California Standards for the Teaching Profession

Expands awareness of curriculum and instructional practices to support understanding and engage students in learning. Recognizes the importance of building a positive learning environment that is focused on achievement. Demonstrates knowledge of teaching as discrete skills as described in the California Standards for the Teaching Professional (CSTP). Plans lessons using available curriculum and resources. Develops understanding of required assessments and uses of data to inform student progress. Works collaboratively with assigned colleagues to reflect on and improve teaching practice and student success.

As an educator in the “Emerging” phase of the California Standards for the Teaching Profession, the journey begins with an expanding awareness of the intricate world of curriculum and instructional practices. This initial stage is marked by a commitment to understanding and engaging students in meaningful learning experiences. Emerging teachers embark on a quest to recognize and appreciate the importance of building a classroom environment where positivity, respect, and a focus on achievement are paramount.

In this foundational level, the act of teaching is dissected into its core components, allowing educators to grasp and hone discrete skills that are crucial for effective instruction. Lesson planning becomes an art form, as teachers meticulously design and implement plans that seamlessly integrate the curriculum and leverage available resources to maximize student engagement and understanding.

Assessment literacy becomes a critical focus, with emerging teachers developing a keen understanding of various assessment types and their significance. The ability to collect, analyze, and interpret student data becomes a powerful tool for informing instructional decisions and driving student progress.

Collaboration stands at the heart of the emerging stage. Teachers work hand-in-hand with mentors and colleagues, engaging in reflective practices that foster continuous improvement. This collaborative environment nurtures the professional growth of emerging teachers, enabling them to develop new strategies, receive constructive feedback, and share valuable insights.

In essence, the “Emerging” level is a period of profound growth and exploration. It sets the stage for a lifelong journey of professional development, where the foundational skills and knowledge acquired during this phase pave the way for more advanced and nuanced practices in the future.

Key Aspects:

1. Expands Awareness of Curriculum and Instructional Practices:

• Understanding Curriculum: Teachers at the emerging level start to familiarize themselves with the curriculum they will be teaching. This includes understanding the scope and sequence of the content, key concepts, and learning objectives.

• Instructional Practices: Educators begin to explore various instructional strategies and methods that can effectively engage students and support their understanding. This exploration is often guided by mentors or more experienced colleagues.

2. Building a Positive Learning Environment:

• Focus on Achievement: Recognizing that a positive classroom environment is critical for student success, emerging teachers work on creating a space where students feel safe, respected, and motivated to learn.

• Classroom Management: Teachers develop basic classroom management skills to establish routines, set expectations, and handle classroom dynamics effectively.

3. Demonstrates Knowledge of Teaching as Discrete Skills:

• Teaching Skills: At this level, teachers start to break down the act of teaching into specific skills such as questioning techniques, providing clear instructions, and offering constructive feedback.

• Application of CSTP: Educators align their teaching practices with the standards outlined in the CSTP, ensuring they are building a solid foundation for their professional growth.

4. Lesson Planning Using Available Curriculum and Resources:

• Curriculum Integration: Teachers learn to design lesson plans that integrate the curriculum and make use of available resources, including textbooks, digital tools, and supplementary materials.

• Objective Setting: Each lesson plan is crafted with clear learning objectives in mind, ensuring that every activity and assessment is aligned with these goals.

5. Develops Understanding of Required Assessments and Uses of Data:

• Assessment Literacy: Emerging teachers begin to understand the various types of assessments (formative, summative, diagnostic) and their purposes.

• Data-Informed Instruction: They learn to collect and analyze student performance data to inform their instruction, identify areas of improvement, and adjust their teaching strategies accordingly.

6. Collaborative Reflection and Improvement:

• Working with Colleagues: Collaboration is a key aspect at this level. Teachers work closely with assigned mentors, instructional coaches, and peers to reflect on their teaching practices.

• Professional Growth: Through these collaborative efforts, teachers receive feedback, share experiences, and develop new strategies to enhance their effectiveness and improve student outcomes.

Explores use of additional instructional practices to teach the curriculum and support student understanding and engagement. Guides the development of a respectful learning environment focused on achievement. Expands knowledge of related elements of effective instruction, learning goals, assessments, and content as informed by the CSTP. Plans lessons using expanded understanding of curriculum, related materials and resources, and assessments. Explores the use of different types of assessments to expand understanding of student learning needs and support planning. Seeks collaboration with colleagues, resource personnel, and families to reflect on ways to improve teaching practice and student success.

As an educator in the “Exploring” phase of the California Standards for the Teaching Profession, the journey of professional growth deepens, marked by a deliberate expansion of instructional practices and collaborative efforts. At this stage, teachers venture into new pedagogical territories, experimenting with a variety of instructional strategies that cater to the diverse needs of their students. They embrace techniques that foster engagement and understanding, from differentiated instruction to project-based learning, ensuring that each student can connect with the material in meaningful ways.

The classroom environment is carefully cultivated to be respectful and focused on achievement. Teachers guide their students in developing not only academically but also socially and emotionally, integrating social-emotional learning practices that build essential life skills. This holistic approach helps create a classroom community where respect, empathy, and high expectations are the norm.

With a deeper understanding of effective instruction, educators at the exploring level refine their lesson planning. They craft comprehensive, interdisciplinary lessons that draw on a broad spectrum of resources and materials, providing students with rich and varied learning experiences. Assessment practices are diversified, incorporating performance-based assessments, portfolios, and other innovative methods to gain a clearer picture of student progress and needs.

Collaboration is at the heart of the exploring phase. Teachers actively seek out opportunities to work with their peers, instructional coaches, and families, recognizing that these partnerships are crucial for reflecting on and improving their teaching practices. They understand that engaging families in the educational process is key to student success and strive to build strong, supportive relationships with them.

In essence, the “Exploring” level is a period of dynamic growth and professional exploration. Teachers build on their foundational skills, embracing new practices and perspectives that enhance their effectiveness and enrich their students’ learning experiences. This stage sets the groundwork for continued development and mastery in the art of teaching.

Key Aspects:

1. Explores Use of Additional Instructional Practices:

• Diverse Strategies: Teachers at the exploring level investigate and implement a broader range of instructional strategies to better address the diverse learning needs of their students. This includes differentiated instruction, project-based learning, and integrating technology into the classroom.

• Engagement Techniques: Educators experiment with various engagement techniques to maintain student interest and participation, such as interactive activities, collaborative projects, and real-world applications of content.

2. Guides Development of a Respectful Learning Environment:

• Respect and Achievement: The focus on creating a respectful and inclusive classroom environment continues, with an added emphasis on fostering a culture of high expectations and academic achievement.

• Social-Emotional Learning: Teachers integrate social-emotional learning (SEL) practices to help students develop self-awareness, self-management, social skills, and responsible decision-making.

3. Expands Knowledge of Effective Instruction:

• Instructional Elements: Educators deepen their understanding of key instructional elements, including learning objectives, lesson pacing, scaffolding, and formative assessment techniques.

• CSTP Alignment: Their practices become more aligned with the CSTP, as they expand their knowledge of effective teaching methodologies and instructional frameworks.

4. Enhanced Lesson Planning:

• Comprehensive Plans: Lesson planning becomes more sophisticated, incorporating a wider array of materials, resources, and assessment tools to create comprehensive and engaging lessons.

• Interdisciplinary Approach: Teachers begin to explore interdisciplinary teaching, connecting concepts from different subject areas to provide a more holistic learning experience.

5. Explores Different Types of Assessments:

• Assessment Variety: At this level, educators experiment with a variety of assessment types, including performance-based assessments, portfolios, self-assessments, and peer assessments.

• Data Utilization: They become more adept at using assessment data to understand student learning needs, tailor instruction, and provide targeted support.

6. Seeks Collaboration for Improvement:

• Professional Collaboration: Collaboration becomes a cornerstone of professional practice. Teachers actively seek out opportunities to work with colleagues, instructional coaches, and other resource personnel to reflect on and improve their teaching practices.

• Family Engagement: Educators recognize the value of involving families in the educational process and seek ways to communicate and collaborate with them to support student learning and success.

Implements the curriculum using a variety of instructional practices and supplemental resources selected to improve student understanding and engagement. Maintains a respectful and supportive learning environment in which all students can achieve. Utilizes knowledge of CSTP to make connections between elements of effective instruction, learning goals, assessments, and content standards. Plans differentiated instruction using a variety of adjustments and adaptations in lessons. Utilizes a variety of assessments that provide targeted data on student learning to guide planning. Collaborates and reflects regularly with colleagues to improve teaching practice and student success.

As an educator in the “Applying” phase of the California Standards for the Teaching Profession, the journey of professional growth becomes more dynamic and impactful. At this stage, teachers are adept at implementing the curriculum using a wide array of instructional practices tailored to enhance student understanding and engagement. They skillfully select and integrate supplemental resources, such as interactive technologies and hands-on materials, to create rich, multifaceted learning experiences.

Maintaining a respectful and supportive learning environment is paramount. Teachers ensure that their classrooms are inclusive spaces where all students feel valued and are encouraged to achieve their best. Effective classroom management strategies foster a positive atmosphere conducive to learning and collaboration.

Drawing on their comprehensive knowledge of the CSTP, educators make deliberate connections between effective instruction, learning goals, assessments, and content standards. This holistic approach ensures that their teaching practices are not only aligned with educational standards but also geared towards maximizing student achievement.

Differentiation becomes a hallmark of lesson planning. Teachers adeptly design lessons that incorporate various adjustments and adaptations to meet the diverse needs of their students. By offering choices and modifying tasks, they create personalized learning experiences that cater to individual learning styles and abilities.

Assessment practices are robust and varied. Teachers employ an array of assessment tools to gather targeted data on student learning. This data is pivotal in guiding instructional decisions, allowing educators to provide timely and specific feedback, re-teach concepts as needed, and identify opportunities for enrichment.

Collaboration with colleagues is embedded in the daily practice of teachers at the applying level. Regular participation in professional learning communities fosters a culture of continuous improvement. Through these collaborative efforts, teachers share insights, analyze student data, and refine their teaching strategies to enhance student success.

In essence, the “Applying” level is characterized by a profound integration of effective teaching practices, collaborative reflection, and a relentless focus on student achievement. Teachers build on their foundational skills, applying their knowledge and expertise to create dynamic, supportive, and high-achieving classroom environments. This stage marks a critical phase in their professional journey, setting the stage for further growth and mastery in the art of teaching.

Key Aspects:

1. Implements the Curriculum with Diverse Instructional Practices:

• Variety of Strategies: Teachers at the applying level effectively use a range of instructional strategies, from direct instruction and cooperative learning to inquiry-based learning and technology integration. These strategies are chosen to meet the diverse needs of their students and to enhance engagement and understanding.

• Supplemental Resources: Educators incorporate various supplemental resources, such as educational software, manipulatives, and multimedia tools, to enrich the curriculum and provide multiple pathways to learning.

2. Maintains a Respectful and Supportive Learning Environment:

• Inclusive Environment: A key focus is maintaining an inclusive classroom environment where respect, support, and high expectations are evident. Teachers employ classroom management techniques that promote positive behavior and a strong sense of community.

• Equity and Support: Educators ensure that all students have access to the support they need to succeed, including accommodations for students with special needs and language learners.

3. Utilizes Knowledge of CSTP:

• Connecting Elements: Teachers make explicit connections between the elements of effective instruction, learning goals, assessments, and content standards. This integrated approach ensures that every aspect of their teaching is aligned with the CSTP and promotes student achievement.

• Standards-Based Instruction: Instruction is standards-based, with teachers using the CSTP as a framework to guide their planning, instruction, and assessment practices.

4. Plans Differentiated Instruction:

• Adaptations and Adjustments: Lesson plans at this level include various adaptations and adjustments to address the diverse learning styles, interests, and abilities of students. This could involve modifying tasks, providing choice, or using tiered assignments.

• Student-Centered Learning: Differentiated instruction places students at the center of the learning process, allowing for personalized learning experiences that cater to individual needs.

5. Utilizes a Variety of Assessments:

• Targeted Data Collection: Teachers use a range of assessments, including formative, summative, diagnostic, and performance-based assessments, to gather detailed information on student learning.

• Data-Driven Instruction: The data collected from these assessments is used to inform instructional planning, identify areas for re-teaching or enrichment, and provide targeted feedback to students.

6. Collaborates and Reflects Regularly with Colleagues:

• Professional Learning Communities: Regular collaboration with colleagues, often through professional learning communities (PLCs), becomes a routine practice. These collaborative sessions focus on analyzing student work, sharing effective practices, and engaging in collective problem-solving.

• Ongoing Reflection: Teachers engage in continuous reflection on their teaching practices, using feedback from colleagues, student performance data, and self-assessment to identify areas for improvement and celebrate successes.

Integrates extensive knowledge of curriculum, instructional practices, and supplemental resources to enhance and deepen student understanding and engagement. Provides a respectful and rigorous learning environment that supports and challenges all students to achieve. Articulates knowledge of the inter-relationships between elements of effective instruction, learning goals, assessments, and content across the CSTP. Plans lessons using a broad range of strategies to differentiate instruction as informed by multiple assessments. Develops, adapts, and integrates assessments into instruction that provide ongoing data to guide planning differentiated instruction matched to assessed needs of students. Analyzes and integrates information from a wide range of sources to expand skills of collaboration and reflection as a habit of practice and to impact teacher effectiveness and student learning.

As an educator in the “Integrating” phase of the California Standards for the Teaching Profession, the journey reaches a level of mastery characterized by a sophisticated and seamless integration of knowledge and practices. At this stage, teachers leverage their extensive understanding of curriculum, instructional practices, and supplemental resources to create deeply engaging and effective learning experiences. They are adept at using a variety of advanced tools and resources to cater to the diverse needs of their students, ensuring that each lesson is both enriching and accessible.

The classroom environment is one of respectful rigor. Teachers set high expectations while providing robust support systems that help all students meet and exceed these expectations. Inclusivity and respect are cornerstones of this environment, ensuring that every student feels valued and capable of achieving their best.

Educators at the integrating level possess a nuanced understanding of how various elements of effective instruction, learning goals, assessments, and content standards interconnect. They can articulate and apply this understanding in their teaching, ensuring that all instructional practices are aligned with the CSTP and geared towards maximizing student achievement.

Lesson planning is marked by a sophisticated approach to differentiated instruction. Teachers use a wide array of strategies to tailor their instruction to the unique needs of their students, informed by multiple forms of assessment data. This responsive and flexible approach ensures that all students receive the support and challenges they need to succeed.

Assessment practices are deeply integrated into instruction. Teachers continuously develop, adapt, and use various assessments to gather ongoing data on student learning. This data-driven approach allows them to refine and differentiate their instruction in real-time, providing targeted support that addresses the specific needs of each student.

Collaboration and reflection are deeply embedded in the professional practices of educators at this level. They routinely analyze and integrate information from a wide range of sources, including professional literature, colleague input, and student data, to enhance their teaching effectiveness. Reflective practice is a habit, with teachers continually assessing their impact on student learning and making necessary adjustments to improve outcomes.

In essence, the “Integrating” level represents a stage of professional maturity where teachers effectively blend extensive knowledge, advanced instructional practices, and reflective collaboration to create an environment where all students can thrive. This stage marks a peak in their professional journey, characterized by a commitment to excellence and a profound impact on student learning.

Essential Aspects:

1. Integrates Extensive Knowledge of Curriculum and Instructional Practices:

• Deep Understanding: Teachers at the integrating level possess a deep understanding of the curriculum and instructional practices. They can skillfully blend content knowledge with effective teaching methods to create a coherent and engaging learning experience.

• Supplemental Resources: Educators expertly incorporate a wide range of supplemental resources, such as advanced technology tools, community resources, and cross-curricular materials, to enrich the learning experience and cater to diverse student needs.

2. Provides a Respectful and Rigorous Learning Environment:

• High Expectations and Support: The learning environment is characterized by high expectations and robust support systems. Teachers create a classroom culture that challenges students while providing the necessary support to help them succeed.

• Inclusive and Respectful: Respect and inclusivity are maintained, ensuring that all students feel valued and are encouraged to participate and excel.

3. Articulates Knowledge of Inter-Relationships Between Instructional Elements:

• Holistic Approach: Teachers articulate a clear understanding of how various elements of effective instruction, learning goals, assessments, and content standards interrelate and inform each other.

• CSTP Alignment: Instruction is seamlessly aligned with the CSTP, demonstrating a sophisticated integration of standards into everyday teaching practices.

4. Plans Lessons with Differentiated Instruction:

• Diverse Strategies: Lesson planning involves a broad range of strategies to differentiate instruction. Teachers use their understanding of student needs, informed by multiple assessments, to tailor their instruction.

• Responsive Teaching: Educators are responsive to ongoing assessment data, continuously adjusting their instructional strategies to meet the evolving needs of their students.

5. Develops, Adapts, and Integrates Assessments:

• Ongoing Data Collection: Teachers develop, adapt, and integrate a variety of assessments into their instruction to provide continuous data on student learning.

• Data-Driven Differentiation: This data is used to guide differentiated instruction, ensuring that teaching methods and materials are closely matched to the assessed needs of students.

6. Expands Skills of Collaboration and Reflection:

• Collaborative Practices: Collaboration is an ingrained habit of practice. Teachers regularly analyze and integrate information from diverse sources, including colleagues, research, and professional development activities, to refine their teaching practices.

• Reflective Practice: Continuous reflection on teaching effectiveness and student learning outcomes is a hallmark of this level. Educators use reflective practices to identify areas for improvement and to implement changes that enhance their effectiveness and impact on student learning.

Designs and implements comprehensive curriculum with multiple and varied instructional strategies and resources to support in depth studies of content and promote high levels of student understanding and engagement. Facilitates a learning environment that is respectful, rigorous, and responsive in advancing student achievement. Applies in depth knowledge of the CSTP to interconnect effective instruction, learning goals, and assessment within and across content areas. Plans instruction flexibly utilizing a repertoire of instructional practices to differentiate instruction as informed by ongoing assessments. Utilizes a wide range of assessments strategically, systematically, and flexibly throughout instruction to identify student learning needs and guide ongoing adjustments in instruction that maximize student learning. Engages in and facilitates collaborative learning communities focused on providing quality instruction and optimal learning for the full range of students.

As an educator in the “Innovating” phase of the California Standards for the Teaching Profession, the professional journey reaches its zenith, characterized by a sophisticated and innovative approach to teaching and learning. At this stage, teachers are architects of comprehensive curricula that foster in-depth exploration of content areas. They deftly employ a variety of instructional strategies, from project-based and inquiry-based learning to collaborative and technologically enhanced teaching methods, ensuring that students are deeply engaged and invested in their learning.

The classroom environment is a harmonious blend of respect, rigor, and responsiveness. Teachers set high academic standards while providing the necessary support for all students to meet and exceed these expectations. The learning atmosphere is adaptive, responding to the unique needs of each student and fostering a culture of motivation and achievement.

Educators at the innovating level possess an intricate understanding of the CSTP and skillfully interconnect effective instruction, learning goals, and assessments across various content areas. This holistic approach ensures that their teaching practices are not only standards-aligned but also deeply integrated, promoting comprehensive student development. Cross-content connections are a hallmark of their instruction, facilitating interdisciplinary learning experiences that enhance relevance and understanding.

Instructional planning is marked by flexibility and adaptability. Teachers draw from a broad repertoire of practices to differentiate instruction, tailoring their methods to the diverse needs of their students based on continuous assessment feedback. Their lesson plans are dynamic documents that evolve in real-time, ensuring that instructional strategies remain effective and responsive.

Assessment practices are strategic and systematic, with teachers utilizing a wide range of assessment types to gather detailed data on student learning. This data-driven approach allows for continuous adjustments in instruction, ensuring that each student’s learning needs are met promptly and effectively.

Collaboration and leadership are central to the professional practices of educators at this level. They actively engage in and facilitate collaborative learning communities, sharing best practices, mentoring peers, and contributing to the collective enhancement of teaching and learning. Their leadership within these communities fosters a culture of continuous improvement and excellence.

In essence, the “Innovating” level represents the apex of professional mastery, where teachers blend extensive knowledge, advanced instructional strategies, and collaborative leadership to create an environment where all students can thrive. This stage marks the culmination of their professional journey, characterized by a commitment to innovation, excellence, and profound impact on student learning.

Essential Aspects

1. Designs and Implements Comprehensive Curriculum:

• In-Depth Studies: Teachers at the innovating level create comprehensive curricula that support in-depth studies of content areas. They integrate a variety of instructional strategies and resources to deepen student understanding and engagement.

• Multiple Strategies: Educators employ a wide range of instructional strategies, from project-based learning and inquiry-based instruction to collaborative group work and the integration of advanced technologies.

2. Facilitates a Respectful, Rigorous, and Responsive Learning Environment:

• High Expectations and Support: The learning environment is characterized by high expectations and rigorous academic challenges, balanced with respectful and responsive support for all students.

• Adaptive Environment: Teachers create a classroom atmosphere that adapts to the evolving needs of their students, ensuring that every learner feels supported and motivated to achieve their best.

3. Applies In-Depth Knowledge of CSTP:

• Interconnected Elements: Teachers apply their in-depth knowledge of the CSTP to interconnect effective instruction, learning goals, and assessments within and across content areas. This integrated approach ensures that all teaching practices are aligned with the standards and geared towards holistic student development.

• Cross-Content Connections: Educators make deliberate connections between different content areas, facilitating interdisciplinary learning experiences that enhance student understanding and relevance.

4. Plans Instruction Flexibly:

• Repertoire of Practices: Lesson planning is flexible and dynamic, utilizing a broad repertoire of instructional practices to differentiate instruction. Teachers are adept at modifying their approaches based on ongoing assessments and the diverse needs of their students.

• Adaptive Planning: Instructional plans are not static; they evolve in response to real-time feedback and data, ensuring that teaching methods remain effective and responsive.

5. Utilizes a Wide Range of Assessments:

• Strategic and Systematic Use: Teachers use a wide range of assessments strategically and systematically throughout their instruction. This includes formative, summative, diagnostic, and performance-based assessments.

• Guiding Instruction: Assessment data is used flexibly to guide ongoing adjustments in instruction, maximizing student learning and addressing individual needs promptly and effectively.

6. Engages in and Facilitates Collaborative Learning Communities:

• Professional Collaboration: Collaboration is a cornerstone of practice at this level. Teachers actively engage in and facilitate collaborative learning communities focused on providing quality instruction and optimal learning for all students.

• Shared Leadership: Educators take on leadership roles within these communities, sharing best practices, mentoring peers, and contributing to the collective improvement of teaching and learning.