Common use of Continuum of Teaching Practice Clause in Contracts

Continuum of Teaching Practice. The Continuum of Teaching Practice is one component of a comprehensive formative assessment system for teachers, based on the CSTP.” (Continuum, p. 2) All Portola Valley School District teachers should strive to perform at the highest levels (Integrating and Innovating) of this continuum in all areas. Those unit members who are not performing at their highest levels should take the steps necessary to grow and improve their practice. The District and PVTA are committed to providing support to all probationary and permanent status unit members through the Consulting Teacher Program. The District recognizes that “a teacher may be at Level 1 or 2 in some elements of the CSTP and Levels 3 and 4 in others, no matter how many years she or he has been in the profession. Because a teacher’s growth is developmental, one may return to an earlier level temporarily if there are changes in a teacher’s career, such as new course content, grade level, school, or student demographics. In fact, it is not uncommon for teachers to self-assess and find they have moved from right to left on the Continuum of Teaching Practice in response to new teaching contexts, responsibilities, challenges, or even deeper understanding of the work.” (Continuum, p. 3)

Continuum of Teaching Practice. The Continuum of Teaching Practice is one component of a comprehensive formative assessment system for teachers, based on the CSTP.” (Continuum, p. 2) All Portola Valley School District teachers should strive to perform at the highest levels (Integrating and Innovating) of this continuum in all areas. Those unit members who are not performing at their highest levels should take the steps necessary to grow and improve their practice. The District and PVTA are committed to providing support to all probationary and permanent status unit members through the Consulting Teacher Program. The District recognizes that “a teacher may be at Level 1 or 2 in some elements of the CSTP and Levels 3 and 4 in others, no matter how many years she or he has been in the profession. Because a teacher’s growth is developmental, one may return to an earlier level temporarily if there are changes in a teacher’s career, such as new course content, grade level, school, or student demographics. In fact, it is not uncommon for teachers to self-assess self­assess and find they have moved from right to left on the Continuum of Teaching Practice in response to new teaching contexts, responsibilities, challenges, or even deeper understanding of the work.” (Continuum, p. 3)teaching