Have you ever informally walked through classrooms and had teachers want to talk about what you observed?
1. Be aware of the six California Standards for the Teaching Profession (CSTPs) and accompanying elements. Simple, right? Know the overall focus of each standard and some general descriptors within the standards. The CSTP Placemat is a simple one-page reference of the standards and their elements. If you are able, print on a bright color (cardstock, if you are fancy) and display somewhere in your office for quick reference. Also, if you are from another state, use the language that your state/district has adopted or check out the CSTPs (they are very comprehensive).
2. Select one element of focus for now. As you conduct walk-throughs, mentally take note of evidence of this practice. Really try to see what is happening in the classroom from the lens of this one practice. If you are just starting out with a deep study of the CSTPs, stay focused on high-leverage elements within the first two standards. As an example, let’s explore CSTP 2.6:
Unpacking the language reveals a wide variety of evidence that falls under this element:
Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a CLIMATE in which ALL students can learn.
3. Begin to differentiate the practice you observe into the continuum of practice columns, noticing what characteristics distinguish one level from another. The Continuum of Teaching Practice was published in 2012 through a collaboration with CCTC, CDE, NTC. A disclaimer is included in the footer of each page stating that this document is not designed for use as a stand-alone observation or evaluation instrument. The best use of these resources is as a means to build a common understanding of the language of the practice, along with the descriptors of emerging, exploring, applying, integrating, and innovating practice.
Below is the continuum for element 2.6:
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Open in new tab 4. Incorporate the language of the teacher’s practice into informal notes and conversations.
5. Once the language of this practice is firmly grounded in your conscience, assess the current practice for the group of teachers you work with. Use this knowledge to provide support and encouragement to stretch this practice to the next level.
**BONUS: work with other administrators to refine your understanding of the nuanced differences between the levels of practice and how to provide opportunities for teachers to improve their practice.
- Part Four of Building a Learning-Focused Culture in Four Parts: Evaluating Progress - September 20, 2022
- Part Three of Building a Learning-Focused Culture in Four Parts: One Classroom at a Time - September 30, 2020
- Part Two of Building a Learning-Focused Culture in Four Parts: Taking Stock - September 14, 2020
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