[PDF] [PDF] Possible Evidence for CSTP 6 - Fullerton Online Teacher Induction

[PDF] California Standards for the Teaching Profession (CSTP) (2009)

The California Standards for the Teaching Profession (CSTP) are intended to provide a common language and a vision of the scope and complexity of the 

[PDF] Continuum of Teaching Practice - California Commission on

Te California Standards for the Teaching Profession (CSTP) are intended to Practice is aligned with the CSTP, builds on California's pre-service Teaching

[PDF] CSTP

They do not imply priority or ordering of the standards CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTP) 2009 Page 2 REFLECTIVE 

[PDF] An Effective CSTP Classroom

An Effective CSTP Classroom 2 Standard 1: Engaging and Supporting all Students in Learning 1 1 Using knowledge of students to engage them in learning

[PDF] CSTP Draft Template

California Standards for the Teaching Profession (CSTP) Continuum of Teaching Practice (CTP) Analysis Current Competency Levels for Exiting Teacher 

[PDF] Participating Teacher Self-Assessment—CSTP Ratings Year One

After reading each CSTP, use collected evidence to assess your current practice Mark each box with an (X) Initial Self-Assessment Date: End of Year 1 Date:

[PDF] Possible Evidence for CSTP 6 - Fullerton Online Teacher Induction

Possible Evidence for CSTP 6 – Developing as a Professional Educator Standard Element Source of Evidence Evidence that might demonstrate the standard

[PDF] Possible Evidence for CSTP 1 - Fullerton Online Teacher Induction

Possible Evidence for CSTP 1 – Engaging and Supporting All Students in Learning Standard Element Source of Evidence Evidence that might demonstrate 

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Possible Evidence for CSTP 6 -

Developing as a Professional Educator

Standard Element

Source of

Evidence

Evidence that might demonstrate the standard

Reflective

Conversation

or Reflective

Journal

Teacher maintains a focus on students and the instructional goals when reflecting on teaching practice: o

Were my students productively engaged?

o Did my students learn what I had intended them to learn? o

Did I discover, as I began an instructional experience, my students were lacking a critical prerequisite skill?

o

Could the class have run more smoothly?

o

Did I treat all students fairly and with respect?

o Were the activities and work expected appropriate for the learning goals? o

Does my assessment match the learning goal?

6.1

Re flecting on teaching

practice in support of student learning

Lesson Plan

Book Teacher reflects on practice and then explores new strategies and techniques

Reflective

Conversation

Teacher expresses commitment to lifelong learning as a critical role of educators BTSA

Descriptions of

Practice

Teacher assesses own teaching practice to target areas for professional development 6.2

Es tablishing

professional goals and engaging in continuous and purposeful professional growth and development BTSA

Individual

Induction Plan

(information gathering)

Teacher identifies area for growth and then actively pursues professional development activities to improve teaching practice in this area

Possible Professional Development Activities

Choose a relevant inquiry topic for teacher action research

University course

Journal article

Observation of a colleague

Internet search

Conversation with colleagues (grade level or department team)

Workshop / seminar

Professional conference

Teacher study group

Developed by the Yolo-Solano BTSA Induction Program - Cluster 1

Standard Element

Source of

Evidence that might demonstrate the standard

Evidence

BTSA Inquiry

Process

Documents or Verification of

Prof. Dev.

Completion

Teacher engages in professional development activities with the goal of improving his or her skill in teaching

Teacher engages in professional development activities beyond those required by the school and district

Reflective

Conversation

Teacher professionally converses among colleagues as an opportunity for reflection on teaching practice

Teacher collaborates with other teachers through lesson study, action research, book groups, conferences, workshops...

BTSA

Observation of a Colleague or IIP Information

Gathering

Teacher collaborates with colleagues or draws upon their areas of strength to support his/her own teaching

Professional

Resume

Resume lists leadership positions that contribute to the broader professional community (Support provider to novice educator, master teacher, workshop presenter, literacy coach, department chair...)

6.3

C ollaborating with

colleagues and the broader professional community to support teacher and student learning

Professional

calendar or meeting notes

Teacher maintains regular contact with the GATE coordinator EL coordinator and special education staff to monitor student progress and needed accommodations to support learning activities

Teacher actively participates in and contributes to the professional community

Teacher volunteers to serve on a school or district curriculum committee to increase knowledge in a certain area

Teacher actively collaborates with colleagues for the benefit of the entire instructional program

Teacher volunteers to participate in school / district committees that will enhance the learning community for students

Teacher works collaboratively with specialists, school committees, curriculum projects, paraprofessionals, and other educators

Teacher keeps in close communication with specialists who provide services to students in his/her classroom

Developed by the Yolo-Solano BTSA Induction Program - Cluster 1

Standard Element

Source of

Evidence that might demonstrate the standard

Evidence

BTSA Student Work Analysis

Teacher reflects on student work and seeks new strategies to meet individual student needs

Parent/Family

Communications

Teacher ensures that students and their families understand the learning goals Possible Methods for Communicating Goals to Families

Beginning of the School Year notices

Newsletters

Homework instructions

Report cards

Back to School Night

Open House

Parent Conferences

Notes to parents

Individualized Education Plan (IEP)

E-mail correspondences

Web site postings

Reflective

Conversation

Teacher acquires a deep understanding of students' culture and explains the impact this might have on student learning

Teacher considers aspects of students' backgrounds that can make a significant difference in the manner in which they understand the content

6.4

Wo rking with families

to support student learning

Homework

Assignment

Teacher involves and engages families, as appropriate, in learning activities (family member interviews, read aloud books, Family Math nights...)

Agendas or

Flyers

Teacher attends community cultural event

Community

Resources

Information

Teacher identifies community resources that can provide additional support to students such as library, youth center, health resources...

6.5

E ngaging local

communities in support of the instructional program

Lesson Plan

Teacher makes a concerted effort to become aware of community resources and incorporate them into the curriculum

Developed by the Yolo-Solano BTSA Induction Program - Cluster 1 Developed by the Yolo-Solano BTSA Induction Program - Cluster 1

Standard Element

Source of

Evidence

Evidence that might demonstrate the standard

Classroom

documents or

Student

Reflections

Teacher develops community-based activities so that students feel connected Speakers from the community are invited to participate in classroom activities Students participate in school and community service projects

Reflective

Conversation

Teacher participates in activities outside of school that reduce stress (regular exercise, hobbies, family outings, gardening...)

Teacher balances professional responsibilities with personal and family needs 6.6

Ma naging

professional responsibilities to maintain motivation and commitment to all students

Observation

Teacher demonstrates a positive attitude with students and colleagues 6.7

De monstrating

professional responsibility, integrity , and ethical conduct

Observation

Teacher demonstrates a professional demeanor both in the classroom and within the school community

Teacher follows all state education codes, legal requirements, district and site policies, contractual agreements, and ethical responsibilities

Teacher maintains a high commitment to student learning and the ongoing development of teacher skills and knowledge

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