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2017-2018
Lodi Unified School District
Accredited by the California Commission on
Teacher Credentialing and the California
Department of Education
2017-2018
TEACHER INDUCTION HANDBOOK
Teacher Induction Program Website
/a/lodiusd.org/lodi-usd-induction---tipp/
1
TABLE OF CONTENTS
Welcome
2
Lodi Unified Teacher Induction Program
3
Training Dates
6
Pacing Guide
8
ILP Instructions
10
ILP Document
11
Learning Environment
14
Peer Observation Conversation Guide
15
CSTP Observation Instructions/Forms
16
CSTP 1
17
CSTP 2
20
CSTP 3
23
CSTP 4
25
CSTP 5
27
CSTP 6
29
Special Populations
31
Equity
33
English Learners
35
Technology
37
Post Observation Document
39
Classroom Observation Form
40
Culminating Questions
42
Reflecting on Teaching Practice/Growth on the CSTP Continuum
43
Resources
71
Glossary and Acronyms
73
2
WELCOME TO LODI UNIFIED SCHOOL DISTRICT
Welcome to your position as a teacher in the Lodi Unified School District!
About Lodi Unified
Lodi Unified School District encompasses 350 square miles and serves the cities of Lodi, North Stockton,
and the communities of Acampo, Clements, Lockeford, Victor, and Woodbridge in the Central Valley of
Northern California
Lodi Unified School District was created in 1967, when voters approved the merger of 18 elementary
districts and the union high school district. The boundary, established in 1922, followed that of the old
Lodi Union High School District. Over the last 30 years principally uninhabited territory was ceded to
adjoining districts south of the Stockton Deep Water Channel north of Jahant Road (at Highway 99) and
south of Hammer Lane. The district is a major contributor to the economy of the area, employing over
3,000 people. In addition, over the last 12 years the district has obtained over $100,000,000 in state bond
funds for the construction and renovation of school facilities throughout the district.
Student enrollment is 29,800 in Kindergarten through grade twelve. There are 49 school sites, 33
elementary, 7 middle, 4 comprehensive high schools, and two continuation high schools. In addition, the
district offers two elementary community day schools, and one middle community day school, a Middle
College High School, an adult school, an Independence School, a Career Center, Children's Center, a
Developmental Center for disabled students, and several pre-school programs. The top five primary
languages other than English are Spanish, Hmong, Urdu, Cambodian and Vietnamese.
Where to find information
The best resources for information regarding the district are on the public website at www.lodiusd.net, and
the Infonet which comes up each time you log into Citrix at http://infonet.lodiusd.org
New teachers employed with LodiUSD
In the initial package of information given you by personnel upon being hired for a position, there is a
Credential Information Form that should be completed and returned to the Professional Development/TIP
office at the JAESC as soon as possible. This form provides us with information on the credential you
currently hold to determine if you qualify for or require the Teacher Induction Program to clear your
credential. You can also find it on the district website at www.lodiusd.net : click departments, curriculum
and instruction, and Teacher Induction in the upper left corner.
New teachers are issued a 5 year Preliminary Multiple subject, Single subject, and/or Education Specialist
credential upon completion of their teacher preparation program. Within this 5 year period, newly
credentialed teachers are required to complete a two year induction program in order to be recommended
for their Clear Credential. Lodi Unified offers this program at no cost to the new teacher.
An Early Completion Option (ECO) is also available for candidates through application. A teacher must fill
out the application for this option and be able to show evidence of exemplary practice, experience,
attitudes, professionalism, and commitment to the teaching profession in order to be accepted. It is equally
as rigorous as the two year program although shorter in length.
3
LODIUSD TEACHER INDUCTION PROGRAM
Program Purpose
The Lodi Unified Teacher Induction Program is designed to provide a two-year, individualized, job-
embedded system of mentoring, support and professional learning that begins in the teacher’s first year
of teaching.
The program supports candidate development and growth in the profession by building on the knowledge
and skills gained during the Preliminary Preparation program through a robust mentoring system to help
each candidate work towards mastery of the California Standards for the Teaching Profession.
Program Goal
The goal of the Teacher Induction Program is for the candidate to be able to show growth over time on
the mastery of the California Standards for the Teaching Profession. The candidate will be provided
multiple opportunities to demonstrate growth on the CSTPs through the development and implementation
of an Individual Learning Plan (ILP). This plan is developed by the candidate based on needs with the
support of the mentor, program provider, and in consultation with the site administrator.
Program Process
The Lodi Unified Induction Program is made up of three major components:
A robust Mentoring system, consisting of a minimum of 1 hour a week (40 hours) of collaboration
with the assigned mentor.
New teachers enrolled in TIP will be provided with a mentor assigned by the Coordinator of
Professional Development within the first 30 days of enrollment in the program, matched by
credential, grade level, and/or subject matter. If at all possible, mentors also be assigned at the
same site. Teachers will have an opportunity to meet their mentors during TIP orientation.
Opportunities to show growth in the California Standards for the Teaching Profession.
.
The candidate and mentor are provided trainings and professional development opportunities
throughout the year to assist in creating and meeting the goals set forth on the ILP (Individual
Learning Plan) created within 60 days of enrollment. Within the ILP, professional learning goals
and areas of focus are developed. Through mentor collaboration, observation and feedback, and
professional development, opportunities are provided to practice and refine effective teaching
practices for all students through several focused cycles of inquiry (see next page). Growth can
be documented on the CSTP Continuum (pages 43-70) throughout the 2-year program
Time for Reflection
A reflective journal is used to record questions and learnings, thoughts and ideas, application
results and next steps throughout the ILP and mentoring process.
4
Focused Cycles of Inquiry Action Research
Action research specifically refers to a disciplined inquiry by educators that informs and changes their practice
in the future. This research is carried out within the context of the teachers’ environmentthat is, with their
students at their school sitefocusing on questions that deal with educational matters at hand. Participants
systematically and carefully examine their educational practice, using research techniques. Action research is
based on the following assumptions:
Teachers work best on problems they have identified for themselves
Teachers become more effective when encouraged to examine and assess their work and consider
alternatives
Teachers help each other by working collaboratively in search of solutions to everyday real problems
Teachers look for ways to improve instruction and increase student achievement
Teachers work with colleagues to improve their professional practice
The process of action research allows educators to assess their needs, document the steps of inquiry,
analyze data, and make informed decisions that lead to desired outcomes. Rather than dealing with the
theoretical, action research provides the opportunity for practitioners to address concerns and implement
changes in actual teaching and learning settings.
What does it mean to be a reflective learner?
Reflection is the key to growth. It is a means of reliving or recapturing experiences in order to make sense of
them, learn from them, or develop a new understanding and appreciation. In teaching, reflection is the act of
stepping back and examining what is happening in the classroom and determining how teaching practices affect
student learning. This means asking difficult questions such as:
“Are the students engaged?”
“Are students understanding the concepts being taught?”
“Are they able to apply the knowledge learned?”
Reflective practitioners seek answers to their questions as a window into a deeper understanding of teaching.
Thoughtful self-examination requires honest self-analysis and open communication with colleagues.
Therefore, the formative assessment process also includes reflective writing and conversation. Formative
assessment reflections use information that teachers gather through the formative assessment process to
identify areas of strength and growth, and ultimately improve teaching.
What is the Plan-Teach-Reflect-Apply Cycle?
The Plan-Teach-Reflect-Apply Cycle* is the structure that
underlies all of the Formative Assessment system
processes. As Candidates progress through Induction,
they follow a cycle of planning for instruction, teaching,
reflecting upon the teaching experience, and applying
new knowledge to future practice.
The process provides a means for Candidates and
Mentors to identify teaching strengths and areas for growth
based on the California Standards for the Teaching
Profession, the state- adopted academic content
standards for students, and the Continuum of Teaching
Practice (or other aligned assessment criteria).
* Adapted from W.E. Deming, Out of the Crisis, Massachusetts Institute of
Technology Center for Advanced Engineering, (1986)
5
What processes are used?
Collaborative Relationships (Mentor/Candidate)
Candidates are partnered with veteran educators who have been trained to support teachers through
Induction. Mentors use the skills of cognitive coaching, mentoring, and modeling to support
Candidates’ professional growth.
Plan, Teach, Reflect, Apply (PTRA)
The Plan, Teach, Reflect, Apply (PTRA) cycle provides a structure for teachers to identify teaching
strengths and areas for growth. Planning and teaching the lesson are followed by reflection. New
learning and insights from the reflection are applied to future planning, as the cycle continues.
Engaging in this process, guided by a Mentor, leads to improved teaching practice and increased
student achievement.
Observations
Mentors observe Candidates as they teach and gather evidence during an instructional session.
Following each observation, they conference together, share observation evidence, and examine other
classroom data (e.g., student work samples, lesson plans, etc.) to inform and improve future
practice. In addition, Candidates are encouraged to observe the classrooms of skilled veterans.
Examining Student Work
Focusing on student achievement guides the Candidate’s planning and instruction. The examination
and analysis of student work leads the Candidate to a greater understanding of the need for
differentiation and modification of instruction.
Reflective Conversations
In each module, Candidates are asked to step back from their practice and thoughtfully examine
what they do, how they do it, and how this affects student learning. The system provides frequent
opportunities for Candidates to reflect, capture current thinking, and consider the implications for
their future practice.
Self-Assessment - Continuum of Teaching Practice (or other aligned assessment criteria)
The Continuum of Teaching Practice is a tool that provides a roadmap for professional growth by
identifying and describing levels of teaching practice. Using evidence collected throughout the
process, Candidates with their Mentors, reflect and determine their placement on the Continuum.
This self -assessment helps to focus the area(s) for improvement of instructional practice.
6
Lodi Unified TIP Year 1
All Candidate & Mentor Training Dates
Aug 7, 2017
Orientation
4:00-6:00
JAESC
Bd Rm AB
Aug 12, 2017
Google Classroom Set-up
Learning Environment
9:00-3:00
JAESC
Bd Rms ABC
Oct 21, 2017
Instructional Planning
9:00-3:00
JAESC
Bd Rms ABC
Jan 20, 2018
Assessment and
Monitoring
9:00-3:00
JAESC
Bd Rms ABC
April 21, 2018
Reflection/Growth
9:00-3:00
JAESC
Bd Rms ABC
May 19, 2018
Colloquium
Growth Presentation
12:30-3:00
JAESC
Bd Rms ABC
August 10, 2017
New Mentor Training
4:00-7:00
JAESC
Lodi Unified TIP Year 2
All Candidate and Mentor Training Dates
Aug 14, 2017
Orientation
4:00-6:00
JAESC
Bd Rms BC
Aug 19, 2017
Platform Set-up
Module A
Learning Environment
9:00-3:00
JAESC
Bd Rms ABC
Oct 28 , 2017
Module B
Instructional Planning
9:00-3:00
JAESC
Bd Rms ABC
Jan 27, 2018
Module C
Assessment and
Monitoring
9:00-3:00
JAESC
Bd Rms ABC
Apr 28, 2018
Module D
Reflection/Growth
9:00-3:00
JAESC
Bd Rms ABC
May 19, 2018
Colloquium
Growth Presentation
9:00-11:30
JAESC
Bd Rms ABC
7
Education Specialist Topics for 2017-18
September, 2017
Instructors: Melanie Dusi, Amanda Quinn
4:00-6:00pm
Case Management
Para-Educator Management
November, 2017
Instructors: Amy Nomura
4:00-7:00pm
Legally Compliant IEP Writing
Continuum of Instructional Program
January, 2018
Instructors: Sammy Freitas, Renee Arruda
4:00-6:00
Data Collection
Assessment
February, 2018
Instructors: Jennifer Freitas, Lisa Chavez
Aiesha Brice
4:00-6:00pm
Evidence-based Practices-Autism
April, 2018
Instructors: Michele Liebelt, Sharon Sui
4:00-7:00pm
Behavior Intervention Plans
8
2017-18 Lodi Unified
Teacher Induction Program
Pacing Guide
WEEK
DOCUMENT
ACTIVITIES
Quarter 1
Jul 31- Aug 11
Program Start Up
Review Mentor Applications, Pairing Mentors/Candidates
Orientation Meetings (see Schedule)
Aug. 14-26
Journal
Attend Quarter 1 Learning Environment Training SPED Topic Trainings
Peer Observation - Reflection
Aug 28-Sept 8
CSTP 1-3
CSTP-Continuum Rubric Initial Highlight/Evidence
Mentor’s Initial Observation
Journal
Initial Post-Observation Reflection, focus area discussion
Sept. 11-29
ILP-Planning Document
Upload ILP Planning AND Site Admin. Collaborative Meeting form
(October Break October 2-13)
Quarter 2
Oct 16-27
Attend Quarter 2 Instructional Planning Training
Continuing Professional Developments on ILP, SPED Topics
ILP Research
Journal
ILP Focus - Choose focus for inquiry (cells 1-4)
Observation on 1
st
focus area for inquiry
Post-Observation Reflection
Oct. 30-Nov. 24
ILP-Research
Continue ILP Research Doc. (Cells 5-8)
Journal
Instructional Strategies Reflections/professional developments attended
Nov. 27-Dec 1
CSTP 1-3
Revisit CSTP Continuum re-highlight to show growth
Dec 3-Dec. 22
ILP Reflection
FALL
Upload ILP Reflection - FALL
(Winter Beak December 25-Jan 5)
Quarter 3
Jan. 8-26
ILP-Planning
Attend Trainings on Assessment/Monitoring
Continuing Professional Developments - ILP and SPED Topics
Begin Cells 1-4 Focus of the 2
nd
Inquiry (or continue with #1)
Jan. 29-Mar 2
ILP-Research
Continue ILP Research Doc. (Cells 5-8) Inquiry #2
Journal
Reflections on Assessment/Monitoring/professional developments attended
CSTP 4-6
CSTP Continuum Rubric Initial Highlight
Journal
Reflections on ILP focus #2 Progress
Mar 5-9
ILP Reflection -
Upload ILP Reflection WINTER
(Spring Break - March 12-23)
9
Quarter 4
March 26-April 13
Continue attending professional development for ILP-Credential Area
ILP-Research
Revisit ILP with your Mentor
Continue ILP #2
April 16-27
Attend training on Collaboration/Growth Seminar
CSTP 4-6
Revisit CSTP Continuum re-highlight to show growth
April 30-May 19
ILP Reflection EOY
Journal
ILP Reflection End of the Year
Culminating Questions and Reflections Guide
Attend Colloquium Share
All through the year, the mentoring hours (minimum 1 hour week) should be documented on the
collaboration logs.
Professional development sessions attended should be logged by the candidate on the candidate’s log.
Monthly review and progress monitoring will be recorded by the Coordinator of Induction.
10
Individual Learning Plan Instructions
Planning Document (A roadmap for the year in Induction)
Please complete the top portion of the document, the candidate’s name, the teaching assignment
(what you were hired to do), the district and school name, name of the Mentor and Site
Administrator. In the far right corner, the date enrolled in TIPs is the date you attend orientation.
Based upon the transition document from your preliminary program, any prior field experiences,
time spent in the classroom, and collaboration with your Mentor, Teacher Induction program, and
Site Administrator, develop ideas for professional growth goal(s) to support your professional
learning.
1.) My professional growth goal(s). What area(s) of your teaching do you want to strengthen?
(Examples; behavioral management, engagement, transition time, working with families, etc.…)
You may put more than one, or add to the growth goals over the course of the year.
2.) Identified CSTP element(s). Keeping your growth goal in mind, please connect it to at least
one element of the California Standards for the Teaching Profession, (CSTP).
3.) My Action Plan for Achieving Goal(s). What might be some activities you might try to achieve
your goal(s)? (Example: research the internet, find an article or book about my topic. Observe
another teacher, attend workshops or professional development sessions on my topic.)
4.) Expected Teacher and Student Outcomes. What do you want to see happen or change for
the teacher or students because of your new knowledge or skills?
5.) Resources Needed (Mentor/Site/District Support). What might be some resources your
Mentor, school site, and/or your district can help you with to achieve your goals? (Examples: a
substitute for your class so you may observe another teacher, freedom to try new methods or
materials in the classroom, time to attend workshops or professional development sessions).
6.) Suggestions/Comments from Mentor: The mentor is required to give suggestions/comments,
including how the candidate can become part of the larger professional learning community within
the profession.
11
INDIVIDUAL LEARNING PLAN PLANNING DOCUMENT Date Enrolled in TIP
Candidate:
Teaching Assignment:
District /School:
Mentor:
Site Administrator:
Directions: Based upon the transition document from your preliminary program, any prior field experiences, and collaboration with your mentor, the induction
program, and site-administrator, develop ideas for professional growth goal(s) to support your professional learning.
PLANNING: Complete Cells 1-5, collect input and a signature from your Mentor (Cell 6), and upload ILP Planning Document to Classroom under “ILP-
Planning” by September 30
th
.
1. MY PROFESSIONAL GROWTH GOAL(S): What area(s) of your teaching do
you want to strengthen?
2. IDENTIFIED CSTP ELEMENT(S): Connect your growth goal(s) to at least one
element of the California Standards for the Teaching Profession, (CSTP).
3. MY ACTION PLAN FOR ACHIEVING GOAL(S): What may be some activities
you might try to achieve your goal(s)?
4. EXPECTED TEACHER AND STUDENT OUTCOMES: What do you want to see
happen or change for the teacher or students because of your new
knowledge or skills?
5. RESOURCES NEEDED (MENTOR/SITE/DISTRICT SUPPORT): What might be
some resources your Mentor, school site, and/or district can help you with
to achieve your goals?
6. SUGGESTIONS/COMMENTS FROM MENTOR: The mentor is required to give
suggestions/comments, including how the candidate can become part of the
larger professional learning community within the profession.
SIGNATURE: Date:
12
SITE-ADMINISTRATOR COLLABORATIVE MEETINGS
Upload to Classroom
Directions for Sharing Your ILP Plan:
Schedule a 15 minute meeting with your site-administrator.
Share your ILP Planning Document taking into consideration any feedback provided.
After sharing your ILP, the site-administrator will sign and complete the corresponding comments/suggestions box.
Upload this completed document to Site-Admin Record Sheet- Fall
Directions for Site Administrator:
Candidates have developed an Individualized Learning Plan (ILP) which describes a focus for growth in professional practice.
After your discussion with the candidate, please make a comment/suggestion below and provide a signature to verify that discussion. Upload to Classroom by 9/30.
Candidate:
Site Administrator:
Comments/Suggestions:
Signature of Site-Administrator:
Date:
Directions for Sharing Your ILP Research:
Schedule a 15 minute meeting with your site-administrator.
Choose a presentation method to present your research to your administrator.
Be sure to include the following in your presentation:
Your focus question, research conducted, findings, impact on teaching and
student learning, and your application to future practice.
Share your ILP Research Document taking into consideration any feedback provided. Your professional growth goal(s), research
conducted, findings, your progress with implementation and your application to future practice.
After sharing your Research, the site-administrator will sign and complete the corresponding comments/suggestions box.
Upload this completed document to Site-Admin Record Sheet- Spring
Directions for Site Administrator:
Candidates have completed research based on their Individualized Learning Plan (ILP) which describes a focus for growth in
professional practice. After the candidate shares their research, please make a comment/suggestion below and provide a signature to verify that discussion. Upload
to Classroom by 4/15.
Candidate:
Site Administrator:
Comments/Suggestions:
Signature of Site-Administrator:
Date:
S
HARING
Y
OUR
ILP P
LAN
-
COMPLETED IN THE FALL
D
UE
9-29
S
HARING
Y
OUR
ILP R
ESEARCH
-
C
OMPLETED IN THE
S
PRING
D
UE
4-15
14
INDIVIDUAL LEARNING PLAN RESEARCH DOCUMENT
Candidate:
Teaching Assignment (Grade or
Subject Area):
District /School:
Content Area (Academic Focus):
Mentor:
FOCUS OF THE INQUIRY: Determining what I need to know and be able to do.
1. Based on your Professional Growth Goal(s) listed on your ILP Planning Document,
please identify your area of focus. (e.g. differentiation, motivation, EL Learners,
behavioral management, special needs students, etc.)
AREA OF FOCUS:
2. Develop one focus question for this inquiry.
FOCUS QUESTION:
3. Which CSTP element(s) will be addressed?
4. What are the anticipated, measurable outcomes for student learning? Please give
a pre-assessment and use that as a baseline for your measurable outcome. (Use
numbers or percentages to describe your anticipated growth.) What assessment
tool will you be using?
Directions: Complete and upload the Focus of the Inquiry (Cells 1-4) for preliminary approval before continuing with the rest of the Action Plan (Cells 5-8).
ACTION PLAN: Examining research related to my focus question and applying new learning in my instructional setting.
5. Research: Describe five resources
used for this Inquiry (at least three
different types of resources must be
used). (e. g. talked to colleague,
researched on-line, book or article.)
Cite resources used.
6. Application: Implementation of new
knowledge. How did you apply the
research in the classroom?
7. Measurable Results: What was the
impact on your teaching practice? How
did the research effect student
achievement? Use data to describe
your results (% or #).
8. With these new insights, what are
your appropriate next steps?
5a.
6a.
7a.
8a.
5b.
6b.
7b.
8b.
5c.
6c.
7c.
8c.
5d.
6d.
7d.
8d.
5e.
6e.
7e.
8e.
15
INDIVIDUAL LEARNING PLAN REFLECTION DOCUMENT
Candidate:
Teaching Assignment:
District /School:
Mentor:
Site Administrator:
Directions: Complete each reflection section by the designated due dates. This document will be submitted three times throughout the school
year to measure growth over time.
FALL REFLECTION: Complete Fall Reflection (Cell 1) and upload ILP to Classroom under “ILP- Fall Reflection” by November 30
th
.
1. Reflect and/or Modify Progress Made on the Growth Goal(s):
WINTER REFLECTION: Complete Winter Reflection (Cell 10) and upload ILP - Reflection to Classroom under “ILP- Winter Reflection” by February 28
th
.
2. Reflect and/or Modify Progress Made on the Growth Goal(s):
END OF THE YEAR REFLECTION (Cells 3-6): Complete the End of the Year Reflection section and upload ILP to Classroom under “ILP- End of Year” by April
15th.
3. To what extent did you meet your ILP goal(s)?
4. What new knowledge or insights have you gained?
5. Describe the impact on student learning and/or behavior.
6. What might your next steps be so that you can continue to meet or reach your ILP
goal(s) and move your practice forward?
14
Quarter 1
The Learning Environment (Year 1)
Candidates learn about their teaching environment by identifying challenges,
investigating resources, and gathering information about their students. With a
Mentor, Candidates focus on their class, school, district, community and use this
information to guide instructional decisions and identify areas for professional growth.
During this module, Candidates gather information about their students, families,
school site, district, and community. Information can be found in site handbooks,
Illuminate, district website, and through conversations with your mentor.
*Teachers with multiple classes, please choose one class to collect data on.
Student and Site Information - Possible Conversation Topics (with your Mentor, discuss the prompts below):
What information does the profile provide that aids me in designing and delivering instruction?
In what ways do I adjust my lesson delivery to ensure all students have access to the core curriculum?
How does the make-up of my classroom influence my choice of instructional strategies and teaching methods, classroom
activities, groupings, etc.?
What resources are available to assist me in communicating with parents and families who do not speak English?
What might I need to have prepared in a language other than English to ensure support for the student?
How do I adapt my lessons to meet the needs of students who have differing CELDT performance levels?
How will I ensure that all my students, including those with special needs and those who are gifted and talented, are integrated
into the social fabric of the classroom?
How do I assess the strengths of students with disabilities and of students who are gifted and talented and use this information to
plan instruction that supports all students in meeting curricular standards?
What is the process my school uses to identify and refer students for special education services?
What is the purpose of the student study team (SST)?
How do I work with the SST?
What are my responsibilities after an SST?
District and Community Possible Conversation Topics (with your Mentor, discuss the prompts below):
What expectations do my site administrators have of me?
What evidence might a site administrators observe in my classroom that reflects and promotes student learning?
How does the formal evaluation by my site administrator align with my work in Induction?
How might knowledge of additional resources increase my ability to communicate with families and influence in
instructional planning?
What state/district/school policies influence my English Learner instruction? Are there trainings available?
What are my legal and ethical obligations for teaching English Learners?
Journal your reflections on the Learning Environment in the Google Classroom
Collaborative Journal
15
Peer Post-Observation Reflection
Conversation Guide with Mentor
DIRECTIONS: With your Mentor, use the guiding questions below to debrief your observation of a peer to
capture key insights about your own teaching. Your Mentor will guide you through a Reflecting Conversation.
Date of Post-Conference:
Reflecting Conversation
1.
Summarize Impressions:
2.
Recall Supporting Information:
3.
Analyze Causal Factors:
What are some things the teacher did that contributed . . . ?
What kinds of strategies did the teacher use to. . . ?
So what kinds of things that are you curious about . . .
Reflection: Construct New Learning:
So what might you be learning?
What learning will you take away?
Reflection: Commit to Application:
What might be your next step?
How might you apply . . . ?
Journal your reflections on the Learning Environment in the Google Classroom
Collaborative Journal
16
INITIAL OBSERVATION INSTRUCTIONS:
Pick one of the CSTP Observation Records
for your Classroom Observation.
Your Mentor will observe and provide
feedback on your selection.
You can refer to the others as you develop your
ILP focus area(s) with your Mentor throughout the
Induction Program
17
CSTP 1 Engaging and Supporting All Students in Learning
Observation Record
Candidate
Mentor
Date
Grade
Subject
Academic Content Standard(s):
Time Observation
Begins:
Time Observation
Ends:
Observation Data: (How does the teacher implement the standard?)
As teachers develop they may
ask,
“How do I…” or “Why do I…”:
1.1 Teacher uses knowledge of students to engage them in learning.
Know my students as people and
as learners
Understand reasons for behavior
Recognize atypical behavior in
students
Build trust with students and
foster relationships so that
students can thrive academically
Adapt my teaching to reflect
knowledge of my students
Differentiate instruction based on
what I know about my students’
strengths, interests, and needs
Get to know parents and connect
with the community where I teach
1.2 Teacher connects learning to students’ prior knowledge, backgrounds, life
experiences, and interests.
Help students see the connections
between what they already know
and the new material
Connect classroom learning to
students’ life experiences and
cultural backgrounds
Support all students to use first
and second language skills to
achieve learning goals
Open a lesson or unit to capture
student attention and interest
Build on students’ comments and
questions during a lesson to
extend their understanding
1.3 Teacher connects subject matter to meaningful, real-life contexts.
Establish a connection between
subject matter and purpose for
learning
Make connections between the
subject matter and real-life
contexts
Seek feedback from students
regarding relevance of subject
matter to their lives
Engage all students in a variety of
learning experiences that
accommodate the different ways
they learn
Provide opportunities for all
students to acquire and practice
skills in meaningful contexts
18
1.4 Teacher uses a variety of instructional strategies, resources, and
technologies to meet students’ diverse learning needs.
Select and utilize a range of
instructional approaches to
engage students in learning
Use a variety of strategies to
introduce, explain, and restate
subject matter concepts and
processes so all students
understand
Help all students learn,
practice, internalize, and apply
subject-specific learning
strategies and procedures
Use differentiated instruction
to meet the assessed learning
needs of students and increase
active participation in learning
Adapt materials and resources,
make accommodations, and
use appropriate assistive
equipment and other
technologies to support
students’ diverse learning
needs
Utilize multiple types of
technology to facilitate learning
Examine and use resources
that minimize bias
1.5 Teacher promotes critical thinking through inquiry, problem solving,
and reflection.
Encourage students to use
multiple approaches and
solutions to solve problems
Encourage students to ask
critical questions and consider
diverse perspectives about
subject matter
Provide opportunities for
students to think about,
discuss, and evaluate content
Ask questions to facilitate
discussion, clarify, and extend
students’ thinking
Support students to think and
communicate with clarity and
precision
Help students apply previous
learning to new situations
Encourage students to create,
imagine, and innovate
Help students to develop and
use strategies and
technologies for accessing
knowledge and information
19
1.6 Teacher monitors student learning and adjusts instruction while
teaching.
Systematically check for
student understanding and
revise plans accordingly
Incorporate a variety of
strategies in a lesson to check
for student understanding
Monitor the learning of
students with limited English
proficiency or of students with
special needs
Adjust the lesson plan to
accelerate instruction when I
determine that the pace of the
lesson is too slow
Make “on the spot” changes in
my lesson based on students’
interests and questions
Provide additional support and
opportunities for students to
learn when some students
have mastered the lesson
objective(s) and others have
not
Adjust my lesson when I don’t
have enough time to complete
everything I planned to do
20
CSTP 2 Creating and Maintaining Effective Environments for Student Learning
Observation Record
Candidate
Mentor
Date
Grade
Subject
Academic Content Standard(s):
Time Observation
Begins:
Time Observation
Ends:
Observation Data: (How does the teacher implement the standard?)
As teachers develop they may
ask,
“How do I…” or “Why do I…”:
2.1 Teacher promotes social development and responsibility within a caring
community where each student is treated fairly and respectfully.
Model and promote fairness,
equity, and respect in a classroom
atmosphere that values all
individuals and cultures
Help all students accept and
respect diversity in terms of
cultural, religious, linguistic, and
economic backgrounds; learning
differences and ability; gender and
gender identity; family structure
and sexual orientation; and other
aspects of humankind
Engage students in shared
problem-solving and conflict
resolution
Provide learning opportunities that
encourage student-to student
communication with empathy and
understanding
Develop students’ leadership skills
and provide opportunities to apply
them
Create a classroom culture where
students feel a sense of
responsibility to and for one
another
Help students to appreciate their
own identities and to view
themselves as valued contributors
to society
Develop activities that support
positive interactions among
students and that help students get
to know each other
2.2 Teacher creates physical or virtual learning environments that promote student
learning, reflect diversity, and encourage constructive and productive
interactions among students.
Arrange and adapt classroom
seating to accommodate individual
and group learning needs
Establish a stimulating, curriculum-
rich learning environment that
supports content learning and
academic vocabulary development
Ensure that students develop an
appreciation of diversity
Provide students access to
resources, technologies, and
comfortable workspaces
Create an environment that
promotes optimal learning for each
student
Construct an equitable learning
environment for all students
21
2.3 Teacher establishes and maintains learning environments that are physically,
intellectually, and emotionally safe
Arrange the learning environment
to facilitate positive and productive
classroom interactions
Encourage, support, and recognize
the achievements and contributions
of all students
Encourage students to take risks
and to express thoughtful and
respectful opinions related to the
topic or subject of discussion
Foster the development of each
student’s self-esteem
Create a safe, accessible learning
environment for all students
2.4 Teacher creates a rigorous learning environment with high expectations and
appropriate support for all students
Establish a productive,
achievement-oriented climate in my
classroom
Set high expectations for all of my
students
Motivate all students to initiate their
own learning and strive for
challenging learning goals
Provide all students opportunities to
examine and evaluate their own
work and to learn from the work of
their peers
Ensure access to challenging and
diverse academic content for all
students
2.5 Teacher develops, communicates, and maintains high standards for individual
and group behavior
Facilitate student participation in
classroom decision-making
Foster and support appropriate
student behavior
Collaborate with students. Families,
and communities to establish,
maintain, and communicate
standards for student behavior
Understand the underlying causes
of student behavior, including
developmental and individual
needs, and utilize that knowledge in
support of positive classroom
conduct
Work proactively to prevent and
respond quickly to minimize
behavioral issues
Understand and respond to
inappropriate behaviors in an
efficient, fair, and equitable way
Help all students learn to take
responsibility for their own behavior
and actions
22
2.6 Teacher employs classroom routines, procedures, norms, and supports for
positive behavior to ensure a climate in which all students can learn
Involve all students in the development
of classroom procedures and routines
Help students transition smoothly and
efficiently from one instructional
activity to the next
Apply knowledge of students’ physical,
social, cognitive, and emotional
development to ensure that adequate
time and support are provided for
students to complete learning activities
Develop daily schedules, timelines,
classroom routines, and norms that
maximize learning
Connect district, site, and classroom
procedures to promote a climate of
fairness and respect for all students
Adapt routines, procedures, and norms
to ensure the success of students with
special needs
2.7 Teacher uses instructional time to optimize learning.
Organize instruction to optimize
learning time
Pace instruction to accomplish
learning goals
Re-direct students’ off-task behavior to
make the most of instructional time?
Adjust instructional time so that all
students remain engaged and
challenged
Structure time for both independent
and collaborative learning opportunities
Balance instructional, preparation,
administrative, and managerial time
23
CSTP 3 Understanding and Organizing Subject Matter for Student Learning
Observation Record
Candidate
Mentor
Date
Grade
Subject
Academic Content Standard(s):
Time Observation
Begins:
Time Observation
Ends:
Observation Data: (How does the teacher implement the standard?)
As teachers develop they may
ask,
“How do I…” or “Why do I…”:
3.1 Teacher demonstrates knowledge of subject matter academic content
standards
Ensure that subject matter
knowledge is sufficient to support
student learning
Continue to keep my subject
matter knowledge current
Identify, understand, and teach
the key concepts and underlying
themes and relationships in the
academic content standards and
state curriculum frameworks
Integrate key concepts, themes,
relationships, and connections
across subject matter areas
Ensure that my knowledge of the
subject matter incorporates
different perspectives,
appropriate to the discipline
Maintain and utilize current
understanding of relevant
content standards and
frameworks
3.2 Teacher applies knowledge of student development and proficiencies to ensure
student understanding of subject matter
Apply my knowledge of human
development and learning theory
to the unique students that I
teach
Acquire understanding of my
students’ individual cognitive,
social, emotional and physical
development
Connect content being taught to
students’ prior knowledge and
experiences
Build understanding of my
English learners’ levels of
language acquisition in order to
know how to best support their
learning
Build understanding of my
students with special needs in
order to know how and when to
differentiate instruction
24
3.3 Teacher organizes curriculum to facilitate student understanding of the subject
matter
Use my knowledge of student
readiness to learn to organize,
sequence, and enhance the
curriculum
Apply my knowledge of the subject
matter to organize curriculum, plan
lessons and units, and select
instructional strategies that
demonstrate key concepts and their
interrelationships
Organize subject matter to reveal
and value different cultural
perspectives
Incorporate subject or grade level
expectations and curriculum
frameworks in organizing subject
matter
Utilize standards-aligned and/or
adopted curriculum in ways that
support student learning
3.4 Teacher utilizes instructional strategies that are appropriate to the subject
matter
Develop and use a repertoire of
instructional strategies appropriate
to the subject matter
Build on students’ life experiences,
prior knowledge, and interests to
make subject matter relevant and
meaningful to students
Use effective instructional
strategies and approaches to
illustrate a concept and its
connections within and across
subject area
Challenge all students to think
critically in the subject area
Help all students develop
enthusiasm for and a deep
knowledge of the subject matter
Use strategies that make the depth
and complexity of subject matter
understandable to all students
3.5 Teacher uses and adapts resources, technologies, and standards-aligned
instructional materials, including adopted materials, to make subject matter
accessible to all students
Know the full range of materials,
resources, and technologies
provided by the school or district
Select materials, resources, and
technologies to support
differentiated student learning of
the subject matter
Select and use learning materials
and resources that reflect the
diversity in my classroom
Use technologies to convey key
concepts in the subject matter
Learn about and access new
instructional resources to support
student learning
3.6 Teacher addresses the needs of English learners and students with special
needs to provide equitable access to the content
Address the English Language
Development (ELD) standards as
they relate to my English learners’
levels of language acquisition
Address the Individual Education
Plan (IEP) goals and objectives of
my students with special needs
Select materials, resources, and
technologies to support subject
matter instruction of my English
Learners and students with special
needs
Ensure access to the critical
concepts and themes in the
academic content standards and
state curriculum frameworks for
students at various levels of English
proficiency and for students with
special needs
25
CSTP 4 Planning Instruction and Designing Learning Experiences for All Students
Observation Record
Candidate
Mentor
Date
Grade
Subject
Academic Content Standard(s):
Time Observation
Begins:
Time Observation
Ends:
Observation Data: (How does the teacher implement the standard?)
As teachers develop they may ask,
“How do I…” or “Why do I…”:
4.1 Teacher uses knowledge of students’ academic readiness, language
proficiency, cultural background, and individual development to plan
instruction
Incorporate students’ prior knowledge and
experience in my curriculum and instructional
planning
Use knowledge of my students’ lives, their
families, and their communities to inform my
planning of curriculum and instruction
Use knowledge of my students’ individual
cognitive, social, emotional, and physical
development to plan instruction and make
appropriate adaptations to meet students’
unique needs
Plan lessons and units that promote access to
academic content standards for all students
Use knowledge of my English learners’ levels
of language proficiency to plan instruction that
supports subject matter learning and academic
language development
Use knowledge of my students’ diverse
learning needs to plan instruction that
supports their learning
4.2 Teacher establishes and articulates goals for student learning
Build on the strengths, interests, and needs of
all students to establish high expectations for
learning
Establish long-term and short-term goals that
are based on academic content standards and
reflect students’ strengths, interests, and
needs
Determine learning goals that address all
students’ language abilities and diverse
learning needs
Establish learning goals that address school,
district, and community expectations
Work with students and families to establish
learning goals
Develop goals that prepare students for
successful transition to their next learning
environment
Communicate clear, challenging, and
achievable expectations for students
26
4.3 Teacher develops and sequences long-term and short-term
instructional plans to support student learning
Design an instructional program that considers
the long-term and the short-term
Use assessment results for long-term and
short-term planning
Incorporate diverse subject matter perspectives
in my planning
Select and sequence instructional strategies
appropriate to the complexity of the lesson
content and to student learning needs
Plan an instructional program that supports
students’ second language learning and diverse
learning needs
Incorporate my professional expertise and
knowledge of my students into a prescribed
curriculum, pace, and district assessment
calendar
Collaborate with colleagues to make
instructional decisions
Design instruction so that students participate
in setting and achieving their individual learning
goals
4.4 Teacher plans instruction that incorporates appropriate strategies to
meet the learning needs of all students
Develop unit and lesson plans that build on and
extend students’ understanding of subject
matter
Ensure that each instructional strategy is
related to learning goals
Plan instruction to allow enough time for
student learning, review, and assessment
Use my knowledge of subject matter and my
students to plan and appropriately pace
instructional activities within a lesson and over
time
Check for understanding, prepare for
adjustments, remediate or accelerate
instruction, and individualize when appropriate
Address the ELD standards appropriately,
based on my English learners’ levels of
language acquisition
Address the IEP goals and objectives of my
students with special needs
Select materials, resources, and technologies to
support the learning needs of English learners
and students with special needs
4.5 Teacher adapts instructional plans and curricular materials to meet the
assessed learning needs of all students
Interact with my colleagues to identify typically
difficult concepts or skills for students in order
to re-examine and strengthen plans for future
lessons
Proactively prepare for appropriate adjustments
based on my assessment of student learning
while teaching
Strengthen existing plans for students at
identified levels of English proficiency
Strengthen existing plans for students with
special needs
Reflect on my successes and struggles and
apply what I have learned about effective and
ineffective strategies to existing plans for future
lessons
Reflect on my successes and struggles with the
use of curriculum and apply what I have
learned to existing plans for future lessons
Capture what I have learned during a particular
lesson so that I can revisit my plans in advance
of teaching the lesson again
27
CSTP 5 Assessing Students for Learning
Observation Record
Candidate
Mentor
Date
Grade
Subject
Academic Content Standard(s):
Time Observation
Begins:
Time Observation
Ends:
Observation Data: (How does the teacher implement the standard?)
As teachers develop they may ask,
“How do I…” or “Why do I…”:
5.1 Teacher applies knowledge of the purposes, characteristics, and uses
of different types of assessments
Becomes knowledgeable of the different types
of assessmentsand their uses, benefits, and
limitationsthat I draw on to inform my
instruction
Select assessment strategies and instruments
appropriate to the learning outcomes being
evaluated
Use my knowledge of assessment concepts
such as validity, reliability, and bias to choose
assessments appropriate to my students
Design grading practices that draw on multiple
sources of information and reflect student
learning
5.2 Teacher collects and analyzes assessment data from a variety of
sources to inform instruction
Keep a continuous and comprehensive record
of group and individual achievement
Select, design, and use assessment tools
appropriate to what is being assessed
Collect, select, and reflect upon evidence of
student learning
Work with families to gather information about
all students and their learning
Use standardized tests, diagnostic tools, and
developmental assessments to understand
student progress
Use a range of assessment strategies to
implement and monitor individualized student
learning goals (including IEP goals)
Assess student behavior to support learning
Interpret data based on how an assessment is
scored and what results it reports
5.3 Teacher reviews data, both individually and with colleagues, to monitor
student learning
Review student assessment data with
colleagues
Use assessment results to monitor my teaching
and guide planning and instruction
Use assessment information to determine when
and how to revisit content that has been taught
Use assessment data to eliminate gaps
between students’ potential and their
performance
Use assessment results to plan instruction to
support English learners
Use assessment results to plan instruction to
support students’ IEPs
28
5.4 Teacher uses assessment data to establish learning goals and to plan,
differentiate, and modify instruction
Draw upon assessment data to support
development of learning goals
Review and revise learning goals with students
over time
Ensure that student learning goals reflect key
subject matter concepts, skills, and applications
Use informal assessment to adjust instruction
while teaching
Use multiple sources of assessment to measure
student progress and revise instructional plans
Work to differentiate goals and plans based on
assessed needs of my diverse learners
Address the specific needs of English Learners
and students with special needs as I use
assessments to inform my instruction
5.5 Teacher involves all students in self-assessment, goal setting, and
monitoring progress
Make assessment integral to the learning
process
Make assessment an interactive process
between teacher and student
Model self-assessment strategies for all
students
Develop and use tools and guidelines that help
all students assess their work and monitor their
learning goals
Provide opportunities for all students to engage
in peer discussion and reflection of their work
Provide opportunities for all students to
demonstrate and reflect on their learning inside
and outside of the classroom
5.6 Teacher uses available technologies to assist in assessment, analysis,
and communication of student learning
Become familiar with and select technology
resources that support assessment practices
Use technology to analyze student learning and
inform instruction
Use appropriate technology resources to
communicate students’ learning to students
and their families
5.7 Teacher uses assessment information to share timely and
comprehensible feedback with students and their families
Provide all students with information about
their progress as they engage in learning
activities
Initiate regular and timely contact with families
and resource providers about student progress
Communicate assessment results to families in
ways that are respectful and understandable
Provide families with ways to use assessment
information at home to improve student
learning
29
CSTP 6 Developing as a Professional Educator
Observation Record
Candidate
Mentor
Date
Grade
Subject
Academic Content Standard(s):
Time Observation
Begins:
Time Observation
Ends:
Observation Data: (How does the teacher implement the standard?)
As teachers develop they may ask,
“How do I…” or “Why do I…”:
6.1 Teacher reflects on teaching practice in support of student learning
Assess my growth as a teacher over time
Learn about teaching as I observe and interact
with my students
Reflect on my instructional successes and
dilemmas to move my practice forward
Analyze my teaching to understand what
contributes to student learning
Formulate professional development plans that
are based on my reflection and analysis
Develop awareness of potential bias that might
influence my teaching or affect student learning
6.2 Teacher establishes professional goals and engages in continuous and
purposeful professional growth and development
Maintain an attitude of lifelong learning
Establish goals and seek out opportunities for
professional growth and development
Ensure that professional goals are informed by
appropriate resources such as the knowledge
base for teaching, school and district priorities,
colleagues, supervisors, mentors, and my
personal reflections
Use professional literature, district professional
development, and other professional
opportunities to increase my understanding of
teaching and learning
Learn more about my own professional roles
and responsibilities
Continue to seek out and refine approaches
that make the curriculum accessible to all
students
Expand my knowledge and effective application
of new instructional methods and technologies
6.3 Teacher collaborates with colleagues and the broader professional
community to support teacher and student learning
Collaborate with teachers, administrators,
education specialists, paraeducators, and staff
to ensure that all students’ diverse learning
needs, interests, and strengths are met
Remain receptive to the feedback of
colleagues, mentors, and supervisors in support
of my teaching practice and student learning
Support school and district goals and priorities
Contribute to school-wide events, activities, and
decision-making
Establish and maintain productive relationships
with other school staff to become a visible and
valued mentor of the school and district
communities
Contribute to the learning of other educators
Benefit from and contribute to professional
organizations to improve my teaching
Benefit from and add to the knowledge base of
the profession
30
6.4 Teacher works with families to support student learning
Value and respect students’ families and
appreciate their role in student learning
Develop an understanding of families’ racial,
cultural, linguistic, and socioeconomic
backgrounds
Engage families as sources of knowledge about
students’ strengths, interests, and needs in
support of their learning and personal growth
and development
Present the educational program to all families
in a thorough and comprehensible fashion
Provide opportunities for all families to
participate in the classroom and school
community
6.5 Teacher engages local communities in support of the instructional
program
Increase my understanding of the cultures and
dynamics of my students’ communities
Value and respect the students’ communities
and appreciate the role of community in
student learning
Promote collaboration between school and
community
Identify and draw upon school, district, and
local community social service resources to
benefit students and their families
Seek out and use additional resources from the
local community and businesses to support
student learning
Provide my students with community-based
experiences that support their learning
6.6 Teacher manages professional responsibilities to maintain motivation
and commitment to all students
Challenge myself intellectually and creatively
throughout my career
Find support and develop strategies to balance
professional responsibilities with my personal
needs
Manage stress and maintain a positive attitude
with students and colleagues
Address the complications and challenges of
teaching
Identify sources of engagement and renewal in
my professional work
6.7 Teacher demonstrates professional responsibility, integrity, and ethical
conduct
Remain informed of, understand, and uphold
the professional codes, ethical responsibilities,
and legal requirements applicable to the
profession
Contribute to school and student success by
being knowledgeable of learning goals,
standards, and objectives established by
relevant national, state, and local organizations
and stakeholders
Meet my professional obligations to implement
school, district, state, and federal policies and
guidelines
Extend my knowledge about my professional
and legal responsibilities for students’ learning,
behavior, and safety
Maintain professional conduct and integrity in
the classroom and school community
Interact appropriately with students and
families outside the classroom
Demonstrate my professional obligations to
students, colleagues, school, and the
profession
31
Teaching Special Populations Observation Record
Candidate
Mentor
Date
Grade
Subject
Academic Content Standard(s):
Time Observation
Begins:
Time Observation
Ends:
Observation Data: (How does the teacher implement the standards related to Special Populations?)
Implement district policies regarding support services for special
populations.
Possible Things To Look
For During an Observation:
Conditions That Support
Special Populations
Teacher Creates Effective Environments
by:
Minimizing time spent on discipline and
classroom interruptions
Utilizing structures for frequent student
response
Balancing direct instruction, group work,
and/or independent work
Providing adequate wait time
Providing for student choice
Teacher Utilizes Positive Behavior
Support Strategies by:
Developing and implementing
consistent rules and procedures
Planning for transitions
Cueing students non-verbally
Obtaining students’ attention before
giving directions or explanations
Moving about room, increasing presence
where problems may occur
Using calm, quiet voice
Reinforcing positive behaviors
Teachers Differentiate the Learning
Process by:
Using standards-aligned instructional
materials and resources during the
lesson
Using instructional resources (including
technology-related tools)
Facilitating student use of technology
Making accommodations and
modifications based on assessed
student needs
Teacher’s Lesson Delivery:
Taps prior knowledge through pre-
assessments
Communicate and collaborate with special services personnel to ensure
that instruction and support services for special populations are provided
according to the students’ assessed levels of academic, behavioral, and
social needs.
Provide accommodations and implement modifications, based on student
needs.
Recognize student strengths and needs, use positive behavioral support
strategies, and employ a strengths-based approach to meet the needs of all
students, including the full range of special populations.
32
Scaffolds instruction
Uses meta-cognitive strategies (think-
alouds, graphic organizers and study
guides)
Checks for understanding (e.g., thumbs
up, choral response, signal cards,
whiteboards, volunteers/non-volunteers)
throughout the lesson to monitor
student progress and assess student
comprehension and learning
Instruct special populations using adopted, standards-aligned instructional
materials and resources (e.g., varying curriculum depth and complexity,
managing paraeducators, using assistive and other technologies.)
A seating chart may provide information for additional note taking.
33
Equity Observation Record
Candidate
Mentor
Date
Grade
Subject
Academic Content Standard(s):
Time Observation
Begins:
Time Observation
Ends:
Observation Data: (How does the teacher implement the standards related to Equity?)
Candidates protect and support all students by designing and implementing
equitable and inclusive learning environments.
Possible Things To Look For
During an Observation:
Culturally/Linguistically Responsive
Teaching
Teacher Ensures Student Participation
by:
Grouping students to work collaboratively
in groups with explicitly defined roles
Requiring students to express
understanding of directions/
content/procedures
Engaging students engaged in academic
talk
Facilitating student-led discussions and
questioning
Encouraging students to respond in
primary language and English
Teacher Ensures Equity During
Instruction by:
Directing instruction to a wide range of
students (gender, race, ethnicity)
Calling on diverse students to respond to
teacher questions (gender, race,
ethnicity)
Validating and affirming multiple
perspectives regarding learning and
speaking styles and for conflict resolution
Using wait-time based upon students’
needs and strengths
Using instructional resources (including
technology-related tools)
Teacher Ensures Equity in the
Classroom by:
Affirming and teaching appropriate use of
home, social, and academic language
(situational appropriateness)
Stopping sexual harassment of all forms
(sexual orientation and gender
expression), bullying, and racial slurs
Teacher’s Uses Culturally Responsive
Tone/Expression by:
Seeking student explanation for the cause
of off-task behavior prior to redirection.
Redirecting off-task students respectfully
Candidates maximize student achievement for students from all ethnic, race,
socioeconomic, cultural, academic, and linguistic or family background; gender,
gender identity, and sexual orientation; students with disabilities and advanced
learning; and students with a combination of special instructional needs.
When planning and delivering instruction, Candidates examine and strive to
minimize bias in classrooms, schools, and larger educational systems while using
culturally responsive pedagogical practices.
Candidates use a variety of resources (including technology-related tools,
interpreters, etc.) to collaborate and communicate with students, colleagues,
resource personnel, and families to provide the full range of learners’ equitable
access to state-adopted academic content standards.
34
and constructively
Presenting positive consequences more
frequently than highlighting negative
consequences
Teacher’s Directions are Culturally
Responsive by:
Presenting explicit task steps and
outcomes: Orally, Visually, Other
Making samples of exemplar student work
available
Providing opportunities for students to
check understanding of directions with
peers
Focus Student 1: (English Learner)
Focus Student 2: (Special Populations)
Focus Student 3: (Choice)
A seating chart may provide information for additional note taking.
35
Teaching English Learners Observation Record
Candidate
Mentor
Date
Grade
Subject
Academic Content Standard(s):
Time Observation
Begins:
Time Observation
Ends:
Observation Data: (How does the teacher implement the standards related to English learners?)
Plan instruction for English learners based on the students’ levels of
proficiency and literacy in English and primary language as assessed by
multiple measures such as state language proficiency assessments, state
standards assessments, and local assessments.
Possible Things To Look For
During an Observation:
Conditions That Support
English Learners
Teachers Build Background by:
Explicitly linking concepts to students’
background experiences
Explicitly linking past learning with
new concepts
Emphasizing key vocabulary (e.g.,
introduce, write, repeat, and
highlight)
Teachers Deliver Lessons by:
Clearly supporting content objectives
throughout the lesson
Differentiating lessons appropriate to
students’ language levels
Adjusting speech appropriate for
students’ proficiency levels (e.g.,
slower rate, enunciation, paraphrase)
Clearly explaining academic tasks
Consistently using scaffolding
techniques (props, pictures, charts,
realia, graphic organizers, etc.)
Checking for understanding by
assessing student comprehension and
learning (e.g., thumbs up, choral
response, signal cards, whiteboards,
volunteers/non-volunteers)
throughout the lesson
Using instructional resources
(including technology-related tools)
Facilitating students’ use of technology
Teachers Facilitate Interaction by:
Designing opportunities for frequent
interaction and discussion between
teacher/student and among students
that promote higher-order thinking
skills (e.g., literal, analytical, and
interpretive)
Demonstrate effective strategies that support student learning and lead to
mastery of academic content standards and objectives.
Demonstrate skills for managing and organizing a classroom with first- and second-
language learners.
Plan instruction that demonstrates the Candidate’s understanding of the
importance of students’ family and cultural backgrounds and experiences.
36
Implement one or more components of English Language Development (ELD):
grade-level academic language instruction; ELD by proficiency level; and/or
content-based ELD, based on teaching assignment and the adopted language
program instructional model(s).
Configuring student groups to support
language and content objectives of
the lesson
Consistently providing sufficient wait
time for student responses
Insuring that at least 50% of the
academic talk is by the students
Teachers Facilitate ELD by:
Clearly stating or writing language
learning objectives from California ELD
standards
Utilizing district-adopted ELD materials
during the lesson
Grouping students by language ability
level
Instruct English learners using adopted, standards-aligned instructional
materials.
Differentiate instruction based upon students’ primary language and
proficiency levels in English, considering the students’ culture, level of
acculturation, and prior schooling.
A seating chart may provide information for additional note taking
37
Technology Observation Record
Candidate
Mentor
Date
Grade
Subject
Academic Content Standard(s):
Time Observation
Begins:
Time Observation
Ends:
Observation Data: (How does the teacher implement the standards related to Technology?)
Candidates are fluent, critical users of technological resources.
Possible Things To Look For
During an Observation:
Conditions That Support
Technology Integration
Teacher uses technology to:
Effectively integrate textbook
technology, such as publisher websites
and software, in lesson delivery
Engage students in learning during
instruction with tools such as document
cameras, interactive whiteboards,
computers, etc…
Assist in classroom administration such
as seating charts, grades, record
keeping, etc
Manipulate and analyze classroom
assessments to draw conclusions and
guide future instruction.
Promote learning and creativity through
computers and digital tools
Adhere to local district technology
policies including copyright, awareness
of privacy, security, and safety.
Teacher Facilitates Student Use of
Technology by:
Encouraging students to remediate,
practice, or extend lessons on student-
accessible computers
Making technology available beyond the
school day to enrich curriculum
Ensuring that students receive
customized and personalized learning
objectives
Enabling students to locate, analyze,
evaluate and use information resources
(information literacy skills)
Ensuring that students follow local
district technology policies including
copyright, and awareness of privacy,
security, and safety
Candidates use available technology to assess instruction so all students
can learn.
Candidates use available technology to plan instruction so all students
can learn.
Candidates use available technology to deliver instruction so all students
can learn.
Candidates enable students to use technology to advance their learning.
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Local district technology policies are followed by Candidate when
implementing strategies to maximize student learning and awareness
around privacy, security, and safety.
Technology Strategies Observed:
Computer/printers on
Student responders
Students working on computers
PowerPoint teacher/student
DVD/Video clips
Available technology for subject matter
Lesson modifications
Computer grading systems
Student information systems
Interactive whiteboards
Overhead/Document Cameras
Accelerated Reading/Accelerated Math
A seating chart may provide information for additional note taking.
Additional Evidence Demonstrating Candidate’s Competence in Using Technology to Enhance Student
Learning:
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Post-Observation Reflection
Date:
DIRECTIONS: In a Conference with your Mentor, use evidence from the observation to capture key
insights about your teaching. Enter reflections in the Collaborative Journal in your Google Classroom.
Post-Observation Key Insights:
Candidate reflection:
(How did you feel or think the observation went?)
Key evidence shared after observation: (Mentor and Candidate’s reflection of observation)
(Collaborative insights)
Insights:
(What did you learn from the discussion with your Mentor?)
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Classroom Observation
Upload to Classroom
Collection of Evidence: CSTP & Induction Program Standards
Observation Date:
Mentor: In the right column, please list the element number and the evidence from your observation.
Directions: Using this document, the Mentor will collect evidence of the CSTP 1-5 Standards that are
observed as the Candidate teaches a lesson.
CSTP
CSTP 1:
U
Engaging
and Supporting All Students in
Learning
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life
experiences, and interests
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and technologies
to meet students’ diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and
reflection
1.6 Monitoring student learning and adjusting instruction while teaching
CSTP
2:
U
Creating
and
Maintaining
Effective
Environments
for
Student
Learning
U
2.1 Promoting social development and responsibility within a caring
community where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote student
learning, reflect diversity, and encourage constructive and productive
interactions among students
2.3 Establishing and maintaining learning environments that are physically,
intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and
appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for
individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for
positive behavior to ensure a climate in which all students can learn
2.7 Using instructional time to optimize learning
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Classroom Observation Cont’d.
CSTP
3:
U
Making
Subject
Matter
Comprehensible
to
All
Students
U
3.1 Demonstrating knowledge of subject matter, academic content
standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to
ensure student understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of the subject
matter
3.4 Utilizing instructional strategies that are appropriate to the subject
matter
3.5 Using and adapting resources, technologies, and standards-aligned
instructional materials, including adopted materials, to make subject
matter accessible to all students
3.6 Addressing the needs of English learners and students with special
needs to provide equitable access to the content
CSTP
4:
U
Planning
Instruction
and
Designing
Learning
Experiences
for
All
Students
U
4.1 Using knowledge of students’ academic readiness, language proficiency,
cultural background, and individual development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans
to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet the
learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the
assessed learning needs of all students
CSTP 5:
U
Assessing Students for Learning
5.1 Applying knowledge of the purposes, characteristics, and uses of
different types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to
inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student
learning
5.4 Using assessment data to establish learning goals and to plan,
differentiate, and modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring
progress
5.6 Using available technologies to assist in assessment, analysis, and
communication of student learning
5.7 Using assessment information to share timely and comprehensible
feedback with students and their families
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Date:
Culminating Questions and Reflections Guide
The questions below are to guide a culminating conversation with your Mentor. During the
conversation, refer to evidence that demonstrates your growth as a professional educator.
Yourself
What were your growth goals?
How would you measure your progress toward meeting those goals?
How have your students benefited from your reflections and the learning that took place in your
inquiries?
Your students
What did you learn about your students’ needs?
What did you learn about differentiating instruction?
What did your student assessments tell you about your teaching?
When you made changes in your teaching, what were your expected student outcomes?
How did your students’ progress compare to what you expected?
Evidence
Reflect on evidence collected in the following areas:
- Focus students
- State-adopted Content and Common Core Standards
- Instructional strategies
- Assessments
Highlight the evidence that best illustrates a change/improvement in your teaching. Consider:
- Depth of Knowledge Levels
- 21
st
Century Learning
- Integration of Technology
- English Language Development
Looking Ahead
What will you continue to investigate or focus on as you move into your next years of teaching?
How will you continue to be a consumer of research; i.e., current issues and trends, journal
articles, and evidence based on research in the field?
43
Reflections
on
Teaching and Learning
Continuum of
Teaching Practice
44
Continuum of
Teaching Practice
Note: Self-assessments should show a candidate’s growth
over time in their teaching practices.
These forms will be in Google Classroom for you to self-
assess and highlight, adding evidence in the comments.
45
Developmental Levels
Note: The descriptions in each of the Developmental Levels are aligned to the CSTP standards.
Level 1 Emerging
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.
Level 2 Exploring
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, resources personnel, and families to reflect on ways to improve teaching
practice and student success.
Level 3 Applying
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.
Level 4 Integrating
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.
Level 5 Innovating
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.
46
Levels of Teacher Development
Across the CSTP
CSTP
Emerging
Level 1
Exploring
Level 2
Applying
Level 3
Integrating
Level 4
Innovating
Level 5
Engaging and
Supporting All
Students in
Learning
Expands awareness of
curriculum and
instructional practices
to support
understanding and
engages students in
learning.
Explores use of
additional
instructional practices
to teach the
curriculum and
support student
understanding and
engagement.
Implements the
curriculum using a
variety of
instructional practices
and supplemental
resources selected to
improve student
understanding and
engagement.
Integrates extensive
knowledge of
curriculum,
instructional
practices, and
supplemental
resources to enhance
and deepen student
understanding and
engagement.
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.
Creating and
Maintaining
Effective
Environments
for Student
Learning
Recognizes the
importance of
building a positive
learning environment
that is focused on
achievement.
Guides the
development of a
respectful learning
environment focused
on achievement.
Maintains a respectful
and supportive
learning environment
in which all students
can achieve.
Provides a respectful
and rigorous learning
environment that
supports and
challenges all
students to achieve.
Facilitates a learning
environment that is
respectful, rigorous,
and responsive in
advancing student
achievement.
Understanding
and Organizing
Subject Matter
for Student
Learning
Demonstrates
knowledge of
teaching as discrete
skills as described in
the California
Standards for the
Teaching Professional
(CSTP).
Expands knowledge of
related elements of
effective instruction,
learning goals,
assessments, and
content as informed
by the CSTP.
Utilizes knowledge of
CSTP to make
connections between
elements of effective
instruction, learning
goals, assessments,
and content
standards.
Articulates knowledge
of the inter-
relationships between
elements of effective
instruction, learning
goals, assessments,
and content across
the CSTP.
Applies in-depth
knowledge of the
CSTP to interconnect
effective instruction,
learning goals, and
assessment within
and across content
areas.
Planning
Instruction
and Designing
Learning
Experiences
for All
Students
Plans lessons using
available curriculum
and resources.
Plans lessons using
expanded
understanding of
curriculum, related
materials and
resources, and
assessments.
Plans differentiated
instruction using a
variety of adjustments
and adaptations in
lessons.
Plans lessons using a
broad range of
strategies to
differentiate
instruction as
informed by multiple
assessments.
Plans instruction
flexibly utilizing and
repertoire of
instructional practices
to differentiate
instruction as
informed by ongoing
assessments.
Assessing
Students for
Learning
Develops
understanding of
required assessments
and uses of data to
inform student
progress.
Explores the use of
different types of
understanding of
student learning
needs and support
planning.
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.
Develops, adapts, and
integrates
assessments into
instruction that
provide ongoing data
to guide planning
differentiated
instruction matched
to assessed needs of
students.
Utilizes a wide range
of assessments
strategically and
flexibly throughout
instruction to identify
student learning
needs, and guides
ongoing adjustments
in instruction that
maximize student
learning.
Developing as
a Professional
Educator
Works collaboratively
with assigned
colleagues to reflect
on and improve
teaching practice and
student success.
Seeks collaboration
with colleagues,
resource personnel,
and families to reflect
on ways to improve
teaching practice and
student success.
Collaborates and
reflects regularly with
colleagues to improve
teaching practice and
student success.
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.
Engages in and
facilitates
collaborative learning
communities focused
on providing quality
instruction and
optimal learning for
the full range of
students.
DIRECTIONS:
The CSTP are a tool for self-reflection, goal setting, and inquiry into practice. The standards are a means to guide
teachers as they develop, refine, and extend their teaching practice.
Begin by reading the CSTP element. It is critical to begin on the left side of the document; any practice described to the left is carried
across to those on the right, even if not stated. Highlight in yellow the descriptions that best match your current practice. (On CSTP 1
and 2, the prompt may include descriptions of what students are doing; both teacher and students will be on the same level.) Year 1
evidence is completed in blue font and Year 2 evidence in green font. Begin your response with the current month, day and year,
and clearly describe your teaching practice that validates you being in the level you have chosen.
Since 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, responsibilities, challenges, or even a deeper understanding
of the work.
The Continuum of Teaching Practice is a self-assessment activity to be completed throughout the Induction Program as noted in your
pacing guide. Highlight all elements as a base, provide evidence for three in each CSTP.
Be sure your answers include:
What you do;
How you do it;
and describe the outcome(s).
Continuum of Teaching
Practice - Standards 1- 6
Continuum of Teaching Practice Standard 1
Respond to TWO different elements from each CSTP. Upload.
Standard 1: Engaging and Supporting All Students in Learning
Elements
Emerging
Exploring
Applying
Integrating
Innovating
1.1
Using knowledge
of students to
engage them in
learning.
Learns about students through
data provided by the school
and/or through district
assessments
Some students may engage in
learning using instructional
strategies focused on the class
as a whole.
Gathers additional data to
learn about individual
students
Students engage in single
lessons or sequence of lessons
that include some adjustments
based on assessments.
Uses data from a variety of
formal and informal sources
to learn about students and
guide selection of
instructional strategies to
meet diverse learning needs
Students engage in learning
through the use of adjustments
in instruction to meet their
needs.
Uses data from multiple
measures to make
adjustments to instruction and
meet individual identified
learning needs
Students actively utilize a
variety of instructional
strategies and technologies in
learning that ensure equitable
access to the curriculum.
Uses comprehensive knowledge
of students to make ongoing
adjustments and
accommodations in instruction
Students take ownership of their
learning by choosing from a
wide range of methods to further
their learning that are responsive
to their diverse learning needs.
1.2
Connecting
learning to
students’ prior
knowledge,
backgrounds, life
experiences, and
interests
Develops awareness of prior
knowledge, culture,
backgrounds, life experience,
and interests represented
among students
Some students connect
learning activities to their
own lives.
Uses gathered information
about students’ prior
knowledge, cultural
backgrounds, life
experiences, and interests to
support student learning
Students participate in single
lessons or sequence of lessons
related to their interests and
experiences.
Uses school resources and
family contacts to expand
understanding of students’
prior knowledge, cultural
backgrounds, life
experiences, and interests to
connect to student learning
Students make connections
between curriculum and their
prior knowledge,
backgrounds, life
experiences, and interests.
Integrates broad knowledge
of students and their
communities to inform
instruction
Students are actively engaged
in curriculum which relates
their prior knowledge,
experiences, and interests
within and across learning
activities.
Develops and systematically
uses extensive information
regarding students’ cultural
backgrounds, prior knowledge,
life experiences, and interests
Students can articulate the
relevance and impact of lessons
on their lives and society.
See glossary Black ink: What teachers should know and be able to do
Brown ink: What students should know and be able to do
Continuum of Teaching Practice Standard 1
Elements
Emerging
Exploring
Applying
Integrating
Innovating
1.3
Connecting
subject matter to
meaningful, real-
life contexts*
Uses real-life connections
during instruction as
identified in curriculum
Some students relate subject
matter to real-life.
Explores using additional
real-life connections to
subject matter in single
lessons or sequence of lessons
to support student
understanding
Students make use of real-life
connections provided in
single lessons or sequence of
lessons to support
understanding of subject
matter.
Includes connections from
subject matter to
meaningful, real-life
contexts, including those
specific to students’ families
and communities
Students utilize real-life
connections regularly to
develop understandings of
subject matter.
Integrates connections to
meaningful, real-life contexts
in planning subject matter
instruction and is responsive
during instruction to engage
students in relating to subject
matter
Students actively engage in
making and using real-life
connections to subject matter
to extend their understanding.
Engages students in actively
making connections to relevant,
meaningful, and real-life
contexts throughout subject
matter instruction
Students routinely integrate
subject matter into their own
thinking and make relevant
applications of subject matter
during learning activities.
1.4
Using a variety of
instructional
strategies,
resources, and
technologies to
meet students’
diverse learning
needs
Uses instructional strategies,
resources, and technologies as
provided by school and/or
district
Some students participate in
instructional strategies, using
resources and technologies
provided.
Explores additional
instructional strategies,
resources, and technologies in
single lessons or sequence of
lessons to meet students’
diverse learning needs
Students participate in single
lessons or sequence of lessons
related to their interests and
experiences.
Utilizes a variety of strategies
including culturally
responsive pedagogy,
resources, and technologies
during ongoing instruction to
meet students’ diverse
learning needs
Students participate in
instruction using strategies,
resources, and technologies
matched to their learning
needs.
Creates, adapts, and
integrates a broad range of
strategies, resources, and
technologies into instruction
designed to meet students’
diverse learning needs
Students actively engage in
instruction and make use of a
variety of targeted strategies,
resources, and technologies to
meet their individual learning
needs.
Refines the flexible use of an
extensive repertoire of
strategies, resources, and
technologies to meet students’
diverse learning needs
Students take responsibility for
using a wide range of strategies,
resources, and technologies that
successfully advance their
learning.
See glossary Black ink: What teachers should know and be able to do
Brown ink: What students should know and be able to do
Continuum of Teaching Practice Standard 1
Elements
Emerging
Exploring
Applying
Integrating
Innovating
1.5
Promoting critical
thinking through
inquiry, problem
solving, and
reflection
Asks questions that focus on
factual knowledge and
comprehension
Some students respond to
questions regarding facts and
comprehension.
Includes questions in single
lessons or a sequence of
lessons that require students
to recall, interpret, and think
critically
Students respond to varied
questions or tasks designed to
promote comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Guide students to think
critically through use of
questioning strategies,
posing/solving problems, and
reflection on issues in content
Students respond to questions
and problems posed by the
teacher and begin to pose and
solve problems of their own
related to the content.
Supports students to initiate
critical thinking through
independently developing
questions, posing problems,
and reflecting on multiple
perspectives
Students pose problems and
construct questions of their
own to support inquiries into
content.
Facilitates systematic
opportunities for students to
apply critical thinking by
designing structured inquiries
into complex problems
Students pose and answer a wide-
range of complex questions and
problems, reflect, and
communicate understandings
based on in-depth analysis of
content learning.
1.6
Monitoring
student learning
and adjusting
instruction while
teaching
Implements lessons following
curriculum guidelines
Some students receive
individual assistance during
instruction.
Seeks to clarify instructions
and learning activities to
support student understanding
Students receive assistance
individually or in small
groups during instruction.
Makes ongoing adjustments to
instruction based on
observation of student
engagement and regular
checks for understanding
Students successfully
participate and stay engaged in
learning activities.
Adjusts strategies during
instruction based on the
ongoing monitoring of
individual student needs for
assistance, support, or challenge
Students are able to articulate
their level of understanding
and use teacher guidance to
meet their needs during
instruction.
Makes adjustments to extend
learning opportunities and
provide assistance to students in
mastering the content flexibly
and effectively
Students monitor their progress
in learning and provide
information to teacher that
informs adjustments in
instruction.
See glossary Black ink: What teachers should know and be able to do
Brown ink: What students should know and be able to do
Formative Assessment for TIPs 2016-17
Learning About Your Teaching Environment Continuum Std. 2
Continuum of Teaching Practice Standard 2
Respond to TWO different elements from each CSTP. Upload.
Standard 2: Creating and Maintaining Effective Environments for Student Learning
Elements
Emerging
Exploring
Applying
Integrating
Innovating
2.1
Promoting social
development and
responsibility
within a caring
community where
each student is
treated fairly and
respectfully
Models and communicates
expectations for fair and
respectful behavior to support
social development.
Some students share in
responsibility for the classroom
community.
Models fair and respectful
behavior.
Demonstrates commitment to
fairness and respect in
communications with students
about language and behavior.
Seeks to understand cultural
perceptions of caring
community.
Students participate in occasional
community building activities,
designed to promote caring,
fairness, and respect.
Reinforces positive,
responsible, and respectful
student interactions.
Assists students to resolve
conflicts.
Incorporates cultural
awareness to develop a
positive classroom climate.
Students demonstrate efforts to
be positive, accepting, and
respectful of differences.
Develops shared responsibility
with students for resolving
conflict and creating and
maintaining a caring classroom
community.
Supports students in taking
leadership in developing a
caring community that is
responsive to the diverse cultural
norms of identities of all
students.
Students take responsibility
resolving conflicts and
maintaining a caring classroom
community.
Students promote respect and
appreciation for differences.
Facilitates student self-reflection
and ongoing improvement of the
caring community based on
respect, fairness, and the value of
all members.
Students take leadership in
resolving conflict and creating a
fair and respectful classroom
community where students’
home cultures are included and
valued.
Students communicate with
empathy and understanding in
interactions with one another.
2.2
Creating physical
or virtual learning
environments that
promote student
learning, reflect
diversity, and
encourage
constructive and
productive
interactions
among students
Is aware of the importance of
the physical and/or virtual
learning environments that
support student learning.
Is aware that structured
interaction between students
can support learning.
Some students use available
resources in learning
environments during instruction.
Experiments with adapting the
physical and/or virtual learning
environments that support
student learning.
Structures for interaction are
taught in single lessons or
sequence of lessons to support
student learning.
Students use resources provided in
learning environments and interact
with each other to understand and
complete learning tasks in single
lessons or sequence of lessons.
Develops physical and/or
virtual learning environments
that reflect student diversity
and provide a range of
resources for learning.
Utilizes a variety of structures
for interaction during learning
activities that ensure a focus on
and completion of learning
tasks.
Students use a variety of resources
in learning environments and
interact in ways that deepen their
understanding of the content and
develop constructive social and
academic interactions.
Maintains physical and/or
virtual learning environments
that reflect student diversity
and provides a broad range of
resources, displays, and
artifacts that are current and
integral to instruction.
Integrates a variety of
structures for interaction that
engage students constructively
and productively in learning.
Students routinely use a range of
resources in learning
environments that relate to and
enhance instruction and reflect
their diversity.
Students share in monitoring and
assessment of interactions to
improve effectiveness and
develop a positive culture for
learning.
Adapts physical and/or virtual
learning environments flexibly
to facilitate access to a wide
range of resources that engage
students in learning.
Ensures that environments
enhance learning and reflect
diversity within and beyond the
classroom.
Selects from a repertoire of
structures for interaction to
ensure accelerated learning for
the full range of students.
Students participate in monitoring
and changing the design of learning
environments and structures for
interactions.
See glossary Black ink: What teachers should know and be able to do
Brown ink: What students should know and be able to do
Continuum of Teaching Practice Standard 2
Elements
Emerging
Exploring
Applying
Integrating
Innovating
2.3
Establishing and
maintaining
learning
environments that
are physically,
intellectually, and
emotionally safe
Adheres to policies and laws
regarding safety that are
required by the site, district,
and state.
Responds to behaviors that
impact student safety as they
arise.
Students are aware of required
safety procedures and the school
and classroom rationale for
maintaining safety.
Recognizes and addresses safety
issues regarding materials,
student interactions, and the
organization of the learning
environments.
Explores strategies to establish
intellectual and emotional safety
in the classroom.
Students follow teacher guidance
regarding potential safety issues
for self or others.
Anticipates and reduces risks to
physical, intellectual, and
emotional safety using multiple
strategies that include examining
biases in the learning
environment and curriculum.
Models and provides instruction
on skills that develop resiliency
and support intellectual and
emotional safety.
Students take risks, offer
opinions, and share alternative
perspectives.
Integrates support for students
to take risks and offer
respectful opinions about
divergent viewpoints.
Engages in reflection on their
own language and behavior
that contributes to intellectual
and emotional safety in the
classroom.
Students develop and practice
resiliency skills and strategies to
strive for academic achievement,
and establish intellectual and
emotional safety in the
classroom.
Shares responsibility with the
students for the establishment and
maintenance of a safe physical,
intellectual, and emotional
environment focused on high
quality and rigorous learning.
Students demonstrate resiliency
in perseverance for academic
achievement.
Students maintain intellectual
and emotional safety for
themselves and others in the
classroom.
2.4
Creating a
rigorous learning
environment with
high expectations
and appropriate
support for all
students
Focuses the rigor of the learning
environment on accuracy of
answers and completion of
learning tasks.
Is aware of the importance of
maintaining high expectations for
students.
Some students ask for teacher support
to understand or complete learning
tasks.
Strives for a rigorous learning
environment that includes
accuracy, understanding, and the
importance of meeting targeted
learning goals.
Works to maintain high
expectations for students while
becoming aware of achievement
patterns for individuals and groups
of students.
Some individuals and groups of
students work with the teacher to
support accuracy and comprehension
in their learning.
Develops a rigorous learning
environment that includes
accuracy, analysis, problem
solving, and appropriate levels of
challenge.
Holds high expectations for
students.
Has an understanding of
achievement patterns, and uses
scaffolds to address achievement
gaps.
Students engage in a variety of
differentiated supports and challenges
in ways that promote their accuracy,
analysis, and problem solving in
learning.
Integrates rigor throughout the
learning environment that values
accuracy, analysis, and critical
reading, writing, and thinking.
Integrates strategic scaffolds and
technologies throughout
instruction that support the full
range of learners in meeting high
expectations for achievement.
Students actively use supports and
challenges to complete critical
reading, writing, higher order
thinking, and problem solving across
subject matter.
Facilitates a rigorous learning
environment in which students take
leadership in learning.
Fosters extended studies, research,
analysis, and purposeful use of
learning.
Supports students to utilize an
extensive repertoire of
differentiated strategies to meet
high expectations.
Students take responsibility to fully
utilize teacher and peer support, to
achieve consistently high levels of
factual and analytical learning.
See glossary Black ink: What teachers should know and be able to do
Brown ink: What students should know and be able to do
Continuum of Teaching Practice Standard 2
Elements
Emerging
Exploring
Applying
Integrating
Innovating
2.5
Developing,
communicating,
and maintaining
high standards for
individual and
group behavior
Establishes expectations, rules, and
consequences for individual and
group behavior.
Refers to standards for behavior
and applies consequences as
needed.
Students are aware of classroom rules
and consequences.
Develops expectations with some
student involvement.
Communicates, models, and
explains expectations for
individual and group behavior.
Reviews standards for behavior
with students in single lessons or
sequence of lessons in anticipation
of need for reinforcement.
Students know expectations for
behavior and consequences, and
respond to guidance in following
them.
Uses multiple strategies including
culturally responsive instruction to
develop and maintain high
standards for individual and group
behavior.
Utilizes routine references to
standards for behavior prior and
during individual and group work.
Students follow behavior
expectations, accept consequences,
and increase positive behaviors.
Integrates equitable expectations,
positive supports, and
consequences for individual and
group behavior within and across
learning activities.
Guides and supports students to
self-assess, monitor, and set goals
for individual and group behavior
and participation.
Students respond to individual and
group behaviors and encourage and
support each other to make
improvements.
Facilitates a positive environment
using systems that ensure students
take an active role in monitoring and
maintaining high standards for
individual and group behaviors.
Students demonstrate positive
behavior, consistent participation,
and are valued for their unique
identities.
2.6
Employing
classroom routines,
procedures, norms,
and supports for
positive behavior
to ensure a climate
in which all
students can learn
Establishes procedures, routines, or
norms for single lessons to support
student learning.
Responds to disruptive behavior.
Students are aware of procedures,
routines, and classroom norms.
Develops routines, procedures, and
norms in single lessons or
sequence of lessons with some
student involvement.
Seeks to promote positive
behaviors and responds to
disruptive behavior.
Students receive correction for
behavior that interferes with
learning, and positive reinforcement
in following routines, procedures, and
norms.
Maintains regular use of routines
and procedures that are culturally
responsive and engage students in
the development and monitoring of
norms.
Provides positive behavior
supports.
Responds appropriately to
behaviors in ways that lessen
disruptions to the learning climate.
Students participate in routines,
procedures, and norms and receive
reinforcement for positive
behaviors.
Students receive timely and
effective feedback and
consequences for behaviors that
interfere with learning.
Engages students in monitoring
and reflecting on routines,
procedures, and norms in ways that
are culturally responsive.
Maintains a quality learning
climate that builds on student
strengths.
Promotes positive behaviors and
consistently prevents or refocuses
behaviors disruptive to the learning
climate.
Students are involved in assessment
and monitoring of routines,
procedures, and norms in ways that
improve the learning climate.
Facilitates student participation in
developing, monitoring, and
adjusting routines and procedures
focused on maximizing learning.
Classroom climate integrates
school standards and culturally
relevant norms.
Promotes positive behaviors and
establishes preventions and a
positive classroom climate that
eliminate most disruptive behavior.
Students share responsibility with
teacher for managing and maintaining
a positive classroom climate that
promotes learning.
See glossary Black ink: What teachers should know and be able to do
Brown ink: What students should know and be able to do
Continuum of Teaching Practice Standard 2
Elements
Emerging
Exploring
Applying
Integrating
Innovating
2.7
Using
instructional time
to optimize
learning
Paces instruction based on
curriculum guidelines.
Develops awareness of how
transitions and classroom
management impact pacing and
lessons.
Some students complete learning
activities in time allotted.
Paces instruction with some
consideration of lesson type,
adjustments for sufficient student
work time, and transitions to optimize
learning.
Students complete learning activities
and, as needed, may receive some
adjustments of time allotted for tasks
or expectations for completion.
Paces instruction with students to
provide adequate time for instruction,
checking for understanding,
completion of learning activities, and
closure.
Students participate in and complete
a variety of learning activities in the
time allotted with options for
extension and review.
Paces instruction to include ongoing
assessment of student learning.
Supports students in the monitoring
of instructional time.
Students use their instructional time
to engage in and complete learning
activities and are prepared for the
next sequence of instruction.
Paces, adjusts, and fluidly facilitates
instruction and daily activities.
Students monitor their own time, are
engaged in accomplishing learning
goals, and participate in reflection,
self-assessment, and goal setting.
See glossary Black ink: What teachers should know and be able to do
Brown ink: What students should know and be able to do
Continuum of Teaching Practice Standard 3
Respond to TWO different elements from each CSTP. Upload.
Standard 3: Understanding and Organizing Subject Matter for Student Learning
Elements
Emerging
Exploring
Applying
Integrating
Innovating
3.1
Demonstrating
knowledge of
subject matter
academic content
standards
Has foundational knowledge
of subject matter, related
academic language*, and
academic content standards.
Examines concepts in subject
matter and academic language
to identify connections
between academic content
standards and instruction.
Understands and explains the
relationship between essential
subject matter concepts,
academic language, and
academic content standards.
Uses broad knowledge of
inter-relationships of
concepts, academic content
standards, and academic
language, in ways that ensure
clear connections and
relevance to students.
Uses extensive knowledge of
subject matter concepts,
current issues, academic
language, and research to
make relevant connections to
standards during instruction
and extend student learning.
3.2
Applying
knowledge of
student
development and
proficiencies to
ensure student
understanding of
subject matter
Has basic knowledge of
student stages of
development while
becoming aware of
differences in students’
understanding of subject
matter.
Teaches subject-specific
vocabulary following
curriculum guidelines.
Expands knowledge of
student development and
implements learning
activities in single lessons or
sequence of lessons that
address students’
proficiencies and support
understanding of subject
matter including related
academic language.
Provides explicit teaching of
essential content vocabulary
and associated academic
language in single lessons or
sequence of lessons.
Explains academic language,
formats, and vocabulary to
support student access to
subject matter when
confusions are identified.
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs.
Ensures understanding of
subject matter including
related academic language.
Provides explicit teaching of
essential vocabulary, idioms,
key words with multiple
meanings, and academic
language in ways that engage
students in accessing subject
matter text or learning
activities.
Integrates knowledge of
range of student
development into
instructional decisions to
ensure student
understanding of subject
matter including related
academic language.
Provides explicit teaching
of specific academic
language, text structure,
grammatical, and stylistic
language features to ensure
equitable access and subject
matter understanding for
the range of student
language levels and
abilities.
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies and
understand subject matter
including related academic
language.
Engages students at all
levels of vocabulary,
academic language, and
proficiency in self-directed
goal setting, monitoring,
and improvement.
Guides all students in using
analysis strategies that
provide equitable access
and deep understanding of
subject matter.
Please see glossary for a more complete definition of academic language.
Continuum of Teaching Practice Standard 3
Elements
Emerging
Exploring
Applying
Integrating
Innovating
3.3
Organizing
curriculum to
facilitate student
understanding of the
subject matter
Follows organization of
curriculum as provided by
site and district to support
student understanding of
subject matter.
Examines organization of
curriculum and considers
adjustments in single lessons
or sequence of lessons to
support understanding of
subject matter.
Uses knowledge of
curriculum and student
readiness to organize and
adjust the curriculum to
ensure student understanding.
Integrates knowledge of
curriculum and resources to
organize and adjust
instruction within and across
subject matter to extend
student understanding.
Uses extensive knowledge of
curriculum and related
resources to flexibly and
effectively organize and
adjust instruction.
Ensures student
comprehension and
facilitates student
articulation about what they
do and don’t understand.
3.4
Utilizing
instructional
strategies that are
appropriate to the
subject matter
Uses instructional strategies
that are provided in the
curriculum.
Gathers and uses additional
instructional strategies in
single lessons or sequence of
lessons to increase student
understanding of academic
language appropriate to
subject matter.
Selects and adapts a variety
of instructional strategies to
ensure student understanding
of academic language
appropriate to subject matter
and that address students’
diverse learning needs.
Integrates instructional
strategies appropriate to
subject matter to meet
students’ diverse learning
needs, to ensure student
understanding of academic
language, and guide students
in understanding connections
within and across subject
matter.
Uses an extensive repertoire
of instructional strategies to
develop enthusiasm, meta-
cognitive abilities, and
support and challenge the full
range of students towards a
deep knowledge of subject
matter.
Please see glossary for a more complete definition of academic language.
Continuum of Teaching Practice Standard 3
Elements
Emerging
Exploring
Applying
Integrating
Innovating
3.5
Using and adapting
resources,
technologies, and
standards-aligned
instructional
materials, including
adopted materials, to
make subject matter
accessible to all
students
Uses available instructional
materials, resources, and
technologies for specific
lessons to make subject
matter accessible to
students.
Identifies technological
resources needed.
Explores additional
instructional materials,
resources, and
technologies to make
subject matter accessible
to students.
Explores how to make
technological resources
available to all students.
Selects, adapts, and utilizes
appropriate instructional
materials, resources, and
technologies for concept
and skill development in
subject matter.
Resources reflect the
diversity of the classroom
and support differentiated
learning of subject matter.
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
Integrates a wide range of
adapted resources,
technologies, and
instructional materials to
meet identified student
needs and make subject
matter accessible to
students.
Assists students with
equitable access to
materials, resources, and
technologies.
Seeks outside resources
and support.
Engages students in
identifying and adapting
resources, technologies, and
standards-aligned
instructional materials to
extend student
understanding and critical
thinking about subject
matter.
Ensures that students are
able to obtain equitable
access to a wide range of
technologies, through
ongoing links to outside
resources and support.
3.6
Addressing the needs
of English Learners*
and students with
special needs to
provide equitable
access to the content
Is aware of students’ primary
language and English language
proficiencies based on
available assessment data.
Provides adapted materials to
help English learners access
content.
Seeks additional information
describing elements of culture
and language proficiencies in
listening, speaking, reading,
and writing.
Uses multiple measures for
assessing English learners’
performance to identify gaps
in English language
development.
Attempts to scaffold content
using visuals, models, and
graphic organizers.
Identifies language proficiencies
and English learner strengths in
the study of language and
content.
Differentiates instruction using
one or more components of
English language development
to support English learners.
Creates and implements
scaffolds to support standards-
based instruction using literacy
strategies, SDAIE, and content
level English language
development in order for
students to improve language
proficiencies and understand
content.
Integrates knowledge of
English language development
and the English learner’s
strengths and assessed needs
into English language and
content instruction.
Develops and adapts
instruction to provide a wide
range of scaffolded supports
for language and content for
the range of English learners.
Engages English learners in
assessment of their progress in
English language development
and in meeting content
standards.
Supports students to establish
and monitor language and
content goals.
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds based
on English learners’
proficiencies, knowledge, and
skills in content.
Please see glossary for a more complete definition of academic language.
Continuum of Teaching Practice Standard 3
Elements
Emerging
Exploring
Applying
Integrating
Innovating
3.6
Addressing the needs
of English Learners
and students with
special needs* to
provide equitable
access to the content
Has an awareness of the full
range of students identified
with special needs through data
provided by the school.
Attends required meetings with
resource personnel and
families.
Learns about referral processes
for students with special needs.
Seeks additional information on
the full range of students
identified with special needs to
address challenges or supports
in single lessons or sequence of
lessons.
Cooperates with resource
personnel, para-educators, and
families during meetings and
activities in support of learning
plans and goals.
Seeks additional information on
struggling learners and
advanced learners to determine
appropriateness for referral.
Utilizes information on the full
range of students identified
with special needs to assess
strengths and competencies to
provide appropriate challenge
and accommodations in
instruction.
Communicates regularly with
resource personnel, para-
educators, and families to
ensure that student services are
provided and progress is made
in accessing appropriate
content.
Refers students as needed in a
timely and appropriate manner
supported with documented
data over time, including
interventions tried previous to
referral.
Integrates accommodations,
adaptations, and extensions to
instruction for the full range of
students with special needs to
ensure adequate support and
challenge.
Communicates and collaborates
with colleagues, support staff,
and families to ensure consistent
instruction.
Supports families in positive
engagement with the school.
Initiates and monitors referral
processes and follow-up
meetings to ensure that students
receive support and/or extended
learning that is integrated into th
core curriculum.
Guides and supports the full
range of students with special
needs to actively engage in the
assessment and monitor their
own strengths, learning needs,
and achievements in accessing
content.
Communicates and collaborates
with resource personnel, para-
educators, families, leadership,
and students in creating a
coordinated program to optimize
success of the full range of
students with special needs.
Takes leadership at the
site/district and collaborates with
resource personnel to ensure
the smooth and effective
implementation of referral
processes.
Please see glossary for a more complete definition of academic language.
Formative Assessment for TIPs 2016-17
Learning About Your Teaching Environment Continuum Std. 3
Formative Assessment for TIPs 2016-17
Inquiry into Teaching and Learning Individual Induction Plan
Please see the additional Standard elements are of particular importance in the effective instruction of English learners:
Standard Element 1.2: Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
Standard Element 3.2: Applying knowledge of student development and proficiencies to ensure students’ understanding of subject matter
Standard Element 6.4: Working with families to support student learning
Please see the additional Standard elements are of particular importance in the effective instruction of students with special needs:
Standard Element 2.6: Employing classroom routines, procedures, norms, and supports for positive behavior to ensure climate in which all students can learn.
Standard 2 and 4 contain multiple references to differentiation, adaptation, and adjustment that are all critical supports for students with special needs.
*The full range of students with special needs includes students with IEPs, 504 Plans, and Advanced Learners.
E-1 Continuum of Teaching Practice
Standard 4: Planning Instruction and Designing Learning Experiences for all Students
Continuum of Teaching Practice Standard 4
Respond to TWO different elements from each CSTP. Upload.
Planning Instruction and Designing Learning Experiences for All Students
Elements
Emerging
Exploring
Applying
Integrating
Innovating
4.1
Using knowledge of
students’ academic
readiness, language
proficiency, cultural
background, and
individual development
to plan instruction
Plans daily lessons
using available
curriculum and
information from
district and state
required assessments.
Is aware of the impact
of bias on learning.
Plans single lessons or
sequence of lessons
using additional
assessment information
on student academic
readiness, language,
cultural background, and
individual development.
Becomes aware of
potential areas of bias
and seeks to learn about
culturally responsive
pedagogy.
Plans differentiated
instruction based on
knowledge of students’
academic readiness,
academic language,
diverse cultural
backgrounds, and
individual cognitive,
social, emotional, and
physical development
to meet their individual
needs.
Examines potential
sources of bias and
stereotyping when
planning lessons. Uses
culturally responsive
pedagogy in planning.
Plans differentiated
instruction which is
based on broad
knowledge of students.
Matches resources and
specific strategies to
students’ diverse
learning needs and
cultural backgrounds.
Planning addresses bias,
stereotyping, and
assumptions about
cultures and members of
cultures.
Plans differentiated
instruction that
provides systematic
opportunities for
supporting and
extending student
learning based on
comprehensive
information on
students.
Engages students in
the analysis of bias,
stereotyping, and
assumption.
4.2
Establishing and
articulating goals for
student learning
Communicates learning
objectives for single
lessons to students based
on content standards and
available curriculum
guidelines.
Establishes and shares
learning goals for skill
development with students
in single lessons and
sequence of lessons.
Establishes and
communicates to students
clear learning goals for
content that are accessible,
challenging, and
differentiated to address
students’ diverse learning
needs.
Establishes and articulates
learning goals to students
that integrate content
standards with students
strengths, interests, and
learning needs.
Establishes and
articulates
comprehensive short-
and long-term learning
goals for students.
Assists students to
articulate and monitor
learning goals.
Continuum of Teaching Practice Standard 4
Elements
Emerging
Exploring
Applying
Integrating
Innovating
4.3
Developing and
sequencing long-term
and short-term
instructional plans to
support student
learning
Uses available curriculum
guidelines for daily, short-
and long-term plans.
Begins to plan curriculum
units that include a series
of connected lessons and
are linked to long-term
planning to support student
learning.
Establishes short- and
long-term curriculum
plans for subject matter
concepts and essential
related academic language
and formats that support
student learning.
Refines sequence of long-
term plans to reflect
integration of curriculum
guidelines, frameworks,
and content standards with
assessed instructional
needs to ensure student
learning.
Utilizes extensive
knowledge of the
curriculum content
standards, and assessed
learning needs to design
cohesive and
comprehensive long- and
short-term instructional
plans that ensure high
levels of learning.
4.4
Planning instruction
that incorporates
appropriate strategies
to meet the learning
needs of all students
Plans instruction that
incorporates strategies
suggested by
curriculum guidelines.
Is aware of student
content, learning, and
language needs through
data provided by the
site and district.
Selects strategies for
single lessons or
sequence of lessons that
respond to students’
diverse learning needs.
Seeks to learn about
students’ diverse
learning and language
needs beyond basic data.
Incorporates
differentiated
instructional strategies
into ongoing planning
that addresses culturally
responsive pedagogy,
students’ diverse
language, and learning
needs and styles.
Uses assessments of
students’ learning and
language needs to inform
the planning of
differentiated instruction
.
Plans instruction using a
wide range of strategies
to address learning styles
and meet students’
assessed language and
learning needs. Provides
appropriate support and
challenge for students.
Integrates results from a
broad range of
assessments into
planning to meet
students’ diverse
learning and language
needs.
Plans instruction
incorporating a
repertoire of strategies
to specifically meet
students’ diverse
language and learning
needs and styles to
advance learning for all.
Facilitates
opportunities for
students to reflect on
their learning and the
impact of instructional
strategies to meet their
learning and language
needs.
Continuum of Teaching Practice Standard 4
Elements
Emerging
Exploring
Applying
Integrating
Innovating
4.5
Adapting instructional
plans and curricular
materials to meet the
assessed learning needs
of all students
Implements lessons and
uses materials from
curriculum provided.
Begins to adapt plans and
materials in single lessons
or sequence of lessons to
address students’ learning
needs.
Makes adjustments and
adaptations to
differentiate
instructional plans.
Uses culturally
responsive pedagogy
and additional materials
to support students’
diverse learning needs.
Makes ongoing
adjustments to
instructional plans and
uses a variety of materials
as the instructional need
arises to support student
learning.
Anticipates and plans
for a wide range of
adaptations to lessons
based on in-depth
analysis of individual
student needs.
Engages with students
to identify types of
adjustments in
instruction that best
meet their learning
needs.
Formative Assessment for TIPs 2016-17
Learning About Your Teaching Environment Continuum Std. 4
Continuum of Teaching Practice Standard 5
Respond to TWO different elements from each CSTP. Upload.
Standard 5: Assessing Students for Learning
Elements
Emerging
Exploring
Applying
Integrating
Innovating
5.1
Applying knowledge
of the purposes,
characteristics, and
uses of different types
of assessments
Is aware of the purposes and
characteristics of formative
and summative assessments.
Explores the use of
different types of pre-
assessment, formative, and
summative assessments.
Begins to identify specific
characteristics of
assessments that yield
different types of
information about student
preparedness, progress, and
proficiency.
Decides on the purpose for
assessment and skills to be
assessed to select
appropriately matched pre-,
formative, and summative
assessments.
Selects assessments based
on a clear understanding of
the purposes and
characteristics of
assessments to support
student learning.
Develops and adapts the
range of appropriate
assessments to address
questions about students’
learning needs and
progress.
Integrates a variety of
characteristics into
assessments to allow
students with a range of
learning needs to
demonstrate what they
know.
Demonstrates purposeful
use of a wide range of
assessments to support
differentiated student
learning needs and reflect
progress.
Draws flexibly from a
repertoire of appropriate
assessment options and
characteristics to
maximize student
demonstration of
knowledge.
5.2
Collecting and
analyzing assessment
data from a variety of
sources to inform
instruction
Uses data from required
assessments to assess
student learning.
Follows required processes
for data analysis and draws
conclusions about student
learning.
Explores collecting
additional data using
supplemental assessments.
Makes adjustments in
planning for single lessons
or sequence of lessons
based on analysis of
assessment data.
Collects a variety of formal
and informal assessment
data on student learning.
Uses analysis of a variety
of data to inform planning
and differentiation of
instruction.
Designs and integrates an
assessment plan that
provides formal and
informal assessment data
on student learning.
Uses data analysis of a
broad range of assessments
to provide comprehensive
information to guide
planning and differentiation
of instruction.
Infuses assessments
strategically and
systematically
throughout instruction
to collect ongoing
assessment data
appropriate for the
range of learning needs.
Uses results of ongoing
data analysis to plan and
differentiate instruction
for maximum academic
success.
Consider the inclusion of English Language Development or Academic English goals along with content goals.
Continuum of Teaching Practice Standard 5
Elements
Emerging
Exploring
Applying
Integrating
Innovating
5.3
Reviewing data, both
individually and with
colleagues, to monitor
student learning
Reviews and monitors
available assessment data as
required by site and district
processes.
Reviews and monitors
additional assessment data
individually and with
colleagues and identifies
learning needs of individual
students.
Reviews and monitors a
variety of data on student
learning individually and with
colleagues to identify trends
and patterns among groups of
students.
Reviews and monitors a
broad range of data
individually and with
colleagues to analyze student
thinking and identify
underlying causes for trends.
Facilitates collaborative
work and fosters
colleagues’ ability to
identify and address
underlying causes for
achievement patterns and
trends.
5.4
Using assessment data
to establish learning
goals and to plan,
differentiate, and
modify instruction
Uses data from assessments
provided by site and district
to set learning goals for the
class.
Plans instruction using
available curriculum
guidelines.
Uses data from available
assessments to establish
content-based learning
goals for class and
individual students in
single lessons or sequence
of lessons.
Plans adjustments in
instruction to address
learning needs of individual
students.
Uses a variety of
assessment data to set
student learning goals for
content and academic
language.
Plans differentiated lessons
and modifications to
instruction to meet
students’ diverse learning
needs.
Uses a broad range of data to
set learning goals for content
and academic language that
are integrated across content
standards for individuals and
groups.
Plans differentiated
instruction targeted to meet
individual and group
learning needs and
modifies lessons during
instruction based on
informal assessments.
Reflects on data
continuously to make
ongoing refinements to
learning goals for
content and academic
language for the full
range of students.
Uses data systematically
to refine planning,
differentiate instruction,
and make ongoing
adjustments to match
the evolving learning
needs of individuals and
groups.
Consider the inclusion of English Language Development or Academic English goals along with content goals.
Continuum of Teaching Practice - Standard 5
Elements
Emerging
Exploring
Applying
Integrating
Innovating
5.5
Involving all students
in self-assessment,
goal setting*, and
monitoring progress
Informs students about
lesson objectives,
outcomes, and
summative assessment
results. Recognizes the
need for individual
learning goals.
Monitors progress using
available tools for
recording.
Begins to encourage
students to establish
learning goals through
single lessons or
sequence of lessons that
include goal setting
exercises.
Provides students with
opportunities in single
lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
Models and scaffolds
student self-assessment
and goal setting
processes for learning
content and academic
language development.
Guides students to
monitor and reflect on
progress on a regular
basis.
Implements structures for
students to self-assess and
set learning goals related
to content, academic
language, and individual
skills.
Integrates student self-
assessment, goal setting,
and monitoring progress
across the curriculum.
Provides systematic
opportunities for
student self-
assessment, goal
setting, and
monitoring progress.
Develops students
meta-cognitive skills
for analyzing
progress and
refining goals
towards high levels
of academic
achievement.
5.6
Using available
technologies to assist
in assessment,
analysis, and
communication of
student learning
Uses available
technology to record
assessments, determine
proficiency levels, and
make required
communications about
student learning.
Explores use of
additional technologies
to implement individual
assessments, record
results, and
communicate with
administration,
colleagues, and families
about student learning.
Uses technology to design
and implement
assessments, record and
analyze results, and
communicate about
student learning with
administration,
colleagues, families, and
students.
Ensures that
communications are
received by those who
lack access to technology.
Integrates a variety of
technologies into the
development,
implementation, analysis
of assessments, and
communication of student
learning to all audiences.
Uses a wide range of
technologies to
design, implement,
and analyze
assessments and
provides for in-depth
and ongoing
communication
regarding student
learning for all
audiences.
Consider the inclusion of English Language Development or Academic English goals along with content goals.
Continuum of Teaching Practice Standard 5
Elements
Emerging
Exploring
Applying
Integrating
Innovating
5.7
Using assessment
information to share
timely and
comprehensible
feedback with
students and their
families
Provides students with
feedback through
assessed work and
required summative
assessments.
Notifies families of
student proficiencies,
challenges, and behavior
issues through school-
mandated procedures.
Provides students with
additional feedback
based on formative
assessments from single
lessons or sequence of
lessons.
Seeks to provide
feedback in ways that
students understand.
Communicates with
families about student
progress, strengths, and
needs at reporting
periods.
Contacts families as
needs arise regarding
struggling students or
behavior issues.
Provides students with
clear and timely
information about
strengths, needs, and
strategies for improving
academic achievement.
Provides opportunities
for comprehensible and
timely two-way
communications with
families to share student
assessments, progress,
raise issues and/or
concerns, and guide
family support.
Integrates the ongoing
sharing of
comprehensible
feedback to students
from formal and
informal assessments in
ways that support
increased learning.
Communicates regularly
with families to share a
range of assessment
information that is
comprehensible and
responsive to individual
student and family
needs.
Facilitates students’
leadership in seeking
and using ongoing
comprehensible
feedback to
accelerate their
learning.
Engages families in
a variety of ongoing
comprehensible
communications
about individual
student progress and
ways to provide and
monitor support.
Consider the inclusion of English Language Development or Academic English goals along with content goals.
Formative Assessment for TIPs 2016-17
Inquiry into Teaching and Learning Continuum Std. 5
Continuum of Teaching Practice Standard 6
Respond to TWO different elements from each CSTP. Upload.
Standard 6: Developing as a Professional Educator
Elements
Emerging
Exploring
Applying
Integrating
Innovating
6.1
Reflecting on teaching
practice in support of
student learning
Is aware of the need to
reflect on teaching practice
to support student learning.
Reflects individually or
with colleagues on
immediate student learning
needs.
Begins to engage in reflection
on teaching practice
individually and with
colleagues that is focused on
methods to support the full
range of learners.
Engages in reflection
individually and with
colleagues on the relationship
between making adjustments
in teaching practice and
impact on the full range of
learners.
Reflects individually and with
colleagues on refinements in
teaching practice and
connections among the
elements of the CSTP to
positively impact the full
range of learners.
Maintains ongoing
reflective practice and
action research in
supporting student
learning and raising the
level of academic
achievement.
Engages in and fosters
reflection among
colleagues for school-
wide impact on student
learning.
6.2
Establishing
professional goals and
engaging in
continuous and
purposeful
professional growth
and development
Develops goals connected
to the CSTP through
required processes and
local protocols.
Attends required
professional development.
Sets goals connected to the
CSTP that take into account
self-assessment of teaching
practice.
Expands knowledge and
skills individually and with
colleagues through
available professional
development.
Sets goals connected to the
CSTP that are authentic,
challenging, and based on
self-assessment.
Aligns personal goals with
school and district goals,
and focuses on improving
student learning.
Selects and engages in
professional development
based on needs identified in
professional goals.
Sets and modifies authentic
goals connected to the
CSTP that are intellectually
challenging and based on
self-assessment and
feedback from a variety of
sources.
Engages in and contributes
to professional development
targeted on student
achievement.
Pursues a variety of
additional opportunities to
learn professionally.
Sets and modifies a
broad range of
professional goals
connected to the CSTP
to improve instructional
practice and impact
student learning within
and beyond the
classroom.
Engages in ongoing
inquiry into teacher
practice for professional
development.
Contributes to
professional
organizations, and
development
opportunities to extend
own teaching practice.
Continuum of Teaching Practice Standard 6
Elements
Emerging
Exploring
Applying
Integrating
Innovating
6.3
Collaborating with
colleagues and the
broader professional
community to support
teacher and student
learning
Attends staff, grade level,
department, and other
required meetings and
collaborations.
Identifies student and
teacher resources at the
school and district level.
Consults with colleagues to
consider how best to
support teacher and student
learning.
Begins to identify how to
access student and teacher
resources in the broader
professional community.
Collaborates with
colleagues to improve
student learning and reflect
on teaching practice at the
classroom level.
Interacts with members of
the broader professional
community to access
resources that support
teacher effectiveness and
student learning.
Collaborates with
colleagues to expand
impact on teacher and
student learning within
grade or department and
school and district levels.
Engages with members of
the broader professional
community to access
resources and a wide range
of supports for teaching the
full range of learners.
Facilitates collaboration
with colleagues.
Works to ensure the
broadest positive impact
possible on instructional
practice and student
achievement at school
and district levels and
for the profession.
Initiates and develops
professional learning
opportunities with the
broader professional
community focused on
student achievement.
6.4
Working with families
to support student
learning
Is aware of the role of the
family in student learning and
the need for interactions with
families.
Acknowledges the
importance of the family’s
role in student learning.
Seeks information about
cultural norms of families
represented in the school.
Welcomes family
involvement at classroom
and school events.
Supports families in
contributing to the
classroom and school.
Adjusts communications to
families based on
awareness of cultural
norms and wide range of
experiences with schools.
Provides opportunities and
support for families to
actively participate in the
classroom and school.
Communicates to families
in ways which show
understanding of and
respect for cultural norms.
Structures a wide range
of opportunities for
families to contribute to
the classroom and
school community.
Supports a school and
district environment in
which families take
leadership to improve
student learning.
Continuum of Teaching Practice Standard 6
Elements
Emerging
Exploring
Applying
Integrating
Innovating
6.5
Engaging local
communities in
support of the
instructional program
Develops awareness about
local neighborhoods and
communities surrounding
the school.
Uses available
neighborhood and
community resources in
single lessons.
Seeks available
neighborhood and
community resources.
Includes references or
connections to
communities in single
lessons or sequence of
lessons.
Uses a variety of
neighborhood and
community resources to
support the curriculum.
Includes knowledge of
communities when
designing and
implementing instruction.
Utilizes a broad range of
neighborhood and
community resources to
support the instructional
program, students, and
families.
Draws from understanding
of community to improve
and enrich the instructional
program.
Collaborates with
community members to
increase instructional
and learning
opportunities for
students.
Engages students in
leadership and service
in the community.
Incorporates
community members
into the school learning
community.
6.6
Managing professional
responsibilities to
maintain motivation
and commitment to all
students
Develops an understanding
of professional
responsibilities.
Seeks to meet required
commitments to students.
Maintains professional
responsibilities in timely
ways and seeks support as
needed.
Demonstrates commitment
by exploring ways to
address individual student
needs.
Anticipates professional
responsibilities and
manages time and effort
required to meet
expectations.
Pursues ways to support
students’ diverse learning
needs and maintain belief
in students’ capacity for
achievement.
Integrates the full range of
professional
responsibilities into
advanced planning and
prepares for situations that
may be challenging.
Maintains continual efforts
to seek, develop, and refine
new and creative methods
to ensure individual student
learning.
Models professionalism
and supports colleagues
in meeting and
exceeding professional
responsibilities
effectively.
Supports colleagues to
maintain the
motivation, resiliency,
and energy to ensure
that all students
achieve.
Continuum of Teaching Practice Standard 6
6.7
Demonstrating
professional
responsibility,
integrity, and ethical
conduct
Emerging Exploring Applying
Integrating Innovating
Follows all state education codes, legal requirements, district and site policies, contractual
agreements, and ethical responsibilities*.
*As follows:
Takes responsibility for student academic learning outcomes.
Is aware of own personal values and biases and recognizes ways in which these values and
biases affect the teaching and learning of students.
Adheres to legal and ethical obligations in teaching the full range of learners, including
English learners and students with special needs.
Reports suspected cases of child abuse, and/or neglect as outlined in the California Child
Abuse and Neglect Reporting Act.
Maintains a non-hostile classroom environment and carries out laws and district guidelines
for reporting cases of sexual harassment.
Understands and implements school and district policies and state and federal law in
responding to inappropriate or violent student behavior.
Complies with legal and professional obligations to protect the privacy, health, and safety of
students, families, and other school professionals.
Models appropriate behavior for students, colleagues, and the profession.
Acts in accordance with ethical considerations for students.
Maintains professional conduct and integrity in the classroom and school community.
Maintains a high standard of personal integrity and
commitment to student learning and the profession in all
circumstances.
Contributes to building a professional community and
holding peers accountable to norms of respectful
treatment and communication.
Contributes to fostering a school culture with a high
degree of resilience, professional integrity, and ethical
conduct.
SOURCES OF EVIDENCE
FOR THE CONTINUUM OF TEACHING PRACTICE
Documentation Source
Teaching Performance Assessments
Evidence of Prior Experience (intern work, student
teaching work, etc.)
Learning about your Teaching Environment
Reflections
Student Work
Communication Tool (email, notes, newsletter, etc.)
Individual Induction Plan
Essential Components for Instruction
Lesson Plans (Essential Components for Instruction)
Observations (Collections of Evidence by Mentor)
Student Assessments
Professional Development
71
Resources
California Standards for the Teaching Profession (CSTP) Placemat
STANDARD ONE:
STANDARD TWO:
ENGAGING AND SUPPORTING ALL STUDENTS IN
LEARNING
CREATING AND MAINTAINING EFFECTIVE
ENVIRONMENTS FOR STUDENT LEARNING
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds,
life experiences, and interests
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and
technologies to meet students’ diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and
reflection
1.6 Monitoring student learning and adjusting instruction while
teaching
2.1 Promoting social development and responsibility within a caring
community where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote
student learning, reflect diversity, and encourage constructive
and productive interactions among students
2.3 Establishing and maintaining learning environments that are
physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations
and appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for
individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports
for positive behavior to ensure a climate in which all students
can learn
2.7 Using instructional time to optimize learning
STANDARD THREE:
STANDARD FOUR:
UNDERSTANDING AND ORGANIZING SUBJECT MATTER
FOR STUDENT LEARNING
PLANNING INSTRUCTION AND DESIGNING LEARNING
EXPERIENCES FOR ALL STUDENTS
3.1 Demonstrating knowledge of subject matter, academic content
standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to
ensure student understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of the
subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject
matter
3.5 Using and adapting resources, technologies, and standards-
aligned instructional materials, including adopted materials, to
make subject matter accessible to all students
3.6 Addressing the needs of English learners and students with special
needs to provide equitable access to the content
4.1 Using knowledge of students’ academic readiness, language
proficiency, cultural background, and individual development to
plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term
instructional plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to
meet the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the
assessed learning needs of all students
STANDARD FIVE:
STANDARD SIX:
ASSESSING STUDENTS FOR LEARNING
DEVELOPING AS A PROFESSIONAL EDUCATOR
5.1 Applying knowledge of the purposes, characteristics, and uses of
different types of assessments
5.2 Collecting and analyzing assessment data from a variety of
sources to inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor
student learning
5.4 Using assessment data to establish learning goals and to plan,
differentiate, and modify instruction
5.5 Involving all students in self-assessment, goal setting, and
monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and
communication of student learning
5.7 Using assessment information to share timely and comprehensible
feedback with students and their families
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and
purposeful professional growth and development
6.3 Collaborating with colleagues and the broader professional
community to support teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional
program
6.6 Managing professional responsibilities to maintain motivation
and commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical
conduct
73
Glossary
and
Acronyms
Academic Content Standards - Standards designed to
encourage the highest achievement of every student, by
defining the knowledge, concepts, and skills that students
should acquire at each grade level.
Action Research - A systematic form of inquiry that is
collective, collaborative, self-reflective, critical, and undertaken
by the participants of the inquiry [McCutcheon, G. & Jung,
B. (1990)]; a process in which Candidates examine their
teaching practice using the techniques of research. By using
research procedures, teachers learn to resolve teaching
challenges.
.
Advancement Via Individual Determination (AVID) A
college preparatory program for students who are often
economically disadvantaged and underachieving; AVID
places academically average students in advanced classes;
levels the playing field for minority, rural, low- income, and
other students without a college-going tradition in their
families; and targets students in the academic middle
B, C, and even D students who have the desire to go
to college and the willingness to work hard.
California Department of Education (CDE) - The state
agency that coordinates the work of public schools in
California; the core purpose of the CDE is to lead and support
the continuous improvement of student achievement, with a
specific focus on closing achievement gaps. The CDE jointly
administers the Teacher Induction Programs with the CTC.
California English Language Development Test (CELDT) -
A test that measures the English language development of
English language learners in listening, speaking, reading,
and writing; any pupil whose primary language is other than
English as determined by the home language survey and who
has not previously been identified as an English learner by
a California public school or for whom there is no record of
results from an administration of an English language
proficiency test, shall be assessed for English language
proficiency with the test within 30 calendar days after the date
of first enrollment in a California public school, or within 60
calendar days before the date of first enrollment, but not before
July 1 of that school year.
California Standards for the Teaching Profession (CSTP) -
Standards based on current research and expert advice
pertaining to best teaching practice; the CSTP are organized
around six interrelated categories of teaching practice and
represent a holistic, developmental view of teaching. They are
intended to meet the needs of diverse teachers and students
in California. The CSTP are defined and explicated in the
Standards Booklet.
Candidate - An educator who is new to the teaching
profession, teaching on a preliminary credential; or, an
educator who is teaching on a preliminary credential who was
prepared out of state and has less than five years of
experience; or, an educator teaching on an intern
credential; an educator participating in Teacher Induction
Programs for the purpose of accumulating evidence of
professional growth in relation to the state-adopted Academic
Content Standards for students, CSTP and Induction
Program Standards; and will submit evidence of completion of
individual induction plans, and documentation of completion of
clear credential requirements to the Teacher Induction Programs
in order to be recommended for the clear credential.
Colloquium An event during which people come together to
share and learn; a gathering of scholars.
Commission on Teacher Credentialing (CTC) The state
agency that establishes policy and regulations for teacher
education and credentialing in California; CTC jointly
administers the induction programs with the California
Department of Education. The purpose of the Commission is
to ensure integrity and high quality in the preparation,
conduct, and professional growth of the educators who serve
California's public schools.
Common Core State Standards (CCSS) A set of high
quality academic expectations in English-language arts (ELA)
and mathematics that define the knowledge and skills all
students should master by the end of each grade level in order
to be on track for success in college and career.
Continuum of Teaching Practice (CTP) - One of the state’s
assessment tools for formative assessment, the CTP
defines levels of teaching performance on each of the six
Standards of the CSTP.
Depth of Knowledge (DOK) Model used to analyze the
cognitive expectation demanded by standards, curricular
activities and assessment tasks (Webb, 1997). The model is
based upon the assumption that curricular elements may all
be categorized based upon the cognitive demands required
to produce an acceptable response. Each grouping of tasks
reflects a different level of cognitive expectation, or depth of
knowledge, required to complete the task. Levels include:
recall and reproduction, skills and concepts, short-term
strategic thinking, and extending thinking.
Designated English language development instruction
A protected time during the regular school day where
teachers use English language development standards as the
focal standards in ways that build into and from content
instruction in order to develop critical English language skills,
knowledge, and abilities needed for content learning in
English.
English Learner (EL) - A national-origin-minority student who
is limited-English proficient. This term is often preferred over
limited-English-proficient (LEP) as it highlights accom-
plishments rather than deficits (Developing Programs for
English Language Learners: Glossary, Ed.gov).
Evidence - Data produced by Candidates, Mentors, or students
that documents a teacher’s performance and can be linked
directly to one or more of the elements of the CSTP and/or
Induction Program Standards.
Formative Assessment - 1. A process of professional judgment
used to determine an individual’s level of performance in a
particular area based on evidence, standards, and criteria; 2. Is
characterized by multiple measures of teaching, collaboration
with colleagues, focus on classroom practice, reflection together
with a trained Mentor about evidence, using specific criteria,
and may be presented as evidence for clear credential
completion.
Framework - Curriculum frameworks describe and define the
content and instructional program teachers are expected to
deliver in a subject matter at each grade level.
Gifted and Talented Education (GATE) - Provides funding for
local educational agencies to develop unique education
opportunities for high-achieving and underachieving pupils in
California public elementary and secondary schools that have
been identified as gifted and talented. Special efforts are
made to ensure that pupils from economically disadvantaged
and varying cultural backgrounds are provided with full
participation in these unique opportunities. Authorized by
Education Code (EC) sections 52200- 52212.
Individualized Education Plan (IEP) - A detailed, structured
plan of action that informs and guides the delivery of instruction
and related services for the student with identified special
needs; is an agreement between stakeholders that supports the
academic, emotional, and behavioral growth of a student with
identified special needs. Teachers are legally accountable to
follow the goals and adaptations that are written in the IEP.
Individual Learning Plan (ILP) - A plan that builds upon
Candidates’ assessed strengths and needs, defines goals, and
outlines specific action plans for facilitating growth and
development. Mentors collaborate with Candidates in its
development and implementation. IIPs are based in part on
formative assessment results, and are reconsidered and revised
according to Candidates’ emerging needs. IIP primarily address
the unique needs of Candidates including consideration of
their prior preparation and experience, and may include
common topics and activities for all participants in the
program. Candidates experience an integrated system of
support and assessment through implementation of the IIP.
Induction - A clearly specified process for making clear
credential recommendations; verifies that Candidates complete all
requirements before recommending them for the credential.
Inquiry into Teaching and Learning - 1. A research- based
cycle of standards-focused (CSTP, state-adopted Academic
Content Standards for students, Induction Program
Standards) processes to explore an area of teaching practice.
In collaboration with a Mentor, Candidates will assess their
practice against a set of specific criteria and select a focus
area. Within the cycle Candidates gather information,
collaborate with colleagues, develop an action plan,
implement that plan, reflect on collected evidence, and apply
new learning to future practice. 2. A formative assessment
module that includes these cycles and processes.
Institutes of Higher Education (IHE) - Colleges and
Universities.
Integrated English language development English language
development instruction provided throughout the day and across
the disciplines. Teachers with English learners use the English
language development standards in addition to their focal English
language arts/literacy and other content standards to support the
linguistic and academic progress of English learners.
K-W-O
Chart - Designed to elicit Candidates input for the
observation process. Candidates record: “What I already know
about my classroom practice,” “What I want to know about my
classroom practice,” and “What I want my Mentor to
observe.Mentors use this information to guide data collection
during the observation.
Memorandum of Understanding (MOU) - Lists all
requirements/expectations for various stakeholder groups
and is used to form partnerships for professional development
experiences between Teacher Induction Programs and IHEs.
Mentor - Has an awareness of beginning teacher
development; is willing to participate in Mentor training; is willing
to engage in formative assessment processes; is willing to
discuss assessment information and share instructional ideas
and materials with Candidates; has effective interpersonal skills
and is willing to work collaboratively with Candidates; has
demonstrated a commitment to their own professional growth
and learning; and, is an excellent professional role model.
Module - A short course of study that is combined with others
to form a larger structure or system.
Multi-Tiered System of Supports (MTSS) A framework to
provide all students with the best opportunities to succeed
academically and behaviorally in school.
Observation - 1. A process in which trained Mentors observe
Candidates as they teach, collecting evidence of Candidates’
teaching practice and students’ learning; Mentors record
what the students and teachers say and do. The observation
may be formal or informal. In an informal observation, there
is no shared lesson plan or a pre-conference. In a formal
observation, Candidates share lesson plans with Mentors
before the lesson and meet with Mentors after the lesson to
reflect on it and analyze student work generated to inform
future practice. 2. A process in which Candidates observe
colleagues to gain information about teaching practice. Mentors
often attend with Candidates to strengthen the process.
Plan, Teach, Reflect, Apply Cycle (PTRA) - A process that
provides a way for Candidates and Mentors to identify teaching
strengths and areas for growth based on the California
Standards for the Teaching Profession, the K-12 state-adopted
Academic Content Standards for students, and Induction
Program Standards. This cycle was adapted from William
Deming's cognitive action cycle; PTRA is embedded in the FACT
system.
Proficiency Level Descriptors (PLD) for English Language
Development Proficiency level descriptors provide an overview
of stages of English language development that English learners
are expected to progress through as they gain increasing
proficiency in Engl