California Standards for Teaching Professionals
Standard 1
Teachers provide students with meaningful opportunities to participate in learning activities while recognizing that willingness to engage differs among individuals. Teachers observe student cues and use inclusive strategies to encourage participation and respond to student needs during instruction.
CSTP 1 Classroom Observation 1
Student, seated, with microphone, addresses the class to share writing from morning journal about the weekend. Class appears attentive, focused on the speaker. Teacher elicits information to guide student.
- Student oral sharing of personal writing
- Teacher facilitates student and class participation
- Class attentiveness supports engagement in learning activity.
CSTP 1 Classroom Observation 2
Student seated with microphone reads aloud from journal entry about the weekend, referencing written text while addressing the class.
- Student actively uses writing to support oral communication
- References prior written thinking as part of participation
- Evidence of student engagement in a learning task
CSTP 1 Evidence 1
CSTP 1 Evidence 2
Standard 2
Teachers create safe and inclusive learning environments by modeling fair and equitable behavior, organizing classroom resources, communicating clear expectations and routines, and supporting independent work, collaboration, and student success.
CSTP 2 Classroom Observation 1
Students are seated around a shared table working collaboratively. The table contains multiple learning resources including notebooks, pencils, a pencil pouch, and laptops. Students are independently and collaboratively writing, referencing materials, and using digital tools during the task.
CSTP 2 Classroom Observation 2
Students seated in a classroom with hands raised, actively participating. Classroom highly decorated with student work, visuals and materials that support learning. Environment encourages participation, affirms student value. Raised hands shows social development. Environment appears created and maintained to encourage student participation in an inclusive learning environment.
CSTP 2 Evidence 1
CSTP 2 Evidence 2
Standard 3
Teachers take abstract ideas from within their specialized subjects, then transform the content into ways that students can understand. In practice, this happens by clearly connecting ideas, using multiple strategies to explain concepts, and selecting materials and activities that build understanding from beginning ideas to deeper learning.
CSTP 3 Classroom Observation 1
This was observed as a narrative writing activity entitled ‘Let’s Begin Writing.’ (Evidence on following slides) Students begin by identifying ‘The best part of themselves’ and minimally writing some observations.
CSTP 3 Evidence 1
CSTP 3 Classroom Observation 2
These writing samples are revisited later in the year, allowing students to build upon their original ideas. Growth and understanding are assessed through students’ written expression, organization of ideas, and the ability to communicate themselves and their thinking.
CSTP 3 Evidence 2
Standard 4
Teachers deliberately identify learner needs specific to their classroom, establish relevant and appropriately challenging goals, align instructional materials to support continued student development, apply pedagogical practices responsive to student diversity, and remove barriers based on student performance.
CSTP 4 Classroom Observation 1a
The classroom ROAR flyer identifies ‘Outstanding Effort’ as Participating in class, Being prepared, Using time efficiently.
CSTP 4 Classroom Observation 1b
Additionally, ROAR provided in another language expressive of responsiveness to linguistic diversity.
CSTP 4 Evidence 1a
CSTP 4 Evidence 1b
CSTP 4 Classroom Observation 2a
Numerous student writing assignments were displayed throughout the classroom.
CSTP 4 Classroom Observation 2b
The walls were updated frequently to showcase learning development.
CSTP 4 Evidence 2a
CSTP 4 Evidence 2b
Standard 5
Teachers use multiple assessment types to identify learner proficiency and needs. Testing and instruction is responsive to individual and class diversity, identifiable obstacles are removed, and materials are revised to support learner growth. The data gathered from both informal and formal assessments is shared in collaboration with students, families, and professional associates respectfully and sensitive to cultural norms.
CSTP 5 Classroom Observation 1
Classroom Dojo supports classroom management (CSTP 2) and provides informal data on student participation over time (CSTP 5). This visual system helps teachers monitor student engagement and inform subsequent instructional planning and lessons.
CSTP 5 Evidence 1
CSTP 5 Classroom Observation 2
Instructor meets with a student individually during the ELPAC language proficiency assessment, asking questions specific to assigned reading and listening for evidence of language proficiency. The teacher observes student responses to identify strengths, learning needs, and potential barriers to understanding.
CSTP 5 Evidence 2
Standard 6
Instructors develop professionally by reflecting on professional goals, collaborating with colleagues, participating in professional communities, and engaging with students’ families. Community involvement is essential for cultural awareness and responsiveness, helping educators develop greater understanding of themselves and the diverse needs of their students while improving instructional practice.
ESTP 6 School-wide Observation
Professional development is evidenced through an informational agenda identifying instructor roles, participation, and training opportunities. Topics include PowerSchool F&P data entry, classroom-community engagement, and ELPAC testing resources, demonstrating a commitment to professional development and improved instructional practice.
CSTP 6 Evidence includes Training Itinerary and Agenda
