Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community.   the value of all members.
and behavior. Incorporates cultural Supports students in
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences. Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
I make sure to find time
to get to know my
students. From the first
week where I get to know
the basics to the office
hour converstaions where
I get to know them more
in depth I make sure that
I incorporate student
context and that I
Evidence understand the students
experience is part of my
growing. By doing so I am
able to provide each
student their own form of
reflection and care.

Once I take the time to get

to know my students, I
am able to better support
them throughout
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
leadership opportunities.
I also make sure that they
are learning outside of my
classroom through
constant asignments in
which they are able to
learn from their family
and community. In
addition, I also implement
the importance of
teamwork and as so, they
are sometimes asked to
work in groups. Students
are encouraged to discuss
what role they would like
to take upon and through
conversations they are
able to determine it.
Because relationship with
student has been
established and because I
display mutual respect
students are able to
resolve and make
respectful decisions on
his own.
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I am continuing to help
my students understand
their community by using
historical points. Students
are engaging in articles
that help them
understand their
community and their
needs. In addition, they
are constantly asked to
interact and participate in
the development and
better-ness of their
community.
12/12/19

Much like described

before I make sure that
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
my students engage
within their own
community. The learning
they do in the class
should be applied outside
the class by having them
be aware of issues in the
community and be able to
dismantle the problem.
By promoting social
justice and learning about
it we are able to better
understand and work
with their community.

5/5/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence Students are able to I make sure that my
access a variety of classroom has a
resources in the variety of posters and
classroom. For images which are
example because relevant to our
vocabulary is a key community. I also
component in my make sure to post
classroom students their work which
have access to their often times makes
previous notes, the students feel like
dictionaries, and the they belong within
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
teacher. Since the space.
students are
constantly working in When lesson
pairs or groups they planning I make sure
are also able to to integrate multiple
support one another. ways of engagement
The set up of the because of the
groups has been different forms of
strategically learning. Some of my
throughout to meet students need
students academic movement while
and social needs. other need a visual.
7/15/19 As such I try to have
variety of ways of
learning. When
working in group
work, the offer each
persona different
role within the group
because I have
worked with the
students I will also
offer suggestions and
if needed assign the
roles rather than
allowing them to
choose. For example
in their literature
groups, students have
the chance to explore
all four roles
(lexicologo,
moderador,
conectador,
dibujador). This
therefore gives each
student the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
opportunity to
engage with the same
content in different
ways.
7/15/19

Students are
constantly building
off skills by engaging
in various spaces.
They receive visual
and oral
explanations. They
also have the
opportunity to read
more in depth about
the topic. While also
being involved in the
conversations with
their teammates. In
addition, they are
constantly provided
with opportunities to
get up and engage in
conversations with
other students. This
helps students not
only wake up but
refresh themselves.
Through moving
activities students
have the opportunity
to move arounf while
learning. For my
SPED students they
also have the
resource room.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
12/12/19

Much like mentioned

before I do provide
my students with
opportunities to
move around. From
my 504 students
going out and getting
a restroom and water
break when needed.
In addition, we also
have group work in
which students are
constantly asked to
move to different
location. This not
only helps them with
the learning and
speaking portion of
my class but helps
them move as they
do.

5/5/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the guidance regarding Students take risks, offer practice resiliency skills achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and emotional
safety. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Evidence As a teacher I When lesson Students are
constantly remind planning I make sure constantly being
students I am part of the assignments are pushed to think
their community. I differentiated to critically and engage
make sure to admit where students who in conversations that
when I make do not need the expand their
mistakes and as so, I scaffolds are able to thoughts. By doing so
also make it clear access the right level they are able to do so
how mistakes are of rigor. For example, because of the
normal. I share with when I ask students classroom
students so they to respond to a final environment they
understand where I question through a have developed over
come from and as structured (TIEAC) the course of the
such students have format, I provide year. Their resilience
found that to be very students with three is demonstrated
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
supporting of their different levels. The everyday as they are
own experience. first level is constantly seeking
7/15/19 developed to provide opportunities to gain
very specific knowledge. In
sentence frames in addition, they are
which students plug also very willing to
in the content. The learn more. Students
second level gives feel safe and
students very broad confident in sharing
sentence starters in as the classroom
which they are culture build has
writing more on their allowed them to do
own. The final level so. Through various
pushed students to activities and
write without any teamwork activities
sentence frames. they have been able
to build of their skills
When students are and student-student
not successful in an relations.
assignment the 12/12/19
classroom
environment As we being the
established allows school year we are
them to feel constantly working
comfortable when together to help one
making mistakes or another and we set
when asked to push an environment that
themselves harder on helps us be
an assignment. comfortable and
Students feel safe overall be able to
making mistakes in work better amongst
the classroom. They each other. We also
will seek support have various
after school. activities that help us
7/15/19 in the class
relationships we are
able to build in our
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classes.

5/5/20

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and learning.
learning expectations for students. while becoming aware of understanding of technologies throughout Supports students to
environment with achievement patterns for achievement patterns, instruction that support utilize an extensive
high expectations individuals and groups of and uses scaffolds to the full range of learners repertoire of
and appropriate students. address achievement in meeting high differentiated strategies
support for all gaps. expectations for to meet high expectations.
students achievement.
Some students ask for Some individuals and Students engage in a Students take
teacher support to groups of students work variety of differentiated Students actively use responsibility to fully
understand or complete with the teacher to supports and challenges supports and challenges utilize teacher and peer
learning tasks. support accuracy and in ways that promote to complete critical support, to achieve
comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
learning. and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.
When I lesson plan I As I am teaching AP As I began teaching
make sure the this year, students AP the expectations
assignments are are constantly of my class were set
reachable to all expected to do better. forward. My students
students but there Even my SPED and understand the rigor
can be times were EL students they implemented in the
Evidence the scaffolding might have the resources class in every
eliminate some of the but have to assignment that they
rigor for the demonstrate through engage in. I
students. As a result I constantly hard work constantly remind
make sure to that they meet the and set example of
verbalize or do objectives. While the work they should
individual check-ins. maintaining the same be submitting daily.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I remind students standards but just This has helped me
that I expect them to adding scaffolds, set the tone for the
challenge and grow students are able to class overall. They
to where they are no engage in rigor understand the rigor
longer depending on without feeling like and are willing to put
the scaffolds. they are lost. The the effort to meet the
activities being rigor.
By the end of the implemented allow
lessons students are for students to 5/5/20
able to demonstrate increase levels of
mastery through rigor.
various ways. For
some students this 12/12/19
can be done through
constant check-ins.
The questions and
assignments they
complete push them
to make further
connections while
working with
support systems that
they choose and will
help them access the
objective.
7/15/19

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
individual and group and explains expectations high standards for individual and group role in monitoring and
behavior for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students in references to standards students to self-assess,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.

During the first week Our classes have all

of school I make sure been filled with rigor
expectations are set and love for our
up and through learning and our
constant reminders community. Through
students are able to my class students are
get use to the class always looking for
norms and the improvement in
expectation. Through their skills. They
consistency students know and work hard
understand the as they understand
purposes behind the they will be taking an
expectations. They AP test. They show
understand the this by having
Evidence importance of positive attitude in
working together in our class
order to succeed as a conversations and
class. My students putting in effort
have never hesitated despite the situation
to help one another they are confronting.
or asked for help.
5/5/20
Since students work
in groups they
understand the
importance of
support in order to
complete
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
assignments.
Since students are
use to working with
groups in various
classes they also
know how to support
one another. In
addition, through
constant class
support in and out of
my students.
7/15/19

Since norms have

been established
students have
expectations to meet
every class. In
addition, student
shave seen how
dedicated I am to the
class and they too
become dedicated to
it. The amount of
effort I have seen this
year is truly
motivating. They are
not only working in
teams and
supporting one
another but are also
constantly
advocating for
themselves. Students
also have the
opportunity to reflect
on their behaviors
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
without receiving
detention or punitive
consequences.
12/12/19

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and
Seeks to promote positive Provides positive culturally relevant
Employing classroom
Responds to disruptive behaviors and responds behavior supports. Promotes positive norms.
routines, procedures,
behavior. to disruptive behavior. Responds appropriately behaviors and
norms, and supports
to behaviors in ways that consistently prevents or Promotes positive
for positive behavior
lessen disruptions to the refocuses behaviors behaviors and establishes
to ensure a climate in
learning climate. disruptive to the learning preventions and a
which all students
Students participate in climate. positive classroom
can learn
routines, procedures, and climate that eliminate
norms and receive most disruptive behavior.
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in
classroom norms. that interferes with Students receive timely assessment and Students share
learning, and positive and effective feedback monitoring of routines, responsibility with
reinforcement in and consequences for procedures, and norms in teacher for managing and
following routines, behaviors that interfere ways that improve the maintaining a positive
procedures, and norms. with learning. learning climate. classroom climate that
promotes learning.
In the classroom I I make sure to make
make sure that positive attitude and
students feel safe and work a top priority.
understand their Through simple
Evidence
strengths and comments like “thank
weakness. When you’s” students often
doing so they also times reassess their
know there is always actions and redirect
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
room for improving them. My students in
both while also the past have felt the
learning from others. care and ambition I
Through direct have for them, I
direction and support them in and
conversation, I am out of the class, as so
able to support them. they respond by
creating a supportive
Since day 1, I make environment and
clear my routines and caring for one
the purposes of another.
having them set for 7/15/19
the classroom.
Throughout the year
I also make sure to My students have
teach and set the been able to create a
example. Therefore I very positive
too have my routines environment in the
which over the class. This has
course of the year allowed me to worry
students become about the curriculum.
aware of. This helps The classroom
keep both of us culture has continued
accountable. to be building off
7/15/19 because students are
very responsive
when they
understand the
teachers. As so I have
been it crucial for my
students to
understand why I am
there, they hear
stories as a way to
understand the
material. Because
students see the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
effort they too feel
the pressure, the
student-teacher
relation is very
positive as they see
themselves in me.
12/12/19

In our class we are

constantly
acknowledging each
others successes
while also
encouraging one
another to think of
ways to better our
work. Our classroom
procedures and
norms have been
very constant the
entire year. This has
helped my students
understand the
importance of
consistency and also
helped them prep in
order to meet their
goal in my class. The
routines also allow
my students to know
what is ahead and
work collectively in
the everyday setting.

5/5/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
Evidence
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
Applying Integrating
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
Students participate in Students use their
and complete a variety of instructional time to
learning activities in the engage in and complete
time allotted with options learning activities and are
for extension and review. prepared for the next
sequence of instruction.
When planning I
often time have more
content than I can get
through. However,
based on student
engagement I am
able to readjust my
lesson right away
while maintaining my
daily objective. The
pacing of the
instruction can vary
but because certain
students might need
additional time the
extra resources I
create help those
students that finish
before hand. I also
make sure that once
the class masters the
content and skills
with at least a 7/10
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.
Most lessons have
additional recourses I
create, therefore this
allows students to
work on additional
skills while their
other classmates get
the opportunity to
meet the objective
through the main
assignment. If
students know they
need additional time
on their formative
assignments, they
will be provided
additional time will
be allocated.
7/15/19
As AP students they
are constantly
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
in their writing I am monitoring their
able to move on. growth. They are
7/15/19 constantly comparing
their assignments
Even through this is and seeing how much
my third year, the they have grown. I
pacing is something I often times hear
am still struggling them say, how they
with as my students worked very hard to
this year are at improve. When they
various levels. Some research their
of my students are paragraphs they also
tweeners while other note how much they
are strong native have improved.
students. This has 12/12/19
made the pacing
difficult for me. The transitions
However, I have been within the lesson
able to alter the allows for the
lesson depending on different activities to
the class. have a purpose and
12/12/19 flow better as they
are prepared with the
goal in mind. There
Although my are also steps taken
planning is done and in which students are
is met the majority of able to check
the time. I still have themselves while
days in which my also going through
lesson takes two days the lesson with the
to cover even when I correct activities. The
readjust. This is norms in the class
because of the also help with the
variety of leaves in transitions and the
which my students time for each other
are in. They are activity.
constantly asking
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
questions and 5/5/20
engaging in
conversations with
others which even
with transitions can
make the lesson
longer.

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