FRESNO UNIFIED SCHOOL DISTRICT

CONTINUUM OF STANDARDS FOR THE TEACHING PROFESSION

2|Page FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 FUSD CONTINUUM OF STANDARDS FOR THE TEACHING PROFESSION COMMITTEE
(Piloted 2000-01; Adopted 2001-02; Revised 2010)
Continuum of Standards Committee
2010-2011
Hilary Levine Manchester Gate Maria Mazzoni Human Resources FUSD
Dorathea M. Thompson-Florentino King Elementary Maiv Thao Teacher Development
Brenda Emerson FTA Teresa Morales-Young Director, Teacher
Joan Tillery Teacher Development Development

Founding Members
2000-2001
Rachel Banuelos Webster Jim Loyd Bullard Al Sanchez Mayfair
Stephen Barnett Aynesworth Linda Lotti Wolters Cathy Sousa-Wynn Centennial
Katie Bausch-Ude Holland Laura Mendes McCardle Clare Statham Computech
Diane Buckalew Figarden Sally Mistretta Pyle Glora Thomas Bullard
Alvindar Chand McCardle Maureen Moore Sequoia Joan Tillery PAR
Louise Coleman King Alice Pawlik Kings Canyon Kathy Torosian Hoover
Matthew Ethan Edison Gail Pifferini PAR Wendy Tukloff Leadership
Marceen Farsakian Turner Bob Reyes Fresno H.S. Gayle Vargas I.S.
Sue Fuentes Ayer Vanessa Richardson Hoover H.S. Bill Walker Burroughs
Virginia Jimenez McLane Eloisa Rios Fresno H.S. Kim Williams I.S.
Joe Dee Kilgore Cooper Carol Roberson Ahwahnee Sherry Wood PAR

3|Page FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 FUSD CONTINUUM OF STANDARDS FOR THE TEACHING PROFESSION

What is the purpose of this document? The purpose of this handbook is to remove the guesswork from knowing what makes an effective, inspiring teacher. In
1997 the State of California first published the California Standards for the Teaching Profession (CSTP). The current revisions to the CSTP (2009), have been
developed to respond to the changes in teaching and learning over the past decade. Most importantly, the California Department of Education, in conjunction
with the Commission on Teacher Credentialing and California State Board of Education revised the CSTP to address the following needs: an increasingly
diverse student population, substantial innovations in technology and its effects on instructional practices, updates in K-12 curriculum frameworks, the
implementation of the academic content standards, and the effect that globalization of our world has had on teaching in the 22nd century classroom. The
intended purpose of the CSTP is to provide a “common language” for all teachers in California. The CSTP are organized around six interrelated domains of
teaching practice. The following are the identified standards by which California teachers are to be measured:

STANDARD 1: Engaging and supporting ALL Students in Learning,

STANDARD 2: Creating and Maintaining Effective Environments for Student Learning
STANDARD 3: Understanding and Organizing Subject Matter for Student Learning
STANDARD 4: Planning Instruction and Designing Learning Experiences for ALL Students
STANDARD 5: Assessing Students for Learning
STANDARD 6: Developing as a Professional Educator

FUSD’s development of the FUSD CONTINUUM OF STANDARDS FOR THE TEACHING PROFESSION was in direct response to providing support for educators and
administrators expected to implement and follow the revised CSTP as approved by the State Board of Education. This continuum was developed in partnership
with FUSD, Fresno Teacher’s Association, the Teacher Development Department, and Human Resources in order to align and integrate the CSTP (2009) with
FUSD adopted goals, core beliefs, and mission statements.

How this document be used? The purpose of this continuum is to facilitate and utilize the revised CSTP. The use of this document as a professional should
prompt reflection, and assist teachers, administrators and other educational professionals to formulate professional goals. In addition, this continuum should
guide, monitor, and assess progress of teaching practices, in support of student learning and the continuous cycle of improvement. Both FUSD and FTA
recognize that distinguished teaching requires knowledge, skills, artistry, passion and commitment along with many other factors. The FUSD Continuum of
Standards for the Teaching Profession is just but a piece of this puzzle, and a part of the commitment educators hold to the community serviced by FUSD to
prepare career ready graduates.

4|Page FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 1: Engaging and Supporting ALL Students in Learning

 Student profiles, surveys, and interviews are used to ensure that student interest and prior knowledge are leveraged
 Provides students some opportunity to present personal experiences/observations that are relevant to the lesson
 Demonstrates sufficient knowledge of students to be able to meaningfully connect the subject matter of the lesson to real life of the students

Indicators

Students are actively working rather than watching the teacher doing the work
Possible

 Instructions, assignments, course outlines, and lesson plans demonstrate effective use of written and oral communication
 Learning tasks require high level thinking and invite students to explain their thinking in a variety of ways
 Teacher is observed questioning in order to push students toward high order thinking (all 4 levels of Depth of Knowledge)
 Adjusts instruction in response to evidence collected during a lesson.
 Students use self-assessment, established criteria, peer reviews, and teacher feedback to reflect on their learning
 Positive student survey responses about being engaged in class
 Technology and internet are utilized to meet the needs of all students

 Students are working on an extended writing piece. The teacher has provided criteria for success and students can check their own work as they
complete their writing. In addition, the teacher meets with students as others work independently, to give feedback on their progress.
 The teacher examines previous years’ cumulative folders to ascertain the background information and proficiency levels of groups of students in
Examples

the class.
Possible

 The teacher plans his/her lesson with three different follow up activities, designed to differentiate learning modalities of the students in the class.
Each activity has the same outcome, but a different processing structure, like: a computation problem with writing a justification, making a model,
and small group re-teaching.
 A student asks, “How many different ways can we solve this problem?”
 After posing a question, the teacher asks every student to write a brief response and then share it with a partner, before inviting a few to offer their
ideas to the entire class.

5|Page FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 1: Engaging and Supporting ALL Students in Learning
ELEMENT 1: Using knowledge of students to engage them in learning
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Seeks out, builds trust, and fosters Builds trust and fosters Builds trust with students Does not seek out, build trust or
relationships with students so students can relationships with students so foster relationships with students
thrive academically and emotionally students can thrive academically Gathers required information
sources to adjust instruction Does not use multiple measures to
Uses a variety of multiple measures to make Uses multiple measures to make make adjustments and
adjustments and accommodations to adjustments and accommodations Differentiates instruction based on accommodations to instruction
instructional delivery and content to instruction students’ strengths, interests,
and/or needs Does not differentiate instruction
Knows students as people and learners and based on students’ interests and
therefore can differentiate instruction based Differentiates instruction based on Complies with school procedures needs
on students’ strengths, interests and needs students’ strengths, interests and for communicating with families
and seeks to make adjustments and needs and adjusts instruction and meets required effort to Does not initiate frequent and
accommodations in instruction engage families in the instructional sensitive communication with
program families to successfully engage
Initiates frequent and sensitive Initiates communication with families in the instructional program
communication with families and families to engage them in the Recognizes atypical behavior, but
successfully engages families in the instructional program, as refers to others to provide all
instructional program, as appropriate appropriate interventions Does not recognize or understand
the reasons for atypical behavior and
Recognizes and understands reasons for does not first address behaviors
atypical behavior and first addresses Recognizes and understands within the classroom
behaviors within the classroom ; adjusting reasons for atypical behavior and
teaching before utilizing knowledge of site utilizes appropriate resources and
and district itinerant resources to provide interventions for students
behavior changing interventions for students

6|Page FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 1: Engaging and Supporting ALL Students in Learning
ELEMENT 2: Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Develops and systematically plans to use Uses information regarding Gathers information regarding Does not use information regarding
extensive information regarding students’ students’ cultural backgrounds, students’ cultural backgrounds, students’ cultural backgrounds, prior
cultural backgrounds, prior knowledge, life prior knowledge, life experiences, prior knowledge, life experiences, knowledge, life experiences, and
experiences, and interests and interests and interests interests

Ensures students see the connection Helps to highlight the connection

between what they already know and the Ensures students see the between what students already Does not ensure students see the
new material, collecting and analyzing connection between what they know and the new material connection between what they
student input to measure effectiveness and already know and the new material already know and the new material
impact of connections Selects strategies for all students
Utilizes a variety of strategies and when required by site or District;
Integrates a repertoire of instructional modifies materials/instruction for limited opportunities created for Does not support all students to use
strategies and modifies materials/instruction all students to ensure opportunities students to use first and second first or second language skills to
to ensure all students can use first and to use first and second language language skills to achieve learning achieve learning goals
second language skills to achieve learning skills to achieve learning goals goals
goals in all content areas
Builds upon students comments Responds to students comments
Builds upon students comments and and questions during a lesson and and questions during a lesson and Does not build upon students
questions during a lesson and adjusts adjusts instruction to ensure attempts to adjust instruction to comments and questions during a
instruction, pacing, and checking for students have full understanding of ensure students have lesson and does not adjust
understanding to ensure students have full the learning objectives of the understanding of the learning instruction pacing and checking for
understanding of the learning objectives of lesson objectives of the lesson understanding
the lesson

7|Page FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 1: Engaging and Supporting ALL Students in Learning
ELEMENT 3: Connecting subject matter to real-life contexts
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Engages students in actively making Makes connections to relevant, Engages students in making Does not engage students in actively
connections to relevant, meaningful, and real- meaningful, and real-life contexts and to connections to personal contexts making connections to relevant,
life contexts and to purposes for learning purposes for learning throughout and to purposes for learning as meaningful, and real-life contexts and
throughout subject matter instruction to subject matter instruction to acquire agreed to by the grade to purposes for learning
acquire and practice skills to proficiency level and practice skills to proficiency level level/subject area team or site
mandate Does not design opportunities to seek
Designs opportunities to seek feedback from Seeks feedback from students regarding feedback from students regarding
students regarding relevance of subject relevance of subject matter to their lives Gets feedback from students relevance of subject matter to their
matter to their lives regarding relevance of subject lives
Models how to integrate subject matter matter to their lives as initiated
Models how to integrate subject matter into into students’ own thinking and make by students Does not model how to integrate
students’ own thinking and makes relevant relevant applications of subject matter subject matter into students’ own
applications of subject matter during learning during learning activities; monitors Monitors students for active thinking or how to make relevant
activities; monitors students for active students for active participation in participation in subject matter applications of subject matter during
participation in above, and adjusts above, and adjusts instructional delivery thinking, and adjusts instructional learning activities
instructional delivery to maintain high level of to maintain high level of student delivery
student involvement involvement Does not develop or monitor effective
Develops or monitors ways to ways to engage all students in a variety
Develops and monitors effective ways to Engages all students in a variety of engage all students in learning of learning experiences
engage all students in a variety of learning learning experiences that address the experiences; attempts to address
experiences that accommodate the multiple multiple learning styles within the the most common learning styles Does not engage students in a variety
learning styles within the student population student population of the students of learning experiences that are
appropriate to the instructional
Engages all students in a variety of learning Engages all students in a variety of Engages students in more than learning outcomes, the students’ level
experiences that are appropriate to the learning experiences that are one learning experience that may of understanding, or the multiple
instructional learning outcomes, the students’ appropriate to the instructional learning be appropriate to the learning modalities
level of understanding, and the multiple outcomes, and the students’ level of instructional learning outcomes,
learning modalities to ensure all students understanding to ensure all students the students’ level of
have accommodations to address the many have accommodations to address the understanding, and multiple
different ways they learn many different ways they learn student learning modalities

8|Page FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 1: Engaging and Supporting ALL Students in Learning
ELEMENT 4: Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Creates, adapts, and integrates a broad Adapts and integrates a range of Integrates strategies, resources, Does not create, adapt, or integrate
range of strategies, resources, and strategies, resources, and and technologies into instruction available strategies, resources, and
technologies into instruction designed to technologies into instruction designed to meet students’ technologies into instruction
meet students’ diverse learning needs designed to meet students’ diverse learning needs when requested by designed to meet students’ diverse
learning needs site or district learning needs
Uses and constantly refines an extensive
repertoire of instructional approaches and Uses a variety of instructional Uses some instructional Does not use or refine instructional
strategies to introduce, explain, and restate approaches and strategies to approaches and strategies so approaches or strategies so all
subject matter so all students understand introduce, explain, and restate students understand and engage students do not understand or
and engage in learning subject matter so all students in learning engage in learning
understand and engage in learning
Differentiates instruction to meet the Uses one or more differentiated Does not use differentiated
assessed learning needs and interests of all Differentiates instruction to meet instructional strategy to meet the instruction to meet the assessed
students and increase active participation in the assessed learning needs of a needs of students learning needs and interests of all
learning students and increase active students
participation in learning Uses mandated materials and
Creates and adapts materials and resources, resources; makes some Does not use materials and
makes accommodations, adjusts instruction Adapts materials and resources, accommodations and uses of resources, assistive equipment or
and uses appropriate assistive equipment makes accommodations, and uses appropriate assistive equipment to other technologies to effectively
and other technologies to support students’ appropriate assistive equipment support some students’ diverse support students’ diverse learning
diverse learning needs and other technologies to support learning needs needs
students’ diverse learning needs
Seeks out, examines and uses resources that Uses resources that minimize bias Does not seek out, examine or use
minimize bias Examines and uses resources that resources that minimize bias
minimize bias

9|Page FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 1: Engaging and Supporting ALL Students in Learning
ELEMENT 5: Promoting critical thinking through inquiry, problem solving, and reflection
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Facilitates systematic opportunities for students Facilitates opportunities for students to Uses critical thinking Does not facilitate systematic
to apply critical thinking by designing structured apply critical thinking by designing structures as printed in opportunities for students to apply
inquiries into complex problems structured inquiries into complex resources critical thinking
problems
Creates an environment where students pose Students answer questions Students do not pose or answer a
and answer a wide-range of complex questions Teacher poses and students answer and problems, reflect, and wide-range of complex questions and
and problems, reflect, and communicate complex questions and problems, reflect, communicate understandings problems
understandings based on in depth analysis of and communicate understandings based of content learning
content learning on in depth analysis of content learning Does not encourage students to use
Asks students to use limited multiple approaches and solutions to
Expects and monitors students’ use of multiple Encourages students to use multiple approaches and solutions to solve problems, or to ask critical
approaches and solutions to solve problems, ask approaches and solutions to solve solve problems and ask low questions and consider diverse
critical questions and consider diverse problems, level questions perspectives about subject matter
perspectives about subject matter ask critical questions and consider
diverse perspectives about subject Provides opportunities for Provides little or no opportunities for
Provides frequent opportunities for students to matter students to think about and students to think about, discuss, or
think about, discuss, and evaluate content for discuss content evaluate content
student self-reflection Provides opportunities for students to
think about, discuss, and evaluate Asks low level questions Does not ask questions to facilitate
Asks high-level questions to facilitate discussion, content during discussion and/or to discussion, clarify, or extend students’
clarify, and extend students’ thinking clarify thinking
Asks questions to facilitate discussion,
Plans for and helps students to apply previous clarify, and extend students’ thinking Helps students apply previous Does not plan for or help students to
learning to new situations and promotes student learning to new situations apply previous learning to new
efforts to create, imagine, and innovate Helps students apply previous learning to situations
new situations and encourages students Helps students to use a
Helps students to develop and use strategies and to create, imagine, and innovate limited number of available Does not help students to develop or
technologies for accessing knowledge and strategies and technologies use strategies and technologies for
information in a variety of circumstances and for Helps students to develop and use for accessing knowledge and accessing knowledge and information
a variety of reasons strategies and technologies for accessing information
knowledge and information

10 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 1: Engaging and Supporting ALL Students in Learning
ELEMENT 6: Monitoring student learning and adjusting instruction while teaching
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Makes adjustments to extend learning Makes adjustments to extend Makes few instructional Does not make adjustments to
opportunities and provides assistance to learning opportunities and provides adjustments to extend extend learning opportunities
students in mastering the content flexibly and assistance to students in mastering learning opportunities
effectively the content Does not incorporate a variety of
Incorporates few strategies to strategies to systematically check for
Incorporates a variety of strategies to Incorporates a variety of strategies check for student student understanding
systematically check for student understanding to systematically check for student understanding and sometimes
and revises plans accordingly to accommodate understanding and revises plans revises plans accordingly Does not monitor the learning of
students who have mastered lesson objective accordingly students with limited English
and others who have not Complies with school proficiency or of students with
Monitors the learning of students procedures to monitor special needs as required
Monitors the learning of students with limited with limited English proficiency or students with limited English
English proficiency or of students with special of students with special needs proficiency or of students with Does not adjust strategies and pace
needs and adjusts instruction accordingly special needs during instruction
Adjusts strategies and pace during
Adapts a variety of strategies and alters pace instruction based on the ongoing Alters strategies and pace Does not change lessons based on
during instruction based on the ongoing monitoring of individual student during instruction students’ interests or on what
monitoring of individual student needs for needs for assistance, support, or resources predict will be of student
assistance, support, or challenge challenge Follows scripted programs interest
based on what resources
Takes advantage of "on the spot" changes in Makes "on the spot" changes in predict will be of student Does not adjust, manage, or pace
lessons based on students' interests and lessons based on students' interest lessons to accommodate time
questions to connect the lesson objective to interests and questions constraints and student needs
student life experiences Manages lessons due to time
Adjusts and manages lessons due constraints
Adjusts, paces and manages lessons due to time to time constraints
constraints and student needs

11 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 Standard 2: Creating and Maintaining Effective Environments for Student Learning

 Students and teachers use respectful talk, active listening, and turn taking procedures
 Social development and behaviors are taught explicitly using resources that are available
 Classroom artifacts and practices demonstrate collaborative learning –examples are: cooperative learning structures, project based learning,
student work samples, and classroom arrangement
 Student behavioral referrals are infrequent and appropriate
 Improvement in student outcomes in non-cognitive factors (work ethic, growth mindset, perseverance, teamwork, conflict resolution, empathy)

Indicators

Increase in the percentage of students with satisfactory attendance

Possible

 Student work is effectively displayed and teaching artifacts are evident (charts, word walls, expectation statements, access to media, norms and
standards of behavior, classroom routines)
 Room and seating arrangement in classroom supports all students in learning
 Tiered levels (RTI) of support are consistently provided based on student need
 High expectations for learning and participation are communicated through both verbal and nonverbal behaviors
 Systems have been built that reduce variability while increasing equity and access within the classroom
 Instructional decisions, such as student grouping for intervention, are based on assessment data
 Student school climate survey indicates teacher encourages students through positive support for effective effort and work
 Parent survey indicates teacher has conversations with them about their child's academic and social emotional performance.
 Implementation of an accountability system (norms and expectations are visible and students can articulate them)
 Students carry out transitions and routines smoothly and without incident
 Time is prioritized based on desired learning outcomes and diversity of student learning needs
 Provide structure and communicate a system of care
 Incorporate the contributions of diverse communication into the curriculum

 Desks are moved into different configurations to accommodate classroom activities, such as group work or class discussions.
Example
Possible

 The teacher reads “The First 20 Days” by Fisher and Frey and teaches 20 cooperative learning structures during the first 20 days of school that
will be used throughout the school year.
 The teacher leads students in creating a social contract. They revisit this throughout the year and pick areas of focus when it is needed. In
addition, daily expectations are set when the teacher uses CHAMPs that establish how students: conduct conversation, receive help, complete
activities, move, and participate in activities.
 As School Climate Surveys are returned, the teacher reviews both classroom and school results to determine if students feel connected and
have enough positive behavior supports. If they don’t, the teacher creates a plan to address these factors in creating a positive class climate.
 The teacher wants to create a classroom of high expectations. The teacher includes students in designing an effort and motivation rubric. It is
posted in class and is used by students for each assignment, both individually and as a class.

12 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 2: Creating and Maintaining Effective Environments for Student Learning
ELEMENT 1: Promoting social development and responsibility within a caring community where each student is treated
fairly and respectfully
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Creates an environment where students take Resolves conflict and creates a fair and Resolve conflict and Does not take leadership in resolving
leadership in resolving conflict and creating a fair respectful classroom community where a create a fair and respectful conflict and creating a fair and
and respectful classroom community where a student’s home culture is included and classroom community respectful classroom
student’s home culture is included and valued. valued. Students communicate with
Students communicate with empathy and empathy and understanding in interactions Promotes fairness and Does not model or promote fairness,
understanding in interactions with one another with one another respect in a classroom equity, and respect
atmosphere
Models and promotes fairness, equity, and Promotes fairness, equity, and respect in a Does not help all students accept and
respect in a classroom atmosphere that values classroom atmosphere that values all Engages all students to respect diversity, appreciate their own
all individuals and cultures individuals and cultures respect diversity, identities, and view themselves as
appreciate their own valued contributors to society
Models, promotes, and engages all students to Promotes and engages all students to accept identities, and view
accept and respect diversity, appreciate their and respect diversity, appreciate their own themselves as valued Does not develop students’ leadership
own identities, and view themselves as valued identities, and view themselves as valued contributors to society skills and does not
contributors to society contributors to society engage students in shared problem-
Provides opportunities for solving and conflict resolution
Develops students’ leadership skills and provides Develops students’ leadership skills and students apply and engage
opportunities for students apply and engage in provides opportunities for students engage in shared problem-solving Provides little or no learning
shared problem-solving and conflict resolution in shared problem-solving and conflict and conflict resolution opportunities that encourage student-
resolution to-student communication with
Facilitates and provides learning opportunities Provides limited learning empathy and understanding
that encourage student-to-student Provides learning opportunities that opportunities that
communication and models empathy and encourage student-to-student encourage student-to- Does not create a classroom culture
understanding communication and models empathy and student communication where students feel a sense of
understanding responsibility
Creates and monitors a classroom culture where Creates a classroom
students feel a sense of responsibility and Creates a classroom culture where students culture through activities
develops activities that support positive feel a sense of responsibility with activities that help students get to
interactions among students that help students that help students get to know each other know each other
get to know each other

13 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 2: Creating and Maintaining Effective Environments for Student Learning
ELEMENT 2: Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among students
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Adapts physical and/or virtual learning Adapts physical and/or virtual learning Adapts physical and/or virtual Does not adapt physical and/or
environments flexibly to facilitate access environments to facilitate access to a learning environments based on virtual learning environments to
to a wide range of resources that engage range of resources that engage site or district requests facilitate access to a wide range of
students in learning students in learning resources
Environment reflects some
Ensures that environments enhance Provides an environment that enhances cultural diversity Does not ensure that environment
learning and reflect cultural diversity learning and reflects cultural diversity enhances learning or reflects
within and beyond the classroom Arranges classroom seating to diversity within a the classroom
Arranges classroom seating to accommodate student need
Arranges and adapts classroom seating accommodate individual and group Does not or inappropriately arranges
flexibly to accommodate individual and learning needs Establishes a curriculum-rich classroom seating
group learning needs learning environment that
Establishes and maintains a curriculum- supports content learning Does not establish a stimulating,
Plans and implements a stimulating, rich learning environment that curriculum-rich learning environment
curriculum-rich learning environment that supports content learning and Creates an environment that
supports content learning and academic academic vocabulary development promotes student learning Does not create an environment that
vocabulary development promotes learning for each student
Creates an environment that promotes Provides students access to
Creates an environment that promotes learning for each student required site and district
optimal learning for each student and resources, technologies, and a Provides little or no access to
ensures that students develop an Provides students access to resources, comfortable environment resources, technologies, and
appreciation of diversity technologies, and a comfortable comfortable environments
environment
Uses resources and technologies to
engage students and provides access to
resources, technologies, and a
comfortable environment

14 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 2: Creating and Maintaining Effective Environments for Student Learning
ELEMENT 3: Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Shares responsibility with the students for the Shares responsibility with the Establishes and maintains a Does not share responsibility with
establishment and maintenance of a safe students for the establishment of a safe physical and intellectual the students for the establishment or
physical, intellectual, and emotional safe physical, intellectual, and environment as required by maintenance of a safe physical,
environment focused on high quality and emotional environment focused on school and district initiatives intellectual, and emotional
rigorous learning high quality and rigorous learning environment
Creates an environment
Creates an environment where students Creates an environment where where students maintain Does not create an environment
demonstrate resiliency in perseverance for students persevere for academic intellectual and emotional where students maintain intellectual
academic achievement; students maintain achievement; students maintain safety for themselves in the and emotional safety for themselves
intellectual and emotional safety for intellectual and emotional safety for classroom in the classroom
themselves and others in the classroom themselves and others in the
classroom Arranges the learning Does not or inappropriately arranges
Assesses the learning environment and environment with the the learning environment that does
arranges environment to be most suitable for Arranges the learning environment to expectation of productive not promote positive and productive
positive and productive classroom interactions facilitate positive and productive interactions classroom interactions
classroom interactions
Promotes, supports, and recognizes the Recognizes the achievements Discourages or does not recognize
achievements and contributions of all students Encourages, supports, and recognizes and contributions of students the achievements and contributions
the achievements and contributions of students
Models , supports, and incorporates of all students Encourages students to take
opportunities for students to take risks and to risks in the classroom, and to Does not model , support, or
express thoughtful and respectful opinions Incorporates opportunities for express respectful opinions incorporate opportunities for
students to express thoughtful and students to take risks
Creates a safe, accessible learning environment respectful opinions Provides an accessible
for all students and fosters the development of learning environment for Does not create a safe, accessible
each student's self-esteem Creates a safe, accessible learning students learning environment for all students
environment for all students

15 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 2: Creating and Maintaining Effective Environments for Student Learning
ELEMENT 4: Creating a rigorous learning environment with high expectations and appropriate support for all students
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Facilitates a rigorous learning environment Facilitates a learning environment in Facilitates a learning Does not facilitate a rigorous learning
in which students take leadership in which students take leadership in environment in which students environment
learning; fosters extended studies, learning; fosters extended studies and may take leadership in learning
research, analysis, and purposeful use of purposeful use of learning Does not establish, maintain or
learning Provides a productive climate in monitor a productive, achievement-
Establishes a productive, achievement- the classroom as required by oriented climate in the classroom
Establishes, maintains, and monitors a oriented climate in the classroom site and district initiatives
productive, achievement-oriented climate Does not set high expectations and
in the classroom Sets high expectations for all students Motivates students to initiate does not motivate all students to
and motivates all students to initiate their own learning initiate their own learning
Sets and models high expectations for all their own learning
students and motivates all students to Provides some students Does not provide opportunities for
initiate their own learning and strive for Provides all students opportunities to opportunities to examine and students to examine and evaluate
challenging learning goals examine and evaluate their own work evaluate their own work their own work or to learn from the
work of their peers
Provides all students opportunities to Ensures access to challenging and
examine and evaluate their own work and diverse academic content for all
to learn from the work of their peers students Provides challenging academic Does not provide opportunities for
content for most students as challenging and diverse academic
Provides multiple opportunities to part of site or district request content
challenging and diverse academic content
and ensures access for all students

16 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 2: Creating and Maintaining Effective Environments for Student Learning
ELEMENT 5: Developing, communicating, and maintaining high standards for individual and group behavior
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Actively engages, facilitates, and monitors Facilitates student participation in Facilitates student participation Does not actively engage, facilitate,
student participation in classroom classroom decision-making and in classroom decision-making; or monitor student participation in
decision-making and helps all students encourages all students to take students have opportunities to classroom decision-making
learn to take responsibility for their own responsibility for their own behavior take responsibility for their own
behavior and actions and actions behavior and actions Does not create an environment
where students demonstrate
Creates an environment where students Creates an environment where Creates an environment where positive behavior
demonstrate positive behavior, consistent students demonstrate positive students demonstrate positive
participation, and are valued for their behavior and consistent participation behavior Does not foster or support
unique identities appropriate student behavior
Fosters appropriate student behavior Supports appropriate student
Fosters and supports appropriate student and works proactively to prevent and behavior and works to prevent Does not maintain required
behavior and works proactively to prevent respond quickly to minimize behavioral behavioral issues collaboration with students, and
and respond quickly to minimize issues families to communicate standards
behavioral issues Maintains required for student behavior
Engages in collaboration with students collaboration with students, and
Engages in collaboration with students, and families to communicate standards families to communicate Does not respond to inappropriate
families, and communities to establish, for student behavior standards for student behavior behaviors
maintain, and communicate standards for
student behavior Understands the causes of student Responds to inappropriate
behavior and responds to behaviors in an efficient, fair,
Utilizes knowledge about student behavior inappropriate behaviors in an efficient, and equitable way
to support positive classroom conduct and fair, and equitable way
addresses inappropriate behaviors in an
efficient, fair, and equitable way

17 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 2: Creating and Maintaining Effective Environments for Student Learning
ELEMENT 6: Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in
which all students can learn
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Facilitates student participation in developing, Develops, monitors, and adjusts Develops routines and procedures Does not develop routines and
monitoring, and adjusting routines and routines and procedures focused on focused on student learning; procedures focused on student
procedures focused on maximizing student student learning; classroom climate classroom climate integrates school learning
learning; classroom climate integrates school integrates school standards and norms standards
standards and norms Does not promote positive
Promotes positive behaviors and a Promotes positive behaviors and a behaviors or establish
Promotes positive behaviors and establishes positive classroom climate that classroom climate that eliminates preventions for disruptive
preventions and a positive classroom climate that eliminates most disruptive behavior some disruptive behavior as required behavior
eliminates most disruptive behavior by site or district initiatives
Creates an environment where Does not create an
Creates an environment where students share students share responsibility with Creates an environment where environment where students
responsibility with teacher for managing and teacher for managing and maintaining students share some responsibility share responsibility with
maintaining a positive classroom climate that a positive classroom climate that with teacher for managing and teacher for managing and
promotes all student learning, maintains daily promotes all student learning, maintaining a positive classroom maintaining a positive
schedules, timelines, classroom routines, and maintains daily schedules, timelines, climate that promotes student classroom climate
norms that maximize learning classroom routines, and norms that learning
maximize learning establishes daily schedules and Does not model or reinforce
Models and reinforces transitions through classroom routines transitions through practice for
practice for students to smoothly and efficiently Models transitions for students to students
move from one instructional activity to the next move from one instructional activity to Helps students as they transition from
the next one instructional activity to the next Provides little or no adaption to
Adapts necessary routines, procedures, and routines, procedures, and
norms to ensure the success of students with Adapts necessary routines, procedures, Adapts some routines, procedures, norms; success of students with
special needs and promotes fairness and respect and norms to ensure the success of and norms to promote the success of special needs is not monitored
for all students students with special needs students with special needs or measured
Applies knowledge of students’
Assesses and applies knowledge of students’ Applies knowledge of students’ physical, social, and cognitive Applies little or no knowledge
physical, social, cognitive, and emotional physical, social, cognitive, and development; adequate learning time of students’ physical, social,
development to ensure that adequate time and emotional development to ensure that and support are provided for students cognitive, and emotional
support are provided for students to complete time and support are provided for to attempt completion of learning development to support
learning activities students to complete learning activities activities for compliance student learning

18 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 2: Creating and Maintaining Effective Environments for Student Learning
ELEMENT 7: Using instructional time to optimize learning
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Creates an environment where students Creates an environment where Engages students in setting Does not engage students in setting
monitor their own time, are engaged in students are engaged in accomplishing limited learning goals learning goals
accomplishing learning goals, and learning goals, and participate in
participate in reflection, self-assessment, reflection, self-assessment, and goal Organizes instruction to meet Does not analyze, organize, and pace
and goal setting setting required learning time for instruction to optimize learning time
students
Analyzes, organizes, and paces instruction Organizes instruction to optimize Does not or inappropriately adjusts
to optimize learning time and ensure learning time for students to Makes attempts to adjust instructional time
students are able to accomplish learning accomplish learning goals instructional time so that all
goals students remain engaged and Does not or inappropriately structure
Makes adjustments to instructional challenged time for independent and
Reflects and makes adjustments to time so that all students remain collaborative learning
instructional time so that all students engaged and challenged Incorporates some independent
remain engaged and challenged and collaborative learning Does not show evidence of balance
Plans and structures time for both opportunities between instructional, preparation,
Plans and structures time for both independent and collaborative learning administrative, and managerial time
independent and collaborative learning opportunities Recognizes and begins to
opportunities for students utilizing all balance instructional,
resources (colleagues, strategies, and Maintains a balance of instructional, preparation, and managerial
structures) preparation, administrative, and time
managerial time
Maintains a balance and maximizes
instructional, preparation, administrative,
and managerial time

19 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
STANDARD 3: Understanding and Organizing Subject Matter for Student Learning

 Utilizes the Common Core State Standards, curriculum frameworks, and district Scope and Sequence
 Teach to the appropriate grade level standards each quarter, as identified in the FUSD Scope and Sequence
 Pre and post tests are administered and effectively used
 Records reflect student needs, profiles, and strategies to address, including: RTI, IEP, CELDT levels

Indicators

Development of units, modules, and daily lessons are aligned to the Common Core State Standards
Possible

 Daily learning objectives are communicated and can be articulated by students

 Observations and data indicate students complete rigorous work (integrated standards, depth of knowledge on all 4 levels and common core
calibrated work at grade level)
 Student work and writing samples reflect understanding of the content (Unit culminating tasks demonstrate student mastery of content and
writing strategies)
 Technology and internet are utilized to meet the needs of all students
 Understand text complexity by using texts sets with students, including: grade level and leveled texts at appropriate lexile levels
 CELDT and other district English Language Development tests results inform instructional practice
 Selects materials, resources, and technologies that support subject matter instruction for English Learners and students with disabilities
 Differentiation and access for English Learners and students with disabilities is evident
 Systems are in place that ensure that units, lessons, and tasks align to the common core scope and sequence and prepare students to be
college ready

 The teacher is developing a unit of study. They use the FUSD Scope and Sequence to identify the Big Idea and an Essential Question. When
selecting a text set, they use two of the selected texts, but have found additional texts that they would like to add to their set, based on
Examples
Possible

student lexile level and different content areas. The teacher has designed lessons on pre-requisite skills leading to the Common Core State
Standard.
 During a lesson on metaphors and similes, the teacher uses a variety of resources to explain the concept. Some of these include: music, video,
baseline curriculum, and technology.
 A teacher asks students to write an essay in the style of Hemmingway. Students have to explain which aspects of his writing they have used
and why they were appropriate to their essay.
 A teacher is not sure what a student work sample for their grade level looks like. They utilize Appendix C in the Common Core State Standards
to identify what appropriate writing looks like for their grade level.
 Students are asked to determine which math tools would be appropriate to solve a math problem. Their choices include: a graphing calculator,
a protractor, and a spreadsheet.

20 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 3: Understanding and Organizing Subject Matter for Student Learning
ELEMENT 1: Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Ensures that subject matter knowledge is sufficient Ensures that subject matter knowledge is Uses sufficient subject matter Subject matter knowledge is not
to support student learning in various ways and sufficient to support student learning in knowledge to support student sufficient to support student
incorporates different perspectives, appropriate to various ways and incorporates different learning learning
the discipline. Seeks out deeper content perspectives, appropriate to the discipline
knowledge Keeps subject matter Does not keep subject matter
Adds to subject matter knowledge through knowledge current by knowledge current
Regularly adds to subject matter knowledge a variety of ways, including ongoing collaborating with peers as
through a variety of ways, including ongoing professional learning, collaboration with required by site and district Does not identify, understand,
professional learning, collaboration with peers, peers, staff development, reading, and professional learning and/or teach the key concepts,
staff development, reading, and trainings initiated trainings initiated by district, site, underlying themes, and
by district, site, colleagues, and individually colleagues, and individually Teaches the key concepts, relationships in the academic
underlying themes, and content standards and state
Identifies, understands, and teaches the key Identifies, understands, and teaches the relationships in the academic curriculum frameworks
concepts, underlying themes, and relationships in key concepts, underlying themes, and content standards and state
the academic content standards and state relationships in the academic content curriculum frameworks by Does not integrate key concepts,
curriculum frameworks. Encourages students to standards and state curriculum frameworks identified goals/objectives for themes, and relationships
take ownership of learning goals and content by posting, orally reviewing, and revisiting a lesson
standards, by posting, orally reviewing, and goals/objectives throughout a lesson
revisiting goals/objectives consistently throughout Uses foundational knowledge Does not utilize current
a lesson Integrates key concepts, themes, of subject matter key understanding of relevant content
relationships, and connections across concepts, themes, and standards and frameworks
Integrates key concepts, themes, and relationships subject matter areas in a variety of ways to relationships
in ways that ensure clear connections across address student learning needs
subject matter and relevance to students Maintains current
Utilizes current understanding of relevant understanding of relevant
Utilizes and extends current understanding of content standards and frameworks content standards and
relevant content standards and frameworks consistently through plans created yearly, frameworks
consistently through plans created yearly, monthly, monthly, weekly, and daily
weekly, and daily

21 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 3: Understanding and Organizing Subject Matter for Student Learning
ELEMENT 2: Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Applies knowledge of human development and Applies knowledge of human Applies knowledge of human Does not apply knowledge of
learning theory to students by integrating development and learning theory to development and learning human development and
explicit teaching of specific academic language, students by adapting instruction in theory to students by learning theory to students
text structure, and language features to ensure response to student learning to ensure teaching essential content
equitable access of subject matter equitable access of subject matter pertaining to a single lesson Does not acquire understanding
of students’ individual
Acquires understanding of students’ individual Acquires understanding of students’ Acquires understanding of cognitive, social, emotional and
cognitive, social, emotional and physical individual cognitive, social, emotional and students’ individual physical development
development and uses this information to physical development and uses this cognitive, social, emotional
connect content to students’ prior knowledge information to connect content to and physical development Does not reflect on English
and experiences by integrating instructional students’ prior knowledge and learners’ level of language
strategies matched with student learning needs experiences Reflects on English learners’ acquisition
levels of language acquisition
Reflects on English learners’ levels of language Reflects on English learners’ levels of during mandated meetings or Does not understand when and
acquisition in order to know how to best support language acquisition in order to know designated times of the year how to differentiate instruction
student learning of vocabulary, academic how to best support learning of for students with special needs
language, and proficiency in self-directed goals vocabulary and academic language Understands how to
differentiate instruction for
Understands when and how to differentiate Understands when and how to students with special needs
instruction for students with special needs, differentiate instruction for students with based on required guidelines
providing coherence for students to access, special needs routinely, ensuring
utilize and apply content and subject matter understanding for all
with accuracy

22 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 3: Understanding and Organizing Subject Matter for Student Learning
ELEMENT 3: Organizing curriculum to facilitate student understanding of the subject matter
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Uses knowledge of student readiness to Uses knowledge of student readiness to Uses knowledge of student Does not use knowledge of
organize, sequence, and enhance the curriculum sequence the curriculum while readiness to sequence the student readiness to organize,
while incorporating subject and grade level incorporating subject or grade level curriculum sequence, and enhance the
expectations from curriculum frameworks in expectations from curriculum curriculum
organization of subject matter frameworks in organization of subject Applies knowledge of subject
matter matter to plan lessons Does not apply knowledge of
Applies knowledge of subject matter to organize the subject matter to organize
curriculum, plan lessons and design units, Applies knowledge of subject matter to Utilizes standards-aligned curriculum, plan lessons and
extensively utilizing instructional strategies that organize curriculum, plan lessons, and and/ or adopted curriculum design units
demonstrate key concepts and their design units as directed by the district in
interrelationships ways that support student Does not utilize standards-
Utilizes standards-aligned and/ or learning aligned and/or adopted
Utilizes standards-aligned and/or adopted adopted curriculum in ways that support curriculum in ways that support
curriculum in ways that support student student learning, and implements all student learning
learning, integrating extensive use of adopted adopted materials available and accesses
and support material that allow for intervention additional support materials as needed to
or extension activities to support all students support learning for all student

23 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 3: Understanding and Organizing Subject Matter for Student Learning
ELEMENT 4: Utilizing instructional strategies that are appropriate to the subject matter
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Uses an extensive repertoire of effective Uses a repertoire of effective Uses a limited repertoire of Does not use an extensive
instructional strategies to develop enthusiasm, instructional strategies to illustrate a effective instructional repertoire of instructional
meta-cognitive abilities, and support and concept and its connections within and strategies and approaches to strategies to develop
challenge the full range of students towards a across subject matter illustrate a concept enthusiasm, meta-cognitive
deep knowledge of subject matter appropriate to the subject abilities, or support and
Builds on students’ life experiences, matter challenge the full range of
Builds on students’ life experiences, utilizing utilizing prior knowledge and interests to students
students’ prior knowledge and interests to make make subject matter relevant and Builds on students’ life
subject matter relevant and meaningful. meaningful, challenging all students to experiences, accessing prior Does not build on students’ life
Challenges all students to think critically in think critically in the subject area knowledge and interests to experiences, utilizing students’
subject areas and develops a deeper knowledge make subject matter relevant prior knowledge and interests to
of learning practices and strategies Uses strategies that make the depth and and meaningful make subject matter relevant
complexity of subject matter and meaningful
Uses a repertoire of instructional strategies that understandable to all student Uses instructional strategies
make the depth and complexity of subject that make subject matter Does not use instructional
matter understandable to all students understandable strategies that make the depth
and complexity of subject
matter understandable to all
students

24 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 3: Understanding and Organizing Subject Matter for Student Learning
ELEMENT 5: Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted
materials, to make subject matter accessible to all students
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Knows and utilizes the full range of materials, Knows and utilizes the full range of Knows and utilizes required Does not know or utilize the full
resources, and technologies provided by the materials, resources, and technologies materials, resources, and range of materials, resources,
school or district to ensure that students are provided by the school or district to technologies provided by the and technologies provided by
able to obtain equitable access to a wide range ensure that students are able to obtain school or district the school or district
of knowledge, through ongoing links to equitable access to a wide range of
resources and supports knowledge Uses required materials, Does not select or use required
resources, and technologies materials, resources, and
Selects materials, resources, and technologies to Selects materials, resources, and that support student learning technologies to support
support differentiated student learning needs in technologies to support differentiated needs in the classroom differentiated student learning
the classroom setting. Considers the students’ student learning needs in the classroom setting. needs in the classroom setting
language, life experiences and learning needs to setting. Considers learning needs to
support diversity in the classroom support diversity in the classroom. Uses required instructional Does not adapt, refine or access
resources to support new or required instructional
Adapts, refines or accesses new instructional students in the classroom resources to support student
resources to support student learning to extend Adapts or refines instructional resources learning
student critical thinking in logical and innovating and technology to support student
ways learning

25 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 3: Understanding and Organizing Subject Matter for Student Learning
ELEMENT 6: Addressing the needs of English learners and students with special needs to provide equitable access to the
content
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Addresses the English Language Development Addresses the English Language Addresses the required Does not address the English
(ELD) standards as they relate to the levels of Development (ELD) standards as they English Language Language Development (ELD)
language acquisition. Creates, selects, and uses relate to the levels of language Development (ELD) standards standards as they relate to the
materials, resources, and technology to support acquisition. Uses materials, resources, levels of language acquisition
subject matter instruction of English learners and technology to support subject matter Addresses the Individual
and students with special needs instruction for all students Education Plan (IEP) goals Does not address the Individual
and objectives of students Education Plan (IEP) goals and
Addresses the Individual Education Plan (IEP) Addresses the Individual Education Plan with special needs objectives of students with
goals and objectives of students with special (IEP) goals and objectives of students special needs
needs, and makes logical and integrated with special needs, and makes significant Ensures access to the critical
accommodations in the classroom with steps to accommodate students concepts and themes in the Does not ensure access to the
curriculum or extra support services to meet the academic content standards critical concepts and themes in
learning needs of special needs students Ensures access to the critical concepts the academic content standards
and themes in the academic content or utilize state curriculum
Ensures access to the critical concepts and standards and refers to state curriculum frameworks for students
themes in the academic content standards and frameworks for students at various levels
utilizes state curriculum frameworks for students
at various levels of English proficiency and for
students with special needs

26 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
STANDARD 4: Planning Instruction and Designing Learning Experiences for ALL Students
 Utilizes records that reflect student needs, profiles, and strategies to plan instruction
 Adjusts student groupings in response to evidence collected during a lesson
 Utilizes collected artifacts of student work that reflect academic growth and proficiency in order to plan lessons
 Aligns classroom goals to site and district goals
 Daily learning objectives are planned, communicated, and articulated by teacher and students using academic language
 Observations and artifacts indicate articulation of learning expectations to students. Examples include: posting or stating objectives, criteria for
success, evidence of feedback, exemplars of work
Indicators

 Unit plans, modules, daily lesson, and course plans reflect use of Common Core State Standards, curriculum materials, and Scope and Sequence
Possible

 Formal and informal information about students is utilized by the teacher for instructional planning
 Units, lessons and performance tasks are cognitively challenging
 Re-teach calendar consistently reflects instructional planning informed by assessment results
 Technology and other learning resources are designed for use during lessons, modules, and units
 The Cycle of Continuous Improvement (CCI process ) for planning based on assessment is evident
 A tiered system of supports (RTI) meets all students’ needs
 The teacher intervenes early to accelerate growth and to avoid the need for remediation
 Students are given multiple and diverse opportunities to work, share and learn together
 Students are engaged with the resources and materials
 Lessons reflect accommodations for English Learners and students with disabilities (IEP goals, ELD standards)
o Assessment results, guide instructional planning decisions Examples include: DRP/BAS test results, Pre-and post-tests, Benchmark
assessments
 Students are able to articulate what they are expected to learn

 The teacher administers a short questionnaire to the students in his/her class. Using their responses, the teacher will plan and organize students
into different groups for the next morning’s project.
Examples

 With his team, the teacher plans a unit of study that includes lessons that accommodate prerequisite skills. The team decides to use a concept
Possible

map in their instruction, so that students can repeatedly link these lessons with the overarching ideas within the unit.
 The teacher reviews his/her objectives for the week. He/she checks to see if there is alignment with the activities and assessments that she
used. Based on his/her assessment data, the teacher determines what modifications he/she needs to make to truly assess students at the same
level he/she is asking them to think.
 The teacher reviews lesson plans with her Accountable Community. He/she asks the team to give feedback on pacing, structure, and the
matching of instructional strategies to the content.
 Every 2 weeks, the teacher reviews common formative assessments with his team. Using the data, the team adjusts their instructional calendar
for their units, modules, and lessons. The teacher uses the calendar to plan daily lessons that fit within the unit.

27 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
STANDARD 4: Planning Instruction and Designing Learning Experiences for ALL Students
ELEMENT 1: Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual
development to plan instruction
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Uses knowledge of students’ lives, their families, Uses knowledge of students’ lives, their Uses knowledge of students’ Does not use knowledge of
and their community to innovate and inform families, and their community to inform lives, their families, and their students’ lives, their families,
planning and instruction while incorporating planning and instruction and community to inform and their community to inform
students’ prior knowledge and experiences into incorporates students’ prior knowledge curriculum and planning planning
the classroom curriculum and planning and experiences into classroom
curriculum and planning Uses knowledge of individual Does not use knowledge of
Uses knowledge of individual students’ students’ cognitive, social, individual students’ cognitive,
cognitive, social, emotional, and physical Uses knowledge of individual students’ emotional, and physical social, emotional, and physical
development to plan instruction and adapts cognitive, social, emotional, and physical development to plan development
lessons to meet students’ unique needs in the development to plan instruction and instruction and make
classroom setting. Integrates the Cycle of makes appropriate adaptations to meet appropriate adaptations to Does not plan lessons and units
Continuous Improvement into lesson/unit students’ unique needs in the classroom planning that promote access to
development setting academic content standards for
Plans lessons and units that all students
Plans lessons and units that integrate and Plans lessons and units that promote promote access to academic
promote access for all students to academic access to academic content standards for content standards for all Does not use knowledge of
content standards in both team and individual all students in both team and individual students students’ diverse learning and
settings settings language needs to plan
Uses knowledge of students’ instruction
Uses knowledge of students’ diverse learning Uses knowledge of students’ diverse diverse learning and
and language needs to plan instructional learning and language needs to plan language needs to plan
accommodations and learning strategies that instructional accommodations and limited instructional
provide student support throughout a lesson learning strategies that support student accommodations that
learning support student learning

28 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
STANDARD 4: Planning Instruction and Designing Learning Experiences for ALL Students
ELEMENT 2: Establishing and articulating goals for student learning
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Builds on strengths, interests, and needs of Builds on needs of students to establish Builds on needs of students Does not build on strengths,
students to establish expectations for learning expectations for learning and personal to establish expectations for interests, and needs of all
and personal learning goal. Assists students in learning goals. Assists students in self- learning and classroom students
self-monitoring and evaluating these goals monitoring these goals learning goals. Assists
students in monitoring class Does not establish long-term
Establishes and communicates long-term and Establishes long-term and short-term goals and short-term goals that
short-term goals that address district, school, goals that address district and school address district, school, and
and community expectations based on academic expectations based on academic content Establishes long-term and community expectations
content standards in order to create unit/lesson standards in order to create unit/lesson short-term goals that address
plans plans school expectations Does not establish learning goals
that prepare students for
Develops learning goals that prepare students Develops learning goals that prepare Develops learning goals that successful transition to their
for successful transition to their next learning students for successful transition to their prepare students for next learning environment
environment; regularly articulates and integrates next learning environment; regularly transition to their next
content standards with students learning goals integrates content standards with learning environments Does not communicate clear,
for skill development successfully throughout students learning goals challenging, and achievable
lessons and units of instruction Communicates expectations expectations
Communicates clear, challenging, and about student success,
Creates a dynamic learning environment by achievable expectations about student academic rigor and equity to
communicating clear, challenging, and success , academic rigor and equity to subject matter
achievable expectations about student success, subject matter
academic rigor and equity to subject matter

29 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
STANDARD 4: Planning Instruction and Designing Learning Experiences for ALL Students
ELEMENT 3: Developing and sequencing long-term and short-term instructional plans to support student learning
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Designs and implements long-term and short-term plans Implements long-term and short-term Plans instructional units/lessons Does not design and/or develop
by designing instructional units/lessons that account for plans with instructional units/lessons that considers assessment instructional units/lessons that
assessment results that account for assessment results results consider assessment results

Incorporates diverse subject matter perspectives into Incorporates diverse subject matter Incorporates diverse subject Does not incorporate diverse
planning, by utilizing extensive knowledge of curriculum perspectives into planning, by utilizing matter perspectives into subject matter perspectives into
and instruction to sequence content and strategies knowledge of curriculum and instruction planning by selecting and planning
appropriate to the complexity of the lesson to sequence content and strategies sequencing instructional
strategies Does not organize and/or link goals
Organizes and links goals with learning activities and state Organizes and links goals with learning with learning activities, state
standards to develop comprehensive long and short-term activities and state standards Links goals with curricular standards or curricular materials
goals that ensure high levels of learning for all students materials that incorporate state
Plans instructional programs that standards Does not design and plan
Designs and plans instructional programs that continually support students’ with second language instructional programs that
support students’ with second language learning needs learning needs and gives consideration Plans instructional programs continually support students’
and gives extensive consideration, reflection and to the learning needs of “diverse” reflective of student needs second language learning needs
innovation to the learning needs of “diverse” student student populations based on legal, district, or site
populations requirements Does no incorporate or translate
Incorporates and translates professional expertise and
Incorporates professional expertise and knowledge of professional expertise and knowledge of Uses knowledge of student knowledge of student populations
student populations into instructional planning through student populations into routine populations to plan lessons into instructional planning
reflection on the outcomes of student learning, testing instructional planning
results, projects etc. Incorporates diverse subject Does not incorporate diverse
Incorporates diverse subject matter matter perspectives into subject matter perspectives into
Incorporates diverse subject matter perspectives into perspectives into planning to sequence planning planning
planning, by utilizing knowledge of curriculum and content and strategies
instruction to sequence content and instructional Collaborates with colleagues
strategies Collaborates with colleagues, to design and designs instruction during Does not collaborate with
instruction according to district, site, mandated site or district colleagues, administration, parents
Collaborates with colleagues, administration, parents and classroom, and individual goals meetings and paraprofessionals to design
paraprofessionals to design instruction according to instruction according to district,
district, site, classroom, and individual goals site, classroom, and individual goals

30 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
STANDARD 4: Planning Instruction and Designing Learning Experiences for ALL Students
ELEMENT 4: Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Uses knowledge of subject matter to develop units, Uses knowledge of subject matter to Develops units, lesson Does not use knowledge of
lesson plans, and strategies that build on and extend develop units, lesson plans, and plans, and strategies subject matter to develop units,
students’ understanding of subject matter in order to strategies in order to appropriately lesson plans, and strategies that
appropriately pace instruction over time pace instruction over time Ensures that each learning build on and extend students’
objective is articulated to understanding of subject matter
Ensures that each instructional strategy is Ensures that each instructional students
implemented in a cohesive and logical manner and strategy is related to learning goals Does not ensure that each
are directly related to learning goals and objectives and objectives articulated to students Administers and reviews instructional strategy is
articulated to students mandated site assessments implemented in a cohesive and
Plans instruction to allow enough time logical manner
Plans instruction to allow enough time for student for student learning, including: review, Addresses the ELD
learning, including: review, assessment, and assessment, and adjustments when standards appropriately Does not plan instruction to
adjustments when appropriate. Adjustments include appropriate. Adjustments include based on accepted allow enough time for student
remediation, acceleration, and individualized remediation and acceleration requirements for English learning
intervention language acquisition and
Addresses the ELD standards uses materials, resources Does not address the ELD
Incorporates the ELD standards appropriately, based appropriately, based on knowledge of and technologies that standards appropriately, based
on accepted knowledge of English language English language acquisition and support English language on accepted knowledge of
acquisition and utilizes materials, resources and selects materials, resources and acquisition English language acquisition
technologies that support English language technologies that support English
acquisition at appropriate levels of instruction language acquisition Addresses IEP goals and Does not address IEP goals and
objectives as required by objectives appropriately
Addresses IEP goals and objectives appropriately, and Addresses IEP goals and objectives law and site regulations
integrates materials, resources and technologies that appropriately, and selects materials,
support special needs student populations resources and technologies that
support special needs student
populations

31 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
STANDARD 4: Planning Instruction and Designing Learning Experiences for ALL Students
ELEMENT 5: Adapting instructional plans and curricular materials to meet the assessed learning needs of all students
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Interacts with colleagues to identify difficult Interacts with colleagues to identify difficult Interacts with colleagues to Does not interact with
concepts or skills for students in order to re- concepts or skills for students in order to re- identify difficult concepts or skills colleagues to identify difficult
examine and strengthen plans for future lessons examine and strengthen plans for future for students as part of required concepts or skills
as a team member lessons professional learning
Does not adapt and/or prepare
Anticipates and prepares a wide range of Adapts and prepares for appropriate Adjusts curriculum and instruction for appropriate adjustments to
adaptations to lessons in order to correct adjustments to curriculum and instruction based on assessment of student curriculum and instruction
misconceptions based on assessment of student based on assessment of student learning. learning based on assessment of student
learning. Provides a variety of lesson formats Allows for multiple opportunities for a learning
and presentation styles, allowing multiple student to demonstrate acquisition of Lesson plans include students at
opportunities for a student to demonstrate the information various identified levels of English Does not strengthen existing
acquisition of information proficiency and accommodations lesson plans for students at
Strengthens existing lesson plans for students
for students with special needs various identified levels of
Strengthens existing lesson plans for students at at various identified levels of English
English proficiency
various identified levels of English proficiency proficiency and reflects on support and
Reflects on individual professional
and reflects daily on support and accommodations for students with special
successes and struggles regarding Does not reflect on district,
accommodations for students with special needs needs
the implementation and use of school, team and individual
Reflects on district, school, team and individual curriculum and evaluates successes
Reflects on team and individual professional
successes and struggles regarding the effectiveness of learning
successes and struggles regarding the
implementation and use of curriculum and strategies to prepare for future Does not self-evaluate and fails
implementation and use of curriculum and
evaluates effectiveness of learning strategies to lessons and units on a limited to reflect on the educational
evaluates effectiveness of learning strategies
prepare for future lessons/units always making basis value and substance of
to prepare for future lessons/units typically
additional changes and accommodations to particular lessons
making additional changes and
lessons as part of The Cycle of Continuous Reflects on the educational value
accommodations to lessons as part of The
Improvement and substance of particular
Cycle of Continuous Improvement
lessons in order to plan in
Self-evaluates and consistently reflects on the advance, prior to re-teaching
Self-evaluates and reflects on the educational
educational value and substance of particular topics or lessons as required in
value and substance of particular lessons in
lessons in order to plan in advance, prior to re- team or school meetings
order to plan in advance, prior to re-teaching
teaching topics or lessons
topics or lessons

32 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 5: Assessing Students for Learning

 Utilizes various assessment types suitable to the learning outcome

 Collects evidence of student understanding
 Relevant and multiple sources of data are used to determine student progress improvements –( i.e. IEP, RTI progress reports, discipline
referrals, graduation rates, retention rates, student growth)
Indicators

 Assessment summary of individual student strengths and needs is evident

Possible

 Use of assessment results to inform instructional planning, including differentiation. (Formative and summative assessments)
 Accountable community agendas reflect analysis of common formative assessments by student groups and specific standards and strands
 Students are allowed various performance opportunities
 Students engage in goal setting with their teacher and individually
 Students utilize an established set of criteria to monitor their own progress
 Lesson plans, performance tasks, assessment tools are aligned with common core standards and student needs based on multiple sources of
evidence (social emotional and academic)
 Utilize routines, systems, and technology to track completion of assignments and monitor progress
 Data is used strategically to forecast trends, align benchmarks with targets/goals and address long term gaps in student progress
 Student meet learning outcomes of 1 year’s growth every year
 The grading system emphasizes worthwhile objectives aligned to Common CORE standards

 The teacher encourages their students to set goals. He/she teaches the students about Depth of Knowledge and provides them with
Examples

challenging verbs to set their goals.

Possible

 After using a formative assessment the previous day, the teacher has planned a more challenging independent task for a group of students in
his/her class. The teacher pulls six students to reinforce the previous day’s concept.
 The math department meets weekly, bringing in student work to review with colleagues. The team looks at different ways that students
solve a math problem and determine a plan for remediation and acceleration.
 The teacher uses different components of ATLAS to both record and report information. The teacher keeps gradebook records and creates a
link for students to access grades. Grades are updated weekly, so that parents can access accurate and timely information.
 After reviewing the Smarter Balanced summative test, a grade level or content area team analyzes student growth. They use the
information to set team goals, modify their individual instruction, and determine how to better use technology during the test.

33 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 5: Assessing Students for Learning
ELEMENT 1: Applying knowledge of the purposes, characteristics, and uses of different types of assessments
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Demonstrates purposeful selection from a Selects and uses a wide range of Uses assessments and Does not demonstrate
wide range of assessments and assessment assessments and assessment strategies assessment strategies as purposeful selection from a
strategies that are aligned to support student that are aligned to support student learning required by the site and/or wide range of assessments
learning needs and demonstration of learning needs and demonstration of learning district that demonstrate and assessment strategies
outcomes being evaluated outcomes being evaluated learning outcomes being
evaluated Does not actively research
Actively researches characteristics of pre, Draws from a repertoire of pre, formative, characteristics of pre,
formative, and summative assessment options and summative assessment options in Utilizes a few pre, formative, formative, and summative
in order to seek knowledge of their uses, order to seek knowledge of their uses, and summative assessment assessment options
benefits, and limitations benefits and limitations options as required by the site
and/or district Does not utilize strong
Pursues and uses knowledge of the concepts Uses knowledge of the concepts of validity, knowledge of the concepts of
of validity, reliability, and bias to select reliability, and bias to select assessments Is aware of the validity, validity, reliability, and bias to
assessments that are appropriate to student that are appropriate to student learning reliability, and biases in select assessments that are
learning outcomes outcomes assessments appropriate to student
learning outcomes
Designs and utilizes grading practices that use Utilizes grading practices that use multiple Uses grading practices that
multiple sources of information that reflect sources of information that reflect student reflect student learning Does not design or utilize
student learning outcomes learning outcomes outcomes grading practices that use
multiple sources or
information or that reflect
student learning outcomes

34 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 5: Assessing Students for Learning
ELEMENT 2: Collecting and analyzing assessment data from a variety of sources to inform instruction
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Keeps a continuous and comprehensive Keeps a comprehensive record of group Keeps a record of group and Does not keep a record of
record of group and individual achievement and individual achievement on both individual data after district or group or individual data after
on both formative and summative formative and summative assessments site formative and summative district or site formative and
assessments assessments summative assessments
Selects, and uses formative and summative
Designs, selects, and uses formative and assessment tools appropriate to what is Uses assessment tools created Does not use assessment tools
summative assessment tools appropriate to being assessed by district or site as required appropriate to what is being
what is being assessed assessed
Collects, reviews and responds to formative Reviews formative assessment
Collects, reviews and responds to formative assessment results and analysis results when given by site Does not collect, review or
assessment results and analysis in planning for respond to formative
a single lesson or sequence of lessons for Uses assessments systematically Uses assessment to collect data assessment results
maximum student success throughout instruction to collect appropriate for the range of
assessment data appropriate for the range most student learning needs Does not infuse assessments
Infuses assessments strategically and of learning needs strategically or systematically
systematically throughout instruction to Communicates assessment throughout instruction
collect ongoing assessment data appropriate Develops and communicates individual feedback with student and
for the range of learning needs, including IEP assessment feedback with student and families when required during Does not develop or
goals and goals for English Learners families, based on formative and site conferences communicate assessment
summative assessment results feedback with students and
Develops and communicates individual and families
classroom assessment feedback with student
and families, based on formative and
summative assessment results

35 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 5: Assessing Students for Learning
ELEMENT 3: Reviewing data, both individually and with colleagues, to monitor student learning
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Facilitates collaborative work and fosters Facilitates collaborative work to identify Identifies and addresses Does not facilitate
colleagues ability to identify and address and address underlying causes for underlying causes for collaborative work or identify
underlying causes for achievement patterns achievement patterns and trends achievement patterns when underlying causes for
and trends requested by site achievement patterns
Accesses annual state-mandated, district
Accesses and analyzes annual state-mandated, interim and formative assessments Uses annual state-mandated Does not access annual state-
district interim and formative assessments regularly for review of current status and and district interim when mandated, district interim and
regularly for review of current status and progress made since the prior assessment results are given by site or formative assessments
progress made since the prior assessment period district regularly for review
period
Gives team access to formative assessment When requested, will review Does not access formative
Initiates team access to formative assessment data for review; regularly reviews data formative assessment data; does assessment data for review to
data for review to monitor student learning; using filters for student groups and for not independently use data monitor student learning;
regularly reviews data using filters for student specific standards and strands. filters to access information on does not review data using
groups and for specific standards and strands specific student groups filters for student groups and
Actively participates in exploring classroom for specific standards and
Prepares for and actively participates in and subject data in accountable community As required, attends strands
exploring classroom and subject data in meetings regularly, identifying both accountable learning community
accountable community meetings regularly, strengths and gaps in student data sharing meetings, but Does not prepare for and does
identifying both strengths and gaps in student understanding communicates minimally about not actively participates in
understanding student or class achievements or exploring classroom and
Seeks to identify mastery of students to learning gaps subject data in accountable
Seeks to identify mastery of students from learn how to adjust instruction; can provide community meetings
other teachers, to learn how to adjust a summary of individual student strengths Provides a summary of
instruction; can provide a summary of and learning needs based on assessment individual student strengths and Does not seek to identify
individual student strengths and learning results. learning needs based on mastery of students from
needs based on assessment results assessment results when other teachers, to learn how
requested to adjust instruction

36 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 5: Assessing Students for Learning
ELEMENT 4: Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Reflects on data to make ongoing refinements Reflects on data to make refinements to Reflects on data to make Does not reflect on data to
to learning goals for content and academic learning goals for content and academic adjustments to learning goals for make ongoing refinements to
language for the full range of students language for the full range of students content and academic language learning goals for content and
during mandated meetings academic language
Sets annual, interim, and formative Sets annual and interim performance goal
performance goal for students and classes. for students and classes Sets annual performance goal Does not set annual, interim,
for students and classes when or formative performance
Monitors progress of individual or group Monitors progress of individual or group requested as site agreement goals for students and classes
achievement targets with interim assessment achievement targets with interim
results assessment results Monitors progress of individual Does not monitor progress of
or group achievement targets individual or group
Modifies instruction based on assessment Modifies instruction based on assessment with interim assessment results achievement targets
results and differentiates instruction to results and differentiates instruction based as requested
student groups in relation to class and on student need Does not modify instruction
individual target Modifies instruction based on based on assessment results
assessment results

37 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 5: Assessing Students for Learning
ELEMENT 5: Involving all students in self-assessment, goal setting, and monitoring progress
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Provide systematic opportunities for student Provide opportunities for student self- Provides opportunities for Does not provide systematic
self-assessment, goal setting, and monitoring assessment, goal setting, and monitoring student goal setting opportunities for student self-
progress progress assessment, goal setting, and
Uses mandatory tools and monitoring progress
Develops and uses tools and guidelines that Uses tools and guidelines that ensure all guidelines that attempt to
ensure all students assess their work and students assess their work and monitor inform and assist students in Does not develop or use tools
monitor their learning goals their learning goals assessing their work and and guidelines
monitoring their learning goals
Develops and models strategies for students Models strategies for students to assess Does not develop nor model
to assess their learning, set and monitor their their learning, set and monitor their Shares strategies with students strategies for students to
learning goals, and reflect upon their learning learning goals, and reflect upon their to assess their learning, set and assess their learning, set and
inside and outside of the classroom learning monitor their learning goals monitor their learning goals,
when required and reflect upon their learning
Plans for and monitors implementation of Monitors implementation of learning
ongoing learning opportunities for all students opportunities for all students to engage in Plans for and monitors Does not plan for or monitor
to engage in peer discussion and reflection on peer discussion and reflection on their implementation of learning implementation of learning
their work as tied to learning outcomes work as tied to learning outcomes opportunities for all students to opportunities for all students
engage in peer discussion as
Plans for and monitors ongoing assessment Monitors ongoing assessment and required by site Does not plan for or monitor
and interactive communications between the interactive communications between the ongoing assessment and
teacher and student to ensure students are teacher and student to ensure students are Monitors assessment and interactive communications
actively involved in self-assessment of their actively involved in self-assessment of their communications between the between the teacher and
learning goals as tied to classroom learning learning goals as tied to classroom learning teacher and student relative to student
student learning goals when
requested by site or district

38 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 5: Assessing Students for Learning
ELEMENT 6: Using available technologies to assist in assessment, analysis, and communication of student learning
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Uses a wide range of technologies to design, Uses a range of technologies to implement, Attempts to analyze Does not use a wide range of
implement, and analyze assessments and and analyze assessments and provides for assessments and communicate technologies to design,
provides for in depth and ongoing in depth and ongoing communication regarding student learning to implement, and analyze
communication regarding student learning for regarding student learning for all audiences stakeholders when mandated by assessments
all audiences site
Uses technologies appropriately to Does not use technologies
Uses technologies appropriately to frequently communicate students’ learning to student Uses technologies to appropriately and does not
communicate students’ learning to student and families as tied to learning outcomes communicate students’ learning communicate students’
and families as tied to learning outcomes to student and families when learning to student and
requested by site families

39 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 5: Assessing Students for Learning
ELEMENT 7: Using assessment information to share timely and comprehensible feedback with students and their families
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Facilitates students’ leadership by developing Facilitates students’ leadership in seeking Provides students with feedback Does not facilitate students’
and monitoring communication venues which and using ongoing comprehensible relative to their learning as a site leadership by developing and
seek and use ongoing comprehensible feedback to accelerate their learning or district mandate monitoring communication
feedback to accelerate students’ learning venues
Engages families in a variety of ongoing Communicates with families
Actively engages families in a variety of comprehensible communications about about individual student Does not actively engage
ongoing comprehensible communications individual student progress and ways to progress and ways to provide families in a variety of ongoing
about individual student progress and ways to provide and monitor support at home; and monitor support as part of a comprehensible
provide and monitor support at home; monitors family communication and, as site mandate communications about
monitors family communication and, as grade grade appropriate, elicits student individual student progress
appropriate, elicits student engagement in engagement in communication with Provides comprehensible
communication with families families communications with families to Does not provide
share student assessments and opportunities for
Provides opportunities for comprehensible Provides opportunities for comprehensible progress when required by site comprehensible and timely
and timely two-way communications with and timely two-way communications with or district two-way communications
families to share student assessments, families to share student assessments, with families to share student
progress, raise and/or address issues and progress, raise and/or address issues and assessments, progress, raise
concerns, and facilitate family support for concerns and/or address issues and
student learning concerns

40 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 6: Developing as a Professional Educator

 Engages in self -assessment and goal-setting which are informed by student needs, ideas, feedback and support of colleagues and students
 Shows evidence of continual refinement of the professional learning plan based on his/her students utilizing self-assessment, goals, multiple
sources of data, and the teaching standards
 Engages in and leads learning experiences where diversity of perspectives are embraced
 Peer interactions result in improved practice
 Engaged in site and district networks for support and feedback – matrix or logs used to demonstrate
 Attends regularly Accountable Community, professional learning opportunities and virtual communities of practice
Indicators


Possible

Adherence to Accountable Community agendas, minutes, protocols and norms

 Sharing assignments and student work samples to assess level of rigor
 Frequently and culturally appropriate information is sent home regarding instructional program and student progress
 Multiple opportunities for classroom visits and involvement for parents/families
 Engages in extended day opportunities for students and parents/families
 Parent survey indicators they feel included and informed about their child’s growth and provided strategies/tools to support student learning
 Collaborates with the local community and uses community resources
 Serves as mentor or participates in mentor program
 Actively participating in and contributing to collegial activities related to improvement of teaching and learning, including virtual communities
of practice
 Identification of his/her own opportunity for growth and deepen learning about cultures represented by students in the school
 Adhere to school policies and timelines (submit grades on time, take attendance daily, arrive and depart on time)
 Actively participate in data analysis and problem solving to improve student learning
 Recognizes value of interdependence and is willing to call on others for help and open minded and comfortable with paradox and ambiguity and
will use creative approaches to problem solve

 The teacher is working on a specific instructional strategy inviting colleagues to observe his/her classroom instruction and asks them to give
feedback on the lesson. After the observation, he/she returns to the Accountable Community and starts by reflecting on what went well and what
Examples

he/she would have completed differently. The teacher listens to colleagues’ feedback and incorporates in the next time he/she tries the strategy.
Possible

 The teacher has set SMART Goals, shared them with colleagues, and his/her administrator. He/she enters them into iACHIEVE and keeps records
on how he/she is meeting his/her goals.
 Each student keeps a weekly reflection log on assignments and behavior. The teacher asks students to take the log home each week, discuss it with
their parent or guardian, and get it signed. The teacher collects the logs when students return to school.
 The teacher has set a personal goal to support new and future teachers. The teacher decides to host a student teacher this semester. He/she has also
decided to take the lead as the campus mentor for all new teachers on that campus and conducts monthly professional learning for the group.
 The teacher is trusted in their Accountable Community. The team shares information with him and knows that it will not be shared inappropriately
or in a different context.

41 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 6: Developing as a Professional Educator
ELEMENT 1: Reflecting on teaching practice in support of student learning
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Uses self reflection and Uses self-reflection, student Uses student results Does not use self reflection,
assessment, student results results and feedback from and feedback from assessment, student results or
and feedback from supervisors to improve their supervisors to improve their feedback from supervisors to
supervisors to improve performance performance improve their performance
performance
Maintains ongoing reflective Uses reflective practice through Does not maintain ongoing reflective
Maintains ongoing reflective practice through observation interaction with ALL students to practice and action research through
practice and action research and interaction with ALL support and raise the level of observation and interaction with ALL
through observation and students to support and raise academic students
interaction with ALL the level of academic achievement
students to support and achievement Does not participate or
raise the level of academic Participates in required contribute to professional
achievement Participates and contributes professional learning learning sessions
to professional learning sessions
Participates and contributes sessions based on their own Does not engage in or foster
to professional learning reflections of teaching Engages in reflection among reflection among colleagues
sessions based on their own practices and student results colleagues through required for grade level and school-
reflections and analysis of professional development wide impact on student
teaching practices and Engages in reflection among learning
student results colleagues for grade level
and school-wide Impact on
Engages in and fosters student learning
reflection among colleagues
for grade level and school-
wide impact on student
learning

42 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 6: Developing as a Professional Educator
ELEMENT 2: Establishing professional goals and engaging in continuous and purposeful professional growth and
development
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Participates in and contributes to a Participates in a variety of Participates in required Does not participate in a variety of
variety of additional professional professional learning professional learning professional learning opportunities
learning opportunities targeted on opportunities targeted on targeted on student achievement
student achievement student achievement Aligns goals to CSTP and
schools/district goals informed by Does not develop or align
Develops, modifies, and aligns Develops and aligns some data/information professional goals with CSTP
professional goals to CSTP and professional goals to CSTP or school/district goals
school/district goals informed by and school/district goals Attends required sessions to
appropriate data/information informed by appropriate expand knowledge of Does not initiate and
data/information pedagogical strategies and organize sessions to expand
Initiates and organizes sessions to content knowledge using knowledge of pedagogical
expand knowledge of pedagogical Organizes sessions to expand student work/data strategies and content
strategies and content knowledge using knowledge of pedagogical knowledge
student work /data to increase strategies and content
understanding of teaching and learning knowledge using student
work/data to Increase
understanding of teaching
and learning

43 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 6: Developing as a Professional Educator
ELEMENT 3: Collaborating with colleagues and the broader professional community to support teacher and student
learning
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Works to ensure the broadest positive impact Collaborates with colleagues to expand Attends required staff, grade Does not work to ensure the
possible through collaboration on impact on teacher practice and student level/department meetings broadest positive impact possible
instructional practice and student learning within grade level/department and collaborations on instructional practice or
achievement at district, school, grade teams and classroom levels attend required meetings and
level/department teams, and classroom Maintains relationships by collaborations
levels Maintains productive, collaborative consulting with the site
relationships with the broader professional community, Does not establish and maintain
Initiates, establishes and maintains professional community including: including: teachers, productive, collaborative
productive, collaborative relationships with teachers, paraeducators, administration, paraeducators, relationships with the broader
the broader professional community specialists, etc. by providing and administration, specialists, professional community
including: teachers, paraeducators, accepting feedback etc.
administration, specialists, etc. by providing, Does not contribute to
accepting, and acting on feedback Utilizes materials created by professional Uses required materials professional organizations or
organizations to enhance teaching created by professional utilize materials
Contributes to professional organizations practice organizations given by
and utilizes materials provided by them to supervisor Does not seek out or engage
enhance teaching practice at grade Engages with members of the broader with members of the broader
level/department team and classroom levels professional community to access Uses required resources professional community
resources and supports for teaching the provided to support students
Seeks out and engages with members of the full range of students Does not contribute to or attend
broader professional community to access Attends required school wide district-wide and school wide
resources and a wide range of supports for Contributes to school wide events, events events, activities, and decision
teaching the full range of students activities, and decision making making

Contributes to district-wide and school wide

events, activities, and decision making

44 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 6: Developing as a Professional Educator
ELEMENT 4: Working with families to support student learning
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Structures a wide range of leadership Structures opportunities and supports for Acknowledges the importance Does not structure a wide range
opportunities and supports for families to families to contribute to the classroom of the family’s role in student of opportunities and supports for
contribute to the classroom and school and school community in order to learning and provides limited family engagement
community in order to improve student improve student learning opportunities for classroom
learning contribution Does not communicate to
Communicates to families based on families in ways which show
Seeks out and adjusts ways to communicate awareness of racial, cultural, linguistic, Uses information about racial, understanding of and respect for
to families in ways which show understanding and socioeconomic backgrounds cultural, linguistic, and racial, cultural, linguistic, and
of and respect for racial, cultural, linguistic, socioeconomic backgrounds socioeconomic backgrounds
and socioeconomic backgrounds Uses knowledge gained from families represented in the school
about students’ strengths, interests, and setting Does not engage families as
Engages families as sources of knowledge needs in support of growth and sources of knowledge about
about students’ strengths, interests, and achievement Inquires about the utilization students’ strengths, interests,
needs in support of their growth and of knowledge gained from and needs
achievement Presents the educational program and families about students’
student data for students in a strengths, interests, and needs Does not present the educational
Presents the educational program, student comprehensible way for families in support of growth and program, student data, and an
data, and an individualized plan for students achievement individualized plan for their
in a comprehensible way for families students in a comprehensible
Presents some program way for families
elements and student
information for families

45 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 6: Developing as a Professional Educator
ELEMENT 5: Engaging local communities in support of the instructional program
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Collaborates with and utilizes a broad range Uses a variety of neighborhood and Develops awareness about Does not collaborate with or
of neighborhood and community resources to community resources to support the available neighborhood and utilize a broad range of
support the instructional program, students, curriculum community resources to neighborhood and community
and families support the curriculum resources
Draws from understanding of community
Engages students in leadership and service when designing and implementing the Includes references or Does not engage students in
learning in the community and incorporates instructional program by including connections to community in leadership and service learning in
community members into the school learning connections in lessons or a sequence of single lessons or a sequence of the community
community when designing and lessons lessons
implementing the instructional program by
including connections in lessons or a
sequence of lessons

46 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 6: Developing as a Professional Educator
ELEMENT 6: Managing professional responsibilities to maintain motivation and commitment to all students
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Models professionalism while integrating the Demonstrates professional Maintains professional Does not model professionalism
full range of professional responsibilities into responsibilities and manages time and responsibilities in timely ways
advanced planning for situations that may be effort by planning for situations that may and seeks support as needed Does not support colleagues to
challenging be challenging for required expectations maintain motivation, resiliency,
and energy
Supports colleagues and self to maintain Supports self to maintain motivation, Seeks to maintain required
motivation, resiliency, and energy through resiliency, and energy through continual commitments to colleagues Does not seek out support from
continual efforts to seek, try, and refine new, efforts to try and refine new, risk-taking and students colleagues and family to manage
risk-taking methods to ensure individual methods to ensure individual student stress and balance professional
student learning learning Tries to balance professional responsibilities with personal
responsibilities with personal needs
Seeks out and provides support from and to Accepts support from colleagues and needs
colleagues and family to manage stress and family to manage stress and balance
balance professional responsibilities with professional responsibilities with
personal needs personal needs

47 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
 STANDARD 6: Developing as a Professional Educator
ELEMENT 7: Demonstrating professional responsibility, integrity, and ethical conduct
MEETS STANDARDS DOES NOT MEET STANDARDS
Teacher consistently… Teacher frequently… Teacher minimally… Teacher rarely…
Demonstrates Expertise Meets Standards Growth Expected Not Meeting Standards
Fosters a school culture with a high degree of Demonstrates professional integrity and Follows the mandated Does not foster a school culture
professional integrity and ethical conduct by ethical conduct by following all state education codes, legal with a high degree of
seeking out and following all state education education codes, legal requirements, requirements, district and site professional integrity, and ethical
codes, legal requirements, district and site district, and site policies, and contractual policies, and contractual conduct
policies, and contractual agreements agreements agreements
Does not maintains a high
Maintains a high standard of commitment to Takes responsibility for learning goals, Reviews required learning standard of commitment to
student learning and the profession in all standards, objectives, and student goals, standards, objectives, student learning and the
circumstances by taking responsibility for academic learning outcomes both and student learning profession
learning goals, standards, objectives, and individually and with colleagues outcomes
student academic learning outcomes both Does not demonstrate
individually and with colleagues Demonstrates professional obligations to Follows the required professional obligations to
students, colleagues, school, and the professional and legal students, colleagues, school, and
Demonstrates professional obligations to profession by following professional and responsibilities for students’ the profession
students, colleagues, school, and the legal responsibilities for students’ learning behavior, and safety
profession by seeking additional knowledge learning, behavior, and safety Does not contribute to building
about professional and legal responsibilities Hold self accountable to professional communities
for students’ learning, behavior, and safety Holds self and peers accountable to norms of respectful treatment
norms of respectful treatment and and communication
Contributes to building professional communication
communities at sites by holding self and
peers accountable to norms of respectful
treatment and communication

48 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
49 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
50 | P a g e FUSD CONTINUUM FOR THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION