Continuum Of Teaching Practice

2y ago
59 Views
2 Downloads
673.67 KB
52 Pages
Last View : 2d ago
Last Download : 2m ago
Upload by : Albert Barnett
Transcription

Continuum ofTeaching Practice

Table of ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Context and History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Rationale and Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Continuum of Teaching Practice Writing Team . . . . . . . . . . . . . . 47State of CA Commission on Teacher Credentialing . . . . . . . . 47Structure and Organization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3CCTC and CDE Staf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Reading and Self-Assessing on theContinuum of Teaching Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3California Standards for the Teaching ProfessionAdvisory Panel (2008–09) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Developmental Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Continuum of Teaching PracticeStandard 1: Engaging and Supporting All Students in Learning.8Standard 2: Creating and MaintainingEfective Environments for Student Learning. . . . . . . . . . . . . . . . . . . . . . . 14Standard 3: Understanding and OrganizingSubject Matter for Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Standard 4: Planning Instruction and DesigningLearning Experiences for All Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Standard 5: Assessing Students for Learning . . . . . . . . . . . . . . . . . . . . . . 33Standard 6: Developing as a Professional Educator. . . . . . . . . . . . . .40C on t i n u u m o f Te a c h i n g P r a c t i c eThe 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.page 1

IntroductionContext and HistoryCalifornia Standards for theTeaching ProfessionTe California Standards for the Teaching Profession(CSTP) are intended to provide common language anda vision of the scope and complexity of the profession.Tey defne a vision of teaching as well as professionalroles and responsibilities from pre-service teacher toexperienced practitioner. Te standards are not setforth as regulations to control the specifc actions ofteachers, but rather to guide teachers as they develop,refne, and extend their practice.Te current version of the CSTP (2009) hasbeen developed to respond to changes in the contextfor teaching and learning in California over thepast decade and to address the pressing needs ofan increasingly diverse P–12 student population.Particular attention has been paid to revising languagerelated to student learning, assessment practices,and equitable pedagogy designed to address Englishlearners and students with diverse learning needs. Tisupdated version of the CSTP also looks forward tothe future of teaching and learning in the 21st centurywhere traditional classrooms and contexts are likely tobe transformed through innovative technologies andglobalized connections. Te CSTP continue to setforth a vision for the teaching profession—one thatis sustainable, engaging, and fulflling for teachersin all stages of their careers.Continuum of Teaching PracticeCalifornia’s Continuum of Teaching Practice is basedon foundational work of the California Commissionon Teacher Credentialing (CCTC), the CaliforniaDepartment of Education (CDE) and the NewTeacher Center (NTC) over the past 15 years. Te2010 Continuum of Teaching Practice is aligned withthe CSTP, builds on California’s pre-service TeachingPerformance Expectations and sets forth a descriptionof teaching that respects the diverse ways teacherspursue excellence in teaching and learning.Te Continuum of Teaching Practice is a tool forself-refection, goal setting, and inquiry into practice. Itprovides common language about teaching and learningand can be used to promote professional growth withinan environment of collegial support. Self-assessmentdata can support teachers in making informed decisionsabout their ongoing development as professionals.District and induction program leaders can use teacherassessment data to guide, support and accelerateprofessional growth focused on student achievement.Since 1992, Beginning Teacher Support andAssessment (BTSA) Induction Programs in CAhave been using formative assessment to support andinform teachers about their professional practice asthey refect and improve upon their teaching as part ofa continuous improvement cycle. Formative assessmentpromotes and develops professional norms of inquiry,collaboration, data-driven dialogue, and refection toimprove student learning and is characterized by aninquiry cycle guiding teachers to Analyze Data andRefect—Plan Instruction—Teach and Assess.A formative assessment system has threeessential components: standards, criteria andevidence of practice. Standards refer to theC on t i n u u m o f Te a c h i n g P r a c t i c eThe 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.California Standards for the Teaching Profession(CSTP) and are in alignment with the P–12 academiccontent standards. Criteria refer to indicators ofteaching practice. Evidence of practice includesmultiple sources such as lesson plans, observationdata, and student work analyses and is used to makevalid self-assessments on the Continuum of TeachingPractice. Te Continuum of Teaching Practice is onecomponent of a comprehensive formative assessmentsystem for teachers, based on the California Standardsfor the Teaching Profession (CSTP).Te Continuum of Teaching Practice is alignedto the 2009 California Standards for the TeachingProfession (CSTP): Engaging and Supporting All Students in Learning Creating and Maintaining Effective Environmentsfor Student Learning Understanding and Organizing Subject Matter forStudent Learning Planning Instruction and Designing LearningExperiences for All Students Assessing Students for Learning Developing as a Professional EducatorTe Continuum of Teaching Practice is appropriatelyused with data collected over time and is notappropriate for use with evidence collected on asingle occasion. While the Continuum of TeachingPractice may be used to assist teachers in settingprofessional goals and/or launching a cycle of inquiry,the Continuum is not designed for use as a stand-aloneobservation or evaluation instrument.page 2

Rationale and UseStructure and OrganizationTe Continuum of Teaching Practice wasdeveloped to:Te Continuum of Teaching Practice is organizedto describe fve levels of development. Each leveladdresses what a teacher should know and be ableto do in the six CSTP standards. In addition tothe description of teaching in CSTP 1: Engagingand Supporting All Students in Learning andCSTP 2: Creating and Maintaining EffectiveEnvironments for Student Learning, are whatstudents would be doing at each level of practice.Te levels do not represent a chronologicalsequence in a teacher’s growth, but each rowdescribes developmental levels of performance.Te levels become increasingly complex andsophisticated and integrate the skills ofprevious levels.In the frst column, under the languageof each element, is a space to record evidence ofpractice as related to that CSTP element. Teachersrefect and describe practice in terms of evidenceprior to self-assessing in order to make valid andaccurate assessments. Delineate the diversity of knowledge and skillsneeded to meet the varied and evolving needsof students Support the reflective practice and ongoinglearning of teachers Support an ongoing process of formativeassessment of a teacher’s practice based onstandards, criteria and evidence Set short or long-term goals for professionaldevelopment over time Describe teaching practice and developmentthroughout a teacher’s career Support a vision of ongoing learning andteacher development Encourage collaboration between classroomteachers, resource personnel and families, toensure that all students are successfulC on t i n u u m o f Te a c h i n g P r a c t i c eThe 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.Reading and Self-Assessingon the ContinuumTe process of assessing on the Continuum of Teaching Practicecan be done individually or collaboratively. Begin by readingthe element and thinking of evidence of practice related to thatelement. Record evidence in the space provided underneath theelement for the emerging level of practice. Using that evidenceas a guidepost continue across the levels of the continuumnoting additional evidence or areas to pursue. Using evidenceas a determiner for assessing practice. For example, if you are anovice in regards to that element, you might fnd your practiceby reading Level 1: Emerging, and then, read one or two levelsto the right of that to assess practice. However, if you areexperienced in a particular element, you might read and noteevidence across to Level 3: Applying and beyond.It is critical to begin on the left of the Continuumbecause any practice described to the left on the Continuumis carried across to those on the right even if not explicitlystated. Highlight the descriptions that best match currentpractice. Date the self-assessment. Subsequent self-assessmentscan be in a different color highlight, to show growth over time.A teacher may be at Level 1 or 2 in some elements of theCSTP and Levels 3 and 4 in others, no matter how many yearsshe or he has been in the profession. Because a teacher’s growthis developmental, one may return to an earlier level temporarilyif there are changes in a teacher’s career, such as new coursecontent, grade level, school, or student demographics. In fact,it is not uncommon for teachers to self-assess and fnd theyhave moved from right to left on the Continuum of TeachingPractice in response to new teaching contexts, responsibilities,challenges, or even a deeper understanding of the work.page 3

Developmental LevelsNote: Te descriptions in each of the Developmental Levels are aligned to the CSTP standards.Level 1: EmergingExpands awareness ofcurriculum and instructionalpractices to supportunderstanding and engagestudents in learning.Recognizes the importance ofbuilding a positive learningenvironment that is focusedon achievement. Demonstratesknowledge of teaching asdiscrete skills as describedin the California Standardsfor the Teaching Professional(CSTP). Plans lessonsusing available curriculumand resources. Developsunderstanding of requiredassessments and uses of datato inform student progress.Works collaboratively withassigned colleagues to refecton and improve teachingpractice and student success.Level 2: ExploringExplores use of additionalinstructional practices toteach the curriculum andsupport student understandingand engagement. Guides thedevelopment of a respectfullearning environment focusedon achievement. Expandsknowledge of related elementsof effective instruction,learning goals, assessments,and content as informed bythe CSTP. Plans lessons usingexpanded understanding ofcurriculum, related materialsand resources, and assessments.Explores the use of differenttypes of assessments to expandunderstanding of studentlearning needs and supportplanning. Seeks collaborationwith colleagues, resourcepersonnel, and families torefect on ways to improveteaching practice andstudent success.Level 3: ApplyingImplements the curriculumusing a variety of instructionalpractices and supplementalresources selected to improvestudent understanding andengagement. Maintains arespectful and supportivelearning environment in whichall students can achieve. Utilizesknowledge of CSTP to makeconnections between elementsof effective instruction, learninggoals, assessments, and contentstandards. Plans differentiatedinstruction using a variety ofadjustments and adaptationsin lessons. Utilizes a varietyof assessments that providetargeted data on studentlearning to guide planning.Collaborates and refectsregularly with colleagues toimprove teaching practiceand student success.C on t i n u u m o f Te a c h i n g P r a c t i c eThe 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.Level 4:IntegratingIntegrates extensive knowledgeof curriculum, instructionalpractices, and supplementalresources to enhance anddeepen student understandingand engagement. Providesa respectful and rigorouslearning environment thatsupports and challenges allstudents to achieve.Articulates knowledgeof the inter-relationshipsbetween elements of effectiveinstruction, learning goals,assessments, and content acrossthe CSTP. Plans lessons usinga broad range of strategiesto differentiate instructionas informed by multipleassessments. Develops, adapts,and integrates assessmentsinto instruction that provideongoing data to guideplanning differentiatedinstruction matched toassessed needs of students.Analyzes and integratesinformation from a wide rangeof sources to expand skills ofcollaboration and refectionas a habit of practice and toimpact teacher effectivenessand student learning.Level 5: InnovatingDesigns and implementscomprehensive curriculum withmultiple and varied instructionalstrategies and resources tosupport in depth studies ofcontent and promote highlevels of student understandingand engagement. Facilitatesa learning environment thatis respectful, rigorous, andresponsive in advancingstudent achievement. Appliesin depth knowledge of theCSTP to interconnect effectiveinstruction, learning goals, andassessment within and acrosscontent areas. Plans instructionfexibly utilizing a repertoireof instructional practicesto differentiate instructionas informed by ongoingassessments. Utilizes a widerange of assessments strategically,systematically, and fexiblythroughout instruction toidentify student learning needsand guide ongoing adjustmentsin instruction that maximizestudent learning. Engages inand facilitates collaborativelearning communities focusedon providing quality instructionand optimal learning for the fullrange of students.page 4

Levels of Teacher Development Across the CSTPCSTPEmergingLevel 1ExploringApplyingLevel 2Level 3IntegratingInnovatingLevel 4Level 5Engaging andSupporting AllStudents in LearningExpands awarenessof curriculum andinstructional practicesto support understandingand engage studentsin learning.Explores use ofadditional instructionalpractices to teach thecurriculum and supportstudent understandingand engagement.Implements thecurriculum using avariety of instructionalpractices andsupplemental resourcesselected to improvestudent understandingand engagement.Integrates extensiveknowledge of curriculum,instructional practices,and supplementalresources to enhanceand deepen studentunderstanding andengagement.Designs and implementscomprehensive curriculumwith multiple and variedinstructional strategiesand resources to supportin depth studies of contentand promote high levelsof student understandingand engagement.Creating andMaintaining EfectiveEnvironments forStudent LearningRecognizes theimportance of buildinga positive learningenvironment that isfocused on achievement.Guides the developmentof a respectful learningenvironment focusedon achievement.Maintains a respectfuland supportive learningenvironment in which allstudents can achieve.Provides a respectfuland rigorous learningenvironment thatsupports and challengesall students to achieve.Facilitates a learningenvironment that isrespectful, rigorous, andresponsive in advancingstudent achievement.Understandingand OrganizingSubject Matter forStudent LearningDemonstrates knowledgeof teaching as discreteskills as described in theCalifornia Standardsfor the TeachingProfessional (CSTP).Expands knowledgeof related elements ofeffective instruction,learning goals,assessments, andcontent as informedby the CSTP.Utilizes knowledgeof CSTP to makesconnections betweenelements of effectiveinstruction, learninggoals, assessments, andcontent standards.Articulates knowledgeof the inter-relationshipsbetween elements ofeffective instruction,learning goals,assessments, and contentacross the CSTP.Applies in depthknowledge of theCSTP to interconnecteffective instruction,learning goals, andassessment within andacross content areas.C on t i n u u m o f Te a c h i n g P r a c t i c eThe 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.page 5

Levels of Teacher Development Across the CSTPCSTPEmergingLevel 1ExploringApplyingLevel 2Level 3IntegratingLevel 4InnovatingLevel 5Planning Instructionand DesigningLearning Experiencesfor All StudentsPlans lessons usingavailable curriculumand resources.Plans lessons usingexpanded understandingof curriculum, relatedmaterials and resources,and assessments.Plans differentiatedinstruction using avariety of adjustmentsand adaptations in lessons.Plans lessons usinga broad range ofstrategies to differentiateinstruction as informedby multiple assessments.Plans instructionfexibly utilizing arepertoire of instructionalpractices to differentiateinstruction as informedby ongoing assessments.Assessing Studentsfor LearningDevelops understandingof required assessmentsand uses of data to informstudent progress.Explores the use ofdifferent types ofassessments to expandunderstanding of studentlearning needs andsupport planning.Utilizes a variety ofassessments that providetargeted data on studentlearning to guideplanning. Collaboratesand refects regularly withcolleagues to improveteaching practice andstudent success.Develops, adapts, andintegrates assessments intoinstruction that provideongoing data to guideplanning differentiatedinstruction matched toassessed needs of students.Utilizes a wide range ofassessments strategically,systematically, and fexiblythroughout instruction toidentify student learningneeds and guide ongoingadjustments in instructionthat maximize studentlearning.Developing as aProfessional EducatorWorks collaborativelywith assigned colleaguesto refect on and improveteaching practice andstudent success.Seeks collaborationwith colleagues, resourcepersonnel, and families torefect on ways to improveteaching practice andstudent success.Collaborates andrefects regularly withcolleagues to improveteaching practice andstudent success.Analyzes and integratesinformation from a widerange of sources to expandskills of collaborationand refection as a habitof practice and to impactteacher effectiveness andstudent learning.Engages in and facilitatescollaborative learningcommunities focusedon providing qualityinstruction and optimallearning for the full rangeof students.C on t i n u u m o f Te a c h i n g P r a c t i c eThe 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.page 6

Glossary of TermsTe Continuum provides a common language of standards-based practice in a community of learners.StructureConceptsContinuum: a document describing differentlevels of practice or knowledge along various stages

multiple sources such as lesson plans, observation data, and student work analyses and is used to make valid self-assessments on the Continuum of Teaching Practice. Te Continuum of Teaching Practice is one component of a comprehensive formative assessment system for teachers, based on the California Standards for the Teaching Profession (CSTP). Te

Related Documents:

Forward finite difference Finite difference Central finite difference Semi-analytical method Discrete derivative Analytical method Continuum-discrete method Continuum derivative Continuum-continuum method Source code transformation Computational derivative Operator overloading . Figure 2. Approaches to design sensitivity analysis.

MEDICAL ROBOTS Ferromagnetic soft continuum robots Yoonho Kim1, German A. Parada1,2, Shengduo Liu1, Xuanhe Zhao1,3* Small-scale soft continuum robots capable of active steering and navigation in a remotely controllable manner hold great promise in diverse areas, particularly in medical applications. Existing continuum robots, however, are

What is a Teaching Portfolio? A Teaching Portfolio Outline What makes it Reflective? Moving forward What are the parts of a Teaching Portfolio Teaching Responsibilities Teaching Philosophy Teaching Methodologies Course Materials & Student Learning Teaching Effectiveness Teaching Improvement Activities

Modern teaching methods and strategies Part I . Language teaching methodology, or teaching in this sense, is a set of methods based on the same rules and having a common aim, e.g. to encourage students to use the language, involve the studentsFile Size: 732KBPage Count: 55Explore further150 Teaching Methodsteaching.uncc.eduTEACHING TECHNIQUES - Oneontaemployees.oneonta.edu/thomasrl/Y (PDF) 50 METHODS OF TEACHING.pdf GRACE SIKALEYA .www.academia.eduChapter 4 Current approaches and teaching methods .www4.ujaen.es/ gluque/Chapter4H Teaching Methods and Strategies: The Complete Guidewww.educationcorner.comRecommended to you b

of where each ELL is on a continuum of English language development designed for second language learners. This continuum is divided into four proficiency levels: beginning, intermediate, advanced, and advanced high. The progress of students along this continuum is the basis for the TELPAS reporting

(B-OWS) and BaCnet Broadcast Management Device (BBMD). The CyberStation can communicate to all andover Continuum BaCnet Devices as well as any third-party BaCnet Device on the BaCnet network. From CyberStation the entire andover Continuum system may be configured, programmed, and monitored.

Mehmet HalQk Aksel 1.1 Introduction 1 1.2 Solids and fluids 1 1.3 The concept of continuum 2 1.4 Properties of continuum 3 1.5 The description of continuum 11 1.6 Methods for the mathematical formulation of fluid flow 13 1.7 Relations between the material and the sp

Financial Accounting Working Papers, Robert F. Meigs, Jan R. Williams, Sue Haka, Susan F. Haka, Mark S Bettner, Jun 1, 2000, Business & Economics, 400 pages. . Accounting Chapters 1-14 The Basis for Business Decisions, Robert F. Meigs, Jan R. Williams, Sue Haka, Susan F. Haka, Mark S. Bettner, Sep 1, 1998, Business & Economics, . The Study Guide enables the students to measure their progress .