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California Standards for the Teaching Profession:

A Description of Professional Practice for California Teachers


California Commission on Teacher Credentialing
Adopted, January 1997

State Superintendent of Public Instruction
Approved, January 1997

State Board of Education
Endorsed, July 1997

State of California
Sacramento, California
July, 1997



Graphic Representation of the Standards

Introduction to the Standards

Organization of the Standards

Purposes of the Standards

Foundations for the Standards

Standard for Engaging and Supporting All Students in Learning

Standard for Creating and Maintaining Effective Environments

Standard for Understanding and Organizing Subject Matter

Standard for Planning Instruction and Designing Learning Experiences

Standard for Assessing Student Learning

Standard for Developing as a Professional Educator

Contributors to the Standards, Elements, and Questions


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 rn 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 30 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 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 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 for key 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 backgrounds 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, a 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 development. The Calzfornia Standards for the Teaching Profession 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 of Developmental 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 professional growth during the "induction period" and throughout the teaching career. The Integrated Formative Assessment Systemwill be built from performancebased 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 ornia 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 student learning.

    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.



  • 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 facilitate challenging learning experiences for all students in environments that promote autonomy, interaction and choice. Teachers actively engage all students in problem solving and critical thinking within and across subject matter areas. Concepts and skills are taught in ways that encourage students to apply them in real-life contexts that make subject matter meaningful. Teachers assist all students to become self-directed learners who are able to demonstrate, articulate, and evaluate what they learn.


     

    Key Element: Connecting students' prior knowledge, life experience, and interests with learning goals.

    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?

    Key Element: Using a variety of instructional strategies and resources to respond to students' diverse needs.

    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?
  • use a variety of strategies to introduce, explain, and restate subject matter concepts and processes so that all students understand?
  • choose strategies that make the complexity and depth of subject matter understandable to all students?
  • use strategies that support subject matter learning for second language learners?
  • modify materials and resources and use appropriate adaptive equipment to support each student'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: Facilitating learning experiences that promote autonomy, interaction, and choice.

    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?

     

    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. . ."
  • 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 strategies and procedures?
  • 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 crifical 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?

    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 learning goals?
  • 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?


      STANDARD FOR
    CREATING AND MAINTAINING
    EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING

    Teachers create physical environments that engage all students in purposeful learning activities and encourage constructive interactions among students. Teachers maintain safe learning environments in which all students are treated fairly and respectfully as they 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 instructional time as they implement class procedures and routines.



    Key Element: Creating a physical environment that engages all students.

    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?

     

    Key Element: Establishing a climate that promotes fairness and respect



    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?


  • Key Element: Promoting social development and group responsibility.

    As teachers develop, they may ask, "How do I. . ." or "Why do I. . ."

  • help all students accept and respect different experiences, ideas, backgrounds, feelings, and points 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 one another?
  • create opportunities for all students to become self-directed learners?


    Key Element: Establishing and maintaining standards for student behavior.


    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?


    Key Element: Planning and implementing classroom procedures and routines that support student learning.

    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?

     

    Key Element: Using instructional time effectively.


    As teachers develop, they may ask, "How do I. . ." or "Why do I. . ."
  • structure fime 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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