2.5 — Developing, communicating, and maintaining high standards for individual and group behavior
This guide turns CSTP element Developing, communicating, and maintaining high standards for individual and group behavior into observable practice: what teachers can plan and do, what students may experience, what evidence can support reflection, and where technology can add value without becoming the goal.
Use this as a professional-learning companion. It does not replace the complete CSTP, California content standards and frameworks, local policy, collective bargaining agreements, credential requirements, legal advice, or the individualized requirements in a student’s IEP or Section 504 plan.
What Effective Practice Looks Like
- Co-create, explicitly teach, model, rehearse, and revisit a small set of positively stated norms and routines.
- Design physical and digital spaces for accessibility, movement, collaboration, independent focus, and representation.
- Build predictable relationships and use culturally responsive, trauma-informed, and restorative practices without attempting clinical diagnosis.
- Maintain high expectations while supplying scaffolds, accommodations, language supports, and opportunities to recover from mistakes.
- Study participation, discipline, belonging, and opportunity-to-learn patterns for inequities and respond instructionally.
Focus Points for This Element
Plan intentionally
Teach expectations as learnable skills and respond to behavior with curiosity, consistency, and dignity.
Teach responsively
Use de-escalation, restorative responses, and school support systems; do not diagnose or investigate beyond the educator role.
Study the impact
Review referral, exclusion, and participation patterns for disproportionality.
Teacher Inquiry Cycle
- Identify: Name a specific student-learning opportunity, barrier, or question connected to this element.
- Learn: Gather student, family, curriculum, assessment, and contextual information while protecting privacy.
- Design: Choose an evidence-informed strategy, success criteria, access supports, and a feasible way to gather evidence.
- Enact: Teach, observe, confer, and make in-the-moment adjustments without losing the intended learning.
- Study: Examine student work, participation, explanation, transfer, and student perspective—not implementation alone.
- Respond: Keep, adapt, intensify, replace, or discontinue the practice and record the reasoning.
Possible Evidence for Reflection or Coaching
- student-generated norms and examples of routine instruction
- accessible room or virtual-space plans
- participation and belonging data disaggregated where appropriate
- records of proactive supports and restorative follow-through
- student work showing productive risk-taking and revision
Evidence caution: No single artifact proves accomplished teaching. Interpret evidence in context, center student learning, use multiple sources, and avoid collecting identifiable student information that is not necessary.
Technology and Software: Purpose Before Product
| Purpose | Possible tools | Professional-use guidance |
|---|---|---|
| Create and collaborate | a learning-management system for predictable organization | Use version history, comments, exemplars, and clear roles; explicitly teach digital collaboration. |
| Elicit and assess | visual timers and accessible digital schedules | Keep checks low stakes when formative; inspect item quality and pair scores with student work and conversation. |
| Model and investigate | digital portfolios for reflection and celebration | Require prediction, observation, explanation, and transfer so the tool supports—not replaces—disciplinary thinking. |
| Access and communicate | district-approved communication and translation tools | Follow student plans, provide captions and accessible formats, and use human-reviewed interpretation or translation. |
| Manage and reflect | captioning, text-to-speech, speech-to-text, and other assistive technology required by student plans | Minimize collected data, restrict sharing, use approved accounts, and periodically remove records according to policy. |
Software is illustrative, not endorsed. Availability and features change. Before use, follow district approval processes and review accessibility, age restrictions, privacy, security, advertising, data ownership and retention, interoperability, copyright, AI features, and the need for family notice or consent. Never enter confidential student information into an unapproved service.
Questions for Collaborative Reflection
- What do students say, do, create, explain, or transfer when this practice is working?
- Whose participation or success has changed, and whose has not? What barriers or unintended effects remain?
- Does the evidence reflect the intended learning, or might language, disability, technology, background knowledge, or task design be obscuring it?
- What is the smallest high-leverage adjustment to test next, and what evidence will show whether it helped?
- How will student and family perspectives inform the next decision?
Original Examples and Resources, Cleaned for Migration
Teachers promote social development and responsibility within a caring community where each student is treated fairly and respectfully. They create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. They establish and maintain learning environments that are physically, intellectually, and emotionally safe. Teachers create a rigorous learning environment with high expectations and appropriate support for all students. Teachers develop, communicate, and maintain high standards for individual and group behavior. They employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. They use instructional time to optimize learning.
As teachers develop, they may ask, “How do I…” or “Why do I…”
Facilitate student participation in classroom decision-making
Guidance: Involve students in co-creating classroom norms and procedures. Use democratic practices like class meetings and voting to build ownership and responsibility.
Foster and support appropriate student behavior
Guidance: Reinforce positive behavior through praise, reinforcement systems, and clear consequences. Use behavior-specific feedback to reinforce classroom values.
Collaborate with students, families, and communities to establish, maintain, and communicate standards for student behavior
Guidance: Share expectations at back-to-school nights and in newsletters. Use family engagement tools and community partnerships to ensure behavior standards are supported across environments.
Understand the underlying causes of student behavior and use that knowledge to support positive conduct
Guidance: Reflect on trauma-informed practices and student development theory. Use student interest surveys and relationship-building to understand the "why" behind behavior.
Work proactively to prevent and respond quickly to minimize behavioral issues
Guidance: Use preventive strategies like clear routines, movement breaks, and consistent cues. Address concerns early with tiered interventions and restorative conversations.
Understand and respond to inappropriate behaviors in an efficient, fair, and equitable way
Guidance: Apply behavior expectations consistently. Use reflection tools and restorative justice practices rather than punitive measures when appropriate.
Help all students learn to take responsibility for their own behavior and actions
Guidance: Teach self-monitoring strategies, use student reflection journals, and encourage goal setting. Provide opportunities for students to reflect and repair.
Authoritative Starting Points
- California Commission on Teacher Credentialing: California Standards for the Teaching Profession
- California Department of Education: Content Standards
- California Curriculum Frameworks and Instructional Resources
- CAST Universal Design for Learning Guidelines
- U.S. Department of Education: Student Privacy Policy Office