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Teaching Standards

In May 2011, the Palo Alto Unified School District adopted the California Standards for the Teaching Profession (CSTP) as the basis for evaluating all PAUSD teachers and the California Standards for the School Counseling Profession (CSSCP) as the basis for evaluating all PAUSD counselors.  

 

Although these California Standards are not subject to negotiation because they deal with the basis of evaluation rather than the process, they were supported by both the Board of Education and the Palo Alto Educators Association.

 

1.  Engaging and Supporting All Students Learning

1.1       Using knowledge of students to engage them in learning.

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

1.3       Connecting subject matter to meaningful, real-life contexts.

1.4       Using a variety of instructional strategies, resources, and technologies to meet students’ diverse needs.

1.5       Promoting critical thinking through inquiry, problem solving and reflection.

1.6       Monitoring student learning and adjusting instructions while teaching.

2.  Creating and Maintaining Effective environments for Students Learning

2.1       Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully.

2.2     Creating physical/virtual learning environments that promote student learning, reflect diversity, and encourage constructive/productive interactions among students.

2.3       Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe.

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

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

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.

3.  Understanding and Organizing Subject Matter for Student Learning

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

3.2       Applying knowledge of student development and proficiencies to ensure student understanding of subject matter.

3.3       Organizing curriculum to facilitate student understanding of subject matter.

3.4       Utilizing instructional strategies that are appropriate to the subject matter.

3.5      Using and adapting resources, technologies, and standard-aligned instructional materials/adopted materials to make subject matter accessible to all students.

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

4.  Planning instruction and designing learning experiences for all students

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

4.2       Establishing and articulating goals for student learning.

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

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.

5.  ASSESSING STUDENTS FOR LEARNING

5.1       Applying knowledge of purposes, characteristics, and users of different types of assessments.

5.2       Collecting and analyzing assessment data from a variety of sources to inform instruction.

5.3       Reviewing data, both individually and with colleagues, to monitor student learning.

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

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

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

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

6.  DEVELOPING AS A PROFESSIONAL EDUCATOR

6.1       Reflecting on teaching practice in support of student learning.

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

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

6.4       Working with families to support student learning.

6.5       Engaging local communities in support of the instructional program.

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

6.7       Demonstrating professional responsibility, integrity, and ethical conduct.

 



Revised December 2, 2011