What are the CSTPs?

The California Standards for the Teaching Profession (CSTP) describe the knowledge, skills, and practices that support effective teaching in California. The 2024 CSTP is organized into six interconnected standards. The standards are designed to help teachers meet the needs of all learners (collective), each learner (individual), and every learner, including but not limited to specifically historically and persistently underserved students. The standards provide a framework for examining your practice, supporting student learning, and continuing to grow as an educator.

During induction, you will use the CSTPs as a lens for:

• Reflecting on your current practice

• Identifying areas for professional growth

• Developing and refining your ILP goals

• Exploring questions through inquiry

• Collaborating with your mentor

• Examining evidence of student learning

• Reflecting on what you are learning and what comes next

Candidates: As part of your onboarding with the Napa County Induction Program, you will complete an asynchronous training module that provides an in-depth look at the 2024 California Standards for the Teaching Profession (CSTP). Throughout the year, you will also participate in ongoing professional development designed to support you as you reflect on your practice and develop meaningful professional goals.

Explore the Six CSTPs

The links below will help you explore each CSTP further thanks to our friends at the Center for Teacher Innovation.   Once the page opens, you can further click on each individual element, see indicators of pratice, and watch a video of what it might look like in action.  

CSTP 1

Engaging and Supporting All Students in Learning

How do I create meaningful opportunities for every student to participate, connect, and experience belonging?

Elements

• 1A — Focus on Students

• 1B — Knowledge of Students

• 1C — Student Backgrounds and Family Engagement

• 1D — Diversity and Equity

Explore CSTP 1

CSTP 2

Creating and Maintaining Effective Environments for Student Learning

How do I create a safe, caring, inclusive, and intellectually stimulating environment?

Elements

• 2A — Learning Environment

• 2B — Student Behavior

• 2C — Organizational and Resource Management

• 2D — Inclusive Environment

Explore CSTP 2

CSTP 3

Understanding and Organizing Subject Matter for Student Learning

How do I make content coherent, relevant, culturally responsive, and accessible to my students?

Elements

• 3A — Knowledge of Subject Matter and Pedagogy

• 3B — Connecting Subject Matter to Real-World Contexts

• 3C — Curriculum and Resources for Specific Students and Student Groups

• 3D — Content and Skills Across Subjects

• 3E — Curriculum Materials and Resources

Explore CSTP 3

CSTP 4

Planning Instruction and Designing Learning Experiences for All Students

How do I intentionally plan, facilitate, and adapt learning experiences?

Elements

• 4A — Planning Instruction for Student Learning

• 4B — Designing and Developing Instruction for Student Learning

• 4C — Facilitating Instruction for Student Learning

• 4D — Adapting Instruction for Student Learning

Explore CSTP 4

CSTP 5

Assessing Students for Learning

How do I use assessment information to understand student learning and make better instructional decisions?

Elements

• 5A — Understanding and Using Assessments

• 5B — Interpreting and Using Assessment Data to Inform Student Learning

• 5C — Communication of Assessment and Data

• 5D — Assessment for Continuous Improvement

Explore CSTP 5

CSTP 6

Developing as a Professional Educator

How do I reflect, collaborate, learn, and take care of myself as I grow as an educator?

Elements

• 6A — Reflection on Practice

• 6B — Focused Professional Learning

• 6C — Collaboration with Colleagues

• 6D — Collaboration with Families, Guardians, and the Community

• 6E — Ethical Conduct and Professional Responsibilities

• 6F — Activating Access and Equity

• 6G — Personal Growth and Well-Being

Explore CSTP 6

REFLECTION QUESTIONS

Not Sure Where to Start?

You don't need to begin with a perfectly formed goal. 

Sometimes the best place to begin is with a question.

CSTP 1 — Students

• What am I learning about my students that is influencing my teaching?

• Who is participating—and who may not be?

• How am I creating a sense of belonging?

• What might help me better understand the students I serve?

CSTP 2 — Learning Environment

• What routines are helping students learn?

• Where are there predictable disruptions or barriers?

• How might students experience my classroom differently than I do?

• What could make my learning environment more inclusive?

CSTP 3 — Content

• How am I making this content meaningful?

• Where might students need additional access or support?

• How are students connecting the content to their lives or the world around them?

• What misconceptions or gaps might I need to address?

CSTP 4 — Instruction

• What is the intended learning?

• How do I know whether students are ready for the next step?

• How am I adapting when students need something different?

• What instructional decision would I like to explore?

CSTP 5 — Assessment

• What is the evidence telling me about student learning?

• How am I using assessment information to change instruction?

• Are students able to understand where they are in their learning?

• What additional evidence might help me understand student needs?

CSTP 6 — Professional Growth

• What am I learning about myself as an educator?

• What professional learning would have the greatest impact right now?

• Who can I learn from or collaborate with?

• What practices are supporting my own well-being?

A simple way to think about the process:

REFLECT

What am I noticing about my students or my teaching?

↓

EXPLORE

What might I want to understand or improve?

↓

CONNECT

Which CSTP connects to this area of practice?

↓

TRY

What could I try, change, or investigate?

↓

EXAMINE

What evidence can help me understand what happened?

↓

REFLECT

What did I learn, and what might I do next?

AN EXAMPLE

What Could This Look Like?

Imagine you notice that transitions between activities are taking longer than you'd like. Students may become distracted, and valuable instructional time is being lost.

1. REFLECT

You begin by noticing what is happening:

"Transitions are taking longer than I would like, and some students seem to lose focus during the process."

You become curious about what might be contributing to this.

2. EXPLORE

You talk with your mentor about what you are noticing.

Together, you consider questions such as:

• What happens during the transition?

• Are students clear about what they are supposed to do?

• Are there particular transitions that take longer?

• What strategies might make the process more efficient?

You might explore different transition routines or strategies.

3. CONNECT

You identify the CSTP that connects most directly to your area of growth:

You notice that these CSTP 2 — Learning Environment questions are particularly relevant:

• What routines are helping students learn?

• Where are there predictable disruptions or barriers?

• How might students experience my classroom differently than I do?

• What could make my learning environment more inclusive?

The connection becomes clear:

What I am noticing:

Transitions are taking too long and students are losing focus.

What I am exploring:

How classroom routines and expectations might support more efficient transitions.

CSTP connection:

CSTP 2 — Learning Environment

4. TRY

You decide to experiment with a new transition routine.

For example, you might:

• Give students clear transition directions before beginning

• Use a consistent signal or cue

• Display the steps students should follow

• Establish a specific time goal for the transition

You try the strategy and observe what happens.

5. EXAMINE

You gather evidence to help you understand the impact.

You might look at:

• Time: How long are transitions taking?

• Student behavior: What are students doing during the transition?

• Engagement: How quickly do students become focused on the next activity?

• Student feedback: What do students say about the new routine?

• Your observations: What are you noticing?

The goal isn't simply to determine whether the strategy "worked." The evidence helps you understand why it may or may not have worked.

6. REFLECT

You consider what you learned:

"The new routine reduced transition time, and students seemed more focused. The visual directions appeared to help students who were unsure of what to do next. I want to continue using the routine but make the directions more concise."

From here, you might try another adjustment, explore a different strategy, or continue examining the impact.

That's professional growth in action.

It's not about being perfect,  it's about your continued The goal continued  professional learning and growth as an educator

Additional Resources

• California Department of Education — Educator Professional Standards
  Excellent central reference because it brings together the CSTP, TPEs, Continuum of Teaching Practice, and professional learning standards.

CDE Educator Professional Standards

• CDE Quality Professional Learning Standards
  Useful particularly for CSTP 6 and thinking about meaningful professional learning. The CDE describes professional learning as ongoing, collaborative, job-embedded, and connected to educator and student needs.

CDE Quality Professional Learning Standards

• CTC Teacher Induction Resources
  Official state resources related to teacher induction, CSTPs, and the Continuum.

CTC Teacher Induction Resources

• CDE Professional Learning Resources

CDE Professional Learning