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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 CCTC and CDE Staf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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
Efective 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 Te 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. Revised June 2012.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
Te 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. Te 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
Tey defne a vision of teaching as well as professional the CSTP, builds on California’s pre-service Teaching Practice. Te 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. Te 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 specifc actions of pursue excellence in teaching and learning. for the Teaching Profession (CSTP).
teachers, but rather to guide teachers as they develop, Te Continuum of Teaching Practice is a tool for Te Continuum of Teaching Practice is aligned
refne, and extend their practice. self-refection, goal setting, and inquiry into practice. It to the 2009 California Standards for the Teaching
Te 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. Tis 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 refect and improve upon their teaching as part of
Te Continuum of Teaching Practice is appropriately
globalized connections. Te 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 fulflling for teachers collaboration, data-driven dialogue, and refection 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,
Refect—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 Te 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. Revised June 2012.Rationale and Use Structure and Organization Reading and Self-Assessing
Te Continuum of Teaching Practice was Te Continuum of Teaching Practice is organized on the Continuum
developed to: to describe fve levels of development. Each level Te process of assessing on the Continuum of Teaching Practice
• Delineate the diversity of knowledge and skills addresses what a teacher should know and be able can be done individually or collaboratively. Begin by reading
needed to meet the varied and evolving needs to do in the six CSTP standards. In addition to the element and thinking of evidence of practice related to that
of students the description of teaching in CSTP 1: Engaging element. Record evidence in the space provided underneath the
and Supporting All Students in Learning and element for the emerging level of practice. Using that evidence
• Support the reflective practice and ongoing
CSTP 2: Creating and Maintaining Effective as a guidepost continue across the levels of the continuum
learning of teachers
Environments for Student Learning, are what noting additional evidence or areas to pursue. Using evidence
• Support an ongoing process of formative students would be doing at each level of practice. as a determiner for assessing practice. For example, if you are a
assessment of a teacher’s practice based on Te levels do not represent a chronological novice in regards to that element, you might fnd your practice
standards, criteria and evidence sequence in a teacher’s growth, but each row by reading Level 1: Emerging, and then, read one or two levels
• Set short or long-term goals for professional describes developmental levels of performance. to the right of that to assess practice. However, if you are
development over time Te levels become increasingly complex and experienced in a particular element, you might read and note
sophisticated and integrate the skills of evidence across to Level 3: Applying and beyond.
• Describe teaching practice and development
previous levels. It is critical to begin on the left of the Continuum
throughout a teacher’s career
In the frst column, under the language because any practice described to the left on the Continuum
• Support a vision of ongoing learning and of each element, is a space to record evidence of is carried across to those on the right even if not explicitly
teacher development practice as related to that CSTP element. Teachers stated. Highlight the descriptions that best match current
• Encourage collaboration between classroom refect and describe practice in terms of evidence practice. Date the self-assessment. Subsequent self-assessments
teachers, resource personnel and families, to prior to self-assessing in order to make valid and can be in a different color highlight, to show growth over time.
ensure that all students are successful accurate assessments. 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 fnd 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 Te 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. Revised June 2012.Developmental Levels
Note: Te descriptions in each of the Developmental Levels are aligned to the CSTP standards.
Level 1: Emerging Level 2: Exploring Level 3: Applying Level 4: Level 5: Innovating
Expands awareness of Explores use of additional Implements the curriculum Integrating Designs and implements
curriculum and instructional instructional practices to using a variety of instructional Integrates extensive knowledge comprehensive curriculum with
practices to support teach the curriculum and practices and supplemental of curriculum, instructional multiple and varied instructional
understanding and engage support student understanding resources selected to improve practices, and supplemental strategies and resources to
students in learning. and engagement. Guides the student understanding and resources to enhance and support in depth studies of
Recognizes the importance of development of a respectful engagement. Maintains a deepen student understanding content and promote high
building a positive learning learning environment focused respectful and supportive and engagement. Provides levels of student understanding
environment that is focused on achievement. Expands learning environment in which a respectful and rigorous and engagement. Facilitates
on achievement. Demonstrates knowledge of related elements all students can achieve. Utilizes learning environment that a learning environment that
knowledge of teaching as of effective instruction, knowledge of CSTP to make supports and challenges all is respectful, rigorous, and
discrete skills as described learning goals, assessments, connections between elements students to achieve. responsive in advancing
in the California Standards and content as informed by of effective instruction, learning Articulates knowledge student achievement. Applies
for the Teaching Professional the CSTP. Plans lessons using goals, assessments, and content of the inter-relationships in depth knowledge of the
(CSTP). Plans lessons expanded understanding of standards. Plans differentiated between elements of effective CSTP to interconnect effective
using available curriculum curriculum, related materials instruction using a variety of instruction, learning goals, instruction, learning goals, and
and resources. Develops and resources, and assessments. adjustments and adaptations assessments, and content across assessment within and across
understanding of required Explores the use of different in lessons. Utilizes a variety the CSTP. Plans lessons using content areas. Plans instruction
assessments and uses of data types of assessments to expand of assessments that provide a broad range of strategies fexibly utilizing a repertoire
to inform student progress. understanding of student targeted data on student to differentiate instruction of instructional practices
Works collaboratively with learning needs and support learning to guide planning. as informed by multiple to differentiate instruction
assigned colleagues to refect planning. Seeks collaboration Collaborates and refects assessments. Develops, adapts, as informed by ongoing
on and improve teaching with colleagues, resource regularly with colleagues to and integrates assessments assessments. Utilizes a wide
practice and student success. personnel, and families to improve teaching practice into instruction that provide range of assessments strategically,
refect on ways to improve and student success. ongoing data to guide systematically, and fexibly
teaching practice and planning differentiated throughout instruction to
student success. instruction matched to identify student learning needs
assessed needs of students. and guide ongoing adjustments
Analyzes and integrates in instruction that maximize
information from a wide range student learning. Engages in
of sources to expand skills of and facilitates collaborative
collaboration and refection learning communities focused
as a habit of practice and to on providing quality instruction
impact teacher effectiveness and optimal learning for the full
and student learning. range of students.
C on t i n u u m o f Te 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. Revised June 2012.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 Efective 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 Te 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. Revised June 2012.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 fexibly 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 fexibly
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 refects 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 refects regularly with information from a wide collaborative learning
to refect on and improve personnel, and families to colleagues to improve range of sources to expand communities focused
teaching practice and refect on ways to improve teaching practice and skills of collaboration on providing quality
student success. teaching practice and student success. and refection 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 Te 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. Revised June 2012.Glossary of Terms
Te 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) defnes 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 signifcant 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 feld (e.g., whole sentences, narratives,
practice within any of the six CSTP standards. initial assessment of competencies when a student frst 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 clarifcation). (revised
learning environment, collaboration and leadership. family and community settings as a “mirror” refecting 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 Te 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. Revised June 2012.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 frst 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
Using knowledge of
through data provided data to learn about of formal and informal multiple sources to knowledge of students
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 identifed 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 Te 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. Revised June 2012.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 frst 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 Uses extensive
of prior knowledge, information about and family contacts to knowledge of students’ information regarding
Connecting learning
culture, backgrounds, students’ prior expand understanding of cultural backgrounds, students and their
to students’ life experience, and knowledge, students’ prior knowledge, prior knowledge, life communities
prior knowledge, interests represented cultural backgrounds, cultural backgrounds, experiences, and interests systematically and fexibly
backgrounds, life among students. life experiences, and life experiences, and to inform instruction. throughout instruction.
experiences, interests to support interests to connect
and interests
student learning. to student learning.
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 Te 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. Revised June 2012.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 frst 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
Connecting subject
during instruction as real-life connections to from subject matter to to meaningful, real-life in actively making
identifed 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 specifc 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 Te 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. Revised June 2012.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 frst 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 Refnes the fexible use
Using a variety
strategies, resources, and instructional strategies, strategies including integrates a broad range of an extensive repertoire
technologies as provided resources, and culturally responsive of strategies, resources, of strategies, resources,
of instructional
by school and/or district. technologies in single pedagogy, resources, and technologies into and technologies to
strategies, resources,
lessons or sequence of and technologies during instruction designed meet students’ diverse
and 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 Te 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. Revised June 2012.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 frst 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
Promoting critical
on factual knowledge in single lessons or a critically through use of initiate critical thinking opportunities for
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 refection on issues posing problems and structured inquires into
solving, and refection
and think critically. in content. refecting 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. refect, 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 Te 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. Revised June 2012.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 frst column 2) Assess level of practice 3) Date
Element Emerging Exploring Applying Integrating Innovating
1.6 Implements lessons Seeks to clarify Makes adjustments to Adjusts strategies during Makes adjustments
Monitoring student
following curriculum instructions and learning instruction based on instruction based on the to extend learning
guidelines. activities to support observation of ongoing monitoring of opportunities and provide
learning and
student understanding. student engagement individual student needs assistance to students in
adjusting instruction
and regular checks for assistance, support, mastering the content
while 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 Te 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. Revised June 2012.Standard 2 CSTP: Creating and Maintaining Efective 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 frst 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-
Promoting social
communicates behavior. Demonstrates responsible, and responsibility with refection and ongoing
expectations for commitment to respectful student students for resolving improvement of the caring
development and
fair and respectful fairness and respect interactions. Assists confict 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 conficts. classroom community. value of all members.
where each student language and behavior.
is treated fairly
Incorporates 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 confict
classroom community. community building accepting, and respectful resolving conficts 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 Te 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. Revised June 2012.Standard 2 CSTP: Creating and Maintaining Efective 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 frst 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/
Creating physical
importance of the adapting the physical or virtual learning and/or virtual learning or virtual learning
physical and/or virtual and/or virtual learning environments that environments that refect environments fexibly
or virtual learning
learning environments environments that support refect student diversity student diversity and to facilitate access to a
environments that
that support student student learning. and provide a range of provides a broad range wide range of resources
promote student
learning. resources for learning. of resources, displays, that engage students in
learning, refect and artifacts that are learning. Ensures that
Structures for interaction
diversity, and current and integral environments enhance
Is aware that structured are taught in single lessons Utilizes a variety of
encourage constructive to instruction. learning and refect
interaction between or sequence of lessons to structures for interaction
and productive diversity within and
students can support support student learning. during learning activities
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 refect 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 Te 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. Revised June 2012.Standard 2 CSTP: Creating and Maintaining Efective 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 frst 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
Establishing and
laws regarding safety safety issues regarding risks to physical, students to take risks with the students for
that are required by the materials, student intellectual, and and offer respectful the establishment and
maintaining learning
site, district, and state. interactions, and the emotional safety using opinions about maintenance of a safe
environments that
organization of the multiple strategies that divergent viewpoints. physical, intellectual, and
are physically,
Responds to behaviors learning environments. include examining emotional environment
intellectually, and biases in the learning focused on high quality
that impact student Engages in refection 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
classroom rational for for self or others. academic achievement, achievement. Students
maintaining safety. and establish intellectual share responsibility for
and emotional safety in intellectual and emotional
the classroom. safety for themselves and
others in the classroom.
C on t i n u u m o f Te 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. Revised June 2012.Standard 2 CSTP: Creating and Maintaining Efective 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 frst column 2) Assess level of practice 3) Date
Element Emerging Exploring Applying Integrating Innovating
2.4 Focuses the rigor of the Focuses on the Develops a rigorous Integrates rigor Facilitates a rigorous
Creating a rigorous
learning environment development of a rigorous learning environment throughout the learning learning environment
on accuracy of answers learning environment that includes accuracy, environment that values in which students take
learning environment
and completion of that includes accuracy, analysis, problem solving, accuracy, analysis, and leadership in learning.
with high expectations
learning tasks. understanding, and the and appropriate levels critical reading, writing Fosters extended
and appropriate
importance of meeting of challenge. and thinking. studies, research,
support for all students targeted learning goals. analysis and purposeful
Is aware of the importance
of maintaining high Holds high expectations Integrates strategic use of learning.
Evidence: expectations for students. Works to maintain high for students. Has an scaffolds and technologies
expectations for students understanding of throughout instruction Supports students
while becoming aware of achievement patterns, and that support the full range to utilize an extensive
achievement patterns for uses scaffolds to address of learners in meeting repertoire of differentiated
individuals and groups achievement gaps. high expectations strategies to meet
of students. 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 Te 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. Revised June 2012.Standard 2 CSTP: Creating and Maintaining Efective 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 frst 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
Developing,
rules, and consequences some student involvement. including culturally expectations, positive environment using
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
Refers to standards for group behavior. individual and learning activities. and maintaining high
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 Te 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. Revised June 2012.Standard 2 CSTP: Creating and Maintaining Efective 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 frst 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
Employing classroom
routines or norms for procedures, and norms in use of routines and monitoring and participating in
single lessons to support single lessons or sequence procedures that are refecting 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
Responds to disruptive the development and responsive. Maintains on maximizing learning.
to 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 Te 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. Revised June 2012.Standard 2 CSTP: Creating and Maintaining Efective 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 frst 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
Using instructional time
curriculum guidelines. with some consideration students to provide to include ongoing facilitates instruction and
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 refection,
or expectations for sequence of instruction. self-assessment, and
completion. goal setting.
C on t i n u u m o f Te 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. Revised June 2012.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 frst 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 of Uses extensive knowledge
Demonstrating
knowledge of subject in subject matter and the relationship between the relationships between of subject matter concepts,
matter, related academic academic language to essential subject matter subject matter concepts, current issues, academic
knowledge of subject
language, and academic identify connections concepts, academic academic language, language, and research to
matter* academic
content standards. between academic content language, and academic and academic content make relevant connections
content standards
standards and instruction. content standards. standards, and academic to standards during
language, in ways that instruction and extend
Evidence: ensure clear connections student learning.
and relevance to students.
*See glossary for a more complete defnition of academic language
C on t i n u u m o f Te 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. Revised June 2012.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 frst column 2) Assess level of practice 3) Date
Element Emerging Exploring Applying Integrating Innovating
3.2 Has basic knowledge Expands knowledge of Uses knowledge of Integrates knowledge Draws upon
Applying knowledge of
of student stages of student development student development of individual student comprehensive knowledge
development while and implements learning and profciencies to development to inform of students to guide
student development
becoming aware of activities in single lessons adapt instruction and instructional decisions all students to develop
and profciencies
differences in students’ or sequence of lessons meet students’ diverse to ensure student profciencies, understand
to ensure student
understanding of that address students’ learning needs. Ensures understanding of subject subject matter including
understanding of subject matter. profciencies and support understanding of subject matter including related related academic
subject matter understanding of subject matter including related academic language. language.
Teaches subject-specific matter including related academic language.
Evidence: vocabulary following academic language. Provides explicit teaching Engages students at all
curriculum guidelines. Provides explicit teaching of specifc academic levels of vocabulary,
Provides explicit teaching of essential vocabulary, language, text structure, academic language,
of essential content idioms, key words with grammatical, and stylistic and profciency in
vocabulary and associated multiple meanings, and language features to self-directed goal
academic language in academic language in ensure equitable access setting, monitoring,
single lessons or sequence ways that engage students and subject matter and improvement. Guides
of lessons. Explains in accessing subject matter understanding for the all students in using
academic language, text or learning activities. range of student language analysis strategies that
formats, and vocabulary levels and abilities. provides equitable access
to support student access and deep understanding
to subject matter when of subject matter.
confusions are identifed.
C on t i n u u m o f Te 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. Revised June 2012.You can also read
