Sacramento Valley Charter School teachers perform their professional roles and responsibilities according to The California Standards for the Teaching Profession (CSTP).                             
 

The California Standards for the Teaching Profession (CSTP)
The California Standards for the Teaching Profession (CSTP) were developed to provide a common language and a vision of
the scope and complexity of the profession by which all teachers can define and develop their practice. The standards serve
and support professional educators in fulfilling their professional roles and responsibilities from pre-service teacher to
experienced practitioner. The standards are intended to guide teachers as they develop, refine, and extend their practice. More recently, the CSTP was revised to address the diversity of students and teachers in California schools today, and reflect a holistic, developmental view of teaching.

THE STANDARDS
Standard 1: Engaging and Supporting all Students in Learning
1.1 Using knowledge of students to engage them in learning;
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, & interests;
1.3 Connecting subject matter to meaningful, real-life contexts;
1.4 Using a variety of instructional strategies, resources, & technologies to meet students’ diverse learning needs;
1.5 Promoting critical thinking through inquiry, problem solving, & reflection;
1.6 Monitoring student learning & adjusting instruction while teaching.
Standard 2: Creating and Maintaining Effective Environments for Student Learning
2.1 Promoting social development & responsibility within a caring community where each student is treated fairly &      respectfully;
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, & encourage constructive & productive interactions among students;
2.3 Establishing & maintaining learning environments that are physically, intellectually, & emotionally safe;
2.4 Creating a rigorous learning environment with high expectations & appropriate support for all students;
2.5 Developing, communicating, & maintaining high standards for individual & group behavior
2.6 Employing classroom routines, procedures, norms, & supports for positive behavior to ensure a climate in which all students can learn;
2.7 Using instructional time to optimize learning.
Standard 3: Understanding and Organizing Subject Matter for Student Learning
3.1 Demonstrating knowledge of subject matter, academic content standards, & curriculum frameworks;
3.2 Applying knowledge of student development & proficiencies to ensure student understanding of subject matter;
3.3 Organizing curriculum to facilitate student understanding of the subject matter;
3.4 Utilizing instructional strategies that are appropriate to the subject matter;
3.5 Using & adapting resources, technologies, & standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students;
3.6 Addressing the needs of English learners & students with special needs to provide equitable access to students.
Standard 4: Planning Instruction and Designing Learning Experiences for All Students
4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, & individual development to plan instruction;
4.2 Establishing & articulating goals for student learning;
4.3 Developing & sequencing long-term & short-term instructional plans to support student learning;
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students;
4.5 Adapting instructional plans & curricular materials to meet the assessed learning needs of all students.
Standard 5: Assessing Students for Learning
5.1 Applying knowledge of the purposes, characteristics, & uses of different types of assessments;
5.2 Collecting & analyzing assessment data from a variety of sources to inform instruction;
5.3 Reviewing data, both individually & with colleagues, to monitor student learning;
5.4 Using assessment data to establish learning goals & to plan, differentiate, & modify instruction;
5.5 Involving all students in self-assessment, goal setting, & monitoring progress;
5.6 Using available technologies to assist in assessment, analysis, & communication of student learning;
5.7 Using assessment information to share timely & comprehensible feedback with students & their families.
Standard 6: Developing as a Professional Educator
6.1 Reflecting on teaching practice in support of student learning;
6.2 Establishing professional goals & engaging in continuous & purposeful professional growth & development;
6.3 Collaborating with colleagues & the broader professional community to support teacher & student learning;
6.4 Working with families to support student learning;
6.5 Engaging local communities in support of the instructional program;
6.6 Managing professional responsibilities to maintain motivation & commitment to all students;
6.7 Demonstrating professional responsibility, integrity, & ethical conduct.