CSTP & 5 C's Correlation Matrix
This matrix illustrates the explicit connections between the California Standards for the Teaching Profession (CSTPs) and the 5 C's, providing a clear reference for observations.
| CSTP Standard & Substrand | Related 5 C's Indicators |
|---|---|
| CSTP 1: Engaging & Supporting All Students in Learning | |
| 1.1 Using knowledge of students to engage them | Understands the value of diversity and respects people with different views. |
| 1.2 Connecting students' prior knowledge, life experience and interests | Demonstrates understanding of information and makes connections. Presents information in a different way or from a new perspective. |
| 1.3 Connecting subject matter to meaningful, real-life contexts | Connects disciplines and contexts to real-world problems. |
| 1.4 Using a variety of instructional strategies, resources and technologies | Uses a variety of media and materials. |
| 1.5 Promoting critical thinking through inquiry, problem solving and reflection | Applies problem solving process and self-reflection. |
| 1.6 Monitoring student learning and adjusting instruction | Analyzes and evaluates new information. Acts as an advocate for students. |
| CSTP 2: Creating & Maintaining Effective Environments for Student Learning | |
| 2.1 Promoting social development and responsibility | Demonstrates civic awareness and acts as a leader by advocating for others. Treats others with love and respect. |
| 2.2 Creating physical or virtual learning environments that promote student learning | Provides opportunities for teamwork and building consensus. |
| 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe | Fosters an environment where students feel comfortable asking questions. Embraces vulnerability to connect with others. |
| 2.4 Creating a rigorous learning environment with high expectations and appropriate support | Promotes grit and resilience to persevere. Encourages taking risks and learning from failure. |
| 2.5 Developing, communicating, and maintaining high standards for behavior | Sets and follows group norms. |
| 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior | Builds opportunities that teach students how to be part of a team. |
| 2.7 Using instructional time to optimize learning | Provides formal and informal speaking opportunities. Gives students time to process and evaluate content. |
| CSTP 3: Understanding & Organizing Subject Matter for Student Learning | |
| 3.1 Demonstrating knowledge of subject matter | Analyzes, synthesizes, and evaluates complex information. |
| 3.2 Applying knowledge of student development and proficiencies | Demonstrates compassion by meeting individual needs. |
| 3.3 Organizing curriculum to facilitate student understanding | Identifies relevant and important ideas. |
| 3.4 Utilizing instructional strategies appropriate to the subject matter | Uses innovative learning materials. |
| 3.5 Using and adapting resources, technologies, and instructional materials | Uses a variety of resources to express ideas. Uses appropriate and accurate resources. |
| 3.6 Addressing the needs of English learners and students with special needs | Acts with integrity and honesty to provide equitable access. |
| CSTP 4: Planning Instruction & Designing Learning Experiences for All Students | |
| 4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction | Takes personal commitment to the community and is culturally competent. |
| 4.2 Establishing and articulating goals for student learning | Identifies a goal or asks a question with purpose. |
| 4.3 Developing and sequencing long-term and short-term instructional plans | Constructs and evaluates arguments. |
| 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students | Works with others to achieve a shared goal. Offers freedom of choice in mode and topic. |
| 4.5 Adapting instructional plans and curricular materials | Demonstrates comfort with ambiguity and different perspectives. Reflects on the justification of conclusions. |
| CSTP 5: Assessing Students for Learning | |
| 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments | Analyzes and assesses information. |
| 5.2 Collecting and analyzing assessment data from a variety of sources | Analyzes new information and perspectives. |
| 5.3 Reviewing data, both individually and with colleagues, to monitor student learning | Provides and receives constructive feedback. |
| 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction | Identifies relevant ideas and detects inconsistencies in reasoning. Acts with integrity and advocates for students' needs. |
| 5.5 Involving all students in self-assessment, goal setting, and monitoring progress | Uses problem solving process and self-reflection. Reflects on personal performance and the creative process. |
| 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning | Conveys messages clearly through various mediums. |
| 5.7 Using assessment information to share timely and comprehensible feedback | Provides constructive feedback consistently. |
| CSTP 6: Developing as a Professional Educator | |
| 6.1 Reflecting on teaching practice in support of student learning | Reflects on the justification of conclusions. Independently reflects on personal performance and future growth. |
| 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development | Asks a question with purpose or identifies a goal. |
| 6.3 Collaborating with colleagues and the broader professional community | Works with others to achieve a shared goal. |
| 6.4 Working with families to support student learning | Consistently adapts language to the purpose and audience. Acts with love and respect. |
| 6.5 Engaging local communities in support of the instructional program | Demonstrates civic engagement and a personal commitment to the community. |
| 6.6 Managing professional responsibilities to maintain motivation and commitment to all students | Demonstrates strong self-awareness. |
| 6.7 Demonstrating professional responsibility, integrity, and ethical conduct | Displays high levels of integrity and self-advocacy. |
Observation Write-up Generator
Select a CSTP substrand and enter your notes to generate a professional observation sentence.
