Continuum of Teaching Practice Sample Clauses

Continuum of Teaching Practice. Developed in collaboration with the CCTC, CDE and New Teacher Center, Revised June 2012 Standard 5 CSTP: Assessing Students for Learning Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples from your teaching practice and students’ performance inform your self-assessment? Element Emerging Exploring Applying Integrating Innovating
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Continuum of Teaching Practice. Developed in collaboration with the CCTC, CDE and New Teacher Center, Revised June 2012 Standard 6 CSTP: Developing as a Professional Educator
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Continuum of Teaching Practice. Developed in collaboration with the CCTC, CDE and New Teacher Center, Revised June 2012 APPENDIX F Peer Assistance and Review Agreement
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Continuum of Teaching Practice. The Continuum of Teaching Practice is one component of a comprehensive formative assessment system for teachers, based on the CSTP.” (Continuum, p. 2) All Portola Valley School District teachers should strive to perform at the highest levels (Integrating and Innovating) of this continuum in all areas. Those unit members who are not performing at their highest levels should take the steps necessary to grow and improve their practice. The District and PVTA are committed to providing support to all probationary and permanent status unit members through the Consulting Teacher Program. The District recognizes that “a teacher may be at Level 1 or 2 in some elements of the CSTP and Levels 3 and 4 in others, no matter how many years she or he has been in the profession. Because a teacher’s growth is developmental, one may return to an earlier level temporarily if there are changes in a teacher’s career, such as new course content, grade level, school, or student demographics. In fact, it is not uncommon for teachers to self-assess and find they have moved from right to left on the Continuum of Teaching Practice in response to new teaching contexts, responsibilities, challenges, or even deeper understanding of the work.” (Continuum, p. 3)
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