes and develops professional norms of inquiry,
                                                                                                                                          appropriate for use with evidence collected on a
is sustainable, engaging, and fulfilling for teachers                      collaboration, data-driven dialogue, and reflection to
                                                                                                                                          single occasion. While the Continuum of Teaching
in all stages of their careers.                                            improve student learning and is characterized by an
                                                                                                                                          Practice may be used to assist teachers in setting
                                                                           inquiry cycle guiding teachers to Analyze Data and
                                                                                                                                          professional goals and/or launching a cycle of inquiry,
                                                                           Reflect—Plan Instruction—Teach and Assess.
                                                                                                                                          the Continuum is not designed for use as a stand-alone
                                                                                 A formative assessment system has three
                                                                                                                                          observation or evaluation instrument.
                                                                           essential components: standards, criteria and
                                                                           evidence of practice. Standards refer to the


C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                    page 2
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Rationale and Use                                                           Structure and Organization                                      Reading and Self-Assessing
The Continuum of Teaching Practice was                                      The Continuum of Teaching Practice is organized                 on the Continuum
developed to:                                                               to describe five levels of development. Each level              The process of assessing on the Continuum of Teaching
 •	 Delineate	the	diversity	of	knowledge	and	skills	                        addresses what a teacher should know and be able                Practice can be done individually or collaboratively.
    needed to meet the varied and evolving needs                            to do in the six CSTP standards. In addition to the             Begin by reading the element and thinking of evidence
    of students                                                             description of teaching in CSTP 1: Engaging and                 of practice related to that element. Record evidence in
                                                                            Supporting	All	Students	in	Learning	and	CSTP	2:	                the	space	provided	underneath	the	element.	Use	that	
 •	Support	the	reflective	practice	and	ongoing	learning	
                                                                            Creating	and	Maintaining	Effective	Environments	                evidence to determine a starting point for assessing
   of teachers
                                                                            for	Student	Learning,	are	what	students	would	be	               practice. For example, if you are a novice in regards
 •	Support	an	ongoing	process	of	formative	assessment	                      doing at each level of practice.                                to	that	element,	you	might	begin	by	reading	Level	1:	
   of a teacher’s practice based on standards, criteria                          The levels do not represent a chronological                Emerging, and then, read one or two levels to the
   and evidence                                                             sequence in a teacher’s growth, but each row describes          right of that to assess practice. However, if you are
 •	Set	short	or	long-term	goals	for	professional	                           developmental levels of performance. The levels                 experienced in a particular element, you might begin
   development over time                                                    become increasingly complex and sophisticated and               by	reading	Level	3:	Applying,	and	then	adjust	your	
                                                                            integrate the skills of previous levels.                        assessment to the left or right from there.
 •	Describe	teaching	practice	and	development	
                                                                                 In the first column, under the language of each                 Any practice described to the left on the
   throughout a teacher’s career
                                                                            element, is a space to record evidence of practice as related   Continuum is carried across to those on the right
 •	Support	a	vision	of	ongoing	learning	and	                                to that CSTP element. Teachers reflect and describe             even if not explicitly stated. Highlight the
   teacher development                                                      practice in terms of evidence prior to self-assessing in        descriptions that best match current practice. Date the
 •	Encourage	collaboration	between	classroom	teachers,	                     order to make valid and accurate assessments.                   self-assessment. Subsequent self-assessments can be
   resource personnel and families, to ensure that all                                                                                      highlighted	in	a	different	color	to	show	growth	over	time.
   students are successful                                                                                                                       A	teacher	may	be	at	Level	1	or	2	in	some	elements	
                                                                                                                                            of the CSTP and	Levels	3	and	4	in	others,	no	matter	
                                                                                                                                            how many years she or he has been in the profession.
                                                                                                                                            Because a teacher’s growth is developmental, one
                                                                                                                                            may return to an earlier level temporarily if there
                                                                                                                                            are changes in a teacher’s career, such as new course
                                                                                                                                            content, grade level, school, or student demographics.
                                                                                                                                            In fact, it is not uncommon for teachers to self-assess
                                                                                                                                            and find they have moved from right to left on the
                                                                                                                                            Continuum of Teaching Practice in response to new
                                                                                                                                            teaching contexts, responsibilities, challenges, or
                                                                                                                                            even a deeper understanding of the work.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                        page 3
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Developmental Levels
Note: The descriptions in each of the Developmental Levels are aligned to the CSTP standards.

Level 1: Emerging                            Level 2: Exploring                           Level 3: Applying                     Level 4: Integrating              Level 5: Innovating
Expands awareness of                         Explores use of additional                   Implements the curriculum             Integrates extensive knowledge    Designs and implements
curriculum and instructional                 instructional practices to                   using a variety of instructional      of curriculum, instructional      comprehensive curriculum with
practices to support                         teach the curriculum and                     practices and supplemental            practices, and supplemental       multiple and varied instructional
understanding and engage                     support student understanding                resources selected to improve         resources to enhance and          strategies and resources to
students in learning.                        and engagement. Guides the                   student understanding and             deepen student understanding      support in depth studies of
Recognizes the importance of                 development of a respectful                  engagement.	Maintains	a	              and engagement. Provides          content and promote high
building a positive learning                 learning environment focused                 respectful and supportive             a respectful and rigorous         levels of student understanding
environment that is focused                  on achievement. Expands                      learning environment in which         learning environment that         and engagement. Facilitates
on achievement. Demonstrates                 knowledge of related elements                all	students	can	achieve.	Utilizes	   supports and challenges all       a learning environment that
knowledge of teaching as                     of	effective	instruction,	                   knowledge of CSTP to make             students to achieve.              is respectful, rigorous, and
discrete skills as described                 learning goals, assessments,                 connections between elements          Articulates knowledge             responsive in advancing
in the California Standards                  and content as informed by                   of	effective	instruction,	learning	   of the inter-relationships        student achievement. Applies
for the Teaching Professional                the CSTP. Plans lessons using                goals, assessments, and content       between	elements	of	effective	    in depth knowledge of the
(CSTP). Plans lessons                        expanded understanding of                    standards.	Plans	differentiated	      instruction, learning goals,      CSTP	to	interconnect	effective	
using available curriculum                   curriculum, related materials                instruction using a variety of        assessments, and content across   instruction, learning goals, and
and resources. Develops                      and resources, and assessments.              adjustments	and	adaptations	          the CSTP. Plans lessons using     assessment within and across
understanding of required                    Explores	the	use	of	different	               in	lessons.	Utilizes	a	variety	       a broad range of strategies       content areas. Plans instruction
assessments and uses of data                 types of assessments to expand               of assessments that provide           to	differentiate	instruction	     flexibly utilizing a repertoire
to inform student progress.                  understanding of student                     targeted data on student              as informed by multiple           of instructional practices
Works collaboratively with                   learning needs and support                   learning to guide planning.           assessments. Develops, adapts,    to	differentiate	instruction	
assigned colleagues to reflect               planning. Seeks collaboration                Collaborates and reflects             and integrates assessments        as informed by ongoing
on and improve teaching                      with colleagues, resource                    regularly with colleagues to          into instruction that provide     assessments.	Utilizes	a	wide	
practice and student success.                personnel, and families to                   improve teaching practice             ongoing data to guide             range of assessments strategically,
                                             reflect on ways to improve                   and student success.                  planning	differentiated	          systematically, and flexibly
                                             teaching practice and                                                              instruction matched to            throughout instruction to
                                             student success.                                                                   assessed needs of students.       identify student learning needs
                                                                                                                                Analyzes and integrates           and	guide	ongoing	adjustments	
                                                                                                                                information from a wide range     in instruction that maximize
                                                                                                                                of sources to expand skills of    student learning. Engages in
                                                                                                                                collaboration and reflection      and facilitates collaborative
                                                                                                                                as a habit of practice and to     learning communities focused
                                                                                                                                impact	teacher	effectiveness	     on providing quality instruction
                                                                                                                                and student learning.             and optimal learning for the full
                                                                                                                                                                  range of students.


C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                       page 4
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Levels of Teacher Development Across the CSTP

CSTP                                           Emerging                             Exploring                          Applying                  Integrating                  Innovating
                                                   Level 1                              Level 2                           Level 3                    Level 4                      Level 5

Engaging and                          Expands awareness                    Explores use of                      Implements the             Integrates extensive         Designs and implements
Supporting All                        of curriculum and                    additional instructional             curriculum using a         knowledge of curriculum,     comprehensive curriculum
Students in Learning                  instructional practices              practices to teach the               variety of instructional   instructional practices,     with multiple and varied
                                      to support understanding             curriculum and support               practices and              and supplemental             instructional strategies
                                      and engage students                  student understanding                supplemental resources     resources to enhance         and resources to support
                                      in learning.                         and engagement.                      selected to improve        and deepen student           in depth studies of content
                                                                                                                student understanding      understanding and            and promote high levels
                                                                                                                and engagement.            engagement.                  of student understanding
                                                                                                                                                                        and engagement.    


Creating and                          Recognizes the                       Guides the development               Maintains	a	respectful	    Provides a respectful        Facilitates a learning
Maintaining Effective                 importance of building               of a respectful learning             and supportive learning    and rigorous learning        environment that is
Environments for                      a positive learning                  environment focused                  environment in which all   environment that             respectful, rigorous, and
                                      environment that is                  on achievement.                      students can achieve.      supports and challenges      responsive in advancing
Student Learning
                                      focused on achievement.                                                                              all students to achieve.     student achievement. 




Understanding                         Demonstrates knowledge               Expands knowledge                    Utilizes	knowledge	        Articulates knowledge        Applies in depth
and Organizing                        of teaching as discrete              of related elements of               of CSTP to makes           of the inter-relationships   knowledge of the
Subject Matter for                    skills as described in the           effective	instruction,	              connections between        between elements of          CSTP to interconnect
                                      California Standards                 learning goals,                      elements	of	effective	     effective	instruction,	      effective	instruction,	
Student Learning
                                      for the Teaching                     assessments, and                     instruction, learning      learning goals,              learning goals, and
                                      Professional (CSTP).                 content as informed                  goals, assessments, and    assessments, and content     assessment within and
                                                                           by the CSTP.                         content standards.         across the CSTP.             across content areas.  




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                        page 5
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Levels of Teacher Development Across the CSTP

CSTP                                           Emerging                             Exploring                         Applying                     Integrating                    Innovating
                                                  Level 1                              Level 2                           Level 3                        Level 4                       Level 5

Planning Instruction                  Plans lessons using                  Plans lessons using                 Plans	differentiated	         Plans lessons using            Plans instruction
and Designing                         available curriculum                 expanded understanding              instruction using a           a broad range of               flexibly utilizing a
Learning Experiences                  and resources.                       of curriculum, related              variety	of	adjustments	       strategies	to	differentiate	   repertoire of instructional
                                                                           materials and resources,            and adaptations in lessons.   instruction as informed        practices	to	differentiate	
for All Students
                                                                           and assessments.                                                  by multiple assessments.       instruction as informed
                                                                                                                                                                            by ongoing assessments. 




Assessing Students                    Develops understanding               Explores the use of                 Utilizes	a	variety	of	        Develops, adapts, and          Utilizes	a	wide	range	of	
for Learning                          of required assessments              different	types	of	                 assessments that provide      integrates assessments into    assessments strategically,
                                      and uses of data to inform           assessments to expand               targeted data on student      instruction that provide       systematically, and flexibly
                                      student progress.                    understanding of student            learning to guide             ongoing data to guide          throughout instruction to
                                                                           learning needs and                  planning. Collaborates        planning	differentiated	       identify student learning
                                                                           support planning.                   and reflects regularly with   instruction matched to         needs and guide ongoing
                                                                                                               colleagues to improve         assessed needs of students.    adjustments	in	instruction	
                                                                                                               teaching practice and                                        that maximize student
                                                                                                               student success.                                             learning.


Developing as a                       Works collaboratively                Seeks collaboration                 Collaborates and              Analyzes and integrates        Engages in and facilitates
Professional Educator                 with assigned colleagues             with colleagues, resource           reflects regularly with       information from a wide        collaborative learning
                                      to reflect on and improve            personnel, and families to          colleagues to improve         range of sources to expand     communities focused
                                      teaching practice and                reflect on ways to improve          teaching practice and         skills of collaboration        on providing quality
                                      student success.                     teaching practice and               student success.              and reflection as a habit      instruction and optimal
                                                                           student success.                                                  of practice and to impact      learning for the full range
                                                                                                                                             teacher	effectiveness	and	     of students. 
                                                                                                                                             student learning.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                            page 6
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Glossary of Terms
The Continuum provides a common language of standards-based practice in a community of learners.


Structure                                                                  Concepts
Continuum: a	document	describing	different	                                Diversity: refers to culture, ethnicity, language, race,   Culturally Responsive Teaching: Geneva Gay
levels of practice or knowledge along various stages                       religion, gender, sexual orientation, socioeconomic        (2000) defines culturally responsive teaching as
of development.                                                            background, learning abilities, and learning styles.       using the cultural knowledge, prior experiences,
                                                                                                                                      and performance styles of diverse students to make
Descriptor: an individual cell, or “box,” corresponds                      Equity: means ensuring learning for all students.          learning	more	appropriate	and	effective	for	them;	it	
to the developmental levels in the Continuum of                                                                                       teaches to and through the strengths of these students. 
Teaching Practice.                                                         Pre-Assessment: Used	to	describe	assessments	that	are	
                                                                           part of ongoing instruction, as each significant new       Academic Language: Academic language is the
Standard: one of six areas of teaching practice                            instructional concept is introduced. Pre-assessments       language (oral and written) needed by students
that comprise the CA Standards for the Teaching                            inform teachers of a wide range of students’ knowledge     to understand and communicate in the academic
Profession (CSTP).                                                         and abilities in order to guide instruction.               disciplines. Academic language includes such things as
                                                                                                                                      specialized vocabulary, conventional text structures
Element: a sub-area or sub-domain of teaching                              Entry level assessment: Generally used to describe an      within a field (e.g., whole sentences, narratives,
practice within any of the six CSTP standards.                             initial assessment of competencies when a student first    essays, lab reports) and other language-related
                                                                           begins a class or course of study.                         activities typical of classrooms, (e.g., participating
Level: Each level describes teaching in terms of                                                                                      in a discussion, presenting an argument, comparing
pedagogy, instructional practices, content knowledge,                      Context: Real life contexts include students’ unique       and contrasting, asking for clarification). (revised
learning environment, collaboration and leadership.                        family and community settings as a “mirror” reflecting     from PACT, 2010).
                                                                           the familiar world; and the broader societal, cultural
                                                                           and global settings as a “window” looking into the
                                                                           larger world (E. Style, 1996).




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                page 7
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                          Applying                    Integrating                Innovating

1.1                                   Learns	about	students	               Gathers additional                  Uses	data	from	a	variety	    Uses	data	from	            Uses	comprehensive	
                                      through data provided                data to learn about                 of formal and informal       multiple measures to       knowledge of students
Using knowledge of
                                      by the school and/or                 individual students.                sources to learn about       make adjustments	to	       to make ongoing
students to engage
                                      through district                                                         students and guide           instruction and meet       adjustments	and	
them in learning
                                      assessments.                                                             selection of instructional   individual identified      accommodations
                                                                                                               strategies to meet           learning needs.            in instruction. 
  Evidence:                                                                                                    diverse learning needs. 



                                      Some students may                    Students engage                     Students engage in           Students actively          Students take
                                      engage in learning                   in single lessons or                learning through the         utilize a variety of       ownership of their
                                      using instructional                  sequence of lessons that            use	of adjustments	in	       instructional strategies   learning by choosing from
                                      strategies focused on                include	some	adjustments	           instruction to meet          and technologies           a wide range of methods
                                      the class as a whole.                based on assessments.               their needs.                 in learning that           to further their learning
                                                                                                                                            ensure equitable access    that are responsive to their
                                                                                                                                            to the curriculum.         diverse learning needs.  




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                       page 8
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                         Applying                     Integrating                  Innovating

1.2                                   Develops awareness                   Uses	gathered	                      Uses	school	resources	       Integrates broad              Develops and
                                      of prior knowledge,                  information about                   and family contacts to       knowledge of students         systematically
Connecting                            culture, backgrounds,                students’ rior knowledge,           expand understanding of      and their communities         uses extensive
learning to students’                 life experience, and                 cultural backgrounds,               students’ prior knowledge,   to inform instruction.        information regarding
prior knowledge,                      interests represented                life experiences, and               cultural backgrounds,                                      students’ cultural
backgrounds, life                     among students.                      interests to support                life experiences, and                                      backgrounds, prior
experiences,                                                               student learning.                   interests to connect                                       knowledge, life
                                                                                                               to student learning.                                       experiences, and
and interests
                                                                                                                                                                          interests.   
  Evidence:

                                      Some students connect                Students participate in             Students make                Students are actively         Students can articulate
                                      learning activities to their         single lessons or sequence          connections between          engaged in curriculum         the relevance and impact
                                      own lives.                           of lessons related to their         curriculum and their prior   which relates their prior     of lessons on their lives
                                                                           interests and experiences.          knowledge, backgrounds,      knowledge, experiences,       and society.
                                                                                                               life experiences,            and interests within and
                                                                                                               and interests.               across learning activities.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                        page 9
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                          Applying                      Integrating                    Innovating

1.3                                   Uses	real-life	connections	          Explores using additional           Includes connections           Integrates connections         Engages students
                                      during instruction as                real-life connections to            from	subject	matter	to	        to meaningful, real-life       in actively making
Connecting subject
                                      identified in curriculum.            subject	matter	in	single	           meaningful, real-life          contexts in planning           connections to
matter to meaningful,
                                                                           lessons or sequence of              contexts, including those      subject	matter	instruction	    relevant, meaningful,
real-life contexts*
                                                                           lessons to support                  specific to students’ family   and is responsive during       and real-life contexts
                                                                           student understanding.              and community.                 instruction to engage          throughout	subject	
  Evidence:                                                                                                                                   students in relating to        matter instruction.
                                                                                                                                              subject	matter.



                                      Some students relate                 Students make use of                Students utilize real-life     Students actively engage       Students routinely
                                      subject	matter	to	                   real-life connections               connections regularly to       in making and using real-      integrate	subject	
                                      real-life.                           provided in single lessons          develop understandings         life	connections	to	subject	   matter into their own
                                                                           or sequence of lessons to           of	subject	matter.             matter to extend their         thinking and make
                                                                           support understanding                                              understanding.                 relevant applications of
                                                                           of	subject	matter.                                                                                subject	matter	during	
                                                                                                                                                                             learning activities.




* see Glossary



C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                           page 1 0
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                          Applying                    Integrating                 Innovating

1.4                                   Uses	instructional	                  Explores additional                 Utilizes	a	variety	of	       Creates, adapts, and        Refines the flexible use
                                      strategies, resources, and           instructional strategies,           strategies including         integrates a broad range    of an extensive repertoire
Using a variety of
                                      technologies as provided             resources, and                      culturally responsive        of strategies, resources,   of strategies, resources,
instructional strategies,
                                      by school and/or district.           technologies in single              pedagogy, resources,         and technologies into       and technologies to
resources, and
                                                                           lessons or sequence of              and technologies during      instruction designed        meet students’ diverse
technologies                                                               lessons to meet students’           ongoing instruction to       to meet students’           learning needs.
to meet students’                                                          diverse learning needs.             meet students’ diverse       diverse learning needs.
diverse learning needs                                                                                         learning needs.

  Evidence:
                                      Some students participate            Students participate in             Students participate         Students actively           Students take
                                      in instructional strategies,         single lessons or sequence          in instruction using         engage in instruction       responsibility for
                                      using resources and                  of lessons related to their         strategies, resources, and   and make use of a           using a wide range of
                                      technologies provided.               interests and experiences.          technologies matched to      variety of targeted         strategies, resources,
                                                                                                               their learning needs.        strategies, resources,      and technologies that
                                                                                                                                            and technologies to         successfully advance
                                                                                                                                            meet their individual       their learning.
                                                                                                                                            learning needs.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                      page 1 1
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                         Applying                    Integrating                  Innovating

1.5                                   Asks questions that focus            Includes questions                  Guide students to think     Supports students to         Facilitates systematic
                                      on factual knowledge                 in single lessons or a              critically through use of   initiate critical thinking   opportunities for
Promoting critical
                                      and comprehension.                   sequence of lessons                 questioning strategies,     through independently        students to apply critical
thinking through
                                                                           that require students               posing/solving problems,    developing questions,        thinking by designing
inquiry, problem
                                                                           to recall, interpret,               and reflection on issues    posing problems and          structured inquires into
solving, and reflection                                                    and think critically.               in content.                 reflecting on multiple       complex problems.
                                                                                                                                           perspectives.
  Evidence:


                                      Some students respond to             Students respond to                 Students respond to         Students pose problems       Students pose and answer
                                      questions regarding facts            varied questions or tasks           questions and problems      and construct questions      a wide-range of complex
                                      and comprehension.                   designed to promote                 posed by the teacher and    of their own to support      questions and problems,
                                                                           comprehension and                   begin to pose and solve     inquiries into content.      reflect, and communicate
                                                                           critical thinking in                problems of their own                                    understandings based
                                                                           single lessons or a                 related to the content.                                  on in depth analysis
                                                                           sequence of lessons.                                                                         of content learning.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                      page 1 2
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                            Exploring                          Applying                     Integrating                  Innovating

1.6                                   Implements lessons                   Seeks to clarify                     Makes	ongoing	                Adjusts	strategies	during	   Makes	adjustments	
                                      following curriculum                 instructions and learning            adjustments	to	instruction	   instruction based on the     to extend learning
Monitoring student
                                      guidelines.                          activities to support                based on observation of       ongoing monitoring of        opportunities and provide
learning and adjusting
                                                                           student understanding.               student engagement            individual student needs     assistance to students in
instruction while
                                                                                                                and regular checks            for assistance, support,     mastering the content
teaching                                                                                                        for understanding.            or challenge.                flexibly	and	effectively.

  Evidence:

                                      Some students receive                Students receive assistance          Students successfully         Students are able to         Students monitor
                                      individual assistance                individually or in small             participate and stay          articulate their level       their progress in
                                      during instruction.                  groups during instruction.           engaged in learning           of understanding and         learning and provide
                                                                                                                activities.                   use teacher guidance         information to teacher
                                                                                                                                              to meet their needs          that	informs	adjustments	
                                                                                                                                              during instruction.          in instruction.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                       page 1 3
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                          Applying                     Integrating                  Innovating

2.1                                   Models	and	                          Models	fair	and	respectful	         Reinforces positive,          Develops shared               Facilitates student self-
                                      communicates                         behavior. Demonstrates              responsible, and              responsibility with           reflection and ongoing
Promoting social
                                      expectations for                     commitment to                       respectful student            students for resolving        improvement of the caring
development and
                                      fair and respectful                  fairness and respect                interactions. Assists         conflict and creating and     community based on
responsibility within
                                      behavior to support                  in communications                   students to resolve           maintaining a caring          respect, fairness, and the
a caring community                    social development.                  with students about                 conflicts.                    classroom community.          value of all members.
where each student                                                         language and behavior.
is treated fairly
                                                                                                               Incorporate cultural          Supports students in
and respectfully
                                                                           Seeks to understand                 awareness to develop a        taking leadership in
                                                                           cultural perceptions of             positive classroom climate.   developing a caring
  Evidence:                                                                caring community.                                                 community that is
                                                                                                                                             responsive to the diverse
                                                                                                                                             cultural norms of
                                                                                                                                             identities of all students.


                                      Some students share in               Students participate                Students demonstrate          Students take                 Students take leadership
                                      responsibility for the               in occasional                       efforts	to	be	positive,	      responsibility                in resolving conflict
                                      classroom community.                 community building                  accepting, and respectful     resolving conflicts           and creating a fair and
                                                                           activities, designed                of	differences.               and maintaining a             respectful classroom
                                                                           to promote caring,                                                caring classroom              community where
                                                                           fairness, and respect.                                            community. Students           student’s home culture
                                                                                                                                             promote respect               is included and valued.
                                                                                                                                             and appreciation              Students communicate
                                                                                                                                             for	differences.              with empathy and
                                                                                                                                                                           understanding in
                                                                                                                                                                           interactions with
                                                                                                                                                                           one another.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                        page 1 4
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                          Applying                    Integrating                   Innovating

2.2                                   Is aware of the                      Experiments with                    Develops physical and/       Maintains	physical	           Adapts physical and/
                                      importance of the                    adapting the physical               or virtual learning          and/or virtual learning       or virtual learning
Creating physical
                                      physical and/or virtual              and/or virtual learning             environments that            environments that reflect     environments flexibly
or virtual learning
                                      learning environments                environments that support           reflect student diversity    student diversity and         to facilitate access to a
environments
                                      that support student                 student learning.                   and provide a range of       provides a broad range        wide range of resources
that promote                          learning.                                                                resources for learning.      of resources, displays, and   that engage students in
student learning,                                                                                                                           artifacts that are current    learning. Ensures that
                                                                           Structures for interaction
reflect diversity,                                                                                                                          and integral                  environments enhance
                                      Is aware that structured             are taught in single lessons        Utilizes	a	variety	of	
and encourage                                                                                                                               to instruction.               learning and reflect
                                      interaction between                  or sequence of lessons to           structures for interaction
constructive and                      students can support                 support student learning.           during learning activities                                 diversity within and
productive interactions               learning.                                                                that ensure a focus on       Integrates a variety of       beyond the classroom.
among students                                                                                                 and completion of            structures for interaction
                                                                                                               learning tasks.              that engage students          Selects from a repertoire of
  Evidence:                                                                                                                                 constructively and            structures for interaction
                                                                                                                                            productively in learning.     to ensure accelerated
                                                                                                                                                                          learning for the full range
                                                                                                                                                                          of students.


                                      Some students use                    Students use resources              Students use a variety       Students routinely use        Students participate in
                                      available resources in               provided in learning                of resources in learning     a range of resources in       monitoring and changing
                                      learning environments                environments and interact           environments and interact    learning environments         the design of learning
                                      during instruction.                  with each other to                  in ways that deepen          that relate to and enhance    environments and
                                                                           understand and complete             their understanding of       instruction and reflect       structures for interactions.
                                                                           learning tasks in single            the content and develop      their diversity. Students
                                                                           lessons or sequence                 constructive social and      share in monitoring and
                                                                           of lessons.                         academic interactions.       assessment of interactions
                                                                                                                                            to	improve	effectiveness	
                                                                                                                                            and develop a positive
                                                                                                                                            culture for learning.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                        page 1 5
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                          Applying                     Integrating                    Innovating

2.3                                   Adheres to policies and              Recognizes and addresses            Anticipates and reduces       Integrates support for         Shares responsibility
                                      laws regarding safety                safety issues regarding             risks to physical,            students to take risks         with the students for
Establishing and
                                      that are required by the             materials, student                  intellectual, and             and	offer	respectful	          the establishment and
maintaining lear
                                      site, district, and state.           interactions, and the               emotional safety using        opinions about                 maintenance of a safe
ning environments
                                                                           organization of the                 multiple strategies that      divergent viewpoints.          physical, intellectual, and
that are physically,                                                       learning environments.              include examining                                            emotional environment
                                      Responds to behaviors
intellectually, and                                                                                            biases in the learning                                       focused on high quality
                                      that impact student                                                                                    Engages in reflection on
emotionally safe                                                                                               environment and                                              and rigorous learning.
                                      safety as they arise.                Explores strategies to                                            their own language and
                                                                           establish intellectual              curriculum.                   behavior that contributes
  Evidence:                                                                and emotional safety                                              to intellectual and
                                                                           in the classroom.                   Models	and	provides	          emotional safety in
                                                                                                               instruction on skills that    the classroom.
                                                                                                               develop resiliency and
                                                                                                               support intellectual and
                                                                                                               emotional safety.


                                      Students are aware of                Students follow teacher             Students	take	risks,	offer	   Students develop and           Students demonstrate
                                      required safety procedures           guidance regarding                  opinions, and share           practice resiliency skills     resiliency in perseverance
                                      and the school and                   potential safety issues             alternative perspectives.     and strategies to strive for   for academic achievement.
                                      classroom rational for               for self or others.                                               academic achievement,          Students maintain
                                      maintaining safety.                                                                                    and establish intellectual     intellectual and emotional
                                                                                                                                             and emotional safety in        safety for themselves and
                                                                                                                                             the classroom.                 others in the classroom.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                          page 1 6
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                            Exploring                           Applying                   Integrating                    Innovating

2.4                                   Focuses the rigor of the             Strives for a rigorous               Develops a rigorous          Integrates rigor              Facilitates a rigorous
                                      learning environment                 learning environment                 learning environment         throughout the learning       learning environment
Creating a rigorous
                                      on accuracy of answers               that includes accuracy,              that includes accuracy,      environment that values       in which students take
learning environment
                                      and completion of                    understanding, and the               analysis, problem solving,   accuracy, analysis, and       leadership in learning.
with high expectations
                                      learning tasks.                      importance of meeting                and appropriate levels       critical reading, writing     Fosters extended
and appropriate                                                            targeted learning goals.             of challenge.                and thinking.                 studies, research,
support for all students              Is aware of the importance                                                                                                           analysis and purposeful
                                      of maintaining high                  Works to maintain high               Holds high expectations      Integrates strategic          use of learning.
  Evidence:                           expectations for students.           expectations for students            for students. Has an         scaffolds	and	technologies	
                                                                           while becoming aware of              understanding of             throughout instruction        Supports students
                                                                           achievement patterns for             achievement patterns, and    that support the full range   to utilize an extensive
                                                                           individuals and groups               uses	scaffolds	to	address	   of learners in meeting        repertoire	of	differentiated	
                                                                           of students.                         achievement gaps.            high expectations             strategies to meet
                                                                                                                                             for achievement.              high expectations.



                                      Some students ask                    Some individuals and                 Students engage in a         Students actively use         Students take
                                      for teacher support to               groups of students                   variety	of	differentiated	   supports and challenges       responsibility to fully
                                      understand or complete               work with the teacher                supports and challenges      to complete critical          utilize teacher and
                                      learning tasks.                      to support accuracy                  in ways that promote         reading, writing, higher      peer support, to
                                                                           and comprehension                    their accuracy, analysis,    order thinking, and           achieve consistently
                                                                           in their learning.                   and problem solving          problem solving across        high levels of factual
                                                                                                                in learning.                 subject	matter.               and analytical learning.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                         page 1 7
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                          Applying                   Integrating                  Innovating

2.5                                   Establishes expectations,            Develops expectations with          Uses	multiple	strategies	   Integrates equitable         Facilitates a positive
                                      rules, and consequences              some student involvement.           including culturally        expectations, positive       environment using
Developing,
                                      for individual and                   Communicates, models                responsive instruction      supports, and consequences   systems that ensure
communicating, and
                                      group behavior.                      and explains expectations           to develop and maintain     for individual and group     students take an active
maintaining high
                                                                           for individual and                  high standards for          behavior within and across   role in monitoring
standards for individual                                                   group behavior.                     individual and              learning activities.         and maintaining high
                                      Refers to standards for
and group behavior                                                                                             group behavior.                                          standards for individual
                                      behavior and applies
                                      consequences as needed.              Reviews standards for                                           Guides and supports          and group behaviors.
  Evidence:                                                                behavior with students              Utilizes	routine	           students to self-assess,
                                                                           in single lessons or                references to standards     monitor, and set goals
                                                                           sequence of lessons in              for behavior prior and      for individual and
                                                                           anticipation of need                during individual and       group behavior
                                                                           for reinforcement.                  group work.                 and participation.



                                      Students are aware of                Students know                       Students follow             Students respond to          Students demonstrate
                                      classroom rules and                  expectations for behavior           behavior expectations,      individual and group         positive behavior,
                                      consequences.                        and consequences and                accept consequences         behaviors and encourage      consistent participation
                                                                           respond to guidance in              and increase                and support each other to    and are valued for their
                                                                           following them.                     positive behaviors.         make improvements.           unique identities.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                     page 1 8
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                          Applying                   Integrating                   Innovating

2.6                                   Establishes procedures,              Develops routines,                  Maintains	regular	           Engages students in           Facilitates student
                                      routines or norms for                procedures, and norms in            use of routines and          monitoring and                participating in
Employing classroom
                                      single lessons to support            single lessons or sequence          procedures that are          reflecting on routines,       developing, monitoring,
routines, procedures,
                                      student learning.                    of lessons with some                culturally responsive        procedures, and norms         and	adjusting	routines	
norms, and supports
                                                                           student involvement.                and engage students in       in ways that are culturally   and procedures focuses
for positive behavior to                                                                                       the development and          responsive.	Maintains	        on maximizing learning.
                                      Responds to disruptive
ensure a climate                                                                                               monitoring of norms.         a quality learning            Classroom climate
                                      behavior.                            Seeks to promote positive
in which all students                                                                                                                       climate that builds           integrates school
                                                                           behaviors and responds to
can learn                                                                                                                                   on student strengths.         standards and culturally
                                                                           disruptive behavior.                Provides positive behavior
                                                                                                               supports. Responds                                         relevant norms.
  Evidence:                                                                                                    appropriately to behaviors   Promotes positive
                                                                                                               in ways that lessen          behaviors and                 Promotes positive
                                                                                                               disruptions to the           consistently prevents         behaviors and
                                                                                                               learning climate.            or refocuses behaviors        establishes preventions
                                                                                                                                            disruptive to the             and a positive classroom
                                                                                                                                            learning climate.             climate that eliminate
                                                                                                                                                                          most disruptive behavior.


                                      Students are aware of                Students receive                    Students participate in      Students are involved         Students share
                                      procedures, routines,                correction for behavior             routines, procedures,        in assessment and             responsibility with
                                      and classroom norms.                 that interferes with                and norms and receive        monitoring of routines,       teacher for managing
                                                                           learning, and positive              reinforcement for            procedures, and norms         and maintaining a positive
                                                                           reinforcement in following          positive behaviors.          in ways that improve          classroom climate that
                                                                           routines, procedures,               Students receive timely      the learning climate.         promotes learning.
                                                                           and norms.                          and	effective	feedback	
                                                                                                               and consequences for
                                                                                                               behaviors that interfere
                                                                                                               with learning.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                       page 1 9
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                         Applying                    Integrating                   Innovating

2.7                                   Paces instruction based on           Paces instruction                   Paces instruction with       Paces instruction            Paces,	adjusts,	and	fluidly	
                                      curriculum guidelines.               with some consideration             students to provide          to include ongoing           facilitates instruction and
Using instructional time
                                                                           of lesson type,                     adequate time for            assessment of student        daily activities.
to optimize learning
                                      Develops awareness                   adjustments	for	sufficient	         instruction, checking        learning. Supports
                                      of how transitions                   student work time                   for understanding,           students in the monitoring
  Evidence:                                                                and transitions to                  completion of learning       of instructional time.
                                      and classroom
                                      management impact                    optimize learning.                  activities and closure.
                                      pacing and lessons.



                                      Some students complete               Students complete                   Students participate in      Students use their           Students monitor
                                      learning activities in               learning activities and,            and complete a variety of    instructional time to        their own time, are
                                      time allotted.                       as needed, may receive              learning activities in the   engage in and complete       engaged in accomplishing
                                                                           some	adjustments	of	                time allotted with options   learning activities and      learning goals, and
                                                                           time allotted for tasks             for extension and review.    are prepared for the next    participate in reflection,
                                                                           or expectations for                                              sequence of instruction.     self-assessment, and
                                                                           completion.                                                                                   goal setting.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                       page 2 0
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
 Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                            Exploring                          Applying                   Integrating                  Innovating

3.1                                   Has foundational                     Examines concepts                    Understands	and	explains	   Uses	broad	knowledge	       Uses	extensive	knowledge	
                                      knowledge	of	subject	                in	subject	matter	and	               the relationship between    of inter-relationships      of	subject	matter	concepts,	
Demonstrating
                                      matter, related academic             academic language, to                essential	subject	matter	   of concepts, academic       current issues, academic
knowledge of subject
                                      language and academic                identify connections                 concepts, academic          content standards, and      language, and research to
matter* academic
                                      content standards.                   between academic content             language, and academic      academic language, in       make relevant connections
content standards                                                          standards and instruction.           content standards.          ways that ensure clear      to standards during
                                                                                                                                            connections and relevance   instruction and extend
  Evidence:                                                                                                                                 to students.                student learning.




*See glossary for a more complete definition of academic language


C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                     page 2 1
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                         Applying                    Integrating                  Innovating

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




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                      page 2 2
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                         Applying                    Integrating                 Innovating

3.3                                   Follows organization of              Examines organization               Uses	knowledge	of	           Integrates knowledge        Uses	extensive	knowledge	
                                      curriculum as provided by            of curriculum and                   curriculum and student       of curriculum and           of curriculum and related
Organizing curriculum
                                      site and district to support         considers	adjustments	              readiness to organize        resources to organize       resources to flexibly and
to facilitate student
                                      student understanding of             in single lessons or                and	adjust	the	curriculum	   and	adjust	instruction	     effectively	organize	and	
understanding of the
                                      subject	matter.                      sequence of lessons to              to ensure student            within and across           adjust	instruction.
subject matter                                                             support understanding               understanding.               subject	matter	to	extend	
                                                                           of	subject	matter.                                               student understanding.      Ensures student
  Evidence:                                                                                                                                                             comprehension and
                                                                                                                                                                        facilitates student
                                                                                                                                                                        articulation about
                                                                                                                                                                        what they do and
                                                                                                                                                                        don’t understand.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                    page 2 3
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                          Applying                 Integrating                 Innovating

3.4                                   Uses	instructional	                  Gathers and uses                    Selects and adapts a       Integrates instructional   Uses	an	extensive	
                                      strategies that are                  additional instructional            variety of instructional   strategies appropriate     repertoire of
Utilizing instructional
                                      provided in the                      strategies in single                strategies to ensure       to	subject	matter	to	      instructional strategies
strategies that are
                                      curriculum.                          lessons or sequence                 student understanding      meet students’ diverse     to develop enthusiasm,
appropriate to the
                                                                           of lessons to increase              of academic language       learning, to ensure        meta-cognitive abilities,
subject matter                                                             student understanding               appropriate	to	subject	    student understanding of   and support and
                                                                           of academic language                matter and that            academic language, and     challenge the full range
  Evidence:                                                                appropriate to                      address students’          guide students in          of students towards a
                                                                           subject	matter.                     diverse learning needs.    understanding              deep knowledge of
                                                                                                                                          connections within and     subject	matter.
                                                                                                                                          across	subject	matter.  




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                   page 2 4
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                          Applying                      Integrating                 Innovating

3.5                      Uses	available	instructional	                     Explores additional                 Selects, adapts, and           Integrates a wide range      Engages students in
                         materials, resources,                             instructional                       utilizes appropriate           of adapted resources,        identifying and adapting
Using and adapting
                         and technologies for                              materials, resources,               instructional materials,       technologies, and            resources, technologies,
resources, technologies,
                         specific lessons to make                          and technologies to                 resources, and technologies    instructional materials      and standards-aligned
and standards-
                         subject	matter	accessible	                        make	subject	matter 	               for concept and skill          to meet identified           instructional materials
aligned instructional    to students.                                      accessible to students.             development in	subject	        student needs and            to extend student
materials, including                                                                                           matter.  Resources reflect     make	subject	matter	         understanding and
adopted materials,                                                                                             the diversity of the           accessible to students.      critical thinking about
                         Identifies technological                          Explores how to make
to make subject                                                                                                classroom and support                                       subject	matter.   
                         resources needed.                                 technological resources
matter accessible                                                          available to all students.          differentiated	learning	       Assists students with
to all students                                                                                                of	subject	matter.             equitable access to          Ensures that students are
                                                                                                                                              materials, resources,        able to obtain equitable
  Evidence:                                                                                                    Guides students to use         and technologies.            access to a wide range of
                                                                                                               available print, electronic,   Seeks outside resources      technologies, through
                                                                                                               and	online	subject	matter	     and support.                 ongoing links to outside
                                                                                                               resources based on                                          resources and support.
                                                                                                               individual needs. 




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                        page 2 5
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                          Applying                   Integrating                  Innovating

3.6                                   Is aware of students’                Seeks additional                    Identifies language          Integrates knowledge        Engages English learners
                                      primary language                     information describing              proficiencies and English    of English language         in assessment of their
Addressing the needs
                                      and English language                 elements of culture and             learner strengths in the     development and English     progress in English
of English Learners and
                                      proficiencies based on               language proficiencies              study of language and        learner’s strengths and     language development
students with special
                                      available assessment data.           in listening, speaking,             content.	Differentiates	     assessed needs into         and in meeting content
needs* to provide                                                          reading and writing.                instruction using one        English language and        standards. Supports
equitable access to                                                        Uses	multiple	measures	             or more components           content instruction.        students to establish
                                      Provides adapted materials
the content                                                                for assessing English               of English language                                      and monitor language
                                      to	help	English	Learners	
                                      access content.                      learners’ performance to            development to support       Develops and adapts         and content goals.
  Evidence:                                                                identify gaps in English            English learners.            instruction to provide a
                                                                           language development.                                            wide	range	of	scaffolded	   Is resourceful and flexible
                                                                                                               Creates and implements       supports for language and   in	the	design,	adjustment	
                                                                           Attempts	to	scaffold	               scaffolds	to	support	        content for the range of    and elimination of
                                                                           content using visuals,              standards-based              English learners.           scaffolds	based	on	
                                                                           models, and graphic                 instruction using literacy                               English learners’
                                                                           organizers.                         strategies, SDAIE, and                                   proficiencies, knowledge
                                                                                                               content level English                                    and skills in content.
                                                                                                               language development
                                                                                                               in order for students
                                                                                                               to improve language
                                                                                                               proficiencies and
                                                                                                               understand content.




Please see the additional Standard elements that are of particular importance in the effective instruction of English Learners:
Standard Element 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
Standard Element 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
Standard Element 6.4 Working with families to support student learning

C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                      page 2 6
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                          Applying                       Integrating                  Innovating

3.6                                   Has an awareness of the full        Seeks additional                     Utilizes	information	on	        Integrates accommodations,   Guides and supports the
                                      range of students identified        information on the full              the full range of students      adaptations, and             full range of students with
Addressing the needs
                                      with special needs students         range of students identified         identified with special needs   extensions to instruction    special needs to actively
of English Learners and
                                      through data provided by            with special needs to                to assess strengths and         for the full range of        engage in the assessment,
students with special
                                      the school.                         address challenges or                competencies to provide         students with special        and monitor their own
needs* to provide                                                         supports in single lessons           appropriate challenge and       needs to ensure adequate     strengths, learning needs,
equitable access                                                          or sequence of lessons.              accommodations                  support and challenge.       and achievements in
                                      Attends required meetings
to the content                                                                                                 in instruction.                                              accessing content.
                                      with resource personnel
                                      and families.                       Cooperates with resource                                             Communicates and
  Evidence:                                                               personnel, para-educators,           Communicates regularly          collaborates with            Communicates and
                                      Learns	about	referral	              and families during                  with resource personnel,        colleagues,	support	staff	   collaborates with resource
                                      processes for students              meetings and activities              para-educators, and             and families to ensure       personnel, para-educators,
                                      with special needs.                 in support of learning               families to ensure that         consistent instruction.      families, leadership, and
                                                                          plans and goals.                     student services are            Supports families in         students in creating a
                                                                                                               provided and progress           positive engagement          coordinated program to
                                                                          Seeks additional                     is made in accessing            with the school.             optimize success of the
                                                                          information on                       appropriate content.                                         full range of students
                                                                          struggling learners                                                  Initiates and monitors       with special needs.
                                                                          and advanced                         Refers students as              referral processes and
                                                                          learners to determine                needed in a timely              follow-up meetings to        Takes leadership at the site/
                                                                          appropriateness                      and appropriate                 ensure that students         district and collaborates
                                                                          for referral.                        manner supported                receive support and/or       with resource personnel
                                                                                                               with documented data            extended learning that       to ensure the smooth and
                                                                                                               over time, including            is integrated into the       effective	implementation	
                                                                                                               interventions tried             core curriculum.             of referral processes.
                                                                                                               previous to referral.



*The full range of students with special needs includes students with IEPs, 504 Plans and advanced learners.
Please see the additional Standard elements that are of particular importance in the effective instruction of students with special needs:
Standard Element 2.6: Employing classroom routines, procedures, norms, and supports for positive behavior to ensure climate in which all students can learn.
Standards 2 and 4 contain multiple references to differentiation, adaptations, and adjustments that are all critical supports for students with special needs.

C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                           page 2 7
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 4 CSTP: Planning Instruction and Designing Learning Experiences for all Students
 Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                         Applying                     Integrating                   Innovating

4.1                                   Plans daily lessons using            Plans single lessons                Plans	differentiated	         Plans	differentiated	        Plans	differentiated	
                                      available curriculum and             or sequence of lessons              instruction based             instruction which is based   instruction that provides
Using knowledge of
                                      information from district            using additional                    on knowledge of               on broad knowledge           systematic opportunities
students’ academic
                                      and state required                   assessment information              students’ academic            of	students.	Matches	        for supporting and
readiness, language
                                      assessments.                         on student academic                 readiness, academic           resources and specific       extending student learning
proficiency, cultural                                                      readiness, language,                language, diverse             strategies to students’      based on comprehensive
background, and                                                            cultural background, and            cultural backgrounds,         diverse learning needs and   information on students.    
                                      Is aware of the impact of
individual development                                                     individual development.             and individual                cultural backgrounds.   
                                      bias on learning.
to plan instruction.                                                                                           cognitive, social,                                         Engages students in
                                                                           Becomes aware of potential          emotional, and physical       Planning addresses           the analysis of bias,
  Evidence:                                                                areas of bias and seeks             development to meet           bias, stereotyping, and      stereotyping, and
                                                                           to learn about culturally           their individual needs.       assumptions about            assumptions.
                                                                           responsive pedagogy.                                              cultures and members
                                                                                                               Examines potential sources    of cultures.
                                                                                                               of bias and stereotyping
                                                                                                               when planning lessons.
                                                                                                               Uses	culturally	responsive	
                                                                                                               pedagogy in planning.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                        page 2 8
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 4 CSTP: Planning Instruction and Designing Learning Experiences for all Students
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                         Applying                   Integrating                    Innovating

4.2                                   Communicates learning                Establishes and                     Establishes and             Establishes and articulates   Establishes and articulates
                                      objectives	for	single	               shares learning goals for           communicates to students    learning goals to students    comprehensive short-
Establishing and
                                      lessons to students                  skill development with              clear learning goals        that integrate content        and long-term learning
articulating goals
                                      based on content                     students in single lessons          for content that are        standards with students’      goals for students. Assists
for student learning                  standards and available              and sequence of lessons.            accessible, challenging,    strengths, interests,         students to articulate
                                      curriculum guidelines.                                                   and	differentiated	to	      and learning needs.           and monitor learning goals.
  Evidence:                                                                                                    address students’ diverse
                                                                                                               learning needs. 




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                      page 2 9
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 4 CSTP: Planning Instruction and Designing Learning Experiences for all Students
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                         Applying                Integrating                 Innovating

4.3                                   Uses available	curriculum	           Begins to plan curriculum           Establishes short- and   Refines sequence of         Utilizes	extensive	
                                      guidelines for daily, short-         units that include a series         long-term curriculum     long-term plans to          knowledge of
Developing and
                                      and long-term plans.                 of connected lessons and            plans	for	subject	       reflect integration of      the curriculum,
sequencing long-
                                                                           are linked to long-term             matter concepts and      curriculum guidelines,      content standards, and
term and short-
                                                                           planning to support                 essential related        frameworks, and content     assessed learning needs
term instructional                                                         student learning.                   academic language and    standards with assessed     to design cohesive and
plans to support                                                                                               formats that support     instructional needs to      comprehensive long- and
student learning                                                            
                                                                                                               student learning.        ensure student learning.    short-term instructional
                                                                                                                                                                    plans that ensure high
  Evidence:                                                                                                                                                         levels of learning.   




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                page 3 0
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 4 CSTP: Planning Instruction and Designing Learning Experiences for all Students
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                        Emerging                             Exploring                          Applying                     Integrating                    Innovating

4.4                                   Plans instruction                    Selects strategies for              Incorporates differentiated	   Plans instruction using       Plans instruction
                                      that incorporates                    single lessons or sequence          instructional strategies       a wide range of               incorporating a
Planning instruction
                                      strategies suggested by              of lessons that respond             into ongoing planning          strategies to address         repertoire of strategies
that incorporates
                                      curriculum guidelines.               to students’ diverse                that addresses                 learning styles and           to specifically meet
appropriate strategies
                                                                           learning needs.                     culturally responsive          meet students’ assessed       students’ diverse
to meet the learning                                                                                           pedagogy, students’            language and learning         language and learning
                                      Is aware of student
needs of all students                                                                                          diverse language,              needs. Provides               needs and styles to
                                      content, learning,                   Seeks to learn about
                                      and language needs                   students’ diverse learning          and learning needs             appropriate support and       advance learning for all. 
  Evidence:                           through data provided                and language needs                  and styles.                    challenge for students.
                                      by the site and district.            beyond basic data.                                                                               Facilitates opportunities
                                                                                                               Uses	assessments	of	           Integrates results from a     for students to reflect on
                                                                                                               students’ learning and         broad range of assessments    their learning and the
                                                                                                               language needs to              into planning to meet         impact of instructional
                                                                                                               inform planning                students’ diverse  learning   strategies to meet
                                                                                                               differentiated	instruction.    and language needs.           their learning and
                                                                                                                                                                            language needs.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                          page 3 1
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 4 CSTP: Planning Instruction and Designing Learning Experiences for all Students
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                             Exploring                          Applying                     Integrating             Innovating

4.5                                   Implements lessons and               Begins to adapt plans                Makes	adjustments	             Makes	ongoing	         Anticipates and plans
                                      uses materials from                  and materials in single              and adaptations to             adjustments	to	        for a wide range of
Adapting instructional
                                      curriculum provided.                 lessons or sequence                  differentiate instructional	   instructional plans    adaptations to lessons
plans and curricular
                                                                           of lessons to address                plans. Uses	culturally	        and uses a variety     based on in depth
materials to meet the
                                                                           students’ learning needs.            responsive pedagogy            of materials as the    analysis of individual
assessed learning                                                                                               and additional                 instructional need     student needs.
needs of all students.                                                                                          materials to support           arises to support      Engages with students
                                                                                                                students’ diverse              student learning.      to identify types of
  Evidence:                                                                                                     learning needs.                                       adjustments	in	instruction	
                                                                                                                                                                      that best meet their
                                                                                                                                                                      learning needs. 




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                   page 3 2
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 5 CSTP: Assessing Students for Learning
 Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                             Exploring                          Applying                   Integrating                Innovating

5.1                                   Is aware of the purposes             Explores the use of                  Decides on the purpose      Develops and adapts        Demonstrates purposeful
                                      and characteristics                  different	types	of	                  for assessment and skills   the range of appropriate   use of a wide range of
Applying knowledge
                                      of formative and                     pre-assessment, formative            to be assessed to select    assessments to address     assessments to support
of the purposes,
                                      summative assessments.               and summative                        appropriately matched       questions about            differentiated student	
characteristics, and
                                                                           assessments.                         pre-, formative, and        students’ learning         learning needs and
uses of different types                                                                                         summative assessments.      needs and progress.        reflect progress.
of assessments
                                                                           Begins to identify
                                                                           specific characteristics             Selects assessments based   Integrates a variety       Draws flexibly from a
  Evidence:                                                                of assessments that                  on a clear understanding    of characteristics into    repertoire of appropriate
                                                                           yield	different	types	of	            of the purposes and         assessments to allow       assessment options
                                                                           information about student            characteristics of          students with a range      and characteristics to
                                                                           preparedness, progress,              assessments to support      of learning needs to       maximize student
                                                                           and proficiency.                     student learning.           demonstrate what           demonstration of
                                                                                                                                            they know.                 knowledge.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                    page 3 3
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 5 CSTP: Assessing Students for Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                             Exploring                          Applying              Integrating                 Innovating

5.2                                   Uses	data	from	required	             Explores collecting                  Collects a variety of   Designs and integrates     Infuses assessments
                                      assessments to assess                additional data using                formal and informal     an assessment plan that    strategically and
Collecting and
                                      student learning.                    supplemental assessments.            assessment data on      provides formal and        systematically throughout
analyzing assessment
                                                                                                                student learning.       informal assessment data   instruction to collect
data from a variety
                                      Follows required processes           Makes	adjustments	                                           on student learning.       ongoing assessment data
of sources to inform                                                                                                                                               appropriate for the
                                      for data analysis and                in planning for single               Uses	analysis	of	a	
instruction                                                                                                                                                        range of learning needs.   
                                      draws conclusions about              lessons or sequence of               variety of data to      Uses	data	analysis	of	
                                      student learning.                    lessons based on analysis            inform planning         a broad range of
  Evidence:                                                                of assessment data.                  and	differentiation	    assessments to provide     Uses	results	of	ongoing	
                                                                                                                of instruction.         comprehensive              data analysis to plan
                                                                                                                                        information to             and	differentiate	
                                                                                                                                        guide planning and         instruction for maximum
                                                                                                                                        differentiation	of	        academic success.
                                                                                                                                        instruction. 




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                page 3 4
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 5 CSTP: Assessing Students for Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                             Exploring                         Applying                Integrating              Innovating

5.3                                   Reviews and monitors                 Reviews and monitors                 Reviews and monitors     Reviews and monitors    Facilitates collaborative
                                      available assessment data            additional assessment                a variety of data on     a broad range of data   work and fosters
Reviewing data, both
                                      as required by site and              data individually and                student learning         individually and with   colleagues ability to
individually and with
                                      district processes.                  with colleagues and                  individually and with    colleagues to analyze   identify and address
colleagues, to monitor
                                                                           identifies learning needs            colleagues to identify   student thinking and    underlying causes for
student learning                                                           of individual students.              trends and patterns      identify underlying     achievement patterns
                                                                                                                among groups             causes for trends.      and trends.
  Evidence:                                                                                                     of students.
                                                                            




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                               page 3 5
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 5 CSTP: Assessing Students for Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                             Exploring                         Applying                   Integrating                   Innovating

5.4                                   Uses	data	from	                      Uses	data	from	available	            Uses	a	variety	of	          Uses	a	broad	range	of	       Reflects on data
                                      assessments provided                 assessments to establish             assessment data to          data to set learning goals   continuously to make
Using assessment data
                                      by site and district to              content based learning               set student learning        for content and academic     ongoing refinements
to establish learning
                                      set learning goals for               goals for class and                  goals for content and       language that are            to learning goals for
goals and to plan,
                                      the class.                           individual students                  academic language.          integrated across content    content and academic
differentiate, and                                                         in single lessons or                                             standards for individuals    language for the full range
modify instruction                                                         sequence of lessons.                                             and groups.                  of students.
                                      Plans instruction using                                                   Plans	differentiated	
                                      available curriculum                                                      lessons and modifications
  Evidence:                           guidelines.                          Plans adjustments	in	                to instruction to           Plans	differentiated	        Uses	data	systematically	
                                                                           instruction to address               meet students’ diverse      instruction targeted to      to refine planning,
                                                                           learning needs of                    learning needs.             meet individual and group    differentiate	instruction,	
                                                                           individual students.                                             learning needs               and make ongoing
                                                                                                                                                                         adjustments	to	match	
                                                                                                                                            and modifies lessons         the evolving learning
                                                                                                                                            during instruction based     needs of individuals
                                                                                                                                            on informal assessments.     and groups.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                       page 3 6
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 5 CSTP: Assessing Students for Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                             Exploring                         Applying                     Integrating                   Innovating

5.5                                   Informs students                     Begins to encourage                  Models	and	scaffolds	        Implements structures for     Provides systematic
                                      about	lesson	objectives,	            students to establish                student self-assessment      students to self-assess and   opportunities for
Involving all students
                                      outcomes, and summative              learning goals through               and goal setting processes   set learning goals related    student self-assessment,
in self-assessment,
                                      assessment results.                  single lessons or sequence           for learning content         to content, academic          goal setting, and
goal setting*, and
                                      Recognizes the need for              of lessons that include              and academic language        language and                  monitoring progress.
monitoring progress                   individual learning goals.           goal setting exercises.              development.                 individual skills.
                                                                                                                                                                           Develops students’
  Evidence:                           Monitors	progress	                   Provides students with               Guides students to           Integrates student self-      meta-cognitive skills
                                      using available tools                opportunities in single              monitor and reflect          assessment, goal setting,     for analyzing progress
                                      for recording.                       lessons or sequence of               on progress on a             and monitoring progress       and refining goals towards
                                                                           lessons to monitor their             regular basis.               across the curriculum.        high levels of academic
                                                                           own progress toward class                                                                       achievement.        
                                                                           or individual goals.
                                                                            
                                                                            




* Consider the inclusion of English Language Development or Academic English goals along with content goals.

C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                        page 3 7
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 5 CSTP: Assessing Students for Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                             Exploring                         Applying                    Integrating                 Innovating

5.6                      Uses	available	technology	                        Explores use of additional           Uses	technology	to	          Integrates a variety       Uses	a	wide	range	of	
                         to record assessments,                            technologies to implement            design and implement         of technologies into       technologies to design,
Using available
                         determine proficiency                             individual assessments,              assessments, record          the development,           implement, and analyze
technologies to assist
                         levels, and make required                         record results,                      and analyze results,         implementation,            assessments and 
in assessment, analysis,
                         communications about                              and communicate                      and communicate              analysis of assessments,   provides for in
and communication        student learning.                                 with administration,                 about student learning       and communication          depth and ongoing
of student learning                                                        colleagues, and                      with administration,         of student learning to     communication
                                                                           families about                       colleagues, families, and    all audiences.             regarding student
  Evidence:                                                                student learning.                    students.  Ensures that                                 learning for all audiences.   
                                                                                                                communications are
                                                                                                                received by those who lack
                                                                                                                access to technology.   




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                      page 3 8
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 5 CSTP: Assessing Students for Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                             Exploring                          Applying                  Integrating                  Innovating

5.7                                   Provides students with               Provides students with               Provides students           Integrates the ongoing      Facilitates students’
                                      feedback through assessed            additional feedback based            with clear and timely       sharing of comprehensible   leadership in seeking
Using assessment
                                      work and required                    on formative assessments             information about           feedback to students        and using ongoing
information to
                                      summative assessments.               from single lessons or               strengths, needs, and       from formal and informal    comprehensible
share timely and
                                                                           sequence of lessons. Seeks           strategies for improving    assessments in ways         feedback to accelerate
comprehensible                                                             to provide feedback                  academic achievement.       that support increased      their learning.
                                      Notifies families of
feedback with students                                                     in ways that students                                            learning.   
                                      student proficiencies,
and their families                                                         understand.
                                      challenges, and behavior                                                  Provides opportunities                                  Engages families in
                                      issues through school                                                     for comprehensible          Communicates regularly      a variety of ongoing
  Evidence:                           mandated procedures.                 Communicates with                    and timely two-way          with families to share      comprehensible
                                                                           families about student               communications with         a range of assessment       communications
                                                                           progress, strengths,                 families to share student   information that            about individual
                                                                           and needs at reporting               assessments, progress,      is comprehensible           student progress and
                                                                           periods. Contacts                    raise issues and/or         and responsive to           ways to provide and
                                                                           families as needs arise              concerns, and guide         individual student          monitor support.
                                                                           regarding struggling                 family support.             and family needs.
                                                                           students or behavior
                                                                           issues.  
                                                                            




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                     page 3 9
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 6 CSTP: Developing as a Professional Educator
 Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                             Exploring                         Applying                  Integrating                   Innovating

6.1                                   Is aware of the need                 Begins to engage in                  Engages in reflection      Reflects individually         Maintains	ongoing	
                                      to reflect on teaching               reflection on teaching               individually and with      and with colleagues on        reflective practice
Reflecting on teaching
                                      practice to support                  practice individually and            colleagues on the          refinements in teaching       and action research
practice in support of
                                      student learning. Reflects           with colleagues that is              relationship between       practice and connections      in supporting student
student learning
                                      individually or with                 focused on methods to                making	adjustments	in	     among the elements of the     learning and raising
                                      colleagues on immediate              support the full range               teaching practice and      CSTP to positively impact     the level of academic
  Evidence:                           student learning needs.              of learners.                         impact on the full range   the full range of learners.   achievement.
                                                                                                                of learners. 
                                                                                                                                                                         Engages in and fosters
                                                                                                                                                                         reflection among
                                                                                                                                                                         colleagues for school
                                                                                                                                                                         wide impact on
                                                                                                                                                                         student learning.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                     page 4 0
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 6 CSTP: Developing as a Professional Educator
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                             Exploring                         Applying                    Integrating                    Innovating

6.2                                   Develops goals connected             Sets goals connected to              Sets goals connected         Sets and modifies             Sets and modifies a broad
                                      to the CSTP through                  the CSTP that take into              to the CSTP that             authentic goals               range of professional goals
Establishing
                                      required processes                   account self-assessment of           are authentic,               connected to the CSTP         connected to the CSTP
professional goals
                                      and local protocols.                 teaching practice.                   challenging, and based       that are intellectually       to improve instructional
and engaging
                                                                                                                on self- assessment.         challenging and based         practice and impact
in continuous                                                                                                                                on self-assessment and        student learning within
                                      Attends required                     Expands knowledge
and purposeful                                                                                                                               feedback from a variety       and beyond the classroom.
                                      professional development.            and skills individually              Aligns personal goals with
professional growth                                                                                                                          of sources. 
                                                                           and with colleagues                  school and district goals,
and development
                                                                           through available                    and focuses on improving                                   Engages in ongoing
                                                                           professional development.            student learning.            Engages in and                inquiry into teacher
  Evidence:                                                                                                                                  contributes to professional   practice for professional
                                                                            
                                                                                                                Selects and engages in       development targeted          development.
                                                                                                                professional development     on student achievement.
                                                                                                                based on needs identified    Pursues a variety of          Contributes to
                                                                                                                in professional goals.       additional opportunities      professional organizations,
                                                                                                                                             to learn professionally.      and development
                                                                                                                                                                           opportunities to extend
                                                                                                                                                                           own teaching practice. 




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                        page 4 1
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 6 CSTP: Developing as a Professional Educator
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                             Exploring                         Applying                 Integrating                   Innovating

6.3                                   Attends	staff,	grade	level,	         Consults with colleagues             Collaborates with        Collaborates with             Facilitates collaboration
                                      department, and other                to consider how best                 colleagues to improve    colleagues to expand          with colleagues.
Collaborating
                                      required meetings and                to support teacher and               student learning and     impact on teacher and
with colleagues
                                      collaborations.                      student learning.                    reflect on teaching      student learning within       Works to ensure the
and the broader
                                                                                                                practice at the          grade or department and       broadest positive impact
professional                                                                                                    classroom level.         school and district levels.
                                      Identifies student and               Begins to identify how to                                                                   possible on instructional
community to
                                      teacher resources at the             access student and teacher                                                                  practice and student
support teacher
                                      school and district level.           resources in the broader             Interacts with           Engages with members of       achievement at school
and student learning
                                                                           professional community.              members of the broader   the broader professional      and district levels and
                                                                                                                professional community   community to access            for the profession. 
  Evidence:                                                                                                     to access resources      resources and a wide range
                                                                                                                that support teacher     of supports for teaching      Initiates and develops
                                                                                                                effectiveness	and	       the full range of learners.   professional learning
                                                                                                                student learning.                                      opportunities with the
                                                                                                                                                                       broader professional
                                                                                                                                                                       community focused on
                                                                                                                                                                       student achievement.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                     page 4 2
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 6 CSTP: Developing as a Professional Educator
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                             Exploring                          Applying                     Integrating                    Innovating

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




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                          page 4 3
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 6 CSTP: Developing as a Professional Educator
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                             Exploring                         Applying                   Integrating               Innovating

6.5                                   Develops awareness about             Seeks available                      Uses	a	variety	of	          Utilizes	a	broad	range	   Collaborates with
                                      local neighborhoods and              neighborhood and                     neighborhood and            of neighborhood and       community members
Engaging local
                                      communities surrounding              community resources.                 community resources to      community resources       to increase instructional
communities in
                                      the school.                                                               support the curriculum.     to support the            and learning opportunities
support of the
                                                                           Includes references                                              instructional program,    for students.  
instructional program                                                                                                                       students, families.  
                                      Uses available	                      or connections to                    Includes knowledge
                                      neighborhood and                     communities in single                of communities                                        Engages students in
  Evidence:                           community resources                  lessons or sequence                  when designing and         Draws from                 leadership and service
                                      in single lessons.                   of lessons.                          implementing instruction.  understanding of           in the community.
                                                                                                                                           community to improve       Incorporates community
                                                                                                                                           and enrich the             members into the school
                                                                                                                                           instructional program.     learning community.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                  page 4 4
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 6 CSTP: Developing as a Professional Educator
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                         Emerging                             Exploring                         Applying                   Integrating                  Innovating

6.6                                   Develops an                          Maintains	professional	              Anticipates professional   Integrates the full          Models	professionalism	
                                      understanding                        responsibilities in timely           responsibilities and       range of professional        and supports colleagues
Managing professional
                                      of professional                      ways and seeks support               manages time and           responsibilities into        in meeting and
responsibilities to
                                      responsibilities.                    as needed.                           effort	required	to	        advanced planning and        exceeding professional
maintain motivation
                                                                                                                meet expectations.         prepares for situations      responsibilities	effectively. 
and commitment                                                                                                                             that may be challenging. 
                                      Seeks to meet required               Demonstrates commitment
to all students
                                      commitments to students.             by exploring ways to                 Pursues ways to support                                 Supports colleagues to
                                                                           address individual                   students’ diverse          Maintains	continual	         maintain the motivation,
  Evidence:                                                                student needs.                       learning needs and         efforts	to	seek,	develop,	   resiliency, and energy
                                                                                                                maintains belief in        and refine new and           to ensure that all
                                                                                                                students’ capacity for     creative methods to          students achieve. 
                                                                                                                achievement.               ensure individual
                                                                                                                                           student learning. 




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                       page 4 5
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Standard 6 CSTP: Developing as a Professional Educator
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? 1) List evidence in the first column 2) Assess level of practice 3) Date


Element                                                            Emerging-Exploring-Applying                                                     Integrating-Innovating

6.7                                   Follows all state education codes, legal requirements, district and site policies,           Maintains	a	high	standard	of	personal	integrity	and	
                                      contractual agreements, and ethical responsibilities.*                                       commitment to student learning and the profession in
Demonstrating
                                                                                                                                   all circumstances. 
professional                          * As follows: 
responsibility, integrity,
and ethical conduct                     •	 Takes	responsibility	for	student	academic	learning	outcomes.                            Contributes to building professional community and
                                         •	Is	aware	of	own	personal	values	and	biases	and	recognizes	ways	in	which	these	          holding peers accountable to norms of respectful treatment
                                           values and biases affect the teaching and learning of students.                         and communication. 
  Evidence:
                                        •	 Adheres	to	legal	and	ethical	obligations	in	teaching	the	full	range	of	learners,	       Contributes to fostering a school culture with a high degree
                                           including English learners and students with special needs.                             of resilience, professional integrity, and ethical conduct.
                                        •	 Reports	suspected	cases	of	child	abuse,	and/or	neglect	as	outlined	in	the	California	
                                           Child	Abuse	and	Neglect	Reporting	Act.
                                        •	 Maintains	a	non-hostile	classroom	environment	and	carries	out	laws	and	district	
                                           guidelines for reporting cases of sexual harassment.
                                        •	 Understands	and	implements	school	and	district	policies	and	state	and	federal	
                                           law in responding to inappropriate or violent student behavior.
                                        •	 Complies	with	legal	and	professional	obligations	to	protect	the	privacy,	health,	
                                           and safety of students, families, and other school professionals.
                                        •	 Models	appropriate	behavior	for	students,	colleagues,	and	the	profession.  	
                                        •	 Acts	in	accordance	with	ethical	considerations	for	students.
                                        •	 Maintains	professional	conduct	and	integrity	in	the	classroom	and	
                                           school community.




C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                 page 4 6
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
Continuum of Teaching Practice                                                                                      California Commission on
Writing Team (2009–10)                                                                                              Teacher Credentialing
The Continuum of Teaching Practice was funded through the New Teacher Center                                        Members	of	the	Commission
with	generous	support	from	the	Becky	Morgan	Family	Foundation.                                                      Ting Sun, Chair—Public Representative
                                                                                                                    Charles Gahagan, Vice Chair —Teacher Representative
Educator                        Employer
                                                                                                                    Constance Baumgardt Blackburn —Teacher Representative
Wendy	Baron*	                   New	Teacher	Center,	Project	Lead	
                                                                                                                    Brenda-Victoria (B.V.) Castillo—Public Representative
Lisa	Danielson	                 El	Dorado	County	Office	of	Education
                                                                                                                    Dan Chernow—Public Representative
Edna	Shoemaker	                 Twin	Rivers	Unified	School	District
                                                                                                                    Steven Dean—Teacher Representative
Sarah	Solari	                   Lodi	Unified	School	District                                                        Marlon	Evans—Public	Representative
Kendyll	Stansbury	              Stanford	University                                                                 Leslie	Littman—Designee,	Superintendent	of	Public	Instruction
Colleen	Stobbe	                 New	Teacher	Center,	Lead	Writer	 	                                                  Carolyn	McInerney—School	Board	Member

Page	Tompkins	                  Reach	Institute	for	School	Leadership	                                              Irene	Oropeza-Enriquez—Administrative	Services	Representative

Starla Wierman                  Yolo-Solano BTSA Induction Program                                                  Ex	Officio	Representatives
                                                                                                                    Shane	Martin—Association	of	Independent	California	Colleges	and	Universities
Andrea	Whittaker	               San	Jose	State	University
                                                                                                                    Janis Perry—California Postsecondary Education Commission
Sarah	Young	                    New	Teacher	Center,	Lead	Writer
                                                                                                                    Tine	Sloan—University	of	California	
                                                                                                                    Beverly	Young—California	State	University	
CA Commission on Teacher Credentialing (CCTC) and CA Department of Education
(CDE)	Staff	Working	with	the	Continuum of Teaching Practice Writing Team                                            Executive Officer
                                                                                                                    Dale A. Janssen
Teri Clark                      CA Commission on Teacher Credentialing
Terence	Janicki*	               CA	Commission	on	Teacher	Credentialing,	Project	Lead
Karen Sacramento                CA Commission on Teacher Credentialing
Lynda	Nichols*	                 CA	Department	of	Education,	Project	Lead
Ron Taylor                      CA Department of Education



C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                     page 4 7
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
California Department                                                                                               California Standards for the Teaching
of Education                                                                                                        Profession Advisory Panel (2008–09)
Members	of	the	State	Board	of	Education                                                                             Educator                 Employer                                   Representing
Theodore	R.	Mitchell—Board	President                                                                                Priscilla	Cox	           Elk	Grove	USD	                             CSBA
Ruth Bloom—Vice President                                                                                           Cindy	Gappa	             Tehama	COE	                                ACSA
Yvonne Chan                                                                                                         Gail	Kirby	              St.	Mary’s	College	                        AICCU
Gregory W. Jones                                                                                                    Eloise	Lopez	Metcalfe	   University	of	California,	Los	Angeles	     UC
Johnathan Xavier Williams                                                                                           Theresa	Montaño	         California	State	University,	Northridge	   CTA	
David	P.	Lopez                                                                                                      Susan	Rich	              Stanislaus	COE	                            CCESSA
                                                                                                                    Sue Westbrook            California Federation of Teachers          CFT
James D. Aschwanden
                                                                                                                    Ruth	Yopp-Edwards	       California	State	University	Fullerton	     CSU
Jorge	Lopez	
                                                                                                                    Wendy	Baron	             Santa	Cruz	COE/New	Teacher	Center	
Rae Belisle
                                                                                                                    Michelle	Cepello	        California	State	University,	Chico
Superintendent	of	Public	Instruction                                                                                Lewis	Chappelear	        Los	Angeles	USD
Jack	O’Connell                                                                                                      Nancy	Farnan	            San	Diego	State	University
                                                                                                                    Helen	Garcia	Rockett	    California	State	Polytechnic	University,	Pomona
                                                                                                                    Ira	Lit	                 Stanford	University
Staff Working with the CSTP                                                                                         Paula	Lovo	              Ventura	COE
                                                                                                                    Robert	McClurg	          Rescue	USD
Advisory Panel (2008–09)
                                                                                                                    Betty	McEady	            Chapman	University	College

Terry Janicki                        CA Commission on Teacher Credentialing                                         Cara	Mendoza	            Fairfield-Suisun	USD
                                                                                                                    Marisol	Rexach	          Santa	Ana	USD
Karen Sacramento                     CA Commission on Teacher Credentialing
                                                                                                                    Luis	Rodriguez	          Los	Angeles	USD
Teri Clark                           CA Commission on Teacher Credentialing
                                                                                                                    Jodie	Schwartzfarb	      New	Haven	USD
Edna Shoemaker                       California Department of Education
                                                                                                                    Steve	Turley	            California	State	University,	Long	Beach
Ellen Ringer                         California Department of Education
                                                                                                                    Andrea	Whittaker	        San	Jose	State	University
                                                                                                                    Ting	Sun	                Commission	Liaison



C on t i n u u m o f T e a c h i n g P r a c t i c e                                                                                                                                         page 4 8
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center.
BKL-CTD-USCA-1003-EN

				
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