Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 5/6/20
where each student Some students share in 9/29/19
is treated fairly and responsibility for the
respectfully classroom community. Students participate in
9/29/19 occasional community
building activities,
designed to promote
caring, fairness, and
respect. 5/6/20
9/29/19
Evidence I always aim to show my
students that I respect
them and care about what
they have to say. Our
school has 5 pillars we
like to frame ourselves
after and our 3rd pillar is
“Do No Harm.” If ever I
have trouble with
students in my class, I
often refer to this pillar or
our “Choice Words” pillar
which requires all of us to
be mindful of the power
our words can have on
other people. I only do
this in a reactive way
though and want to make
sure I am more proactive
with it. 9/29/19
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 caring
interactions. Assists conflict and creating and community based on
students to resolve maintaining a caring respect, fairness, and the
conflicts. classroom community.   value of all members.
Incorporates cultural Supports students in
awareness to develop a taking leadership in
positive classroom developing a caring
climate. 5/4/21 community that is Students take leadership
12/11/20 responsive to the diverse in resolving conflict and
cultural norms of creating a fair and
Students demonstrate identities of all students. respectful classroom
efforts to be positive, community where
accepting, and respectful Students take student’s home culture is
of differences. 5/4/21 responsibility resolving included and valued.
12/11/20 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.
Maintaining classroom
culture has been difficult
via distance learning and
especially now in hybrid
learning. Still, I reinforce
my community by
creating opportunities
where we could have
robust, academic
conversations. I also have
implemented community
building activities like
“show-and-tell” that
nurtures relationships
between the students.
5/4/21
My school has continued
to help build school
community through our
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
advisory sessions. In
addition, I frequently
have students engage in a
Google Jamboard to build
culture that requires
students to write/share
about a topic. As students
interact, I give positive
reinforcement for those
who say/do something
kind during the activity.
12/11/20

Our school does

mandatory community
building segments
throughout the course of
the school year. I have
also continued these
lessons past their allotted
time to really reinforce
their intended goals.
Additionally, I have begun
reinforcing positive
behaviors in my class and
have held a few
restorative circles to
maintain those positive
interactions. 5/6/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 9/29/19
learning.
Is aware that structured Structures for interaction
interaction between are taught in single
Creating physical or students can support lessons or sequence of
virtual learning learning. lessons to support
environments that student learning.
promote student
learning, reflect
diversity, and
encourage
constructive and Some students use
productive available resources in Students use resources
interactions among learning environments provided in learning
students during instruction. environments and
9/29/19 interact with each other
to understand and
complete learning tasks in
single lessons or
sequence of lessons.
5/6/20
Evidence I am all over the place with
this standard. I have not yet
normed using the resources
in my classroom and
truthfully I feel that up until
this moment, I was thinking
that students would just
naturally use them
themselves. So I may have to
readdress that or make it
normal. My classroom,
however, does include a
variety of posters that
includes multiple voices,
Applying
Develops physical
environments that reflect
student diversity and
provide a range of
resources for learning.
5/4/21 12/11/20
5/6/20
Utilizes a variety of
structures for interaction
during learning activities
that ensures a focus on
and completion of
learning tasks. 5/4/21
12/11/20
5/6/20
Students use a variety of
resources in learning
environments and
interact in ways that
deepen their
understanding of the
content and develop
constructive social and
academic interactions.
5/4/21 12/11/20
My lessons have become
increasingly inclusive of
what a “Spanish speaker”
may look like. In addition,
I also include and make
references to people of
different cultures,
identities, and more so
that all students feel
heard and seen in the
content. 12/11/20
My classroom has
Integrating Innovating
Maintains physical Adapts physical and/or
environments that reflect environments flexibly to
student diversity and facilitate access to a wide
provides a broad range of range of resources that
resources, displays, and engage students in
artifacts that are current learning. Ensures that
and integral to environments enhance
instruction. 5/4/21 learning and reflect
diversity within and
Integrates a variety of beyond the classroom.
structures for interaction
that engage students Selects from a repertoire
constructively and of structures for
productively in learning. interaction to ensure
5/4/21 accelerated learning for
the full range of students.
Students routinely use a Students participate in
range of resources in monitoring and changing
learning environments the design of learning
that relate to and enhance environments and
instruction and reflect structures for interactions.
their diversity.
Students share in
monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Although my students
are predominantly
online, I have continued
to decorate my
classroom with
culturally-responsive
posters and trinkets.
Additionally, I have
continued to use
various forms of
communication
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
cultures, and lifestyles so I
think it is inclusive of wide-
range of students. When I
teach my lessons, I make
sure to vary the individual,
pair, and group work I
complete and always set a
learning target for the day.
This is addressed at the start
of class and always attempt
to make the learning they
are doing visible and show
them how it connects to the
learning goal. Whether I am
successful is another story.
9/29/19
transformed a bit through methods like Flipgrid,
the course of the year as I Jamboard, and Google
learned more about the
Meets to encourage
students in my classroom. dialogue between my
My posters reflect the
students. 5/4/21
different demographics in
my classroom and I have
started to include things
about myself that I have
noticed helps me connect
to the students’ interests.
Throughout the year, I
have seen my students
look up at my available
resources to help them in
their task completions so
that has also helped fuel
how I arrange my
classroom. I also now
make more references to
the things around my
classroom so students see
them more as tools and
not just as decorations.
5/6/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and
laws regarding safety that addresses safety issues
are required by the site, regarding materials,
district, and state. student interactions, and
Responds to behaviors the organization of the
that impact student safety learning environments.
as they arise. 12/11/20
5/6/20
Establishing and
maintaining learning
Explores strategies to
environments that
establish intellectual and
are physically,
emotional safety in the
intellectually, and
classroom. 12/11/20
emotionally safe
5/6/20
Students are aware of
required safety
procedures and the school
and classroom rational for Students follow teacher
maintaining safety. guidance regarding
9/29/19 potential safety issues for
self or others. 5/4/21
12/11/20
5/6/20
Evidence A recent book club I
joined has reconfigured
what my concept of
safety looks like so I am
staying in this column. I
have become
increasingly aware that
being nice is not enough,
and that I have to be
more mindful of the
interactions I hold with
my students and the
method in which I deliver
any form of instruction,
criticism, reinforcement,
or reward. 12/11/20
I feel like students are
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 and rigorous learning.
curriculum. 5/4/21 Engages in reflection on
their own language and
Models and provides behavior that contributes
instruction on skills that to intellectual and
develop resiliency and emotional safety in the
support intellectual and classroom.
emotional safety. 5/4/21 Students demonstrate
resiliency in perseverance
Students develop and for academic achievement.
Students take risks, offer practice resiliency skills Students maintain
opinions, and share and strategies to strive intellectual and emotional
alternative perspectives for academic safety for themselves and
5/4/21 achievement, and others in the classroom.
establish intellectual and
emotional safety in the
classroom.
I have read a few
books, engaged in
discussions, and
worked to continue
developing a safe and
nurturing environment.
The topics that we are
discussing in US
History allow for me to
model civil discourse
with my students so we
can dive deeper into
our content. Since I
can’t physically see a
number of my students,
I can’t assess whether
they are all taking risks
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
aware of the safety but I have noticed a few
concerns and how to students get out of
behave in my classroom their comfort zones
but I do not have them throughout the
super trained yet. I do
semester. 5/4/21
not think I do a good job
of reinforcing the
behaviors and have a
mostly reactive behavior
as I am struggling with
how to juggle all the
demands of teaching.
9/29/19

We occasionally have
circles in our class where
we talk about our
emotions and the
struggles of our lives.
Since students
sometimes interrupt
each other, this is an
opportunity for me to
reinforce our strategies
and teach them
courteous behaviors.
9/29/19

I may still be learning

how to fully organize my
lessons/content to create
an intellectually and
emotionally safe
classroom. Although we
have developed rapport
and have modeled what
that can look like in our
classroom, I do not think
I have learned how to do
it in a way that allows
students to then do it on
their own. In an effort to
do this consciously, I
have continued to
observe my peers and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
took feverish notes in
PD’s that address these
issues. 5/6/20
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
maintaining high expectations for students
expectations for students. while becoming aware of
Creating a rigorous
achievement patterns for
learning
individuals and groups of
environment with
students. 5/6/20
high expectations
and appropriate
support for all
Some students ask for Some individuals and
students
teacher support to groups of students work
understand or complete with the teacher to
learning tasks. support accuracy and
comprehension in their
learning. 5/6/20
History is tough because
making connections often
relies on a lot of reading
and interacting with
various perspectives. Due
to time and the amount of
content to be covered, I
Evidence
often feel like I have to
cut corners. Still, I always
look to relate my lessons
back to the essential
question and learning
tasks. I am often able to
Applying
Develops a rigorous
learning environment
that includes accuracy,
analysis, problem solving,
and appropriate levels of
challenge.
Holds high expectations
for students. Has an
understanding of
achievement patterns,
and uses scaffolds to
address achievement
gaps. 5/4/21 12/11/20
5/6/20
Students engage in a
variety of differentiated
supports and challenges
in ways that promote
their accuracy, analysis,
and problem solving in
learning.5/4/21
12/11/20
5/6/20
My Spanish class has
become more fluid and I
am slowly becoming
more capable of both
challenging students but
also making it feel
accessible. I do this by
implementing various
strategies for accessing
content and showing
competence of said
assignment. Using
subtitles, for example, can
Integrating Innovating
Integrates rigor Facilitates a rigorous
throughout the learning learning environment in
environment that values which students take
accuracy, analysis, and leadership in learning.
critical reading, writing Fosters extended studies,
and thinking. research, analysis and
Integrates strategic purposeful use of learning.
scaffolds and Supports students to
technologies throughout utilize an extensive
instruction that support repertoire of
the full range of learners differentiated strategies to
in meeting high meet high expectations.
expectations for
achievement. 5/4/21 Students take
responsibility to fully
Students actively use utilize teacher and peer
supports and challenges support, to achieve
to complete critical consistently high levels of
reading, writing, higher factual and analytical
order thinking, and learning.
problem solving across
subject matter. 5/4/21
Despite the limitations,
I have challenged my
students to continue to
develop their reading,
writing, and critical-
thinking skills with the
work I have giving
them. I have become
more aware of how to
help students of
varying learning
abilities, and how to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
recognize their struggles
through informal
assessments like random
questioning and exit slips,
but sometimes I do not
know where the
confusion occurs.
9/29/19
I only really work with a
handful of individuals but
I am not always very
strategic with how I
spend my time. I need to
make sure I devote more
of that time to my
students with 504s and
IEPs. 9/29/19
Element 2.5 Emerging Exploring
Developing, Establishes expectations, Develops expectations
communicating, and rules, and consequences with some student
maintaining for individual and group involvement.
high standards for behavior. 5/6/20 Communicates, models
individual and group and explains expectations
behavior for individual and group
behavior. 12/11/20
make an audio use UDL to engage all
substantially easier for students throughout
those who are still the learning process.
struggling recognizing 5/4/21
specific sounds in
Spanish. 12/11/20
The trial-and-error
process of teaching has
slowly brought me closer
to the “Applying” level
although I am not quite
there. My expectations, at
time, may lie
unrealistically high for
my students although I
am learning how to
navigate this in real-time.
My frequent formative
assessments have
allowed for me to adjust
lessons to match the
achievement patterns of
my students even if at
times I do not quite
achieve what I am hoping
to achieve. My struggle at
times has been
differentiating instruction
in a way that helps both
my high-achieving
students and those that
need more support.
5/6/20
Applying Integrating Innovating
Uses multiple strategies Integrates equitable Facilitates a positive
including culturally expectations, positive environment using
responsive instruction to supports, and systems that ensure
develop and maintain consequences for students take an active
high standards for individual and group role in monitoring and
individual and group behavior within and maintaining high
behavior. 5/4/21 across learning activities. standards for individual
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Refers to standards for
behavior and applies
consequences as needed.
5/6/20
Students are aware of
classroom rules and
consequences. 5/6/20
5/6/20
Reviews standards for
behavior with students in
single lessons or
sequence of lessons in
anticipation of need for
reinforcement. 5/6/20
Students know
expectations for behavior
and consequences and
respond to guidance in
following them.
12/11/20
5/6/20
12/11/20
Utilizes routine
references to standards
for behavior prior and
during individual and
group work.
5/4/2112/11/20
Students follow behavior
expectations, accept
consequences and
increase positive
behaviors. 5/4/21
and group behaviors.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and
participation.
Students respond to Students demonstrate
individual and group positive behavior,
behaviors and encourage consistent participation
and support each other to and are valued for their
make improvements. unique identities.

I still am experimenting The protocols I have used I have started to

with this standard and
still am not really sure
how I want to execute it. I
feel like what works one
day for me does not work
the next. Maybe I am
switching to much? In any
case, I want to create a
system that I feel works
for me and remain
consistent with it so my
students are fully-aware
of their expectations.
Evidence Perhaps I need to explore
some group and partner
protocols that may aide
me in my classrooms.
9/29/19
in a few of my lessons
revolve utilize techniques
that the students have
expressed is helping
them. I am still working
to differentiate when to
use one skill or another,
though, and also
reinforcing it across all of
my lessons. At times, I
feel like I give a lot of
structure in how to
approach a lesson
whereas in other lessons I
feel like I just give minor
instructions and let them
go. Although I have
attempted to utilize this
approach as a way to
allow for creative
freedom, I have noticed it
actually creates more
confusion than anything.
5/6/20
implement more
discussion protocols to
lead the group work that I
assign to students. I also
frequently announce my
expectations, but make
them readily accessible in
their documents and
slides so that they can
hold themselves and each
other accountable
throughout. 5/4/21
The ACTFL “Can-Do
Statements” have been
super helpful in
explaining to students
why they do not need to
be concerned with
perfection in the
classroom. It helps them
understand the natural
cycle in language learning
and how making mistakes
but effort can still lead to
a passing grade.
12/11/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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 on
involvement. 5/6/20 development and Maintains a quality maximizing learning.
monitoring of norms. learning climate that Classroom climate
5/4/21 12/11/20 builds on student integrates school
strengths. standards and culturally
Seeks to promote positive relevant norms.
Responds to disruptive behaviors and responds Provides positive Promotes positive
Employing classroom
behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
routines, procedures,
5/6/20 Responds appropriately consistently prevents or behaviors and establishes
norms, and supports
to behaviors in ways that refocuses behaviors preventions and a positive
for positive behavior
lessen disruptions to the disruptive to the learning classroom climate that
to ensure a climate in
learning climate. climate. eliminate most disruptive
which all students
Students participate in behavior.
can learn
routines, procedures, and
norms and receive
Students are aware of reinforcement for
procedures, routines, and Students receive positive behaviors. Students are involved in Students share
classroom norms. correction for behavior 5/4/21 12/11/20 assessment and responsibility with
that interferes with monitoring of routines, teacher for managing and
learning, and positive Students receive timely procedures, and norms in maintaining a positive
reinforcement in and effective feedback ways that improve the classroom climate that
following routines, and consequences for learning climate. promotes learning.
procedures, and norms. behaviors that interfere
12/11/20 with learning. 5/4/21
5/6/20
Evidence My biggest deficit here is One of the most helpful I chose not to advance in
using positive things I have done in my this category because of
reinforcement. As stated Spanish class is create a predominantly teaching
before, I have some routine of what we are in the virtual setting.
routines in place but I do doing. I also have While I have maintained
not feel like I made it continuously made an norms, routines, and
explicit enough for them effort to positively procedures, I feel like
to understand. I think I reinforce students who they are much easier to
want to transition into are doing what they are maintain in the virtual
giving it a fancy protocol supposed to be doing and world than in the physical
name (like chip and salsa this has helped other classroom. 5/4/21
partner). I feel like I students shift their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
almost exclusively
respond to disruptive
behavior so I want to
address that immediately.
9/29/19
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Using instructional
time to optimize Some students complete
learning learning activities in time
allotted.
behaviors without me
asking. One thing I
continue to experiment
with is seating charts as
most of my distractions I
feel have come from this
aspect of my classroom
structure. 5/6/20
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
5/6/20
Students complete
learning activities and, as
needed, may receive some
adjustments of time
allotted for tasks or
expectations for
completion. 12/11/20
5/6/20
Distance learning has
made responding to
disruptive behaviors a lot
easier, but not
synonymous with what it
would look like in a
classroom. Still, students
are frequently being
positively reinforced
which helps with the
participation and
interactions in my
classroom. 12/11/20
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
5/4/21 12/11/20 5/4/21
Students monitor their
Students participate in Students use their own time, are engaged in
and complete a variety of instructional time to accomplishing learning
learning activities in the engage in and complete goals, and participate in
time allotted with options learning activities and are reflection, self-
for extension and review. prepared for the next assessment, and goal
5/4/21 12/11/20 sequence of instruction. setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
If I were at a different This has become Using tools to monitor Using Pear Deck has
campus, I think I would progressively easier as I student progress and allowed me to
be at the exploring level. have come to know my pacing has been frequently assess my
Having switch over to a content and students beneficial for pushing as students as we work
new campus with block more. Since the start of much content as possible
and can then
scheduling though (and my year, I have lowered without overworking the
for the first time ever) the amount of work given students. It also allows
appropriately move my
has made it a little and focused more on the for me to give lessons forward. I also
difficult for me to quality of instruction the appropriate feedback to include pacing guides
experiment with all the students receive. Instead patterned struggles and embedded timers
transitioning. I also am of racing through across students. to give students an
Evidence still calibrating with assignments to try to 12/11/20 understanding of how
mental fatigue cover all the content, I am they should be moving
throughout a normal day more considerate of the through a lesson.
and as the week pace my students need to 5/4/21
progresses. In this way I work at and really work
can lesson plan for an towards creating lessons
appropriate amount of that are meaningful and
work where the students contain quality learning
and engage meaningfully opportunities. 5/6/20
without being
overburdened. 9/29/19