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
and behavior. Incorporates cultural members.
Seeks to understand awareness to develop a Supports students in taking
Promoting social cultural perceptions of positive classroom leadership in developing a
Development and caring community. climate. caring community that is
responsibility within responsive to the diverse Students take
a caring community Some students share in Students participate in Students demonstrate cultural norms of identities leadership in resolving
where each student responsibility for the occasional community efforts to be positive, of all students. conflict and creating a
is treated fairly and classroom community. building activities, accepting, and respectful fair and respectful
respectfully designed to promote of differences. Students take classroom community
caring, fairness, and responsibility resolving where student’s home
respect. conflicts and maintaining a culture is included and
caring classroom valued. Students
community. Students communicate with
promote respect and empathy and
appreciation for understanding in
differences. interactions with one
another.

I always model fairness I apply the positive Our school has

and respect by using discipline where I set up implemented a Positive
student names, “please” class-meeting on a weekly Discipline Approach to
and “thank you”. I show basis in which students establish school-wide rules
respect to the different can resolve any Conflict. for student conduct. The
cultural perspectives. I set up our classroom method includes weekly
I use popsicle sticks and rules at the beginning of class meetings where
numbers to equalize the year, and each student students can address and
student response has to sign to follow it resolve conflicts
Evidence opportunities. 7/15/23 positively and collaboratively and
respectfully. 7/15/23 respectfully without the
(12/10/23) need for direct intervention
or pressure from the
teacher.(12/01/23)

At the first week of school,

a classroom agreements
was co-created by the
teacher and students,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
outlining expectations for
behavior and conflict
resolution. (4/20/2024)
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 In the Arabic department, I arrange the desks in a The teacher
we design the thematic way that facilitate the integrates a variety of
units in which the three students’ grouping and
modes of communication interaction during
Interaction
are incorporated: activities. (12/01/23) Structures to
(interpretive, promote the
interpersonal, and I always incorporate interpersonal mode
presentational) where the authentic materials in the of communication
students have the target language. All the
opportunity to interact materials I present
and a constructive
with their peers either in include different cultures and productive
pair or group activities. and perspectives, student interaction,
7/15/23 however, I scan them such as cooperative
carefully to ensure that
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
they are all bias-free and learning activities,
stereotyping-free. I group discussions,
include various cultures
to appreciate and respect
peer teaching, and
their differences and collaborative
diversity. During the projects. (4/20/2024)
(Food Tradition Around
the World), I presented a
YouTube video about the
different and odd food
and eating traditions
around the world.
(12/01/23)
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 Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety that addresses safety issues risks to physical, students to take risks and offer with the students for
are required by the site, regarding materials, intellectual, and emotional respectful opinions about the establishment and
district, and state. student interactions, safety using multiple divergent viewpoints. maintenance of a safe
Responds to behaviors and the organization of strategies that include physical, intellectual,
that impact student safety the learning examining biases in the and emotional
as they arise. environments. learning environment and environment focused
curriculum. Engages in reflection on their on high quality and
Establishing and own language and behavior rigorous learning.
maintaining learning Models and provides that contributes to intellectual
environments that Explores strategies to instruction on skills that and emotional safety in the
are physically, establish intellectual develop resiliency and classroom.
intellectually, and and emotional safety in support intellectual and
emotionally safe the classroom. emotional safety. Students demonstrate
Students develop and practice resiliency in
Students are aware of resiliency skills and strategies perseverance for
required safety Students take risks, offer to strive for academic academic
procedures and the Students follow opinions, and share achievement and establish achievement.
school and classroom teacher guidance alternative perspectives intellectual and emotional Students maintain
rational for maintaining regarding potential safety in the classroom. intellectual and
safety. safety issues for self or emotional safety for
others. themselves and others
in the classroom.
Evidence All the materials are The school laid the I sat clear expectations for
stored safely in the foundational components being a polite audience are
Arabic classroom. of the Social-Emotional communicated before
Learning program in presenting their work to peers
My students follow the which students learn non- and/or other audiences. One of
established rules academic skills: kindness, the activities is "Control Those
regarding how to walk resilience, empathy, Bubbles.": Using soap bubbles
in the class and use the responsibility, and demonstrates how it is difficult
supplies such as emotional management. to control our actions when we
sharpeners and They are collectively are excited and how we can
scissors. 7/15/23 called the 5 Bees. During control our actions. After the
the program, I instructed activity, I discussed with the
my students to engage in students how hard it was not
Special Week Activities to giggle, pop, laugh, talk, or
that included both a catch the bubbles, and then I
mental challenge and a asked questions that children
physical challenge. could relate to, such as: Was it
(12/01/23) hard/easy? What are some
other things that are hard to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
resist? Define and talk about
being impulsive. Can you
control your behavior? Is it
hard not to be impulsive?
Why? What is self-control? The
goal is to guide students in
understanding self-control and
appropriate behavior when
interacting with others,
whether in the context of
managing excitement with
soap bubbles or maintaining
politeness when presenting
their work to peers.
(12/01/2023) (4/20/2024)

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
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high
support for all
achievement. expectations.
students
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Learning objectives are Teacher provides rubrics
presented at the for self-assessment to
beginning of the class help students evaluate
(Backward design) to their own learning.
help student navigate the
lesson and set I always modified the
expectations. instructions and content
as needed to meet the
Students provide 1:1 diverse needs of learners
support to help them in the class. I differentiate
Evidence manage their learning. the instructions and
7/15/23 content for the advanced
learners during the
hospitality unit to
challenge them and
maintain high
expectations. (12/10/23)
The plans reflect a clear
alignment with academic
standards and learning
objectives, emphasizing
higher-order thinking
skills such as analysis,
evaluation, and synthesis.
On of the presentational
performance task is a
debate that require
students to demonstrate
their ability to think
critically and analytically
to proof their position
from e-devices by
challenging them to
evaluate arguments and
justify their reasoning
with evidence.
(4/20/2024)

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
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
Developing, and group behaviors.
communicating, and 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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I establish clear roles and I monitor and provide
expectations for group feedback to students as
work, and remind them they work in cooperative
during the activity. groups or pair work.
7/15/23 7/15/23
At the beginning of the
school year, all students
sign a Code of Conduct
that functions as a critical
foundation for
establishing a positive
and conducive learning
Evidence environment. It outlines
the expectations for
behavior, both inside and
outside the classroom,
and sets the tone for the
entire academic year. By
working together with
the home-room teacher, I
contribute to developing,
communicating, and
maintaining high
standards for individual
and group behavior.
(12/01/2023)
Element 2.6 Emerging Exploring Applying
Employing classroom Establishes procedures, Develops routines, Maintains regular use of
routines, procedures, routines or norms for procedures, and norms in routines and procedures
norms, and supports single lessons to support single lessons or that are culturally
for positive behavior student learning. sequence of lessons with responsive and engage
to ensure a climate in some student students in the
which all students involvement. development and
can learn monitoring of norms.
Seeks to promote positive Provides positive
Responds to disruptive behaviors and responds behavior supports.
behavior. to disruptive behavior. Responds appropriately
to behaviors in ways that
lessen disruptions to the
We create a behavioral One of the things that I
point system that points have learned in positive
tracking system is meant discipline is the
to promote positive importance of integrating
behaviors among middle the guidelines that
school students. students need to follow
A collective point system when using electronic
in a classroom involves devices in school. For that
the accumulation of reason, the school created
points by the entire class a technology agreement
rather than individual that students need to sign
students. The idea is to prior to using the
foster a sense of individual Chromebook.
teamwork and
collaboration among
students, encouraging
them to collectively work
towards shared goals and
positive behaviors.
(4/20/2024)
Integrating Innovating
Engages students in Facilitates student
monitoring and reflecting participating in
on routines, procedures, developing, monitoring,
and norms in ways that and adjusting routines
are culturally responsive. and procedures focuses
Maintains a quality on maximizing learning.
learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
relevant norms.
Promotes positive
behaviors and Promotes positive
consistently prevents or behaviors and establishes
refocuses behaviors preventions and a
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are aware of
procedures, routines, and
classroom norms.
Evidence
Element 2.7 Emerging
Using instructional Paces instruction based
time to optimize on curriculum guidelines.
learning Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Some students complete
learning activities in time
allotted.
Students receive
correction for behavior
that interferes with
learning, and positive
reinforcement in
following routines,
procedures, and norms.
I utilize visual or auditory
signals to gain student
attention. “Class, class:
Yes, Yes” 7/15/23
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
learning climate.
Students participate in
routines, procedures, and
norms and receive
reinforcement for
positive behaviors.
Students receive timely
and effective feedback
and consequences for
behaviors that interfere
with learning.
Rules and expectations
are posted in the Arabic
classroom.
I address any disruptive
behavior in a sequential
process. “Look, whisper,
after-class discussion,
loss of privilege, referral
to the office”. 7/15/23
(12/02/23)
Applying
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding,
completion of learning
activities and closure.
Students participate in
and complete a variety of
learning activities in the
time allotted with options
disruptive to the learning
climate.
Students are involved in
assessment and
monitoring of routines,
procedures, and norms in
ways that improve the
learning climate.
I set up Group Discussion
Rules that all students
have to adhere to
cultivate an environment
where every student feels
valued and encouraged to
participate, fostering a
collaborative and
enriching language
learning experience for
all. (12/01/23)
Integrating
Paces instruction to
include ongoing
assessment of student
learning. Supports
students in the
monitoring of
instructional time.
Students use their
instructional time to
engage in and complete
learning activities and are
positive classroom
climate that eliminate
most disruptive behavior.
Students share
responsibility with
teacher for managing and
maintaining a positive
classroom climate that
promotes learning.
In the Arabic class, we
created a shared
responsibility between
students and the teacher
for managing and
maintaining a positive
classroom climate where
students are involved in
collaborative decision-
making processes and
have a voice in
establishing classroom
norms and enforcing
expectations.
(4/20/2024)
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
allotted for tasks or for extension and review. prepared for the next reflection, self-
expectations for sequence of instruction. assessment, and goal
completion. setting.

I plan my lesson into While planning my Teacher keeps I pace and adjust my
distinct learning lesson, I set specific time observation Records and lesson to meet the needs
episodes, each for each activity. During anecdotal notes from of all the students.
comprising a warm-up the lesson, I observe the classroom observations I differentiate
activity, input, guided time the students need to of informal checks for instructions and activities
practice, independent finish their work, and understanding, based on the students’
practice, and closure. I then I adjust the lesson questioning techniques, levels.
assigned specific times accordingly. and student responses
for each episode to help The lesson is divided as during class activities to
students actively follows: opening, guided help implementation of
participate in the practice, individual ongoing assessment
Evidence activities and effectively practice, closure. techniques during
prepare for subsequent (12/01/23) instruction. (4/20/2024)
segments of the lesson.
7/15/23