Embedded Files
After recognizing that the traditional educational system failed too many learners, Lindsay Unified School District moved to a Performance Based System, which is a competency-based approach to learning in which the entire system is organized to allow learners to engage at their performance level and advance only when they have demonstrated proficiency in the required knowledge or skills. To realize this vision, learning facilitators can use the Instructional Look Fors to support the California Standards for the Teaching Profession (CSTPs).
The CSTPs are the "WHAT" and the Look Fors are the "HOW" in our personalized, Performance Based System.
The CSTPs are the "WHAT" and the Look Fors are the "HOW" in our personalized, Performance Based System.
Standard 1: Engaging and Supporting All Students in Learning
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, and interests
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
1.6 Monitoring student learning and adjusting instruction while teaching
Standard 2: Creating and Maintaining Effective Environments for Student Learning
Standard 2: Creating and Maintaining Effective Environments for Student Learning
2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students
2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for individual and group behavior
2.6 Employing classroom routines, procedures, norms, and 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
Standard 3: Understanding and Organizing Subject Matter for Student Learning
3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks
3.2 Applying knowledge of student development and 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 and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students
3.6 Addressing the needs of English Learners and students with special needs to provide equitable access to the content
Standard 4: Planning Instruction and Designing Learning Experiences for All Students
Standard 4: Planning Instruction and Designing Learning Experiences for All Students
4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and 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 and curricular materials to meet the assessed learning needs of all students
Standard 5: Assessing Students for Learning
Standard 5: Assessing Students for Learning
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and communication of student learning
5.7 Using assessment information to share timely and comprehensible feedback with students and their families
Standard 6: Developing as a Professional Educator
Standard 6: Developing as a Professional Educator
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development
6.3 Collaborating with colleagues and the broader professional community to support teacher and 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 and commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical conduct
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