CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION 2009

TEACHER PERFORMANCE EXPECTATIONS

CSTP 1: 
Engaging and Supporting All Students in Learning
 
Using knowledge of students to engage them in learning.  

Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests. 

Connecting subject matter to meaningful, real-life contexts. 
 
Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs.

Promoting critical thinking through inquiry, problem
solving, and reflection. 
 
Monitoring student learning and adjusting instruction while teaching.

Domain C:  
Engaging and Supporting Students in Learning
 
TPE 4 – Making Content Accessible

• Addressing state-adopted academic content standards
• Prioritizing and sequencing content
• Selecting and using various instructional strategies, activities, and resources to facilitate

student learning

TPE 5 – Student Engagement

• Understanding of academic learning goals
• Ensuring active and equitable participation
• Monitoring student progress and extending student thinking

TPE 6 – Developmentally Appropriate Teaching Practices
a.  Developmentally Appropriate Practices in Grades K-3

• Understanding important characteristics of the learners
• Designing instructional activities
• Providing developmentally appropriate educational experiences

b.  Developmentally Appropriate Practices in Grades  4-8

• Understanding important characteristics of the learners
• Designing instructional activities
• Providing developmentally appropriate educational experiences

TPE 7 – Teaching English Learners

• Understanding and applying theories, principles, and instructional practices for English

Language Development

• Understanding how to adapt instructional practices to provide access to the state-adopted

student content standards

• Drawing upon student backgrounds and language abilities to provide differentiated

instruction

CSTP 2: 
Creating and Maintaining Effective Environments for Student Learning
 
Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully. 
 
Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students.
  
Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe.  

Creating a rigorous learning environment with high expectations and appropriate support for all students.  

Developing, communicating, and maintaining high standards for individual and group behavior. 

Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. 

Using instructional time to optimize learning.

Domain E:  
Creating and Maintaining Effective Environments for Student Learning

TPE 10 – Instructional Time

• Allocating instructional time
• Managing instructional time

TPE 11 – Social Environment

• Understanding the importance of the social environment
• Establishing a positive environment for learning
• Maintaining a positive environment for learning

CSTP 3: 
Understanding and Organizing Subject Matter for Student Learning 

Demonstrating knowledge of subject matter, academic
content standards, and curriculum frameworks.  

Applying knowledge of student development and proficiencies to ensure student understanding of content. 

Organizing curriculum to facilitate student understanding of the subject matter.

Utilizing instructional strategies that are appropriate to the subject matter.

Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students.

Addressing the needs of English learners and students with special needs to provide equitable access to the content.

Domain A:  
Making Subject Matter Comprehensible to Students

TPE 1 – Specific Pedagogical Skills for Subject Matter Instruction
a. Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments

• Understanding the sate-adopted academic content standards
• Understanding how to teach the subject matter in the standards
• Planning instruction that addresses the standards
• Demonstrating the ability to teach to the standards

CSTP 4: 
Planning Instruction  and Designing Learning Experiences for All Students

Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction.

Establishing and articulating goals for student learning.

Developing and sequencing long-term and short-term instructional plans to support student learning.

Planning instruction that incorporates appropriate
strategies to meet the learning needs of all students.   

Adapting instructional plans and curricular materials to meet the assessed learning needs of all students.

Domain D:  
Planning Instruction and Designing Learning Experiences for Student Learning

TPE 8 – Learning about Students

• Understanding child and adolescent development
• Understanding how to learn about students
• Using methods to learn about students

    connecting student information to learning

TPE 9 – Instructional Planning

• Establishing academic learning goals
• Connecting academic content to the students backgrounds, needs, and abilities
• Selecting strategies/activities/materials/resources

CSTP 5: 
Assessing Students for Learning
 
Applying knowledge of the purposes, characteristics,
and uses of different types of assessments.

Collecting and analyzing assessment data from a variety
of sources to inform instruction. 
  
Reviewing data, both individually and with colleagues, to monitor student learning.   

Using assessment data to establish learning goals and to plan, differentiate, and modify instruction. 

Involving all students in self-assessment, goal setting, and monitoring progress.

Using available technologies to assist in assessment, analysis, and communication of student learning.

Using assessment information to share timely and comprehensible feedback with students and their
families.

Domain B:  
Assessing Student Learning

TPE 2 – Monitoring Student Learning During Instruction

• Determining student progress toward achieving the state-adopted academic content

standards

• Using instructional strategies and techniques to support students’ learning

TPE 3 – Interpretation and Use of Assessments

• Understanding a range of assessments
• Using and interpreting a range of assessments
• Giving feedback on assessment results

CSTP 6: 
Developing as a Professional Educator
 
Reflecting on teaching practice in support of student learning.

Establishing professional goals and engaging in continuous and purposeful professional growth and development.  

Collaborating with colleagues and the broader professional community to support teacher and student learning. 

Working with families to support student learning.  

Engaging local communities in support of the instructional program.   

Managing professional responsibilities to maintain
motivation and commitment to all students.

Demonstrating professional responsibility, integrity and ethical conduct.
 

Domain F:
Developing as a Professional Educator

TPE 12 – Professional, Legal, and Ethical Obligations

• Taking responsibility for student academic learning outcomes
• Knowing and applying professional and ethical obligations
• Knowing and applying legal obligations

TPE 13 – Professional Growth

• Evaluating teaching practices and subject matter knowledge
• Using reflection and feedback to improve teaching practice and subject matter knowledge