Napa County
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
CSTP STANDARD ONE:
CSTP STANDARD TWO:
Engaging & Supporting
All Students in Learning
Creating & Maintaining Effective
Environments for Student Learning
1.1
Using knowledge of students to engage them in learning
2.1
Promoting social development and responsibility within a caring
community where each student is treated fairly and
respectfully
1.2
Connecting students’ prior knowledge, life experience and
interests
2.2
Creating physical or virtual learning environments that promote
student learning, reflect diversity, and encourage constructive
and productive interactions among students
1.3
Connecting subject matter to meaningful, real-life contexts
2.3
Establishing and maintaining learning environments that are
physically, intellectually, and emotionally safe
1.4
Using a variety of instructional strategies, resources and
technologies to meet students’ diverse learning needs
2.4
Creating a rigorous learning environment with high
expectations and appropriate support for all students
1.5
Promoting critical thinking through inquiry, problem solving and
reflection
2.5
Developing, communicating, and maintaining high standards for
individual and group behavior
1.6
Monitoring student learning and adjusting instruction while
teaching
2.6
Employing classroom routines, procedures, norms, and supports
for positive behavior to ensure a climate in which all students
can learn
2.7
Using instructional time to optimize learning
CSTP STANDARD THREE:
CSTP STANDARD FOUR:
Understanding & Organizing
Subject Matter for Student Learning
Planning Instruction & Designing
Learning Experiences for All Students
3.1
Demonstrating knowledge of subject matter, academic content
standards, and curriculum frameworks
4.1
Using knowledge of students' academic readiness, language
proficiency, cultural background, and individual development to
plan instruction
3.2
Applying knowledge of student development and proficiencies
to ensure student understanding of subject matter
4.2
Establishing and articulating goals for student learning
3.3
Organizing curriculum to facilitate student understanding of
the subject matter
4.3
Developing and sequencing long-term and short-term
instructional plans to support student learning
3.4
Utilizing instructional strategies that are appropriate to the
subject matter
4.4
Planning instruction that incorporates appropriate strategies to
meet the learning needs of all students
4.5
Adapting instructional plans and curricular materials to meet
the assessed learning needs of all students
3.5
3.6
Using and adapting resources, technologies, and standardsaligned 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
CSTP STANDARD FIVE:
CSTP STANDARD SIX:
Assessing Students for Learning
Developing as a Professional Educator
5.1
Applying knowledge of the purposes, characteristics, and uses
of different types of assessments
6.1
Reflecting on teaching practice in support of student learning
5.2
Collecting and analyzing assessment data from a variety of
sources to inform instruction
6.2
Establishing professional goals and engaging in continuous and
purposeful professional growth and development
5.3
Reviewing data, both individually and with colleagues, to
monitor student learning
6.3
Collaborating with colleagues and the broader professional
community to support teacher and student learning
5.4
Using assessment data to establish learning goals and to plan,
differentiate, and modify instruction
6.4
Working with families to support student learning
5.5
Involving all students in self-assessment, goal setting, and
monitoring progress
6.5
Engaging local communities in support of the instructional
program
5.6
Using available technologies to assist in assessment, analysis,
and communication of student learning
6.6
Managing professional responsibilities to maintain motivation
and commitment to all students
5.7
Using assessment information to share timely and
comprehensible feedback with students and their families
6.7
Demonstrating professional responsibility, integrity, and
ethical conduct
2013
Napa County
COACHING SKILLS AND TIPS
A trusting relationship
● Using attentive listening skills
● Empathetic acceptance
● Congruence between body language and
verbal language
Clearly defined roles and expectations
● Desire to promote the teacher’s autonomy
and uniqueness
● Non-judgmental conversation
● Honesty
Acknowledging and Clarifying:
 So, you’re feeling...
 You’re noticing that...
 In other words...
 You’re suggesting that...
Summarizing and Organizing:
 So, there seems to be two key issues here
______ and______.
 For you then, several themes are emerging:
______.
Shifting Focus:
 So, a(n) _______ for you might be ________
● Paraphrasing
● Clarifying
● Pausing and using silence
● Questioning to invite thinking
Focus Questions: Clarify and narrow
the focus of conversations
Focusing stems:
 What are some specifics you noticed?
 What are some factors that influence …?
 Given what you are noticing (feeling,
hearing, etc.), what is most important to you
at this point?
 Based on your students’ performances, what
are some examples that stand out for you?
 What is some of the evidence that supports
your impressions?
 What are some new connections (about
students, instruction, etc.) you are making?
 As a result of your learning, what are some
goals you are setting for yourself?
Shift Up
Linguistic skills
Category
Value
Belief
Assumption
Goal
Intention
Shift Down
Coaching Skills of Mentoring
Paraphrasing: Signals that the coach is
listening and understands the coachee’s
thoughts
Example
Non-example
Strategy
Choice
Action
Option
Inquiry Questions: Extend and
illuminate thinking
Extending stems:
 What criteria do you use to …?
 How do you decide (or come to a
conclusion)…?
 What do you think would happen if…?
 What is the impact of …on students?
 What’s another way you might…?
 What happens when you…?
Ask open-ended questions: Instead of “Did you
notice any unusual behaviors?” ask, “What are
some of the behaviors you noticed?”
2013
Induction Program Standards
(Why We Do BTSA)
Program Standard 5: Pedagogy
Participating Teachers:
 Apply California Standards for the Teaching Profession
 Reflect on specific pedagogical skills for subject matter instruction
 Use adopted academic content standards and performance levels, curriculum frameworks, and instructional
materials
 Uses student assessment data from multiple measures to inform instruction
 Plan and differentiate instruction using multi-tiered interventions
 Create and maintain well-managed classrooms
 Develop safe, inclusive, and healthy learning environments
 Are fluent, critical users of technological resources
 Use available technology to assess, plan, and deliver instruction so all students can learn
 Enable students to use technology to advance their learning
 Follow local district technology policies
Program Standard 6: Universal Access: Equity for all Students
Participating Teachers:
 Protect and support all students in equitable and inclusive learning environments
 Maximize academic achievement for students from all ethnic, race, socio-economic, cultural, academic, and
linguistic or family background; gender, gender identity, and sexual orientation; students with disabilities
and advanced learners; and students with a combination of special instructional needs
 Minimize bias in classrooms, schools and larger educational systems
 Use a variety of resources (including technology-related tools, interpreters, etc.) to collaborate and
communicate with students, colleagues, resource personnel and families to provide the full range of learners
equitable access to content standards
6a) Universal Access: Teaching English Learners:
6b)
Universal
Access:
Teaching
Special
To ensure academic achievement and language Populations: To ensure academic achievement for
proficiency for English Learners, Participating special populations, Participating Teachers:
Teachers:
 Adhere to their legal and ethical obligations relative
 Adhere to legal and ethical obligations for teaching
to the full range of special populations
English Learners
 Implement district policies regarding support
 Implement district policies regarding primary
services for special populations
language support services
 Communicate and collaborate with special services
 Plan instruction for English Learners based on the
personnel to ensure instruction and support
students’ levels of proficiency and literacy in
services for special populations
English and primary language
 Provide
accommodations
and
implement
 Implement one or more of the components of
modifications based on assessed student needs
English Language Development (ELD)
 Recognize student strengths and needs, use positive
 Instruct English learners using adopted standardsbehavioral support strategies, and employ a
aligned instructional materials
strengths-based approach to meet the needs of all
 Differentiate instruction based on students’
students
primary language and English proficiency levels
 Instruct special populations using adopted
considering the students’ culture, level of
standards-aligned instructional materials
acculturation, and prior schooling
2013
Napa County
OBSERVATION TOOLS
 Mapping:
 Gathering information about the participating
teacher’s classroom layout
 Draw a sketch of the classroom
 Scripting
 Describing and recording student and
teacher interactions, movements and
activities in the context of the classroom
 Most often, the standards being observed
are pre-set
 This type of observation allows for careful
analysis
 Chunking:
 Observing lens every 5 minutes
 Observing both the teacher and the students
 Develops a sense for sequence, pacing, and
structure
What to Do:
 Column 1:Recording Sheet has 5 minute
intervals already printed
 Column 2: Record Teacher/Student Activity
 Column 3: Record observations that pertain to
the chunk recorded in Column 2
 Offer feedback as soon as possible
 Student/Teacher Question Patterns:
 Using a Seating Chart, record the frequency
of each student’s interaction with the teacher
during a question and answer period
 This may also be used to record teacher bias
What to Do:
 When the teacher asks an individual student
a question, place an arrow in that student’s
box on the seating chart
 The arrow should be pointing away from the
teacher
 Each subsequent question directed to that
student should be marked with a slash
through the same arrow
 When the teacher directs questions to the
entire class, place an arrow in or near the
teacher’s box
 The arrow points in the direction of the class
 Teacher/Student Movement Patterns
 The observer may record movement of the
teacher and/or students during a set amount of
time
 Record data on a seating chart
 This may be used to record teacher bias, student
engagement or a variety of other concerns
 The observer may wish to observe for Power
Zones
What to Do:
 Use lines with arrows to show which students
move about the room during a set amount of
time
 Do the same to record teacher movements
 If you wish to record both during a set time
period, use 2 different colors; one for students,
one for the teacher
 Modification: The observer may wish to quadrant
off the classroom seating chart and only observe
in one quadrant at a time.
 Reinforcement and Feedback
 A seating chart may also be used to record
teacher responses to individual student
behavior
 An observer may wish to learn whether the
PT’s communications with the class are
predominately positive
What to Do:
 Each time the teacher provides feedback to
an individual student, decide whether the
feedback is a reprimand, a positive
response, a correction, or a neutral response
 Then place the symbol for the feedback in
the student’s box on the seating chart
 On Task Behavior
 Using a seating chart, record on and off-task
behavior
What to Do:
 Observe the class at designated intervals (5
minutes works well for a class of 24-32)
 Use the categories provided on the Time-onTask recording sheet to note the activity,
grouping, and each student’s behavior at the
specified times
2013