1st semester: yellow
Element 2.1 Emerging Exploring
Models and Models fair and respectful
communicates behavior. Demonstrates
expectations for fair and commitment to fairness
respectful behavior to and respect in
support social communications with
development. students about language
and behavior.
Promoting social Seeks to understand
Development and cultural perceptions of
responsibility within caring community.
a caring community
where each student Some students share in Students participate in
is treated fairly and responsibility for the occasional community
respectfully classroom community. building activities,
designed to promote
caring, fairness, and
respect.
Evidence Modeling fair and
respectful behavior is
something I like to model
from the moment the
students get to the door
of my class until the
moment they leave. I
shake every student's
hand at the door
everyday that they show
up to class and ask how
their doing/how's their
day going etc.. One thing I
do emphasize is fairness
in the classroom, this
means that no student is
getting away with
something another
student will get punished
for. Being fair has helped
tremendously with the
Applying Integrating Innovating
Reinforces positive, Develops shared Facilitates student self-
responsible, and responsibility with reflection and ongoing
respectful student students for resolving improvement of the
interactions. Assists conflict and creating and caring community based
students to resolve maintaining a caring on respect, fairness, and
conflicts. classroom community.   the value of all members.
Incorporates cultural Supports students in
awareness to develop a taking leadership in
positive classroom developing a caring
climate. community that is Students take leadership
responsive to the diverse in resolving conflict and
Students demonstrate cultural norms of creating a fair and
efforts to be positive, identities of all students. respectful classroom
accepting, and respectful community where
of differences. Students take student’s home culture is
responsibility resolving included and valued.
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.
As I try my best to model
fair and respectful
behavior, cultural
awareness of the
different cultures in the
classroom is very
important. One way I
tried to improve cultural
awareness in my class
was we made a cultural
food festival for the
school with the help and
participation of my
students. This was a great
experience to bring
student together more as
a family than a group of
individuals. Which in
return has allowed for
improvement in the
classroom environment.
management of the 7/8th
classes. This is due to
their age group I feel
always looking to see if
you are giving some other
student any special
treatment. While students
do participate in terms of
saying please and thank
you after modeling the
use of these words
consistently in class, I do
feel the next step is to get
them to participate in the
occasional community
building activities which
is something I have to
look into to see how that
can be done. (9/29/19)
(4-30-2020)
The most consistent way
to improve certain
student behaviors has
shown to be modeling
positive behavior in front
of the students. I often
mention certain
behaviors that I do based
on my culture, and often
try to get students to see
how we come from
different backgrounds,
we can still be respectful
toward each other.
Students have
demonstrated positive
behavior and have been
accepting of each other,
problems in that sense
have decreased
drastically, but that can
also be attributed to
distance learning.
(12/01/2020)
Element 2.2 Emerging Exploring
Is aware of the Experiments with and/or
importance of the virtual learning
physical and/or virtual environments that
learning environments support student learning.
that support student
learning. Structures for interaction
are taught in single
Creating physical or Is aware that structured lessons or sequence of
virtual learning interaction between lessons to support
environments that students can support student learning.
promote student learning.
learning, reflect Students use resources
diversity, and provided in learning
encourage environments and
constructive and interact with each other
productive to understand and
interactions among Some students use complete learning tasks in
students available resources in single lessons or
learning environments sequence of lessons.
during instruction.
Evidence Students do use google
classroom regularly for
my classes. This helps
with discussions between
students (which have to
be consistently
monitored). This has
shown me students
answering questions their
classmate might have that
was posted on google
classroom and other
students participating in
certain discussions. I also
upload the all the
classwork and homework
on there in case the
students lost their
Applying Integrating Innovating
Develops physical Maintains physical Adapts physical and/or
environments that reflect environments that reflect environments flexibly to
student diversity and student diversity and facilitate access to a wide
provide a range of provides a broad range of range of resources that
resources for learning. resources, displays, and engage students in
artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
structures for interaction instruction. learning and reflect
during learning activities Integrates a variety of diversity within and
that ensures a focus on structures for interaction beyond the classroom.
and completion of that engage students
learning tasks. constructively and Selects from a repertoire
productively in learning. of structures for
Students routinely use a interaction to ensure
Students use a variety of range of resources in accelerated learning for
resources in learning learning environments the full range of students.
environments and that relate to and enhance
interact in ways that instruction and reflect Students participate in
deepen their their diversity. monitoring and changing
understanding of the Students share in the design of learning
content and develop monitoring and environments and
constructive social and assessment of structures for
academic interactions. interactions to improve interactions.
effectiveness and develop
a positive culture for
learning.
Students are encouraged
to build on each other's
ideas in order to further
and develop a healthier
classroom environment.
One technique I use that
has helped has been the
way I have the students
seated in the class.
Students are seated in
groups of four with two
students facing the other
two. This has proven very
helpful especially since I
am currently teaching
science where teamwork
helps students better
understand the different
paper(s) or missed the topics. Word walls are
day. I do need to add also available in the class.
more resources and use a (4-30-2020)
different structure to I use a variety of way to
move to the applying interact with the kids
phase. (9/29/19) which has been very
helpful. For example, I
have used the direct
message feature on zoom
in order to help struggling
students that tend to be
very hesitant to
participate. Students have
also been more open to
using different strategies
in order to meet their
learning needs. Students
have become increasingly
comfortable with using
emailing to ask questions
during non school hours,
and have improved their
ability to navigate
through a slew of online
platforms. (12/01/2020)
Element 2.3 Emerging
Adheres to policies and
laws regarding safety that
are required by the site,
district, and state.
Responds to behaviors
that impact student safety
as they arise.
Establishing and
maintaining learning
environments that
are physically,
intellectually, and
emotionally safe
Students are aware of
required safety
procedures and the
school and classroom
rational for maintaining
safety.
Students are made aware
of the required safety
procedures by the site.
We do go through the
fire/earthquake/lockdow
n drills. Behaviors that do
impact student safety do
arise, the other day a
student had brought a
small knife to school so I
Evidence responded by informing
the dean and principle
while at the same time
keeping the student busy.
(9/29/19)
Exploring
Recognizes and addresses
safety issues regarding
materials, student
interactions, and the
organization of the
learning environments.
Explores strategies to
establish intellectual and
emotional safety in the
classroom.
Students follow teacher
guidance regarding
potential safety issues for
self or others.
Student are provided
with a lab safety sheet
before every lab and are
quizzed on it before
completing the lab.
Students are also warned
about the way they
interact with each out,
and how we need to be
mindful of perception.
Students are told that
while things said may not
hurt them specifically,
others can perceive it in a
different way, so we need
to be mindful of others.
(4-30-2020)
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility with
risks to physical, students to take risks and the students for the
intellectual, and offer respectful opinions establishment and
emotional safety using about divergent maintenance of a safe
multiple strategies that viewpoints. physical, intellectual, and
include examining biases emotional environment
in the learning focused on high quality
environment and Engages in reflection on and rigorous learning.
curriculum. their own language and
behavior that contributes
Models and provides to intellectual and
instruction on skills that emotional safety in the
develop resiliency and classroom. Students demonstrate
support intellectual and resiliency in perseverance
emotional safety. Students develop and for academic
practice resiliency skills achievement.
Students take risks, offer and strategies to strive Students maintain
opinions, and share for academic intellectual and emotional
alternative perspectives achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
I try as much as possible
to not have students be
offended or emotionally
offended by different
things in the classroom.
While this is a difficult
task, the increase in
students engagement has
shown the students to be
more comfortable in the
learning environment.
Students have been very
careful to follow my
guidance and instructions
when it comes to the
importance of knowing
our surroundings and
ways to offer our
alternate opinions
without offending others.
(12/01/2020)
Element 2.4 Emerging Exploring
Focuses the rigor of the Strives for a rigorous
learning environment on learning environment
accuracy of answers and that includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the targeted learning goals.
importance of Works to maintain high
Creating a rigorous maintaining high expectations for students
learning expectations for students. while becoming aware of
environment with achievement patterns for
high expectations individuals and groups of
and appropriate students.
support for all
students
Some students ask for Some individuals and
teacher support to groups of students work
understand or complete with the teacher to
learning tasks. support accuracy and
comprehension in their
learning.
Evidence While rigor was slowly
improving throughout the
year, I have not been able
to improve the learning
environment into a more
rigorous on by a lot. I
have been struggling try
to have students catch to
certain levels because
raising the rigor before
are at level is not help to
student and will only help
them fall deeper into the
hole in terms of students
levels. (4-30-2020)
There is a great deal of
importance in having the
targeted learning goals
met, and a rigorous
learning environment is
part of the process. The
more familiar I become
Applying Integrating Innovating
Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment throughout the learning learning environment in
that includes accuracy, environment that values which students take
analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate levels of critical reading, writing Fosters extended studies,
challenge. and thinking. research, analysis and
Holds high expectations Integrates strategic purposeful use of
for students. Has an scaffolds and learning.
understanding of technologies throughout Supports students to
achievement patterns, instruction that support utilize an extensive
and uses scaffolds to the full range of learners repertoire of
address achievement in meeting high differentiated strategies
gaps. expectations for to meet high expectations.
achievement.
Students engage in a Students take
variety of differentiated Students actively use responsibility to fully
supports and challenges supports and challenges utilize teacher and peer
in ways that promote to complete critical support, to achieve
their accuracy, analysis, reading, writing, higher consistently high levels of
and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.
Developing a rigorous
learning environment is
always the goal. I have
been focusing on
challenging students in
ways to improve their
problems solving skills,
which in return has
increased the rigor in the
classroom. Students are
held accountable in the
ways they justify their
answers when it comes to
problem solving.
Learning gaps have been
tricky in this distance
learning, I do fear that for
some student the learning
gaps are growing and
growing. But given the
increasing student
participation in the
 with the students the classroom, it shows that
easier it becomes to track students are willing to
them in terms of patterns work and this is how we
in their work. Rigor I feel can tighten the learning
is vital to improving gap. Different scaffolds
student skills and the are used, but not being
ability to not only present in an actual
complete but physical classroom has
comprehend the different shown to somewhat be
learning tasks as well. difficult in seeing how
Students due attend my effective these scaffolds
after school tutoring are. (12/01/2020).
when questions do arise
and they need assistance.
Or sometimes I would ask
the student to come to
tutoring after school so I
can help with the lesson.
The next step is to have
students improve their
analysis and problem
solving abilities.
(9/29/19)

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,
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
classroom rules and expectations for behavior
consequences. and consequences and
respond to guidance in
following them.
Evidence At the beginning of the
year, the students with
my assistance, create a
poster in which they right
down expectations for
individual behavior to the
degree in which they
think is fair of a science
classroom. And with my
indirect guidance those
end up being identical to
what is expected. But
showing them that they
were involved in the
process works wonders I
feel. The students feel like
they were part of the
decision making in terms
of classroom rules and
expectations, therefore
feel more obligated. This
allows me to enforce
expectations without the
students getting
defensive, because the
rules and consequences
were all agreed upon
together as a class. I have
not had to go over certain
rules with the class as a
whole besides the no
cellphone rule, which I
feel I need to go over as a
reminder every month or
two so the students will
not try to think leniency
is happening in regards to
that. (9/29/19)
Students follow behavior Students respond to Students demonstrate
expectations, accept individual and group positive behavior,
consequences and behaviors and encourage consistent participation
increase positive and support each other to and are valued for their
behaviors. make improvements. unique identities.
Students are informed of
the behavior expectation
before they do any group
or individual work. While
doing this daily might
sound repetitive, it is
done to show students
there is a behavior
standard they have to
meet everyday in class. I
rarely have had trouble in
terms of students
responding negatively to
consequences. They
might pout or roll their
eyes, but that is fine as
long as they understand
that they need to follow
classroom rules and
norms everyday. This has
actually helped because
students come into the
class feeling like it is a
safe haven or
environment in which
they can focus solely on
learning. (4-30-2020)
Model student behavior is
discussed and modeled
for students. Students
were a little hesitant to
conform at the beginning
of the semester, but after
further discussing the
importance of
participation and
engagement students
have been more
accepting. Misbehavior
 has been at a minimum
but that can prove to be
for many different
reasons with everything
going on, which has made
me somewhat hesitant to
rate myself higher.
(12/01/2020)

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 culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom
Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures,
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports
to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior
lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in
learning climate. disruptive to the learning positive classroom
which all students
Students participate in climate. climate that eliminate
can learn
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.
Evidence Classroom norms have
been developed as much
as on can for the first
month of school. Students
shake my hand at the
door everyday, walk in,
sit down and do the warm
up. At the beginning there
was some initial push
back in terms of the
students doing the warm
up, but after positive
reinforcement through
fist bumping or high
fiving the students even if
the answer may not be
exactly right. This made
other students more
comfortable in
completing this
classroom norm, which
led me to the belief that
some students do not
want to make a negative
impression with you, so
they have a little fear of
getting the answer to a
warm up wrong. Through
encouragement I can say
most of my student give
that a good try. One norm
I have also found useful is
the exit slip method. I use
that
as a quick way to assess
the student learning for
the day beside the
classwork. This has
shown me that the
answer to those
questions can sometimes
show whether the
student has a surface
level or a deep
understanding of the
I do provide student with
positive reinforcements
daily, not only in terms of
work, but also for
behavior. This in return
has helped me show my
students that I do
appreciate their good
behavior and that I see
them trying to improve
and better themselves as
well. Responding
appropriately to learning
disruptions I feel is a
strength for me. I try not
to over react to any
student. Students also get
positive phone calls
home.(4/30/2020)
Routines are established
and are use regularly in
the class. Classroom
norms are very important
in the classroom in which
I place a heavy emphasis
on, this in return has
gotten students to
respond appropriately
and be more involved in
the learning process.
When students are not
completing the task at
hand, being online has
provided me the ability to
provide timely and quick
feedback to either correct
a behavior or provide the
student with some
positive reinforcement.
(12/01/2020)
 lesson. Usually a simple
“good job on the exit slip
yesterday” will show the
student that his/her is
appreciated. Disruptive
behavior is discussed
with the student to the
side, while it is corrected
at the moment it is done.
Usually once it is
corrected the student
responds, but if needed,
the student will be talked
to the side a few minutes
later as I do not like to
send kids out of the
classroom, especially if
the behavior can be
corrected by having a
little chat with me.
(9/29/19)

Element 2.7 Emerging Exploring Applying Integrating Innovating

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.
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.
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.
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.

While instruction is based The time allotted for Instruction is paced in

on the curriculum lessons I feel has order to be able to meet
Evidence guidelines, having good improved with the learning objective in
classroom management experience in the way I the provided time. While
skills is vital to optimizing
the instructional time. In
general I do not have
classroom management
issues, but what is
keeping me from rating
myself as exploring is that
my students sometimes
struggle with completing
a task on time. I have a lot
of IEP students whom one
of their adjustments that
they need is extra time.
This get's very tricky
when other students start
asking why they can not
have extra time. This so
far has been that biggest
struggle for both students
completing their work on
time and other students
complaining about extra
given stating that it is not
fair. (9/29/19)
plan, which in return has
improved the way I pace
instruction in the
classroom. The more I get
to know my students the
more familiar I become
with their levels and their
needs. For example, if the
lesson I am teaching
includes math, I literally
plan an extra class in
order for students to be
able to meet the learning
objective. This is due to
students having
extremely low math
levels are across the
board.
(4-30-2020)
most of the time I do feel
like the time I have is not
enough to provide the
student with the required
objectives, student
participation has
increased. This in return
has reduced the learning
gap in certain aspects.
This along with student
participation in the
classroom norms, has
provided the students
with a small sense of
urgency. (12/01/2020)