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CALIFORNIA STANDARDS
for the
TEACHING PROFESSION
California Commission on Teacher Credentialing
California Department of Education
JULY 1997
California Standardsfor the
Teaching Profession
A Description of Professional Practice for California Teachers
California Commission on Teacher CredentialingAdopted, January 1997
State Superintendent of Public InstructionApproved, January 1997
State Board of EducationEndorsed, July 1997
State of CaliforniaSacramento, California
July, 1997
California Standards for the Teaching Profession
Table of Contents
Page
Introduction to the Standards 1
Organization of the Standards 1
Purposes of the Standards 2
Foundations for the Standards 3
Standard for Engaging and Supporting All Students in Learning 5
Standard for Creating and Maintaining Effective Environments 8
Standard for Understanding and Organizing Subject Matter 11
Standard for Planning Instruction and Designing Learning Experiences 14
Standard for Assessing Student Learning 17
Standard for Developing as a Professional Educator 20
Graphic Representation of the Standards 23
Contributors to the Standards, Elements, and Questions 30
California Standards for the Teaching Profession
Introduction to the Standards
This document sets forth standards for professional teaching practice in California. The standards were developed to facilitate the induction of beginning teachers into their professional roles and responsibilities by providing a common language and a new vision of the scope and complexity of teaching. The standards are not set forth as regulations to control the specific actions of teachers, but rather to guide teachers as they define and develop their practice.
Since 1988, California has sought to provide intensive learning experiences for beginning teachers. Work on a descriptive framework of teaching was initiated for use in the California New Teacher Project (CNTP). The framework was refined and revised based on the experience of local educators who have designed, operated and evaluated Beginning Teacher Support and Assessment (BTSA) Programs since 1992. The standards reflect the experience of the California Department of Education, the California Commission on Teacher Credentialing and BTSA program participants in developing and implementing more than 140 local programs.
A companion set of standards, the Standards of Quality and Effectiveness for Beginning Teacher Support and Assessment Programs, has also been developed to guide guide the design, implementation and operation of programs to facilitate the induction of beginning teachers.
Organization of the Standards
The standards are organized around six interrelated categories of teaching practice. The six standards are:
• Engaging and Supporting All Students in Learning • Creating and Maintaining Effective Environments for Student Learning • Understanding and Organizing Subject Matter for Student Learning • Planning Instruction and Designing Learning Experiences for All Students • Assessing Student Learning • Developing as a Professional Educator
Together these six standards represent a developmental, holistic view of teaching, and are intended to meet the needs of diverse teachers and students in California.
In this document, each standard is introduced in a narrative description of best practice that portrays an accomplished level of professional teaching. Following the narrative description, each standard is organized in elements that identify key areas within that domain of teaching. Each element is further specified with questions
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that encourage teachers to explore aspects of teaching practice throughout their careers. In order to foster ongoing reflection and insights into teaching, the questions are introduced with the stem, “How do I...” The questions can also be phrased as “Why do I . . .” which encourages teachers to examine the rationale forkey aspects of their teaching.
Within each element, the questions address only a sample of the important facets of teaching. They do not represent all the possible issues or aspects of teaching.Therefore, the questions should not be used as checklists, but rather as probing issues to promote reflection and professional development throughout one’s career.
Teachers using the standards will recognize that there are some overlaps between and among the standards, elements, and questions. These overlaps are intended to underscore the holistic view that emphasizes the interrelationships and complexities of teaching. For example, valuing and drawing on student back- grounds and experiences are integral aspects of all six standards.
The standards are presented in two ways: a linear text version and a graphic version. In the linear version, each standard statement is followed by key elements and associated questions. In the graphic version, summary page contains the descriptive statements for each of the six standards, as well as a definition and statement of potential uses for the entire set. The summary page is followed by individual pages for each standard that present the components described above.
Purposes and Uses of the Teaching Standards
First-year and second-year teachers continue to develop through intensive learning activities that build on their pre-service preparation and lead to lifelong professional deve lopment . The Cal i forn ia S tandards for the Teaching Profess ion were de-veloped to address this development, and are designed to be used by teachers to:
• prompt reflection about student learning and teaching practice;
• formulate professional goals to improve teaching practice; and
• guide, monitor, and assess the progress of a teacher’s practice toward professional goals and professionally-accepted benchmarks.
The California Commission on Teacher Credentialing and The California Department of Education are pursuing ways to make the standards as valuable and useful as possible for teachers. The two agencies have sponsored the preparation ofDevelopmental Scales that will make it possible for teachers to obtain accurate, reliable information about their developmental levels in relation to each standard.
The Department and the Commission are also using the standards to guide the design of an Integrated Formative Assessment System that will support teachers’
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professional growth during the “induction period” and throughout the teaching career. The Integrated Formative Assessment System will be built from performance- based assessments such as portfolios and observations that are currently being piloted in Beginning Teacher Support and Assessment Programs. Once the Developmental Scales and Integrated Formative Assessment System are completed, teachers will, in their pursuit of excellence in teaching practice and student learning, be able to derive maximum benefit from the California Standards for the Teaching Profession.
Foundations for the Standards
The California Standards for the Teaching Profession are based on current research and expert advice pertaining to best teaching practice. The standards address the diversity of students and teachers in California schools today, and reflect a holistic, developmental view of teaching.
Context of Teaching in California
Professional educators in the State of California are serving the most diverse population of students in the history of education. This diversity among students can greatly enrich and enliven the educational experience. There is a critical need for teachers who are responsive to the diverse cultural, racial, religious, ethnic, linguistic, and socio-economic backgrounds of all students. The California Standards for the Teaching Profession support the creation of inclusive classrooms in which diverse students with varying learning styles and abilities are engaged and challenged as learners. The standards reflect an expectation that the education of diverse students is likely to be most productive when teachers use effective pedagogical principles and practices in all subject areas.
The standards also value the diversity of teachers’ backgrounds, perspectives, skills, knowledge, and practices. Teaching is not a profession in which a single approach to professional practice will be effective for all practitioners. Although the standards articulate a common vision of excellence in teaching, different teachers have different ways to fulfill the standards effectively. By respecting the diverse ways in which teachers pursue excellence in professional practice, schools enrich and enhance the education of diverse students.
A Holistic Vision of Teaching
A holistic view of teaching recognizes that teaching and learning include complex processes that are interdependent, occur in a variety of contexts, and are affected by many factors that are intrinsic and external to the classroom. A vision of teaching in California must therefore emphasize relationships among the multiple aspects of teaching and learning. A teacher’s understandings of students, of subject matter and curriculum, and of instructional methods, strategies and styles are ultimately linked to how the teacher plans instruction and creates and assesses opportunities for
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Teaching is more than methodology. Philosophical and theoretical understandings of teaching and learning empower teachers to make thoughtful, informed decisions about instructional strategies and ways to support students’ learning. A teacher’s practice cannot be viewed or evaluated separately from her or his professional ideas and understandings; all aspects of teaching are interdependent. The standards are broad and interconnected with each other because the professional practice of teaching needs to be seen comprehensively as a complex, dynamic process in which practical and conceptual elements are woven together as a seamless fabric.
A Developmental View of Teaching
Teachers’ knowledge, skills and practices develop throughout their professional careers. The nature of teaching requires continuous growth in order to engage and challenge increasingly diverse students in a rapidly changing world. Teachers are never “finished” as professional learners, no matter how extensive or excellent their formal education and preparation. If teachers’ expertise, capabilities, and accomplishments are to be enriched over time, the teachers must become reflective practitioners who actively seek to strengthen and augment their professional skills, knowledge, and perspectives throughout their careers.
A developmental view of teaching gives particular attention to the early years of each teacher’s career. Beginning teachers move forward in their professional practice in a variety of ways, developing at different rates in different areas of teaching, just as students develop at individual rates in different curricular areas.Support, mentoring, assessment, and advanced study during the early years of teaching are essential to a beginning teacher’s development and success in the profession.
Individual teachers enter the profession at varied levels of experience and expertise. The policies and practices of teacher education programs, certification bodies, and school districts must be guided by clear and realistic standards regarding professional performance. The following standards describe best teaching practices at an accomplished level. Teachers entering the profession with varied levels of prior preparation and competencies will find the standards useful to guide their developing practice as they reflect on their strengths and areas for professional growth in consultation with an experienced support teacher. For these new teachers, the California Standards for the Teaching Profession reflect a developmental view of teaching, and are an integral part of the State’s efforts to foster excellence in teaching and learning.
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STANDARD FOR ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING
Teachers build on students’ prior knowledge, life experience, and interests to achieve learning goals for all students. Teachers use a variety of instructional strategies and resources that respond to students’ diverse needs. Teachers facilitatechallenging learning experiences for all students in environments that promote autonomy, interaction and choice. Teachers actively engage all students in problemsolving and critical thinking within and across subject matter areas. Concepts andskills are taught in ways that encourage students to apply them in real-lifecontexts that make subject matter meaningful. Teachers assist all students tobecome self-directed learners who are able to demonstrate, articulate, and evaluatewhat they learn.
Key Element: Connecting student’s prior knowledge, life experience, and interestswith learning goals..
Key Element: Using a variety of instructional strategies and resources to respond tostudents’ diverse needs.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• help students to see the connections between what they already know and the new material?
• help students to connect classroom learning to their life experiences and cultural understandings?
• 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?
• make “on the spot” changes in my teaching based on students’ interests and questions?
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• engage all students in a variety of learning experiences that accommodate the different ways they learn?
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Key Element: Facilitating learning experiences that promote autonomy, interaction,and choice.
Key Element: Engaging students in problem solving, critical thinking and other activities that make subject matter meaningful.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• use the classroom environment to provide opportunities for independent and collaborative learning?
• provide a variety of grouping structures to promote student interactions and learning?
• participate in and promote positive interactions between all students?
• support and monitor student autonomy and choice during learning experiences?
• support and monitor student collaboration during learning activities?
• help students make decisions about managing time and materials during learning activities?
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• provide opportunities for all students to think, discuss, interact, reflect and evaluate content?
• help all students to learn, practice, internalize and apply subject-specific learning strategiesand procedures?
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• use a variety of strategies to introduce, explain, and restate subject matter concepts andprocesses so that all students understand?
• choose strategies that make the complexity and depth of subject matter understandable to allstudents?
• use strategies that support subject matter learning for second language learners?
• modify materials and resources and use appropriate adaptive equipment to support eachstudent's fullest participation?
• use technology to enhance student learning?
• vary my instructional strategies to increase students' active participation in learning?
• ask questions or facilitate discussion to clarify or extend students' thinking?
• make use of unexpected events to augment student learning?
• recognize when a lesson is falling apart and what do I do about it?
Key Element: Promoting self-directed, reflective learning for all students.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• motivate all students to initiate their own learning and to strive for challenging learninggoals?
• encourage all students to describe their own learning processes and progress?
• explain clear learning goals for all students of each activity or lesson?
• engage all students in opportunities to examine and evaluate their own work and to learn from the work of their peers?
• help all students to develop and use strategies for knowing about, reflecting on, and monitoring their own learning?
• help all students to develop and use strategies for accessing knowledge and information?
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• support all students in critically investigating subject matter concepts and questions?
• engage all students in problem solving activities and encourage multiple approaches and solutions?
• encourage all students to ask critical questions and consider diverse perspectives about subject matter?
• provide opportunities for all students to learn and practice skills in meaningful contexts?
• help all students to analyze and draw valid conclusions about content being learned?
STANDARD FORCREATING AND MAINTAINING
EFFECTIVE ENVIRONMENTS FOR STUDENTS…
Teachers create physical environments that engage all students in purposeful learningactivities and encourage constructive interactions among students. Teachers maintainsafe learning environments in which all students are treated fairly and respectfully asthey assume responsibility for themselves and one another. Teachers encourage all students to participate in making decisions and in working independently and collaboratively. Expectations for student behavior are established early, clearly understood, and consistently maintained. Teachers make effective use of instructionaltime as they implement class procedures and routines.
Key Element: Creating a physical environment that engages all students.
Key Element: Establishing a climate that promotes fairness and respect.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• arrange the room to facilitate positive classroom interactions?
• arrange and adapt classroom seating to accommodate individual and group learning needs?
• manage student and teacher access to materials, technology, and resources to promote learning?
• create a classroom environment that reflects and promotes student learning?
• make the classroom environment safe and accessible for all students?
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• help all students become respectful of others who may be different from them?
• model and promote fairness, equity, and respect in the classroom?
• encourage, support, and recognize the achievements and contributions of all students?
• encourage students to take risks and be creative?
• understand and respond to inappropriate behaviors in a fair, equitable way?
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Key Element: Promoting social development and group responsibility.
Key Element: Establishing and maintaining standards for student behavior.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• help all students accept and respect different experiences, ideas, backgrounds, feelings, andpoints of view?
• group students to promote social development and learning?
• facilitate the development of each student's self esteem?
• create opportunities for all students to communicate and work with one another?
• teach leadership skills and provide opportunities for all students to use them?
• use classroom rules to support all students in assuming responsibility for themselves and oneanother?
• create opportunities for all students to become self-directed learners?
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• understand the reasons for student behavior?
• establish and consistently maintain standards for behavior that reflect my students'developmental and personal needs?
• intervene when student behavior does not meet agreed-upon classroom standards?
• facilitate student participation in classroom decision-making?
• help all students learn to solve problems and resolve conflicts?
• support all students as they develop responsibility for their own behavior?
• work collaboratively with families to maintain standards for student behavior?
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Key Element: Planning and implementing classroom procedures and routinesthat support student learning.
Key Element: Using instructional time effectively.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• develop a daily schedule, timelines, classroom routines, and classroom rules?
• involve all students in the development of classroom procedures and routines?
• support students to internalize classroom rules, routines, and procedures and to become self-directed learners?
• develop classroom procedures and routines that promote and maintain a climate of fairness and respect?
• make decisions about modifying procedures and rules to support student learning?
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• structure time with students to support their learning?
• help students move from one instructional activity to the next?
• pace and adjust instructional time so that all students remain engaged?
• redirect student behavior in the most productive and time effective way?
• ensure that adequate time is provided for all students to complete learning activities?
• provide time for all students to reflect on their learning and process of instruction?
• structure time for day to day managerial and administrative tasks?
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STANDARD FORUNDERSTANDING AND ORGANIZING
SUBJECT MATTER FOR STUDENT LEARNING
Teachers exhibit strong working knowledge of subject matter and student develop-ment. Teachers organize curriculum to facilitate students' understanding of the centralthemes, concepts, and skills in the subject area. Teachers interrelate ideas and information within and across curricular areas to extend students' understanding.Teachers use their knowledge of student development, subject matter, instructionalresources and teaching strategies to make subject matter accessible to all students.
Key Element: Demonstrating knowledge of subject matter content and student development.
Key Element: Organizing curriculum to support student understanding of subjectmatter.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• identify and understand the key concepts and underlying themes and relationships in the subject area(s) to be taught?
• ensure that my knowledge of the subject matter incorporates different perspectives?
• continue to keep my subject matter knowledge current ?
• ensure that my subject matter knowledge is sufficient to support student learning?
• build understanding of my students' cognitive and linguistic development?
• build understanding of my students' social, emotional, and physical development?
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• use my knowledge of development to organize and sequence the curriculum to increase studentunderstanding?
• use my subject matter knowledge to organize and sequence the curriculum to increase studentunderstanding?
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Key Element: Interrelating ideas and information within and across subject matterareas.
Key Element: Developing student understanding through instructional strategies thatare appropriate to subject matter.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• identify and integrate key concepts and relationships across subject matter areas?
• help all students to relate subject matter concepts to previous lessons and their own lives?
• help all students to see the relationships and connections across subject matter areas?
• help all students to apply learning from different curricular areas to solve problems?
• develop units and lessons that highlight themes within and across subject matter areas?
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• develop and use a repertoire of instructional strategies well suited to teaching a particularsubject matter?
• use my knowledge of subject matter to help students construct their own knowledge?
• challenge all students to think critically in each subject area?
• build on student life experience, prior knowledge, and interests to make the content relevant and meaningful to them?
• use a variety of instructional strategies and approaches to illustrate a concept and itsconnections within and across subject areas?
• help all students develop enthusiasm for and a deep knowledge of the subject matter?
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• use my knowledge of the subject to plan units and instructional activities that demonstrate keyconcepts and their interrelationships?
• organize subject matter effectively to reveal and value different cultural perspectives?
• incorporate subject or grade level expectations and curriculum frameworks in organizing subject matter?
• organize curriculum to ensure that students develop a deep understanding of core concepts in each subject matter area?
Key Element: Using materials, resources, and technologies to make subject matteraccessible to students.
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As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• use subject matter resources, materials, and technologies to organize the curriculum?
• select and use instructional materials and resources that promote students' understanding of 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 area?
• help all students gain access to useful materials, resources, and technologies to support theirlearning of subject matter?
STANDARD FORPLANNING INSTRUCTION AND
DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS
Teachers plan instruction that draws on and values students' backgrounds, priorknowledge, and interests. Teachers establish challenging learning goals for all studentsbased on student experience, language, development, and home and schoolexpectations. Teachers sequence curriculum and design long-term and short-rangeplans that incorporate subject matter knowledge, reflect grade-level curriculumexpectations, and include a repertoire of instructional strategies. Teachers use instructional activities that promote learning goals and connect with student experiences and interests. Teachers modify and adjust instructional plans according to student engagement and achievement.
Key Element: Drawing on and valuing students' backgrounds, interests, and developmental learning needs.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• incorporate students' knowledge and experience in my curriculum and instructional planning?
• use knowledge about students' lives and their families and communities to inform my planning of curriculum and instruction?
• recognize and incorporate student diversity as an integral part of my planning?
• plan lessons and units that promote access to academic content for all students?
• design lessons that promote subject matter knowledge and language development for secondlanguage learners?
• use what I know about cognitive and linguistic development to plan instruction that supportsstudent learning?
• use what I know about physical, social, and emotional development to plan instruction and make appropriate adaptations to meet students' unique needs?
• design lessons that challenge students at their own developmental levels?
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Key Element: Establishing and articulating goals for student learning.
Key Element: Developing and sequencing instructional activities and materials for student learning.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• establish short-term and long-term goals for student learning?
• ensure that each instructional activity is related to learning goals?
• build on the strengths, interests, and needs of all students to establish high expectations forlearning?
• establish learning goals that address all students' language, experience, and home and schoolexpectations?
• design instructional activities so that all students participate in setting and achieving learninggoals?
• ensure that goals for student learning promote critical thinking and problem solving?
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• sequence subject matter concepts to support student learning?
• use formal and informal student assessment in short-term and long-term planning?
• plan to use instructional strategies appropriate to the complexity of the lesson content andstudent learning needs?
• select and sequence curriculum to promote understanding and critical thinking for all students?
• sequence instruction to help students see relationships and connections across subject matterareas?
• choose and adapt instructional materials to make subject matter relevant to students' experience and interests?
• develop and sequence instruction that supports students' second language learning and subjectmatter knowledge?
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Key Element: Designing short-term and long-term plans to foster student learning.
Key Element: Modifying instructional plans to adjust for student needs.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• develop short-term and long-term plans that build on and extend students' understanding ofsubject matter?
• make decisions about organizing curriculum to allow enough time for student learning, review,and assessment?
• think ahead toward long-term goals for student learning?
• use my knowledge of subject matter and my students to plan and pace instructional activitiesover time?
• plan to ensure access to challenging, diverse, academic content for all students?
• provide opportunities for all students to learn at their own pace in my daily, weekly, and unitplans?
• incorporate diverse subject matter perspectives in my planning?
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• adjust the lesson plan to make content relevant and accessible to each student?
• revise plans based on formal and informal student assessment?
• adjust my plans to allow enough time for student learning?
• modify my plans to ensure opportunities for all students to learn and synthesize information?
• reflect on my teaching to inform short-term and long-term planning?
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STANDARD FOR ASSESSING STUDENT LEARNING
Teachers establish and clearly communicate learning goals for all students. Teacherscollect information about student performance from a variety of sources. Teachersinvolve all students in assessing their own learning. Teachers use information from avariety of ongoing assessments to plan and adjust learning opportunities that promote academic achievement and personal growth for all students. Teachersexchange information about student learning with students, families, and support personnel in ways that improve understanding and encourage further academicprogress.
Key Element: Establishing and communicating learning goals for all students.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• use subject matter standards from district, state, and other sources to guide how I establish learning goals for each student?
• involve all students and families in establishing goals for learning?
• review and revise learning goals with every student over time?
• ensure that student learning goals reflect the key subject matter concepts, skills, andapplications?
• ensure that goals for learning are appropriate to my students' development, languageacquisition, or other special needs?
• ensure that my grading system reflects goals for student learning?
• work with other educators to establish learning goals and assessment tools that promotestudent learning?
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Key Element: Collecting and using multiple sources of information to assess student learning.
Key Element: Involving and guiding all students in assessing their own Learning.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• use a variety of assessments to determine what students know and are able to do?
• select, design, and use assessment tools appropriate to what is being assessed?
• know that the assessment tools I use are matched to and support my goals for student learning?
• collect, select, and reflect upon evidence of student learning?
• work with families to gather information about all students and their learning?
• ensure that my grades are based on multiple sources of information?
• assess my students to support student learning goals, district standards, and familyexpectations?
• use standardized tests, diagnostic tools, and developmental assessments to understand student progress?
• use a range of assessment strategies to implement and monitor individualized student learninggoals (including IEP goals)?
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• make assessment integral to the learning process?
• model assessment strategies for all students?
• develop and use tools and guidelines that help all students assess their own work?
• help all students to build their skills in self-reflection?
• provide opportunities for all students to engage in peer discussion of their work?
• help all students to understand and monitor their own learning goals?
• provide opportunities for all students to demonstrate and reflect on their learning inside and outside of the classroom?
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Key Element: Using the results of assessments to guide instruction.
Key Element: Communicating with students, families, and other audiencesabout student progress.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• use assessment to guide my planning?
• use informal assessments of student learning to adjust instruction while teaching?
• use assessment data to plan more effective ways of teaching subject matter concepts and processes?
• use assessment information to determine when and how to revisit content that has been taught?
• use assessment data to meet students' individual needs?
• use assessment results to plan instruction to support students' individual educational plans (IEP)?
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• provide all students with information about their progress as they engage in learning activities?
• provide opportunities for all students to share their progress with others?
• communicate learning goals to all students and their families?
• initiate and maintain regular contact with families and resource providers about student progress?
• communicate the results of assessments with my students and their families?
• involve families as partners in the assessment process?
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STANDARD FOR DEVELOPING AS A PROFESSIONAL EDUCATOR
Teachers reflect on their teaching practice and actively engage in planning theirprofessional development. Teachers establish professional learning goals, pursueopportunities to develop professional knowledge and skill, and participate in theextended professional community. Teachers learn about and work with local communities to improve their professional practice. Teachers communicate effectivelywith families and involve them in student learning and the school community. Teacherscontribute to school activities, promote school goals and improve professional practice by working collegially with all school staff. Teachers balance professional responsibilities and maintain motivation and commitment to all students.
Key Element: Reflecting on teaching practice and planning professional development.
Key Element: Establishing professional goals and pursuing opportunities to growprofessionally.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• assess my growth as a teacher overtime?
• 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?
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• maintain an attitude of lifelong learning?
• learn more about my own professional roles and responsibilities?
• establish goals and seek out opportunities for professional growth and development?
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Key Element: Working with communities to improve professional practice.
Key Element: Working with families to improve professional practice.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• value and respect the student's community and appreciate its role in student learning?
• increase my understanding of the cultures and dynamics of my students' communities?
• promote collaboration between school and community ?
• identify and use school, district, and local community social service resources to benefit students and their families?
• seek out and use resources from the local community and businesses to support student learning?
• provide my students with community-based experiences that support their learning?
• interact with students in activities outside the classroom?
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• 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' linguistic and social backgrounds?
• promote positive dialogue and interactions with all families, and respond to their concerns about student progress?
• ensure that communication with all students and their families is understood?
• provide opportunities for all families to participate in the classroom and school community?
• present the educational program to all families?
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• use professional literature, school district, and other professional development opportunities to increase my understanding of teaching and learning?
• continue to seek out and refine approaches that make the curriculum accessible to every student?
• expand my knowledge of new instructional methods and technologies?
• benefit from and contribute to professional organizations to improve my teaching?
Key Element: Working with colleagues to improve professional practice.
Key Element: Balancing professional responsibilities and maintaining motivation.
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• create opportunities to collaborate with my colleagues?
• collaborate with teachers, administrators, education specialists, and paraprofessionals to ensure that all students' diverse learning needs are met?
• engage in thoughtful dialogue and reflection with colleagues to solve teaching- related problems?
• participate in making and implementing school-wide decisions?
• contribute to school-wide events and learning activities?
• establish and maintain relationships with other school staff to become a visible and valued member of the school community ?
• use observations of colleagues to improve my teaching?
• prevent and resolve personal and professional conflicts with colleagues?
• contribute to the learning of other educators?
As teachers develop, they may ask, “How do I . . .” or “Why do I . . .”
• reduce stress and maintain a positive attitude with students and colleagues?
• challenge myself intellectually and creatively throughout my career?
• deal with the isolation of teaching?
• find support to balance professional responsibilities with my personal needs?
• demonstrate professional conduct and integrity in the classroom and school community?
• extend my knowledge about my professional and legal responsibilities for students' learning, behavior and safety?
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urce
s th
at
resp
ond
to
stud
ents
' di
vers
e ne
eds.
Te
ache
rs
faci
litat
e ch
alle
ngin
g le
arni
ng
expe
rien
ces
for
all
stud
ents
in
en
viro
nmen
ts
that
pr
omot
e au
tono
my,
in
tera
ctio
n,
and
choi
ce.
Teac
hers
ac
tive
ly
enga
ge
AL
Lst
uden
ts
in
prob
lem
so
lvin
g an
d cr
itic
al
thin
king
w
ithi
n an
d ac
ross
su
bjec
t m
atte
r ar
eas.
C
once
pts
and
skil
ls
are
taug
ht
in
way
s th
at
enco
urag
e st
uden
ts
to
appl
y th
em
in
real
-lif
e co
ntex
ts
that
m
ake
subj
ect
mat
ter
mea
ning
ful.
Te
ache
rs
assi
st
all
stud
ents
to
be
com
e se
lf-d
irec
ted
lear
ners
w
ho a
re a
ble
to d
emon
stra
te, a
rtic
ulat
e, a
nd e
valu
ate
wha
t the
y le
arn.
Sta
nd
ard
fo
r d
evel
op
ing
as
a p
rofe
ssio
nal
ed
uca
tor
Teac
hers
re
flec
t on
th
eir
teac
hing
pr
acti
ce
and
acti
vely
en
gage
in
pl
anni
ng
thei
r pr
ofes
sion
al
deve
lopm
ent.
Te
ache
rs
esta
blis
h pr
ofes
sion
al
lear
ning
go
als,
pu
rsue
op
port
unit
ies
to
deve
lop
prof
essi
onal
kn
owle
dge
and
skil
l, an
d pa
rtic
ipat
e in
th
e ex
tend
ed
prof
essi
onal
co
mm
unity
. Te
ache
rsle
arn
abou
t an
d w
ork
wit
h lo
cal
com
mun
itie
s to
im
prov
e th
eir
prof
essi
onal
pr
acti
ce.
Teac
hers
co
mm
unic
ate
effe
ctiv
ely
with
fam
ilies
and
inv
olve
th
em i
n st
uden
t le
arni
ng a
nd t
he s
choo
l co
mm
unity
.Te
ache
rs
cont
ribu
te
to
scho
ol
acti
viti
es,
prom
ote
com
mon
sch
ool
goal
s an
d im
prov
e pr
ofes
sion
al p
ract
ice
by
wor
king
co
llegi
ally
w
ith
all
scho
ol
staf
f.
Teac
hers
ba
lanc
e pr
ofes
sion
al
resp
onsi
bili
ties
an
d m
aint
ain
mot
ivat
ion
and
com
mitm
ent t
o al
l stu
dent
s.
Sta
nd
ard
fo
r as
sess
ing
stu
den
t le
arn
ing
Teac
hers
est
ablis
h an
d cl
earl
y co
mm
unic
ate
lear
ning
goa
ls f
or a
ll st
uden
ts.
Teac
hers
co
llec
t in
form
atio
n ab
out
stud
ent
perf
orm
ance
fr
om
a va
riet
y of
so
urce
s.
Teac
hers
in
volv
e al
l st
uden
ts
in
asse
ssin
g th
eir
own
lear
ning
. Te
ache
rs
use
info
rmat
ion
from
a
vari
ety
of
ongo
ing
asse
ssm
ents
to
pl
an
and
adju
st
lear
ning
op
port
uniti
es
that
pr
omot
e ac
adem
ic
achi
evem
ent
and
pers
onal
gr
owth
fo
r al
l st
uden
ts.
Teac
hers
ex
chan
ge
info
rmat
ion
abou
t st
uden
t le
arni
ng
wit
h st
uden
ts,
fam
ilie
s,
and
supp
ort
pers
onne
l in
w
ays
that
im
prov
e un
ders
tand
ing
and
enco
urag
e fu
rthe
r ac
adem
ic p
rogr
ess.
Sta
nd
ard
fo
r cr
eati
ng
an
d m
ain
tain
ing
ef
fect
ive
envi
ron
men
ts f
or
stu
den
t le
arn
ing
Teac
hers
cr
eate
ph
ysic
al
envi
ronm
ents
th
at
enga
ge
AL
Lst
uden
ts
in
purp
osef
ulle
arni
ng
acti
viti
es,
and
enco
urag
e co
nstr
ucti
ve
inte
ract
ions
am
ong
stud
ents
.Te
ache
rs
mai
ntai
n sa
fe
lear
ning
en
viro
nmen
ts
in
whi
ch
all
stud
ents
ar
e tr
eate
dfa
irly
an
d re
spec
tful
ly
as
they
as
sum
e re
spon
sibi
lity
fo
r th
emse
lves
an
d on
ean
othe
r. Te
ache
rs
enco
urag
e al
l st
uden
ts
to
part
icip
ate
in
mak
ing
deci
sion
s an
din
w
orki
ng
inde
pend
entl
y an
d co
llab
orat
ivel
y.
Exp
ecta
tion
s fo
r st
uden
tbe
havi
or
are
esta
blis
hed
earl
y,
clea
rly
unde
rsto
od,
and
cons
iste
ntly
m
aint
aine
d.Te
ache
rs
mak
e ef
fect
ive
use
of
inst
ruct
iona
l ti
me
as
they
im
plem
ent
clas
s pr
oced
ures
and
rou
tines
.
Sta
nd
ard
fo
r u
nd
erst
and
ing
an
d
org
aniz
ing
su
bje
ct m
atte
r fo
r st
ud
ent
lear
nin
gTe
ache
rs
exhi
bit
stro
ng
wor
king
kn
owle
dge
of
subj
ect
mat
ter
and
stud
ent
deve
lopm
ent.
Teac
hers
or
gani
ze
curr
icul
um
to
faci
lita
te
stud
ents
un
ders
tand
ing
of
cent
ral
them
es,
conc
epts
, an
d sk
ills
in
the
subj
ect
area
. Te
ache
rsin
terr
elat
e id
eas
and
info
rmat
ion
with
in a
nd a
cros
scu
rric
ular
ar
eas
to
exte
nd
stud
ents
'
unde
rsta
ndin
g.
Teac
hers
us
e th
eir
know
ledg
e of
st
uden
t de
velo
pmen
t, su
bjec
t m
atte
r, in
stru
ctio
nal
reso
urce
s an
d te
achi
ng
stra
tegi
es
to
mak
e su
bjec
t mat
ter
acce
ssib
le to
all
stud
ents
.
Sta
ndar
d fo
r pla
nnin
g in
stru
ctio
n an
dd
esig
nin
g le
arn
ing
exp
erie
nce
s fo
r al
lst
ud
ents
Teac
hers
pl
an
inst
ruct
ion
that
dr
aws
on
and
valu
es
stud
ents
' ba
ck-
grou
nds,
pr
ior
know
ledg
e,
and
inte
rest
s.
Teac
hers
es
tabl
ish
chal
leng
ing
lear
ning
go
als
for
all
stud
ents
ba
sed
on
stud
ent
expe
rien
ce,
lang
uage
, de
velo
pmen
t, an
d ho
me
and
scho
ol e
xpec
tatio
ns.
Teac
hers
seq
uenc
e cu
rric
ulum
and
desi
gn
long
-ter
m
and
shor
t-ra
nge
plan
s th
at
inco
rpor
ate
subj
ect
mat
ter
know
ledg
e,
refl
ect
grad
e le
vel
curr
icul
um
expe
ctat
ions
, an
d in
clud
e a
repe
rtoi
reof
in
stru
ctio
nal
stra
tegi
es.
Teac
hers
se
quen
ce
curr
icul
um
and
use
inst
ruct
iona
lac
tiviti
es
that
pr
omot
e le
arni
ng
goal
s an
d co
nnec
t w
ith
stud
ent
expe
rien
ces
and
inte
rest
s.
Teac
hers
m
odif
y an
d ad
just
in
stru
ctio
nal
plan
s ac
cord
ing
to
stud
ent
enga
gem
ent a
nd a
chie
vem
ent.
The
Cal
ifor
nia
Stan
dard
sfo
r th
e Te
achi
ng P
rofe
ssio
npr
ovid
ea
com
mon
lang
uage
and
a v
isio
n of
the
sc
ope
and
com
plex
ity
of t
each
ing
by
whi
ch a
ll te
ache
rs c
an d
efin
e an
d de
velo
pth
eir
prac
tice
. The
Sta
ndar
ds a
re t
o be
use
dby
tea
cher
s to
pro
mpt
ref
lect
ion
abou
tte
achi
ng a
nd le
arni
ng;
deve
lop
prof
essi
onal
goal
s; a
nd g
uide
, mon
itor
, and
ass
ess
the
prog
ress
of
teac
hers
’pra
ctic
e to
war
dpr
ofes
sion
al g
oals
. The
Sta
ndar
ds a
ddre
ssth
e di
vers
ity
of t
he s
tude
nt p
opul
atio
nin
Cal
ifor
nia
scho
ols
toda
y an
d re
flec
t a
holis
tic,
dev
elop
men
tal
view
of
teac
hing
.
Cal
iforn
ia S
tand
ards
of t
he T
each
ing
Pro
fess
ion
Six
Na
rra
tive
sPa
ge 2
3
Co
nn
ecti
ng
stu
den
ts' p
rio
r kn
ow
led
ge,
life
exp
erie
nce
,an
d in
tere
sts
wit
h le
arn
ing
go
als.
As
teac
hers
dev
elop
, the
y m
ay a
sk,"
How
do
I..."
or
"Why
do
I..."
•he
lp s
tude
nts
to s
ee t
he c
onne
ctio
ns b
etw
een
wha
t th
ey a
lrea
dy k
now
and
th
e su
bjec
t m
atte
r?
•he
lp s
tude
nts
conn
ect
clas
sroo
m l
earn
ing
to t
heir
lif
e ex
peri
ence
s an
d cu
ltur
al
unde
rsta
ndin
g?
•su
ppor
t al
l st
uden
ts t
o us
e fi
rst
and
seco
nd l
angu
age
skil
ls t
o ac
hiev
e le
arni
ng g
oals
? •
open
a l
esso
n or
uni
t to
cap
ture
stu
dent
att
enti
on a
nd i
nter
est?
•
buil
d on
stu
dent
s' c
omm
ents
and
que
stio
ns d
urin
g a
less
on to
exte
nd t
heir
und
erst
andi
ng?
•m
ake
"on
the
spot
" ch
ange
s in
my
teac
hing
bas
ed o
nst
uden
ts' i
nter
ests
and
que
stio
ns?
Pro
mo
tin
g s
elf-
dir
ecte
d,r
efle
ctiv
e le
arn
ing
fo
r al
l stu
den
ts.
As
teac
hers
dev
elop
, the
y m
ay a
sk,"
How
do
I..."
or
"Why
do
I..."
•m
otiv
ate
stud
ents
to in
itiat
e th
eir
"ow
n le
arni
ngan
d to
str
ive
for
chal
leng
ing
lear
ning
goa
ls?
•en
cour
age
all
stud
ents
to
desc
ribe
the
ir o
wn
lear
ning
pro
cess
es a
nd p
rogr
ess?
•
expl
ain
clea
r le
arni
ng g
oals
for
all
stu
dent
s of
ea
ch a
ctiv
ity
or l
esso
n?
•en
gage
all
stu
dent
s in
opp
ortu
niti
es t
o ex
amin
e an
d ev
alua
te t
heir
ow
n w
ork
and
to l
earn
fro
m
the
wor
k of
the
ir p
eers
? •
help
all
stu
dent
s to
dev
elop
and
use
str
ateg
ies
for
know
ing
abou
t, re
flec
ting
on,
and
mon
itor
ing
thei
r ow
n le
arni
ng?
•he
lp a
ll s
tude
nts
to d
evel
op a
nd u
se s
trat
egie
s fo
r ac
cess
ing
know
ledg
e an
d in
form
atio
n?
Usi
ng
a v
arie
ty o
f in
stru
ctio
nal
str
ateg
ies
and
re
sou
rces
res
po
nd
to
stu
den
ts' d
iver
se n
eed
sA
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I.
.." o
r "W
hy d
o I.
.."•
enga
ge s
tude
nts
in a
var
iety
of
lear
ning
exp
erie
nces
to
addr
ess
the
diff
eren
tw
ays
they
lear
n?
•us
e a
vari
ety
of s
trat
egie
s to
int
rodu
ce,
expl
ain,
and
res
tate
sub
ject
mat
ter
conc
epts
and
pro
cess
es s
o th
at A
LL
stud
ents
und
erst
and?
•ch
oose
st
rate
gies
th
at
mak
e th
e co
mpl
exity
an
d de
pth
of
subj
ect
mat
ter
unde
rsta
nd a
ble
to a
ll st
uden
ts, i
nclu
ding
sec
ond
lang
uage
lear
ners
?
•
vary
m
y in
stru
ctio
nal
stra
tegi
es
to
incr
ease
st
uden
ts'
acti
ve
part
icip
atio
n in
lear
ning
?•
ask
ques
tions
or
fa
cilit
ate
disc
ussi
on
to
clar
ify
or
exte
nd
stud
ents
' thi
nkin
g?
•
mak
e us
e of
un
expe
cted
ev
ents
to
au
gmen
t st
uden
ts
lear
ning
?
• re
cogn
ize
whe
n a
less
on i
s fa
lling
apa
rt a
nd w
hat
do
I do
abo
ut it
?
Faci
litat
ing
lear
ning
exp
erie
nces
th
at p
rom
ote
auto
nom
y,in
tera
ctio
n,an
d ch
oice
.A
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I.
.." o
r"W
hy d
o I.
.."•
use
the
clas
sroo
m
envi
ronm
ent
to
prov
ide
oppo
rtuni
ties
for i
ndep
ende
nt a
nd c
olla
bora
tive
lear
ning
?•
part
icip
ate
in
and
prom
ote
posi
tive
in
tera
ctio
nsbe
twee
n al
l st
uden
ts?
• su
ppor
t an
d m
onit
or
stud
ent
auto
nom
y an
d ch
oice
du
ring
lea
rnin
g ex
peri
ence
s?•
supp
ort
and
mon
itor
st
uden
t co
llab
orat
ion
duri
ng
lear
ning
act
ivit
ies?
•he
lp
stud
ents
m
ake
deci
sion
s ab
out
man
agin
g ti
me
and
mat
eria
ls d
urin
g le
arni
ng a
ctiv
itie
s?
each
ers
build
on
stud
ents
’pri
orkn
owle
dge,
lif
e exp
erie
nce,
and
inte
rest
s to
achi
eve l
earn
ing
goal
s fo
ral
l stu
dent
s. T
each
ers
use
a va
riet
y of
in
stru
ctio
nal s
trat
egie
s an
d re
sour
ces
that
res
pond
to
stud
ents
’div
erse
nee
ds. T
each
ers
faci
litat
e ch
alle
ngin
g le
arni
ng e
xper
ienc
es fo
ral
l stu
dent
s in
env
iron
men
ts th
at
prom
ote
auto
nom
y, in
tera
ctio
n, a
nd c
hoic
e. T
each
ers
activ
ely
enga
ge a
ll st
uden
ts in
pro
blem
sol
ving
and
cr
itica
l thi
nkin
g w
ithin
and
acr
oss
subj
ect m
atte
rar
eas.
C
once
pts
and
skill
s ar
e ta
ught
in w
ays
that
enc
oura
ge
stud
ents
to a
pply
them
in r
eal-l
ife c
onte
xts
that
m
ake
subj
ect m
atte
rm
eani
ngfu
l. Te
ache
rs a
ssis
t al
l stu
dent
s to
bec
ome
self-
dire
cted
lear
ners
w
ho a
re a
ble
to d
emon
stra
te, a
rtic
ulat
e,an
d ev
alua
te w
hat t
hey
lear
n.
Cal
iforn
ia S
tand
ards
of t
he T
each
ing
Pro
fess
ion
Eng
ag
ing
Stu
de
nts
in L
ea
rnin
gPa
ge 2
4
Eng
agin
g st
uden
ts in
pro
blem
sol
ving
,cri
tical
thi
nkin
g,an
d ot
her
activ
ities
tha
t m
ake
subj
ect
mat
ter
mea
ning
ful.
As
teac
hers
dev
elop
, the
y m
ay a
sk,"
How
do
I..."
or
"Why
do
I..."
• pr
ovid
e op
port
unit
ies
for
stud
ents
to
thin
k, d
iscu
ss, i
nter
act,
refl
ect,
and
eval
uate
con
tent
?
•
help
stu
dent
s to
lea
rn, p
ract
ice,
int
erna
lize
, and
app
ly s
ubje
ct-s
peci
fic,
lea
rnin
g st
rate
gies
and
pro
cedu
res?
•
supp
ort
all
stud
ents
in
crit
ical
ly i
nves
tiga
ting
sub
ject
mat
ter
conc
epts
and
que
stio
ns?
• en
gage
all
stu
dent
s in
pro
blem
sol
ving
act
ivit
ies
and
enco
urag
e m
ulti
ple
appr
oach
es a
nd s
olut
ions
?
•
enco
urag
e al
l st
uden
ts t
o as
k cr
itic
al q
uest
ions
and
con
side
r di
vers
e pe
rspe
ctiv
es a
bout
sub
ject
mat
ter?
•
prov
ide
oppo
rtun
itie
s fo
r st
uden
ts t
o le
arn
and
prac
tice
ski
lls
in m
eani
ngfu
l co
ntex
ts?
• he
lp s
tude
nts
to a
naly
ze a
nd d
raw
val
id c
oncl
usio
ns a
bout
con
tent
bei
ng l
earn
ed?
Sta
ndar
d fo
r E
ngag
ing
and
Sup
port
ing
All
Stu
dent
s in
Lea
rnin
g
T
Cre
atin
g a
phys
ical
env
iron
men
t tha
t eng
ages
all
stud
ents
.A
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I.
.." o
r "W
hy d
o I.
.."•
arra
nge
the
room
to
faci
lita
te p
osit
ive
clas
sroo
m i
nter
acti
ons?
•
arra
nge
and
adap
t cl
assr
oom
sea
ting
to
acco
mm
odat
e in
divi
dual
and
gro
uple
arni
ng n
eeds
?
•
man
age
stud
ent
and
teac
her
acce
ss t
o m
ater
ials
, te
chno
logy
, an
d re
sour
ces
to p
rom
ote
lear
ning
?
•
crea
te a
cla
ssro
om e
nvir
onm
ent t
hat r
efle
cts
and
prom
otes
stu
dent
lear
ning
?
•
mak
e th
e cl
assr
oom
env
iron
men
t sa
fe a
nd a
cces
sibl
e fo
r al
l st
uden
ts?
Usi
ng
inst
ruct
ion
al t
ime
effe
ctiv
ely.
As
teac
hers
de
velo
p,
they
m
ay
ask,
"How
do
I.
.."
or
"Why
do
I..."
•st
ruct
ure
time
with
stu
dent
s to
sup
port
thei
r le
arni
ng?
•he
lp s
tude
nts
mov
e fr
om o
ne in
stru
ctio
nal
activ
ity to
the
next
?
•
pace
and
adj
ust i
nstr
uctio
nal t
ime
so th
at
stud
ents
rem
ain
enga
ged?
•re
dire
ct s
tude
nt b
ehav
ior
in th
e m
ost p
ro-
duct
ive
and
time
effe
ctiv
e w
ay?
•en
sure
tha
t ad
equa
te t
ime
is p
rovi
ded
for
stud
ents
to c
ompl
ete
lear
ning
act
iviti
es?
•pr
ovid
e tim
e fo
r st
uden
ts to
ref
lect
on
thei
r le
arni
ng a
nd p
roce
ss o
f in
stru
ctio
n?
•
stru
ctur
e tim
e fo
r da
y to
day
man
ager
ial
and
adm
inis
trat
ive
task
s?
Pla
nn
ing
an
d im
ple
men
tin
g c
lass
roo
mp
roce
du
res
and
ro
uti
nes
th
at s
up
po
rtst
ud
ent
lear
nin
g.
As
teac
hers
dev
elop
, the
y m
ay a
sk,"
How
do
I..."
or
"Why
do
I..."
•de
velo
p a
daily
sch
edul
e, ti
mel
ines
, cla
ssro
om r
outin
es, a
nd c
lass
room
ru
les?
•
invo
lve
all s
tude
nts
in th
e de
velo
pmen
t of
clas
sroo
m p
roce
dure
s an
d ro
utin
es?
•su
ppor
t stu
dent
s to
inte
rnal
ize
clas
sroo
m r
ules
, rou
tines
, and
pro
cedu
res
to
beco
me
self
-dir
ecte
d le
arne
rs?
•de
velo
p cl
assr
oom
pro
cedu
res
and
rout
ines
that
pro
mot
e an
d m
aint
ain
a cl
imat
eof
fai
rnes
s an
d re
spec
t?
•m
ake
deci
sion
s ab
out m
odif
ying
pro
cedu
res
and
rule
s to
sup
port
stu
dent
lear
ning
?
Esta
blis
hing
a c
limat
e th
at p
rom
otes
fairn
ess
and
resp
ect.
As
teac
hers
dev
elop
, the
y m
ay a
sk,"
How
do
I..."
or
"Why
do
I..."
•he
lp a
ll st
uden
ts b
ecom
e re
spec
tful
of
othe
rs w
ho m
ay b
e di
ffer
ent f
rom
them
?
•
mod
el a
nd p
rom
ote
fair
ness
, equ
ity, a
nd r
espe
ct in
the
clas
sroo
m?
•en
cour
age,
sup
port
, and
rec
ogni
ze th
e ac
hiev
emen
ts a
nd c
ontr
ibut
ions
of
all
stud
ents
?
•
enco
urag
e st
uden
ts to
take
ris
ks a
nd b
e cr
eativ
e?
•
unde
rsta
nd a
nd r
espo
nd to
inap
prop
riat
e be
havi
ors
in a
fai
r, eq
uita
ble
way
?
Pro
mo
tin
g s
oci
al d
evel
op
men
t an
d
resp
on
sib
ility
.A
s te
ache
rs d
evel
op,
they
may
ask
,"H
ow d
o I.
.." o
r "W
hy d
o I.
.."•
help
al
l st
uden
ts
acce
pt
and
resp
ect
diff
eren
t ex
peri
ence
s, id
eas,
bac
kgro
unds
, fee
lings
, and
poi
nts
of v
iew
?
•gr
oup
stud
ents
to
prom
ote
soci
al d
evel
opm
ent
and
lear
ning
?•
faci
litat
e th
e de
velo
pmen
t of
eac
h st
uden
t's s
elf
este
em?
• c
reat
e op
port
uniti
es fo
r stu
dent
s to
com
mun
icat
e an
d w
ork
with
one
ano
ther
? •
teac
h le
ader
ship
ski
lls a
nd p
rovi
de o
ppor
tuni
ties
for
all s
tude
nts
to u
se th
em?
• us
e cl
assr
oom
rul
es t
o su
ppor
t al
l st
uden
ts i
n as
sum
ing
resp
onsi
bilit
y fo
r th
emse
lves
an
d on
ean
othe
r?•
crea
te
oppo
rtun
ities
fo
r al
l st
uden
ts
to
beco
me
self
-dir
ecte
d le
arne
rs?
Est
ablis
hin
g a
nd
mai
nta
inin
g s
tan
dar
ds
for
stu
den
t b
ehav
ior.
As
teac
hers
dev
elop
, the
y m
ay a
sk,"
How
do
I..."
or
"Why
do
I..."
•un
ders
tand
the
reas
ons
for
stud
ent b
ehav
ior?
•
esta
blis
h an
d co
nsis
tent
ly m
aint
ain
stan
dard
s fo
r be
havi
or t
hat
refl
ect
my
stud
ents
' dev
elop
men
tal a
nd p
erso
nal n
eeds
?•
inte
rven
e w
hen
stud
ent b
ehav
ior d
oes
not m
eet a
gree
d-up
on c
lass
room
sta
ndar
ds?
•fa
cilit
ate
stud
ent p
artic
ipat
ion
in c
lass
room
dec
isio
n-m
akin
g?
•he
lp a
ll st
uden
ts le
arn
to s
olve
pro
blem
s an
d re
solv
e co
nflic
ts?
•su
ppor
t stu
dent
s as
they
dev
elop
res
pons
ibili
ty f
or th
eir
own
beha
vior
? •
wor
k co
llabo
rativ
ely
with
fam
ilies
to m
aint
ain
stan
dard
s fo
r st
uden
t beh
avio
r?
each
ers
crea
te p
hysi
cal e
nvir
onm
ents
that
enga
ge a
ll st
uden
ts in
pur
pose
ful l
earn
ing
activ
ities
and
enc
oura
ge c
onst
ruct
ive
inte
ract
ions
amon
g st
uden
ts. T
each
ers
mai
ntai
n sa
fe le
arni
ng
envi
ronm
ents
in w
hich
all
stud
ents
are
trea
ted
fair
ly
and
resp
ectf
ully
as
they
ass
ume
resp
onsi
bilit
y fo
rth
emse
lves
and
one
ano
ther
. Tea
cher
s en
cour
age
all
stud
ents
to p
artic
ipat
e in
mak
ing
deci
sion
s an
d in
w
orki
ng in
depe
nden
tly a
nd c
olla
bora
tivel
y.E
xpec
tatio
ns fo
rst
uden
t beh
avio
rar
e es
tabl
ishe
dea
rly,
cle
arly
und
erst
ood,
and
con
sist
ently
m
aint
aine
d. T
each
ers
mak
e ef
fect
ive
use
of in
stru
ctio
nal t
ime
as th
ey
impl
emen
t cla
ss p
roce
dure
san
d ro
utin
es.
Cal
iforn
ia S
tand
ards
of t
he T
each
ing
Pro
fess
ion
Effe
ctiv
e E
nviro
nme
ntPa
ge 2
5
Sta
ndar
d fo
r Cre
atin
gan
d M
aint
aini
ng E
ffect
ive
Env
ironm
ents
for S
tude
nt L
earn
ing
T
Dem
on
stra
tin
g k
no
wle
dg
e o
f su
bje
ct m
atte
r co
nte
nt
and
stu
den
t d
evel
op
men
t.A
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I.
.." o
r "W
hy d
o I.
.."•
iden
tify
an
d un
ders
tand
th
e ke
y co
ncep
ts
and
unde
rlyi
ng
them
es
and
rela
tion
ship
s in
the
sub
ject
are
a(s)
to
be t
augh
t?
•en
sure
tha
t m
y kn
owle
dge
of t
he s
ubje
ct m
atte
r in
corp
orat
es d
iffe
rent
pe
rspe
ctiv
es?
•
cont
inue
to
keep
my
subj
ect
mat
ter
know
ledg
e cu
rren
t ?
•
ensu
re t
hat
my
subj
ect
mat
ter
know
ledg
e is
suf
fici
ent
to s
uppo
rt
stud
ent
lear
ning
? •
buil
dun
ders
tand
ing
ofm
yst
uden
ts'
cogn
itiv
ean
d li
ngui
stic
dev
elop
men
t?•
bu
ild
un
der
stan
din
gof
my
stu
den
ts'
soci
al,
emot
iona
l, a
nd p
hysi
cal
deve
lopm
ent?
Usi
ng
mat
eria
ls,r
eso
urc
es,a
nd
te
chn
olo
gie
s to
mak
e su
bje
ct
mat
ter
acce
ssib
le t
o s
tud
ents
.A
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I.
.."or
"W
hy d
o I.
.."•
use
subj
ect
mat
ter
reso
urce
s, m
ater
ials
, an
dte
chno
logi
es to
org
aniz
e th
e cu
rric
ulum
?
•
sele
ct a
nd u
se in
stru
ctio
nal m
ater
ials
and
re
sour
ces
that
pro
mot
e st
uden
ts' u
nder
stan
ding
of s
ubje
ct m
atte
r?
•
sele
ct a
nd u
se le
arni
ng m
ater
ials
and
res
ourc
es
that
ref
lect
the
dive
rsity
in m
y cl
assr
oom
? •
use
tech
nolo
gies
to c
onve
y ke
y co
ncep
ts in
the
subj
ectm
atte
r ar
ea?
•he
lp a
ll s
tude
nts
gain
acc
ess
to u
sefu
l m
ater
ials
, re
sour
ces,
and
tec
hnol
ogie
s to
sup
port
the
ir
lear
ning
of
subj
ect
mat
ter?
Org
aniz
ing
cu
rric
ulu
m t
o s
up
po
rt s
tud
ent
un
der
stan
din
go
f su
bje
ct m
atte
r.A
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I.
.." o
r "W
hy d
o I.
.."•
use
my
know
ledg
e of
dev
elop
men
t to
orga
nize
and
seq
uenc
e th
e cu
rric
ulum
toin
crea
se s
tude
nt u
nder
stan
ding
?
•
use
my
subj
ect m
atte
r kn
owle
dge
to o
rgan
ize
and
sequ
ence
the
curr
icul
um to
in
crea
se s
tude
nt u
nder
stan
ding
?
•
use
my
know
ledg
e of
the
subj
ect t
o pl
an u
nits
and
inst
ruct
iona
l act
iviti
es th
atde
mon
stra
te k
ey c
once
pts
and
thei
r in
terr
elat
ions
hips
?
•
orga
nize
sub
ject
mat
ter
effe
ctiv
ely
to r
evea
l an
d va
lue
diff
eren
tcu
ltura
l per
spec
tives
?
• in
corp
orat
e su
bjec
t or
gr
ade
leve
l ex
pect
atio
ns
and
curr
icul
um f
ram
ewor
ks in
org
aniz
ing
subj
ect m
atte
r?
•
orga
nize
cur
ricu
lum
to
ensu
re t
hat
stud
ents
dev
elop
a
deep
und
erst
andi
ng o
f co
re c
once
pts
in e
ach
subj
ect
mat
ter
area
?
Inte
rrel
atin
g id
eas
and
info
rmat
ion
with
in a
nd a
cros
s su
bjec
t m
atte
r ar
eas.
As
teac
hers
dev
elop
, th
ey m
ay a
sk,"
How
do
I..."
or
"Why
do
I..."
• id
enti
fy
and
inte
grat
e ke
y co
ncep
ts
and
re
latio
nshi
ps a
cros
s su
bjec
t mat
ter
area
s?
• he
lp a
ll st
uden
ts to
rel
ate
subj
ect m
atte
r co
ncep
tsto
pre
viou
s le
sson
s an
d th
eir
own
lives
? •
help
al
l st
uden
ts
to
see
the
rela
tions
hips
an
d co
nnec
tions
acr
oss
subj
ect m
atte
r ar
eas?
• he
lp
all
stud
ents
to
ap
ply
lear
ning
fr
om
diff
eren
t cu
rric
ular
are
as to
sol
ve p
robl
ems?
•
deve
lop
units
and
les
sons
tha
t hi
ghlig
ht t
hem
es w
ithin
and
acro
ss s
ubje
ct m
atte
r ar
eas?
each
ers
exhi
bit s
tron
g w
orki
ngkn
owle
dge
of s
ubje
ct m
ater
and
stud
ent
deve
lopm
ent.
Teac
hers
org
aniz
e cu
rric
ulum
tofa
cilit
ate
stud
ents
’und
erst
andi
ng o
f the
cen
tral
them
es, c
once
pts,
and
ski
lls in
the
subj
ect a
rea.
Teac
hers
inte
rrel
ate
idea
s an
d in
form
atio
n w
ithin
and
acr
oss
curr
icul
arar
eas
to e
xten
d st
uden
ts’u
nder
stan
ding
. Tea
cher
s us
e th
eir
know
ledg
e of
stu
dent
dev
elop
men
t, su
bjec
tm
atte
r, in
stru
ctio
nal r
esou
rces
, and
te
achi
ng s
trat
egie
s to
mak
e su
bjec
t m
atte
rac
cess
ible
to
all s
tude
nts.
Cal
iforn
ia S
tand
ards
of t
he T
each
ing
Pro
fess
ion
Org
ani
zing
Sub
jec
t Ma
tter
Page
26
Dev
elo
pin
g s
tud
ent
un
der
stan
din
g t
hro
ug
h i
nst
ruct
ion
al s
trat
egie
s th
at a
re a
pp
rop
riat
e to
th
e su
bje
ct m
atte
r.A
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I.
.." o
r "W
hy d
o I.
.."•
deve
lop
and
use
a re
pert
oire
of
inst
ruct
iona
l str
ateg
ies
that
are
wel
l sui
ted
to te
achi
ng a
par
ticul
ar s
ubje
ct m
atte
r?
•
use
my
know
ledg
e of
sub
ject
mat
ter
to h
elp
stud
ents
con
stru
ct th
eir
own
know
ledg
e?
•
chal
leng
e al
l stu
dent
s to
thin
k cr
itica
lly in
eac
h su
bjec
t are
a?
•
build
on
stud
ent l
ife
expe
rien
ce, p
rior
kno
wle
dge,
and
inte
rest
s to
mak
e th
e co
nten
t rel
evan
t and
mea
ning
ful t
o th
em?
•us
e a
vari
ety
of in
stru
ctio
nal s
trat
egie
s an
d ap
proa
ches
to il
lust
rate
a c
once
pt a
nd it
s co
nnec
tions
with
in a
nd a
cros
s su
bjec
t are
as?
•he
lp a
ll st
uden
ts d
evel
op e
nthu
sias
m f
or a
nd a
dee
p kn
owle
dge
of th
e su
bjec
t mat
ter?
Stan
dard
for
Und
erst
andi
ng a
nd O
rgan
izin
g Su
bjec
t Mat
ter f
or S
tude
nt L
earn
ing
T
Dra
win
g on
and
val
uing
stu
dent
s' b
ackg
roun
ds,i
nter
ests
,an
d d
evel
op
men
tal l
earn
ing
nee
ds.
As
teac
hers
dev
elop
, the
y m
ay a
sk,"
How
do
I..."
or
"Why
do
I..."
•in
corp
orat
e st
uden
ts' k
now
ledg
e an
d ex
peri
ence
in
my
curr
icul
um a
nd
inst
ruct
iona
l pl
anni
ng?
•
use
know
ledg
e ab
out
stud
ents
' liv
es a
nd t
heir
fam
ilie
s an
d co
mm
unit
ies
toin
form
my
plan
ning
of
curr
icul
um a
nd i
nstr
ucti
on?
•re
cogn
ize
and
inco
rpor
ate
stud
ent
dive
rsit
y as
an
inte
gral
par
t of
my
plan
ning
? •
plan
les
sons
and
uni
ts t
hat
prom
ote
acce
ss t
o ac
adem
ic
co
nten
t fo
r al
l st
uden
ts?
•de
sign
less
ons
that
pro
mot
e su
bjec
t mat
ter
know
ledg
ean
d la
ngua
ge d
evel
opm
ent
for
seco
nd l
angu
age
le
arne
rs?
•us
e w
hat
I kn
ow a
bout
cog
niti
ve a
nd l
ingu
isti
cde
velo
pmen
t to
pla
n in
stru
ctio
n th
at s
uppo
rts
stud
ent
lear
ning
?
Mo
dif
yin
g in
stru
ctio
nal
pla
ns
toad
just
fo
r st
ud
ent
nee
ds.
As
teac
hers
dev
elop
, the
y m
ay a
sk,"
How
do
I..."
or "
Why
do
I..."
•ad
just
th
e le
sson
pl
an
to
mak
e co
nten
t re
leva
ntan
d ac
cess
ible
to e
ach
stud
ent?
•re
vise
pla
ns b
ased
on
form
al a
nd in
form
al
stud
ent a
sses
smen
t?
•
adju
st
my
plan
s to
al
low
en
ough
tim
e fo
r st
uden
t lea
rnin
g?
•m
odif
y m
y pl
ans
to e
nsur
e op
port
uniti
es f
or a
ll st
uden
ts to
lear
n an
d sy
nthe
size
info
rmat
ion?
•
refl
ect
on
my
teac
hing
to
in
form
sh
ort-
term
an
d lo
ng-t
erm
pla
nnin
g?
Est
ablis
hin
g a
nd
art
icu
latin
g g
oal
s fo
r st
ud
ent
lear
nin
g.
As
teac
hers
dev
elop
, the
y m
ay a
sk,"
How
do
I..."
or
"Why
do
I..."
•es
tabl
ish
shor
t-te
rm a
nd lo
ng-t
erm
goa
ls f
or s
tude
nt le
arni
ng?
•en
sure
that
eac
h in
stru
ctio
nal a
ctiv
ity is
rel
ated
to le
arni
ng g
oals
?
•
build
on
the
stre
ngth
s, i
nter
ests
, an
d ne
eds
of a
ll st
uden
ts t
o es
tabl
ish
high
ex
pect
atio
ns f
or le
arni
ng?
•es
tabl
ish
lear
ning
goa
ls t
hat
addr
ess
all
stud
ents
' la
ngua
ge,
expe
rien
ce,
and
hom
e an
d sc
hool
exp
ecta
tions
?
• de
sign
in
stru
ctio
nal
activ
ities
so
th
at
all
stud
ents
pa
rtic
ipat
e in
se
tting
and
ach
ievi
ng le
arni
ng g
oals
?
• en
sure
th
at
goal
s fo
r st
uden
t le
arni
ng
prom
ote
criti
cal
thin
king
and
pro
blem
sol
ving
?
Dev
elop
ing
and
sequ
enci
ng
inst
ruct
iona
l act
ivit
ies
and
mat
eria
ls fo
r st
uden
t lea
rnin
g.A
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I.
.."or
"W
hy d
o I.
.."•
sequ
ence
sub
ject
mat
ter
conc
epts
to
supp
ort
stud
ent l
earn
ing?
•
use
form
al a
nd i
nfor
mal
stu
dent
ass
essm
ent
insh
ort-
term
and
long
-ter
m p
lann
ing?
•
plan
to u
se in
stru
ctio
nal s
trat
egie
s ap
prop
riat
e to
the
com
plex
ity o
f th
e le
sson
con
tent
and
stu
dent
lear
ning
nee
ds?
• se
lect
and
seq
uenc
e cu
rric
ulum
to p
rom
ote
unde
r-st
andi
ng
and
crit
ical
th
inki
ng
for
all
stud
ents
? •
sequ
ence
inst
ruct
ion
to h
elp
stud
ents
see
rel
atio
nshi
psan
d co
nnec
tions
acr
oss
subj
ect m
atte
r ar
eas?
•
choo
se a
nd a
dapt
inst
ruct
iona
l mat
eria
ls to
mak
e su
bjec
tm
atte
r re
leva
nt to
stu
dent
s' ex
peri
ence
and
inte
rest
s?
• de
velo
p an
d se
quen
ce in
stru
ctio
n th
at s
uppo
rts
stud
ents
' sec
ond
lang
uage
lear
ning
and
sub
ject
mat
ter
know
ledg
e?
each
ers
plan
ins
truct
ion
that
dra
ws
on a
nd v
alue
sst
uden
ts’
back
grou
nds,
prio
r kn
owle
dge,
and
inte
rest
s.Te
ache
rs
esta
blis
h ch
alle
ngin
g le
arni
ng
goal
s fo
r al
l st
uden
ts
base
d on
st
uden
t ex
perie
nce,
lang
uage
,de
velo
pmen
t,an
d ho
me
and
scho
ol
expe
ctat
ions
.Te
ache
rsse
quen
ce
curr
icul
um
and
desi
gn
long
-term
an
d sh
ort-r
ange
pl
ans
that
inco
rpor
ate
subj
ect
mat
ter
know
ledg
e,re
flect
gra
de-
leve
l cu
rric
ulum
exp
ecta
tions
,an
d in
clud
e a
repe
rtoi
re o
f in
stru
ctio
nal s
trate
gies
.Tea
cher
s us
e in
stru
ctio
nal a
ctiv
ities
that
pr
omot
e le
arni
ng
goal
s an
d co
nnec
t w
ith
stud
ent
expe
rienc
es
and
inte
rest
s.Te
ache
rs
mod
ify
and
adju
st
inst
ruct
iona
l pl
ans
acco
rdin
g to
a s
tude
nt e
ngag
emen
ta
nd
ac
hie
ve
me
nt.
Cal
iforn
ia S
tand
ards
of t
he T
each
ing
Pro
fess
ion
Pla
nnin
g In
stru
ctio
n Pa
ge 2
7
Des
ign
ing
sh
ort
-ter
m a
nd
lo
ng
-ter
m p
lan
s to
fo
ster
stu
den
t le
arn
ing
.A
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I.
.." o
r "W
hy d
o I.
.."•
deve
lop
shor
t-te
rm a
nd lo
ng-t
erm
pla
ns th
at b
uild
on
and
exte
nd s
tude
nts'
und
erst
andi
ng o
f su
bjec
t mat
ter?
•
mak
e de
cisi
ons
abou
t org
aniz
ing
curr
icul
um to
allo
w e
noug
h tim
e fo
r st
uden
t lea
rnin
g, r
evie
w, a
nd a
sses
smen
t?
•th
ink
ahea
d to
war
d lo
ng-t
erm
goa
ls f
or s
tude
nt le
arni
ng?
•us
e m
y kn
owle
dge
of s
ubje
ct m
atte
r an
d m
y st
uden
ts to
pla
n an
d pa
ce in
stru
ctio
nal a
ctiv
ities
ove
r tim
e?
•pl
an to
ens
ure
acce
ss to
cha
lleng
ing,
div
erse
, aca
dem
ic c
onte
nt f
or a
ll st
uden
ts?
•pr
ovid
e op
port
uniti
es f
or a
ll st
uden
ts to
lear
n at
thei
r ow
n pa
ce in
my
daily
, wee
kly,
and
uni
t pla
ns?
•in
corp
orat
e di
vers
e su
bjec
t mat
ter
pers
pect
ives
in m
y pl
anni
ng?
Stan
dard
for P
lann
ing
Inst
ruct
ion
and
Des
igni
ng L
earn
ing
Expe
rienc
es fo
r All
Stud
ents
T
Est
ablis
hing
and
com
mun
icat
ing
lear
ning
goa
ls fo
r al
l stu
dent
s.A
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I.
.." o
r "W
hy d
o I.
.."•
use
subj
ect
mat
ter
stan
dard
s fr
om d
istr
ict,
stat
e, a
nd o
ther
sou
rces
to
guid
eho
w I
est
abli
sh l
earn
ing
goal
s fo
r ea
ch s
tude
nt?
•in
volv
e al
l st
uden
ts a
nd f
amil
ies
in e
stab
lish
ing
goal
s fo
r le
arni
ng?
•re
view
and
rev
ise
lear
ning
goa
ls w
ith
ever
y st
uden
t ov
er t
ime?
•
ensu
re t
hat
stud
ent
lear
ning
goa
ls r
efle
ct t
he k
ey s
ubje
ct m
atte
r co
ncep
ts,
skil
ls, a
nd a
ppli
cati
ons?
•
ensu
re th
at g
oals
for
lear
ning
are
app
ropr
iate
to m
y st
uden
ts'
deve
lopm
ent,
lang
uage
acq
uisi
tion
, or
othe
r sp
ecia
l ne
eds?
•
ensu
re t
hat
my
grad
ing
syst
em r
efle
cts
goal
s fo
r st
uden
t le
arni
ng?
•w
ork
wit
h ot
her
educ
ator
s to
est
abli
sh l
earn
ing
goal
s an
d as
sess
men
t to
ols
that
pr
omot
e st
uden
t le
arni
ng?
Co
llect
ing
an
d u
sin
g m
ult
iple
sou
rces
of
info
rmat
ion
to
ass
ess
stu
den
t le
arn
ing
.A
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I..
.”or
"W
hy d
o I.
.."•
use
a va
riet
y of
ass
essm
ents
to d
eter
min
e w
hat s
tude
nts
know
and
are
abl
e to
do?
•
sele
ct, d
esig
n, a
nd u
se a
sses
smen
t too
ls
appr
opri
ate
to w
hat i
s be
ing
asse
ssed
? •
know
that
the
asse
ssm
ent t
ools
I u
se a
re m
atch
edto
and
sup
port
my
goal
s fo
r st
uden
t lea
rnin
g?
•co
llec
t,
sele
ct,
and
refl
ect
upon
ev
iden
ce
of
stud
ent l
earn
ing?
•
wor
k w
ith
fam
ilie
s to
ga
ther
in
form
atio
n ab
out
all
stud
ents
and
thei
r le
arni
ng?
•en
sure
that
my
grad
es a
re b
ased
on
mul
tiple
sou
rces
of i
nfor
mat
ion?
•as
sess
my
stud
ents
to s
uppo
rt st
uden
t lea
rnin
g go
als,
dis
trict
sta
ndar
ds,
and
fam
ily e
xpec
tatio
ns?
•us
e st
anda
rdiz
ed te
sts,
dia
gnos
tic to
ols,
and
dev
elop
men
tal a
sses
smen
ts to
un
ders
tand
stu
dent
pro
gres
s?
•us
e a
rang
e of
ass
essm
ent s
trat
egie
s to
impl
emen
t and
mon
itor
indi
vidu
aliz
edst
uden
t lea
rnin
g go
als
(inc
ludi
ng I
EP
goal
s)?
Invo
lvin
g a
nd
gu
idin
g a
ll st
ud
ents
in a
sses
sin
g t
hei
r ow
nle
arn
ing
.A
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I.
.." o
r "W
hy d
o I.
.."•
mak
e as
sess
men
t int
egra
l to
the
lear
ning
pro
cess
?
•m
odel
ass
essm
ent s
trat
egie
s fo
r al
l stu
dent
s?
•de
velo
p an
d us
e to
ols
and
guid
elin
es th
at h
elp
all s
tude
nts
asse
ss th
eir o
wn
wor
k?•
help
all
stud
ents
to b
uild
thei
r sk
ills
in s
elf-
refl
ectio
n?
•pr
ovid
e op
port
uniti
es f
or a
ll st
uden
ts t
o en
gage
in
peer
dis
cuss
ion
of t
heir
wor
k? •
help
all
stud
ents
to u
nder
stan
d an
d m
onito
r th
eir
own
lear
ning
goa
ls?
• p
rovi
de o
ppor
tuni
ties
for
all
stu
dent
s to
dem
onst
rate
and
refl
ect o
n th
eir
lear
ning
insi
de a
nd o
utsi
de o
f th
e cl
assr
oom
?
Usi
ng th
e re
sults
of a
sses
smen
ts to
gui
dein
stru
ctio
n.A
s te
ache
rs d
evel
op,
they
may
ask
,"H
ow d
o I.
.."or
"W
hy d
o I.
.."•
use
asse
ssm
ent t
o gu
ide
my
plan
ning
?•
use
info
rmal
ass
essm
ents
of
stud
ent l
earn
ing
to
adju
st in
stru
ctio
n w
hile
teac
hing
? •
use
asse
ssm
ent d
ata
to p
lan
mor
e ef
fect
ive
way
s of
teac
hing
sub
ject
mat
ter
conc
epts
and
pro
cess
es?
• us
e as
sess
men
t in
form
atio
n to
det
erm
ine
whe
nan
d ho
w to
rev
isit
cont
ent t
hat h
as b
een
taug
ht?
• us
e as
sess
men
t da
ta t
o m
eet
stud
ents
' ind
ivid
ual
need
s?
• us
e as
sess
men
t res
ults
to p
lan
inst
ruct
ion
to s
uppo
rtst
uden
ts' i
ndiv
idua
l edu
catio
nal p
lans
(IE
P)?
Com
mun
icat
ing
with
stu
dent
s,fa
mili
es,
and
othe
r au
dien
ces
abou
t stu
dent
prog
ress
.A
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I.
.." o
r "
Why
do
I..."
•pr
ovid
e al
l st
uden
ts w
ith i
nfor
mat
ion
abou
t th
eir
prog
ress
as
they
eng
age
in
lear
ning
act
iviti
es?
•
prov
ide
oppo
rtun
ities
for
all
stud
ents
to s
hare
thei
r pr
ogre
ss w
ith o
ther
s?
•
com
mun
icat
e le
arni
ng g
oals
to a
ll st
uden
ts a
nd th
eir
fam
ilies
?
•in
itiat
e an
d m
aint
ain
regu
lar
cont
act w
ith f
amili
es a
nd r
esou
rce
prov
ider
s ab
out
stud
ent p
rogr
ess?
•co
mm
unic
ate
the
resu
lts o
f as
sess
men
ts w
ith m
y st
uden
ts a
nd th
eir
fam
ilies
?
•in
volv
e fa
mili
es a
s pa
rtne
rs in
the
asse
ssm
ent p
roce
ss?
each
ers
esta
blis
h an
d cl
earl
y co
mm
unic
ate
lear
ning
goa
ls f
oral
l st
uden
ts. T
each
ers
colle
ct in
form
atio
n ab
out
stud
ent
perf
orm
ance
fro
m a
var
iety
of
sour
ces.
Teac
hers
invo
lve
all s
tude
nts
in a
sses
sing
the
irow
n le
arni
ng. T
each
ers
use
info
rmat
ion
from
a
vari
ety
of o
ngoi
ng a
sses
smen
ts t
o pl
an a
nd
adju
st le
arni
ng o
ppor
tuni
ties
tha
t pr
omot
e ac
adem
ic a
chie
vem
ent
and
pers
onal
gro
wth
for
all s
tude
nts.
Tea
cher
s ex
chan
ge in
form
atio
n ab
out
stud
ent
lear
ning
wit
h st
uden
ts,
fam
ilies
, and
sup
port
per
sonn
el in
w
ays
that
impr
ove
unde
rsta
ndin
g an
d en
cour
age
furt
her
acad
emic
pro
gres
s.
Cal
iforn
ia S
tand
ards
of t
he T
each
ing
Pro
fess
ion
Ass
ess
ing
Le
arn
ing
Page
28
Sta
ndar
d fo
r A
sses
sing
Stu
dent
Lea
rnin
g
T
Ref
lect
ing
on te
achi
ng p
ract
ice
and
plan
ning
pro
fess
iona
lde
velo
pmen
t.A
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I.
.." o
r "W
hy d
o I.
.."•
asse
ss m
y gr
owth
as
a te
ache
r ov
er t
ime?
•
lear
n ab
out
teac
hing
as
I ob
serv
e an
d in
tera
ct w
ith
my
stud
ents
? •
refl
ect o
n m
y in
stru
ctio
nal s
ucce
sses
and
dile
mm
as to
mov
e m
y pr
actic
e fo
rwar
d?•
anal
yze
my
teac
hing
to
unde
rsta
nd w
hat
cont
ribu
tes
to s
tude
nt l
earn
ing?
•
form
ulat
e pr
ofes
sion
al d
evel
opm
ent
plan
s th
at a
re b
ased
on
my
refl
ecti
on
and
anal
ysis
?
Est
ablis
hing
pro
fess
iona
l goa
ls a
nd p
ursu
ing
oppo
rtun
ities
to g
row
pro
fess
iona
lly.
As
teac
hers
dev
elop
, th
ey m
ay a
sk,"
How
do
I...”
or
"Why
do
I..."
•m
aint
ain
an a
ttitu
de o
f lif
elon
g le
arni
ng?
•le
arn
mor
e ab
out m
y ow
n pr
ofes
sion
al r
oles
an
d re
spon
sibi
litie
s?
•es
tabl
ish
goal
s an
d se
ek o
ut o
ppor
tuni
ties
for
prof
essi
onal
gro
wth
and
dev
elop
men
t?
•
use
prof
essi
onal
lite
ratu
re, s
choo
l dis
tric
t, an
d ot
her
prof
essi
onal
dev
elop
men
t opp
ortu
nitie
s to
incr
ease
my
unde
rsta
ndin
g of
te
achi
ng a
nd le
arni
ng?
•co
ntin
ue to
see
k ou
t and
ref
ine
appr
oach
es
that
mak
e th
e cu
rric
ulum
acc
essi
ble
to e
very
stud
ent?
•ex
pand
my
know
ledg
e of
new
inst
ruct
iona
l m
etho
ds a
nd te
chno
logi
es?
•be
nefi
t fr
om a
nd c
ontr
ibut
e to
pro
fess
iona
l or
gani
zatio
ns to
impr
ove
my
teac
hing
?
Wor
king
with
com
mun
ities
to im
prov
e pr
ofes
sion
al p
ract
ice.
As
teac
hers
dev
elop
, the
y m
ay a
sk,"
How
do
I....
” or
"W
hy d
o I.
.."•
valu
e an
d re
spec
t the
stu
dent
's c
omm
unity
and
app
reci
ate
its r
ole
in s
tude
nt le
arni
ng?
•in
crea
se m
y un
ders
tand
ing
of t
he c
ultu
res
and
dyna
mic
s of
my
stud
ents
'
com
mun
ities
? •
prom
ote
colla
bora
tion
betw
een
scho
ol a
nd c
omm
unity
?
•id
entif
y an
d us
e sc
hool
, dis
tric
t, an
d lo
cal c
omm
unity
soc
ial s
ervi
ce r
esou
rces
to b
enef
it st
uden
ts a
nd th
eir
fam
ilies
? •
seek
out
and
use
res
ourc
es f
rom
the
loc
al c
omm
unity
and
bus
ines
ses
to
supp
ort s
tude
nt le
arni
ng?
•pr
ovid
e m
y st
uden
ts w
ith c
omm
unity
-bas
ed e
xper
ienc
es th
at s
uppo
rt th
eir
le
arni
ng?
•in
tera
ct w
ith s
tude
nts
in a
ctiv
ities
out
side
the
clas
sroo
m?
Wo
rkin
g w
ith
fam
ilies
to
imp
rove
pro
fess
ion
al p
ract
ice.
As
teac
hers
dev
elop
, the
y m
ay a
sk,"
How
do
I..."
or
"Why
do
I..."
•va
lue
and
resp
ect s
tude
nts'
fam
ilies
and
app
reci
ate
thei
r ro
le in
stu
dent
lear
ning
?•
deve
lop
an
unde
rsta
ndin
g of
fa
mil
ies'
ra
cial
, cu
ltur
al,
ling
uist
ic,
and
soci
oeco
nom
ic b
ackg
roun
ds?
•en
gage
fa
mili
es
as
sour
ces
of
know
ledg
e ab
out
stud
ents
' lin
guis
tic
and
soci
al b
ackg
roun
ds?
•pr
omot
e po
sitiv
e di
alog
ue a
nd in
tera
ctio
ns w
ith a
ll fa
mili
es a
nd re
spon
d to
thei
rco
ncer
ns a
bout
stu
dent
pro
gres
s?
• e
nsur
e th
at c
omm
unic
atio
n w
ith a
ll st
uden
ts a
nd t
heir
fam
ilies
is
unde
r-st
ood? •
pro
vide
opp
ortu
nitie
s fo
r al
l fam
ilies
to p
artic
ipat
e in
the
clas
s-ro
om a
nd s
choo
l com
mun
ity?
• p
rese
nt th
e ed
ucat
iona
l pro
gram
to a
ll fa
mili
es?
Wor
king
with
col
leag
ues
to im
prov
e pr
ofes
sion
al p
ract
ice.
As
teac
hers
dev
elop
, th
ey m
ay a
sk,"
How
do
I..."
or "
Why
do
I..."
• cr
eate
opp
ortu
nitie
s to
col
labo
rate
with
my
col-
leag
ues?
•
coll
abor
ate
wit
h te
ache
rs,
adm
inis
trat
ors,
ed
ucat
ion
spec
ialis
ts,
and
para
prof
essi
onal
s to
ensu
re t
hat
all
stud
ents
' di
vers
e le
arni
ng n
eeds
ar
e m
et?
•
enga
ge i
n th
ough
tful
dia
logu
e an
d re
flec
tion
with
col
leag
ues
to s
olve
tea
chin
g- r
elat
ed p
rob-
lem
s?
• pa
rtic
ipat
e in
mak
ing
and
impl
emen
ting
scho
ol-
wid
e de
cisi
ons?
•
cont
ribu
te
to
scho
ol-w
ide
even
ts
and
lear
ning
ac
tiviti
es?
•
esta
blis
h an
d m
aint
ain
rela
tions
hips
with
oth
er s
choo
lst
aff t
o be
com
e a
visi
ble
and
valu
ed m
embe
r of t
he s
choo
lco
mm
unity
? •
use
obse
rvat
ions
of
colle
ague
s to
impr
ove
my
teac
hing
? • p
reve
nt a
nd re
solv
e pe
rson
al a
nd p
rofe
ssio
nal c
onfl
icts
with
col
-le
ague
s?
• co
ntri
bute
to th
e le
arni
ng o
f ot
her
educ
ator
s?
Bal
anci
ng p
rofe
ssio
nal r
espo
nsib
ilitie
s an
d m
aint
aini
ng m
otiv
atio
n.A
s te
ache
rs d
evel
op, t
hey
may
ask
,"H
ow d
o I.
.." o
r "
Why
do
I..."
•re
duce
str
ess
and
mai
ntai
n a
posi
tive
attit
ude
with
stu
dent
s an
d co
lleag
ues?
•ch
alle
nge
mys
elf
inte
llect
ually
and
cre
ativ
ely
thro
ugho
ut m
y ca
reer
?
•
deal
with
the
isol
atio
n of
teac
hing
?
•
find
sup
port
to b
alan
ce p
rofe
ssio
nal r
espo
nsib
ilitie
s w
ith m
y pe
rson
al n
eeds
?
•
dem
onst
rate
pro
fess
iona
l con
duct
and
inte
grity
in th
e cl
assr
oom
and
sch
ool
com
mun
ity?
•ex
tend
my
know
ledg
e ab
out
my
prof
essi
onal
and
leg
al r
espo
nsib
ilitie
s fo
r st
uden
ts' l
earn
ing,
beh
avio
r an
d sa
fety
?
each
ers
refl
ect
on t
heir
teac
hing
pra
ctic
ean
d ac
tive
ly e
ngag
e in
pla
nnin
g th
eir
prof
essi
onal
dev
elop
men
t. T
each
ers
esta
blis
h pr
ofes
sion
al le
arni
ng g
oals
, pur
sue
oppo
rtun
itie
s to
deve
lop
prof
essi
onal
kno
wle
dge
and
skil
l, an
d pa
rtic
ipat
e in
the
ext
ende
d pr
ofes
sion
al c
omm
unit
y.T
each
ers
lear
n ab
out
and
wor
k w
ith
loca
l co
mm
unit
ies
to im
prov
e th
eir
prof
essi
onal
pra
ctic
e. T
each
ers
com
mun
icat
eef
fect
ivel
y w
ith
fam
ilie
s an
d in
volv
e th
em i
n st
uden
t le
arni
ng a
nd t
he s
choo
l com
mun
ity.
Tea
cher
s co
n-tr
ibut
e to
sch
ool a
ctiv
itie
s, p
rom
ote
scho
ol g
oals
, and
impr
ove
prof
essi
onal
pra
ctic
e by
wor
king
col
le-
gial
ly w
ith
all s
choo
l sta
ff. T
each
ers
bala
nce
prof
essi
onal
res
pons
ibili
ties
and
mai
n-ta
in m
otiv
atio
n an
d co
mm
itm
ent
to a
ll st
uden
ts.
Cal
iforn
ia S
tand
ards
of t
he T
each
ing
Pro
fess
ion
Dev
elo
pin
g a
s a
Pro
fess
iona
lPa
ge 2
9
Sta
ndar
d fo
r D
evel
opin
g as
a
Pro
fess
iona
l Edu
cato
r
T
Contributors to the Standards, Elements, andQuestions
Many individuals and groups contributed time and expertise to the development andreview of the standards, elements and questions. Many participants in the Beginning Teacher Support and Assessment (BTSA) Program were very helpful over the course of four years. Additionally, hundreds of teachers, university faculty members and educational administrators contributed to the CaliforniaStandards by participating in a large-scale study of their validity. Refinement of thisdocument would not have been possible without the valuable contributions of theseprofessional educators. The Commission on Teacher Credentialing and the Departmentof Education are extremely grateful for their thoughtful assistance.
The following organizations and individuals have been instrumental in the development of the standards from 1990 to the present.
WestEd Laboratory Kendyll Stansbury (Formerly Far West Laboratory) Claudia Long
Framework Advisory Task Force Pam NoliPatricia Oyeshiku
Carol Bartell Linda OwnbyAllen Black R. Douglas RobinsonBarbara Granicher Joni Samples Victoria Harper Jodi ServatiusCarolyn Howard-McBride Jon SnyderAnnette Iwamoto JoAnn TaylorMartin Jaquez Luis Valentino
Page 30
Advisory Panel for the Comprehensive Review of Teaching Credential Requirements (SB 1422)
Allen BlackYvonne Caballero-AllenBarbara G. CollierDenise J. DanneLinda F. DavisJohn F. DeanJosh EdelmanMary A. FalveyJim C. Henderson Ronald HockwaltStephen W. KingDavid A. Lebow
UCSC/Santa Cruz New Teacher Project
Interagency Task Force forNew Teacher Support and Assessment (1990-96)
David Wright, CTC Carol Bartell, CTC Terry Janicki, CTC Phil Fitch, CTC Dick Majetic, CTC Dennis Tierney, CTC Margaret Olebe, CTC
Page 31
Reynaldo F. MaciasCecelia I. Mansfield
Akiko C. MorimotoJim O'LaughlinKathleen O'SullivanLynne PetrockMichael R. RomoGary SotoJoAnn TaylorSheila Ann WebbWilliam C. WilsonBeverly YoungSam W. SwoffordDavid P. WrightMary Vixie SandyJoyce A. Neeley
Ellen MoirJon SnyderSusan FreemanAndrea WhittakerAlison Gold
Walter Denham, CDESue Garmston, CDE Harvey Hunt, CDE Laura Wagner, CDE Linda Ownby, CDE
Suzanne Tyson, CCCOE
State Adoptionof the Teaching Standards
Page 32
Members of the California Commission on Teacher Credentialing
Phillip Barker Melodie Blowers Verna B. Dauterive Carolyn Ellner Scott Harvey Carol Katzman Patricia Kuhn
Ex Officio Members
Edward DeRoche Henrietta Schwartz
State Superintendent of Public Instruction
Delaine Eastin
California State Board of Education
Yvonne W. Larsen Jerry Hume Natalie J. Arena Kathryn Dronenburg S. William Malkasian
Helen LeeTorrie L. NortonGary ReedCraig SmithEdmund SutroJane VenemanNancy Zarenda
Erwin SeibelJon Synder
Marion McDowellJanet NicholasGerti B. ThomasRobert L. TriggMarina Tse
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
ENGAGING & SUPPORTING ALL STUDENTS INLEARNING
1•1 Connecting students' prior knowledge, life experience, and interests with learning goals
1•2 Using a variety of instructional strategies and resources torespond to students' diverse needs
1•3 Facilitating learning experiences that promote autonomy, interaction, and choice
1•4 Engaging students in problem solving, critical thinking, and other activities that make subject matter meaningful
1•5 Promoting self-directed, reflective learning for all students
STANDARD ONE:
UNDERSTANDING & ORGANIZING SUBJECTMATTER FOR STUDENT LEARNING
3•1 Demonstrating knowledge of subject matter content and student development.
3•2 Organizing curriculum to support student understanding ofsubject matter
3•3 Interrelating ideas and information within and across subject matter areas
3•4 Developing student understanding through instructional strategies that are appropriate to the subject matter
3•5 Using materials, resources, and technologies to make subject matter accessible to students
STANDARD THREE:
ASSESSING STUDENT LEARNING
5•1 Establishing and communicating learning goals for all students
5•2 Collecting and using multiple sources of information to assess student learning
5•3 Involving and guiding all students in assessing their own learning
5•4 Using the results of assessments to guide instruction
5•5 Communicating with students, families, and other audiences about student progress
STANDARD FIVE:
CREATING & MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING
2•1 Creating a physical environment that engages all students
2•2 Establishing a climate that promotes fairness and respect
2•3 Promoting social development and group responsibility
2•4 Establishing and maintaining standards for student behavior
2•5 Planning and implementing classroom procedures and routines that support student learning
2•6 Using instructional time effectively
STANDARD TWO:
PLANNING INSTRUCTION & DESlGNING LEARNINGEXPERIENCES FOR ALL STUDENTS
4•1 Drawing on and valuing students' backgrounds, interests, and developmental learning needs
4•2 Establishing and articulating goals for student learning
4•3 Developing and sequencing instructional activities and materials for student learning
4•4 Designing short-term and long-term plans to foster student learning
4•5 Modifying instructional plans to adjust for student needs
STANDARD FOUR:
DEVELOPING AS A PROFESSIONAL EDUCATOR
6•1 Reflecting on teaching practice and planning professional development
6•2 Establishing professional goals and pursuing opportunities to grow professionally
6•3 Working with communities to improve professional practice
6•4 Working with families to improve professional practice
6•5 Working with colleagues to improve professional practice
6•6 Balancing professional responsibility and maintainingmotivation
STANDARD SIX:
California Standards for the Teaching Profession Field Review VersionCopyright © 1998 by the California Commission on Teacher Credentialing and the California Department of Education. All rights reserved. Portions copyrighted by Educational Testing Service.
