Continuum of Teaching Practice (CSTP) 2025

1A: Focus on Students

Teachers plan and implement a student-centered learning perspective that frames diversity as an educational asset and supports each student in relevant and challenging experiences that explore students' identities and extend their learning.

1B: Knowledge of Students

Teachers elicit and solicit knowledge of each student's assets and needs, including cognitive, cultural and linguistic, social-emotional, and physical and developmental capacities, in the service of increasing active engagement in learning.

1C: Student Backgrounds and Family Engagement

Teachers meaningfully engage and form partnerships with families, guardians, and caregivers in addressing each student's learning needs, health, and well-being and are responsive to the range of economic, social, cultural, linguistic, and community factors that affect student development and learning.

1D: Diversity and Equity

Teachers are responsive to students' diverse experiences, cultures, languages, identities, interests, strengths, and needs and apply evidence-based principles that intentionally cultivate equitable access, opportunities, and positive outcomes for each student.

2A: Learning Environment

Teachers guide learning through mutually respectful, supportive, and challenging experiences that result in each student's academic and social-emotional growth.

2B: Student Behavior

Teachers communicate, model, practice, and sustain high standards of individual and group behavior that reflect, affirm, and respect diversity, and facilitate productive interactions to maximize opportunities for each student to learn and thrive.

2C: Organizational and Resource Management

Teachers organize and manage learning structures, processes, resources, and supports in order to provide a safe and productive learning environment in which each student can grow and thrive.

2D: Inclusive Environment

Teachers build on students' assets--students' abilities and talents, prior learning and peer and social group interactions, languages and cultures, and family and community experiences--to ensure that students' identities are included in classroom interactions and future learning experiences.

3A: Knowledge of Subject Matter and Pedagogy

Teachers identify, organize, and teach key concepts, underlying themes, and relationships that address pre-K-12 state content standards and local subject- and grade-level expectations, and also promote students' social-emotional and language development.

3B: Connecting Subject Matter to Real-World Contexts

Teachers engage students in real-world applications and leverage students' unique backgrounds, perspectives, and cultural identities to make learning authentic, relevant, and meaningful.

3C: Curriculum and Resources for Specific Students and Student Groups

Teachers design and implement content and resources that enable equitable access for every learner, including those with more complex needs, to essential academic and social-emotional concepts, to promote each learner's growth.

3D: Content and Skills across Subjects

Teachers elevate learning experiences enabling students to apply knowledge and skills across content areas to identify issues, explore proposed solutions, and examine relevant, complex subject matter.

3E: Curriculum Materials and Resources

Teachers select, use, and adapt standards-aligned instructional materials, evidence-based resources, and varied technologies to increase content and social-emotional learning options that are accessible, equitable, and culturally responsive and sustaining for each student.

4A: Planning Instruction for Student Learning

Teachers shape instructional plans that are informed by student goals, curriculum, evidence-based teaching strategies, materials, and resources attuned to the broad range of students' identities, prior knowledge, areas for growth, and interests.

4B: Designing and Developing Instruction for Student Learning

Teachers use varied instructional practices to craft effective learning experiences focused on the students they serve and the curriculum they teach.

4C: Facilitating Instruction for Student Learning

Teachers advance student learning by employing varied instructional strategies and supports that help build students' knowledge and skills and that facilitate student engagement, well-being, and efficacy.

4D: Adapting Instruction for Student Learning

Teachers vary their instructional practices to differentiate the kinds of student learning activities and levels of support needed to address the breadth of students' identified assets and needs.

5A: Understanding and Using Assessments

Teachers understand different assessment types and purposes and use multiple methods of assessing students to intentionally collect, analyze, and interpret information directed toward supporting each student's achievement and well-being.

5B: Interpreting and Using Assessment Data to Inform Student Learning

Teachers apply varied data sources to access meaningful information for planning and differentiating student learning experiences, determining developmentally appropriate instructional practices, and improving processes that equitably guide the growth of each student's academic and social-emotional learning.

5C: Communication of Assessment and Data

Teachers engage with students, families, and guardians, along with other teachers and specialists, to share student strengths and areas of improvement gathered from assessments and reach common understanding about how to apply the information to support improvement goals and student progress.

5D: Assessment for Continuous Improvement

Teachers, individually and collaboratively, evaluate and improve assessment methods to ensure equitable access, opportunities, resources, and outcomes for student learning and growth.

6A: Reflection on Practice

Teachers continuously examine and evaluate their own practice to intentionally use new understandings and perspectives as opportunities for professional growth and effectiveness.

6B: Focused Professional Learning

Teachers amplify their expertise with ongoing professional learning experiences that address subject-matter content, instruction and assessment, social-emotional support, and equitable practices, that enable each student--including historically and persistently underserved students--to reach identified goals.

6C: Collaboration with Colleagues

Teachers collaborate with colleagues in developing a common understanding of effective practices for students' academic and social-emotional development. This common understanding informs teaching and supports practices that meet students' diverse learning interests, strengths, and needs.

6D: Collaboration with Families, Guardians, and the Community

Teachers collaborate with families, guardians, and community partners to develop and use a common language, strategies, and communication around in-school and out-of-school learning experiences and to align services and initiatives that affect each student's growth and well-being.

6E: Ethical Conduct and Professional Responsibilities

Teachers demonstrate honesty, trustworthiness, and integrity in their professional behavior and decision-making as they conduct their responsibilities with a focus on each student's learning and well-being.

6F: Activating Access and Equity

Teachers strive to eradicate barriers to student access, engagement, opportunities and positive outcomes by acting with integrity and fairness so that every student has the quality experiences necessary to learn and thrive.

6G: Personal Growth and Well-Being

Teachers cultivate and sustain personal motivation, commitment, energy, and health by balancing continuous professional growth with their own physical and emotional wellness.