Standard 1 Engaging and Supporting All Students in Learning

Standard 2 Creating and Maintaining Effective Learning EnvironmentsElement Practice Not Consistent Developing Beginning Practice Maturing Beginning Practice Experienced Practice2.1 Creating a physicalenvironment that engages allstudentsThe physical environment does notesupport student learning. There areone or more safety hazards, andmaterials are difficult to access whenneeded.The physical environment isarranged for safety and accessibility,and it facilitates individual studentengagement in learning.The arrangement of the physicalenvironment ensures safety andaccessibility. Most students workwell individually or together as theyparticipate in learning activities.The arrangement of the physicalenvironment ensures safety andaccessibility, and facilitatesconstructive interaction andpurposeful engagement for all2.2 Establishing a climate thatpromotes fairness and respect2.3 Promoting social developmentand group responsibility2.4 Establishing and maintainingstandards for student behavior2.5 Planning and implementingclassroom procedures and routinesthat support student learning2.6 Using instructional timeeffectivelyThe classroom climate ischaracterized by unfairness ordisrespect, either between the teacherand students or among students.Students are unwilling to take risks.Teacher response to inappropriatebehaviors is unfair or inequitable.Students’ social development, selfesteem,and diversity are notsupported, and students have nosense of responsibility for each other.No standards for behavior appear tohave been established, or studentsare confused about what thestandards are. Teacher does notunderstand that standards must betaught.Classroom procedures and routineshave not been established or are notbeing enforced. Teacher does notunderstand that procedures androutines must be taught.Learning activities are often rushedor too long, and transitions are roughor confusing, resulting in a loss ofinstructional time.A climate of fairness, caring, andrespect is established by the teacherfor most students, but few studentstake risks and the teacher does littleto encourage them. For the mostpart, the pattern of teacher responseto inappropriate behavior is fair andequitable.Students respect each other’sdifferences most of the time andwork together moderately well. Theteacher provides limitedopportunities for students to assumeresponsibility.Standards for behavior have beenestablished by the teacher, and theteacher’s response to studentbehavior is generally appropriate.Teacher has taught some standardsfor behavior. Reinforcement ofstandards is inconsistent, or focusedonly on punishment.Procedures and routines have beenestablished and work moderatelywell, with little loss of instructionaltime. Teacher has taught someroutines or procedures.Reinforcement of routines andprocedures may be inconsistent, orfocused only on punishment.Instructional time is paced so thatmost students complete learningactivities. Transitions used to movestudents into new activities aregenerally effective.A climate of fairness, caring, andrespect is maintained by the teacher,and students are encouraged to takerisks and be creative. The pattern ofteacher response to inappropriatebehavior is fair and equitable.Students respect each other’sdifferences and work independentlyand collaboratively, takingresponsibility for themselves andtheir peers.Standards for behavior are clearlyestablished, have been taught, areclear to all students, and aremaintained by the teacher. Theteacher’s response to studentbehavior is appropriate.Reinforcement of standards isconsistent using positive or negativereinforcers.Teacher has taught routines andprocedures. Procedures and routineswork smoothly, with no loss ofinstructional time. Reinforcement ofroutines and procedures is consistentusing positive or negativereinforcers.Pacing of the lesson is appropriate tothe activities and enables all studentsto engage successfully with thecontent. Transitions are smooth.students in learning activities.Students ensure that a climate ofequity, caring, and respect ismaintained in the classroom, andstudents take risks and arecreative. The patter of teacherresponse to inappropriate behavioris fair and equitable.Students work independently andcollaboratively and maintain aclassroom community in whichthey respect each other’sdifferences, assume leadership,and are responsible for themselvesand their peers.Standards for behavior have beentaught and are integrated with thedaily routine. Students andteacher develop standards forbehavior together, and studentsare responsible for helping eachother maintain standards.Reinforcement of standards isconsistent and integrated with theuse of positive and negativereinforcers.Routines and procedures have beentaught and internalized by students andteacher. Students and teacher ensurethat classroom procedures and routinesoperate seamlessly and efficiently.Reinforcement of routines andprocedures is consistent and integratedwith the use of positive and negativereinforcersPacing of the lesson is adjusted asneeded to ensure the engagementof all students in learningactivities. Transitions areseamless.Directions: Use the following symbols after each post observation reflection with your New Teacher Coach to mark the CSTP Continuum.X= reflection on student teaching 1 = 1 st observation 2= 2nd observation 3= 3 rd observation 4= 4 th observation2

Standard 3 Understanding and Organizing Subject Matter for Student LearningElement Practice Not Consistent Developing Beginning Practice Maturing Beginning Practice Experienced Practice3.1 Demonstrating knowledgeof subject matter and studentdevelopmentThe teacher’s workingknowledge of subject matter andstudent development isinconsistently evident, does notadequately support students’learning, or may not be current.The teacher’s workingknowledge of subject matter andbasic principles of studentdevelopment reflects a singleperspective, supports somestudents’ learning, and is usuallyThe teacher’s workingknowledge of subject matter andbasic principles of studentdevelopment incorporatesdifferent perspectives, supportsall students’ learning, and isThe teacher’s workingknowledge of subject matterand individual students’development incorporates abroad range of perspectives,strongly supports all students'3.2 Organizing curriculum tosupport student understandingof subject matter3.3 Interrelating ideas andinformation within and acrosssubject matter areas3.4 Developing studentunderstanding throughinstructional strategies that areappropriate to the subjectmatter3.5 Using materials, resources,and technologies to makesubject matter accessible tostudentsThe curriculum is not organizedand it rarely demonstratesconcepts, themes, and skills;rarely values differentperspectives or rarely supportsstudents’ understanding of coreconcepts.The teacher presents curriculumwithout identifying or integratingkey concepts and information, ordoes not relate content toprevious learning in order tosupport students’ understanding.Instructional strategies are notappropriately matched to subjectmatter content or concepts, anddo not encourage students tothink critically or to extend theirknowledge.Instructional materials, resources,and technologies are either notused or used inappropriately.Materials do not accuratelyreflect diverse perspectives.current.The curriculum is looselyorganized and inconsistentlydemonstrates concepts, themes,and skills without revealing orvaluing different perspectives;and supports an understanding ofcore concepts for some students.The teacher identifies some keyconcepts and information withinthe curriculum, and attempts torelate content to previouslearning without extendingstudents’ understanding.The teacher may use a fewinstructional strategies to makethe content accessible to students,and may encourage somestudents to think critically or toextend their knowledge ofsubject matter.Instructional materials, resources,and technologies are usedinfrequently to convey keysubject matter. Materials mayreflect diverse perspectives.current.The curriculum is organized andsequenced; demonstratesconcepts, themes, and skills;reveals and values differentperspectives; and supports anunderstanding of core conceptsfor all students.The teacher identifies andintegrates key concepts andinformation within thecurriculum, relates content tostudents’ lives, and uses previouslearning to extend student’sunderstanding.The teacher uses appropriateinstructional strategies to makethe content accessible to students,to encourage them to thinkcritically, and extend theirknowledge of subject matter.Instructional materials, resources,and technologies support thecurriculum and promote students’understanding of content andconcepts. Materials reflectdiverse populations.learning, and is current.The curriculum is organized andsequenced and demonstratesconcepts, themes, and skills,and the relationships betweenthem. It reveals and values abroad range of perspectives andis organized to ensure that allstudents develop a deepunderstanding of core concepts.The teacher facilitates studentsas they identify and integrateconcepts and information withinand across curriculum, relatecontent to their lives andprevious learning, and use thisto extend their understanding.A repertoire of instructionalstrategies is used to make thecontent accessible to allstudents, to challenge them tothink critically, and to deepentheir knowledge and enthusiasmfor subject matter.A range of instructionalmaterials, resources, andtechnologies are integrated intothe curriculum to extendstudents’ understanding ofcontent and concepts. Materialsreflect diverse perspectives.Directions: Use the following symbols after each post observation reflection with your New Teacher Coach to mark the CSTP Continuum.X= reflection on student teaching 1 = 1 st observation 2= 2nd observation 3= 3 rd observation 4= 4 th observation3

Standard 4 Planning Instruction and Designing Learning Experiences for All StudentsElement Practice Not Consistent Developing Beginning Practice Maturing Beginning Practice Experienced PracticeInstructional plans do not match or Instructional plans are partially Instructional plans reflect students’ Instructional plans build onreflect students’ backgrounds, drawn from information about backgrounds, experiences, interests, students’ backgrounds, experiences,experiences, interests, andstudents’ backgrounds, experiences, and developmental needs to support interests, and developmental needsdevelopmental needs, and do not interests, and developmental needs to students’ learning.to support all students’ learning.support students learning.support students’ learning.4.1 Drawing on and valuingstudents’ backgrounds, interests,and developmental learning needs4.2 Establishing and articulatinggoals for student learning4.3 Developing and sequencinginstructional activities andmaterials for student learning4.4 Designing short and long termplans to foster student learning4.5 Modifying instructional plansto adjust for student needsInstructional goals are notestablished or do not addressstudents’ language, experience, orhome and school expectations.Expectations for students are low.Instructional activities and materialsare not appropriate to the students.Instructional goals do not reflectStandards and/or they do not engagestudents in meaningful learning.Activities are not logicallysequenced. The lesson design isincomplete.Individual lesson plans have little ornot relation to long-term goals or aunit plan has little recognizablestructure.Instructional plans are not modified,in spite of evidence thatmodifications would improve studentlearning.Some instructional goals addressstudents’ language, experience,and/or home and schoolexpectations. Use of contentstandards is inconsistent or looselyconnected. Expectations for studentsare inconsistent.Instructional activities and materialsare partially appropriate to studentsand the learning goals, and engagesome students in meaningfullearning. Some activities arelogically sequenced within individuallessons. Reinforces relationshipsacross some subject areas. Thelesson design contains many of thenine steps, but some may be missingor inadequately implemented.Long-term plans have a recognizablestructure, although the sequence ofindividual lessons is uneven and onlypartially helps students developconceptual understanding.Modifications to instructional plansaddress only superficial aspects ofthe lesson. May provide alternativeactivities, but activities lackdifferentiation.Short-term and long-terminstructional goals are based onstudents’ language, experiences, orhome and school expectations.Goals are appropriately challengingfor most students and representvaluable learning. Teachergenerally uses content standards asthe basis for instructional planning.Expectations for students aregenerally high.Instructional activities and materialsare appropriate to students and thelearning goals, make content andconcepts relevant, and engage moststudents in meaningful learning.Activities are logically sequencedwithin individual lessons and reflectan accurate task analysis.Relationships are reinforced acrossmost subject areas. The lessondesign contains all nine steps.Long-term plans have a coherentstructure, with learning activities inindividual lessons well sequenced topromote understanding of concepts.Instructional plans are modified asneeded to enhance the needs of moststudents. Several support orintervention models are available.Plans are based on formal andinformal assessment.Short-term and long-terminstructional goals are set byteacher and students, and integratestudents’ language, experience,home and school expectations, andcontent standards. Teacherconsistently uses essentialquestions to guide instructionalprocess. Goals are appropriatelychallenging for all students andrepresent valuable learning.Expectations for students areconsistently high.Instructional activities andmaterials are differentiated toreflect individual students’ interestsand developmental needs, andengage all students in meaningfullearning. Activities support thelearning goals and logicallysequenced to clarify content andconcepts (task analysis).Relationships are reinforced acrossall subject areas. The lessonintegrates the nine steps of thelesson design sequence.Long-term plans are highlycoherent. Learning sequences areresponsive to the needs ofindividual student and promoteunderstanding of complex concepts.Instructional plans are modified asneeded, based on formal andinformation assessment andstudents suggestions, to ensuredeeper conceptual understanding byall students. Multiplesupport/interventions are available.Directions: Use the following symbols after each post observation reflection with your New Teacher Coach to mark the CSTP Continuum.X= reflection on student teaching 1 = 1 st observation 2= 2nd observation 3= 3 rd observation 4= 4 th observation4

5.1 Establishing andcommunicating learning goalsfor all studentsStandard 5 Assessing Student LearningElement Practice Not Consistent Developing Beginning Practice Maturing Beginning Practice Experienced PracticeFew or no learning goals are Learning goals are established toestablished. Learning goals are meet school and districtnot revised or clearlyexpectations. Goals arecommunicated to students or communicated to all studentsfamilies.without revision.5.2 Collecting and usingmultiple sources of informationto assess student learning5.3 Involving and guiding allstudents in assessing their ownlearning5.4 Using the results ofassessment to guide instruction5.5 Communicating withstudents, families, and otheraudiences about studentprogressThe teacher uses no consistentsources of information to assessstudent learning and/or usesassessment strategies that are notappropriate to students’ learning.The teacher does not encouragestudents to reflect on or assesstheir own work.Information about studentlearning is inappropriately or notused by the teacher to plan,guide, or adjust instruction.The teacher provides someinformation about studentlearning to students, families, andsupport personnel, but theinformation is incomplete orunclear.The teacher uses one or twosources of information to assessstudent learning and one or twoassessment strategies tounderstanding student progress.Student reflection is encouragedand guided by the teacher duringsome activities. Opportunitiesare provided for students todiscuss work with peers.Information from a limited rangeof assessments is used to planlearning activities and maysupport class needs andachievement. Assessments arenot used to adjust instructionwhile teaching.The teacher provides someinformation about studentlearning to students, families, andsupport personnel to promoteunderstanding and academicprogress.Learning goals are established inrelation to students’ needs andthe curriculum, and meet districtand state expectations. Goals arecommunicated to all students andtheir families, and are revised asneeded.The teacher uses a variety ofsources to collect informationabout student learning andseveral appropriate assessmentstrategies to understand studentprogress.Student reflection and selfassessmentare included in mostlearning activities. The teachermodels skills and assessmentstrategies to help studentsunderstand their own work anddiscuss it with peers.Information from a variety ofassessments is used to plan andmodify learning activities, aswell as to meet class andindividual student needs andachievement. Assessments areoccasionally used to adjustinstruction while teaching.The teacher regularly exchangesinformation about studentlearning with students, families,and support personnel in waysthat improve understanding andencourage academic progress.Learning goals are establishedby the teacher, students, andfamilies; are appropriate tostudents’ needs and thecurriculum; and meet districtand state expectations. Goalsare communicated to allstudents and families, and arerevised as needed.The teacher uses a variety ofsources to collect informationabout student learning and awide range of appropriateassessment strategies tounderstand student progress.Ongoing student reflection andself-assessment are integratedinto the learning process.Students demonstrateassessment strategies anddiscuss work with peers.Information for a variety ofongoing assessments is used toplan and modify learningactivities, and to support classand individual student needsand achievement. Assessmentsare used to adjust instructionwhile teaching in response tostudent needs.Students participate with theteacher to exchange informationabout their learning withfamilies and support personnelin ways that improveunderstanding and encourageacademic progress.Directions: Use the following symbols after each post observation reflection with your New Teacher Coach to mark the CSTP Continuum.X= reflection on student teaching 1 = 1 st observation 2= 2nd observation 3= 3 rd observation 4= 4 th observation5

Standard 6 Developing as a Professional EducatorElement Practice Not Consistent Developing Beginning Practice Maturing Beginning Practice Experienced PracticeThe teacher may reflect on The teacher reflects on some The teacher reflects on his or her The teacher reflects on his orspecific problems or areas of lessons and areas of concern in teaching practice in relation to her teaching practice inconcern in his or her teaching his or her teaching practice, areas of concern and student relation to student learning andpractice, but rarely usesassesses growth in these areas learning, assesses growth over instructional goals, assessesreflection to assess growth over with assistance, and may use time, and may use reflection to growth over time, and planstime or to plan professional reflection to plan professional plan professional development. professional developmentdevelopment.development.based on reflection.6.1 Reflecting on teachingpractice and planningprofessional development6.2 Establishing professionalgoals and pursuingopportunities to growprofessionally6.3 Working with communitiesto improve professionalpractice6.4 Working with families toimprove professional practice6.5 Developing as aprofessional educatorProfessional goals are notestablished to guide practice.The teacher rarely pursuesopportunities to develop newknowledge or skills, or toparticipate in the professionalcommunity.The teacher has limitedknowledge of students’communities or of how to accessthem to provide learningexperiences for students or topromote collaboration with theschool.The teacher may demonstraterespect for students’ families ortheir backgrounds, but haslimited communication withfamilies, and is not sure how toprovide opportunities forparticipation in the classroom orschool community.The teacher rarely converses withcolleagues, rarely seeks out otherstaff to meet student needs, andrarely participates in school ordistrict events or learningactivitiesProfessional goals are establishedwith assistance. The teacherpursues some opportunities toacquire new knowledge andskills, but infrequentlyparticipates in the professionalcommunity.The teacher understands theimportance of students’communities, but is not sure howto apply this to benefit studentsand families, provide experiencesto support learning, or promotecollaboration with the school.The teacher respects somestudents’ families, initiatescommunication and develops anunderstanding of their diversebackgrounds, and may providesome opportunities for familiesto participate in the classroom orschool community.The teacher engages in dialoguewith some colleagues, seeks outstaff to help meet students’needs, and participates in someschool-wide events.Professional goals are developedand the teacher pursuesopportunities to acquire newknowledge and skills, andparticipates in the professionalcommunity.The teacher values students’communities, and developsknowledge of them to benefitstudents and families, providesome experiences to supportlearning, or support collaborationbetween school and community.The teacher respects students’families, develops positivecommunication and anunderstanding of their diversebackgrounds, and providesopportunities for families toparticipate in the classroom orschool community.The teacher engages in dialoguewith colleagues, collaborateswith staff to meet students’needs, and participates in schoolwideevents.Professional goals areextended and the teacherpurposefully pursuesopportunities to expandknowledge and skills, andparticipates in and contributesto the professional community.The teacher values students’communities and usesknowledge of them to benefitstudents and families, providestudents with experiences thatsupport their learning, andpromote collaboration betweenschool and community.The teacher respects allstudents’ families, understandstheir diverse backgrounds, andmaintains ongoing positiveinteractions, and providesmultiple opportunities formeaningful participation in theclassroom or schoolcommunity.The teacher engages indialogue and reflection withcolleagues, collaborates withstaff to meet students’ needs,and contributes to school-wideand district-wide decisionmaking, events, andprofessional development.Pk07/forms/btsa//CSTPDirections: Use the following symbols after each post observation reflection with your New Teacher Coach to mark the CSTP Continuum.X= reflection on student teaching 1 = 1 st observation 2= 2nd observation 3= 3 rd observation 4= 4 th observation6