Continuum of  
    Teaching   Practice 
         Table of Contents   
         Introduction .............................................................2           Continuum of Teaching Practice Writing Team .............. 47 
                                 
         Context and History.....................................................2 
                                                                                                                                                                
                                                                                               State of CA Commission on Teacher Credentialing ........ 47 
                               
         Rationale and Use........................................................3 
                                                                                                                          
                                                                                               CCTC and CDE Staf ................................................48 
         Structure and Organization.............................................3 
         Reading and Self-Assessing on the                                                     California Standards for the Teaching Profession   
         Continuum of Teaching Practice  ......................................3               Advisory Panel (2008–09) ........................................48 
                                   
         Developmental Levels.................................................. 4 
                               
         Glossary of Terms........................................................7 
         Continuum of Teaching Practice 
         Standard 1: Engaging and Supporting All Students in Learning  .  8 
         Standard 2: Creating and Maintaining  
         Efective Environments for Student Learning .......................14 
         Standard 3: Understanding and Organizing  
         Subject Matter for Student Learning  ................................21 
         Standard 4: Planning Instruction and Designing  
         Learning Experiences for All Students .............................. 28 
         Standard 5: Assessing Students for Learning ...................... 33 
                                                                    
         Standard 6: Developing as a Professional Educator ..............40 
         Continuum of Teaching Practice                                                                                                                                   page 1  
         The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.  
         Developed in collaboration with the CCTC, CDE and New Teacher Center. Revised June 2012. 
           Introduction 
          Context and History                                                 Continuum of Teaching Practice                                      California Standards for the Teaching Profession 
                                                                              California’s  Continuum of Teaching Practice is based               (CSTP) and are in alignment with the P–12 academic 
          California Standards for the                                        on foundational work of the California Commission                   content standards. Criteria refer to indicators of 
          Teaching Profession                                                 on Teacher Credentialing (CCTC), the California                     teaching practice. Evidence of practice includes 
          Te  California Standards for the Teaching Profession                Department of Education (CDE) and the New                           multiple sources such as lesson plans, observation 
          (CSTP) are intended to provide common language and                  Teacher Center (NTC) over the past 15 years. Te                     data, and student work analyses and is used to make 
          a vision of the scope and complexity of the profession.             2010  Continuum of Teaching Practice is aligned with                valid self-assessments on the Continuum of Teaching 
          Tey defne a vision of teaching as well as professional              the  CSTP, builds on California’s pre-service Teaching              Practice. Te Continuum of Teaching Practice is one 
          roles and responsibilities from pre-service teacher to              Performance Expectations and sets forth a description               component of a comprehensive formative assessment 
          experienced practitioner. Te standards are not set                  of teaching that respects the diverse ways teachers                 system for teachers, based on the California Standards 
          forth as regulations to control the specifc actions of              pursue excellence in teaching and learning.                         for the Teaching Profession (CSTP).  
          teachers, but rather to guide teachers as they develop,                  Te Continuum of Teaching Practice is a tool for                     Te  Continuum of Teaching Practice is aligned 
          refne, and extend their practice.                                   self-refection, goal setting, and inquiry into practice. It         to the 2009 California Standards for the Teaching 
               Te current version of the CSTP (2009) has                      provides common language about teaching and learning                Profession (CSTP): 
          been developed to respond to changes in the context                 and can be used to promote professional growth within               •	 Engaging and Supporting All Students in Learning 
          for teaching and learning in California over the                    an environment of collegial support. Self-assessment                •	 Creating and Maintaining Effective Environments 
          past decade and to address the pressing needs of                    data can support teachers in making informed decisions                 for Student Learning 
          an increasingly diverse P–12 student population.                    about their ongoing development as professionals.                   •	 Understanding and Organizing Subject Matter for 
          Particular attention has been paid to revising language             District and induction program leaders can use teacher                 Student Learning 
          related to student learning, assessment practices,                  assessment data to guide, support and accelerate  
          and equitable pedagogy designed to address English                  professional growth focused on student achievement.                 •	 Planning Instruction and Designing Learning 
          learners and students with diverse learning needs. Tis                   Since 1992, Beginning Teacher Support and                         Experiences for All Students 
          updated version of the CSTP also looks forward to                   Assessment (BTSA) Induction Programs in CA                          •	 Assessing Students for Learning 
          the future of teaching and learning in the 21st century             have been using formative assessment to support and                 •	 Developing as a Professional Educator 
          where traditional classrooms and contexts are likely to             inform teachers about their professional practice as 
          be transformed through innovative technologies and                  they refect and improve upon their teaching as part of              Te  Continuum of Teaching Practice is appropriately  
          globalized connections. Te CSTP continue to set                     a continuous improvement cycle. Formative assessment                used with data collected over time and is not 
          forth a vision for the teaching profession—one that                 promotes and develops professional norms of inquiry,                appropriate for use with evidence collected on a 
          is sustainable, engaging, and fulflling for teachers                collaboration, data-driven dialogue, and refection to               single occasion. While the Continuum of Teaching 
          in all stages of their careers.                                     improve student learning and is characterized by an                 Practice may be used to assist teachers in setting 
                                                                              inquiry cycle guiding teachers to Analyze Data and                  professional goals and/or launching a cycle of inquiry, 
                                                                              Refect—Plan Instruction—Teach and Assess.                           the  Continuum is not designed for use as a stand-alone 
                                                                                   A formative assessment system has three                        observation or evaluation instrument. 
                                                                              essential components: standards, criteria and  
                                                                              evidence of practice. Standards refer to the  
          Con t i n u u m of Te a c h i n g P r a c t i ce                                                                                                                                             page  2  
          The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.  
          Developed in collaboration with the CCTC, CDE and New Teacher Center. Revised June 2012.