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.
The school is applying the I build a strong and
positive discipline positive relationship with
method. Where students students and parents
have every week a class throughout attending
meeting to resolve different events and
conflicts without putting contacting parents on a
a pressure from me as a weekly basis
teacher. 5-7-21

Evidence
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. Structures for interaction artifacts that are current learning. Ensures that
are taught in single Utilizes a variety of and integral to environments enhance
Is aware that structured lessons or sequence of structures for interaction instruction. learning and reflect
interaction between lessons to support during learning activities diversity within and
Creating physical or
students can support student learning. that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
Students use resources constructively and of structures for
learning, reflect
provided in learning productively in learning. interaction to ensure
diversity, and
environments and accelerated learning for
encourage
interact with each other the full range of students.
constructive and
Some students use to understand and Students use a variety of Students routinely use a
productive
available resources in complete learning tasks in resources in learning range of resources in Students participate in
interactions among
learning environments single lessons or environments and learning environments monitoring and changing
students
during instruction. sequence of lessons. interact in ways that that relate to and enhance the design of learning
deepen their instruction and reflect environments and
9/20/19 understanding of the their diversity. structures for
5/1/2020 content and develop Students share in interactions.
12-12-20 constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence I use google classroom to
I use in designing the post many assignments
thematic units authentic that give students an
materials in the target opportunity to interact
language to enhance the and deep their
three modes of understanding of the
communication content.
Interpretive, 5-7-21
interpersonal, and
presentational) using
different resources. Such
as stories, videos, and
articles.
9/20/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
5/1/2020
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.
During group activity, I
put rules to make sure
that all students are
engaged in such activities
and get equal opportunity
to participate and
maintain learning
environment that is
physically, intellectually,
Evidence and emotionally safe. For
example, one of the rules
for such an activity is to
show respect to others
responses without giving
any negative comments
that might hurts students’
feelings.
5-7-21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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.
During group work I offer Differentiated  I ask my students to
one on one support. The instruction is one of answer different prompts
teacher can provide this that are critical and
support or one of the
the best way I used to address higher order of
students. Also, I chose Create a rigorous thinking. For example, in
divers groups based on learning the diversity unit
Evidence the activity and the task environment with students has to answer
students are doing. high expectations which culture do they
prefer to live in the I
and appropriate culture or the We culture
support for all and why.
students 4/6/20

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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
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
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior 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.

At the beginning of the

school year, students sign
a code of conduct that
explain the expected
behavior and the
consequences for any
type of misbehaving. As a
Evidence subject teacher I enforce
this contract in my class
to make sure it is active
and a live in my class.
9/15/19
5/1/20
5-7-21

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
builds on student integrates school
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Provides positive strengths. standards and culturally
Seeks to promote positive behavior supports. relevant norms.
Responds to disruptive behaviors and responds Responds appropriately Promotes positive
behavior. to disruptive behavior. to behaviors in ways that behaviors and Promotes positive
lessen disruptions to the consistently prevents or behaviors and establishes
learning climate. refocuses behaviors preventions and a
Students participate in disruptive to the learning positive classroom
routines, procedures, and climate. climate that eliminate
norms and receive most disruptive behavior.
reinforcement for
positive behaviors.
Students are aware of Students receive
procedures, routines, and correction for behavior Students receive timely Students are involved in Students share
classroom norms. that interferes with and effective feedback assessment and responsibility with
learning, and positive and consequences for monitoring of routines, teacher for managing and
reinforcement in behaviors that interfere procedures, and norms in maintaining a positive
following routines, with learning ways that improve the classroom climate that
procedures, and norms. learning climate. promotes learning.
Students have a clear
expectation for my class At the end of each
that are posted in their week, I ask my
notebook. I start with the students to reflect on
oral correction, class their academic
disciplinary action, and progress as well as
other steps till parents their behavior. This
contact. strategy helps students
Evidence 9/20/19 improve their behavior
5/1/20 since they feel that
they are responsible
and they are part of the
assessment process. 

 5-7-31

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
time to optimize on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
learning Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
lessons. activities and closure. instructional time.

Some students complete
learning activities in time
allotted.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
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.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.

I design a daily lesson Dividing my lessons

plans. They have same to equal time for
sections for everyday:
Activate prior knowledge
input and output
Guided practice allows me to Use
Independent practice instructional time to
Assessment (formal or optimize learning
informal) 5-7-21
closure

- Before starting any

Evidence classroom activity, I set
the expected time to
remind my selfI. Also, i
use the bell to start and
end any activity.