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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
support social and respect in students to resolve maintaining a caring on respect, fairness, and
development. communications with conflicts. classroom community. the value of all members.
students about language Incorporates cultural Supports students in
Promoting social and behavior. awareness to develop a taking leadership in
Development and Seeks to understand positive classroom developing a caring
responsibility within cultural perceptions of climate. community that is Students take leadership
a caring community caring community. responsive to the diverse in resolving conflict and
where each student Some students share in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the Students participate in efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. occasional community accepting, and respectful community where
building activities, of differences. Students take student’s home culture is
designed to promote responsibility resolving included and valued.
caring, fairness, and conflicts and maintaining Students communicate
respect. a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.

My classroom
management system
includes incentives to
maintain positive attitude
and participation. I also
reward students who are
helpful to the teacher as
Evidence well as fellow classmates
having difficulty and need
assistance during
activities or need to catch
up. 9-2017, 5-2018,12-
2018, 5-2019
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 environments that reflect environments flexibly to
physical and/or virtual environments that reflect student student diversity and facilitate access to a wide
learning environments support student learning. diversity and provide a provides a broad range of range of resources that
that support student range of resources for resources, displays, and engage students in
learning. learning. artifacts that are current learning. Ensures that
Structures for interaction and integral to instruction. environments enhance
Is aware that structured are taught in single Utilizes a variety of learning and reflect
Creating physical or interaction between lessons or sequence of structures for Integrates a variety of diversity within and
virtual learning students can support lessons to support interaction during structures for interaction beyond the classroom.
environments that learning. student learning. learning activities that that engage students
promote student ensures a focus on and constructively and Selects from a repertoire
learning, reflect completion of learning productively in learning. of structures for
diversity, and tasks. interaction to ensure
encourage Students routinely use a accelerated learning for
constructive and range of resources in the full range of students.
productive Some students use Students use resources learning environments that
interactions among available resources in provided in learning relate to and enhance Students participate in
students learning environments environments and Students use a variety instruction and reflect their monitoring and changing
during instruction. interact with each other of resources in learning diversity. the design of learning
to understand and environments and Students share in environments and
complete learning tasks interact in ways that monitoring and assessment structures for
in single lessons or deepen their of interactions to improve interactions.
sequence of lessons. understanding of the effectiveness and develop a
content and develop positive culture for learning.
constructive social and
academic interactions.
My lessons, which take In my own new classroom, I
place in the students’ am able to set up seating
homerooms, include fun arrangements, written or
educational content from technology resources, and
my or their personal class materials and learning
computers/tablets, music, tools that students are able
Evidence and structured to use during learning
conversation games that activities. I adjust
invite students to try accordingly when observing
communicating in the difficulties in accomplishing
target language as best tasks or discipline matters.
they can at their level. 8-2018, 5-2019
9-2017
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 addresses safety issues risks to physical, students to take risks and with the students for the
that are required by the regarding materials, intellectual, and offer respectful opinions establishment and
site, district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases emotional environment
safety 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
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic 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
safety. achievement, and emotional safety for
establish intellectual and themselves and others in
emotional safety in the the classroom.
classroom.

As I teach a world I continue to engage

language, I understand students in methods
that learners are sensitive to differences in
naturally reserved in their ability and
attempting to use the willingness to participate,
language in speech in a and help all students
classroom setting. I present in class maintain
Evidence attempt to provide a classroom environment
activities that are non- that is accepting of all
threatening and fun so opinions, risks and effort,
that they feel encouraged and possible errors or
to try speaking in the mistakes. 10-2018, 5-
target language as much 2019
as they want and free to
make mistakes. 9-2017
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
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.

Students understand I have students I continue to have

Spanish as a subject is participate in students participate in
graded, so they take their conversation, written, conversation, written,
class performance and and critical-thinking and critical-thinking
tests seriously. It is exercises that vary by exercises, as well as
actually a course graded ability level. Students are technology-based
on participation. I encouraged to participate activities that are
Evidence nonetheless promote the and assisted by me when adapted by ability level.
idea that a language has needed. 5-2018 Students are encouraged
its own rules that must be to participate and
followed to convey assisted by me when
proper meaning. needed. 11-2018, 5-2019
9-2017
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.

There is a consistent I establish simple rules

relationship between and standards for
subjects and lessons behavior in my new
taught by teachers classroom similar to
throughout the grade students’ well-known
levels, and consequences homeroom rules and
for poor classroom standards. I employ the
behavior are also same policies for
Evidence consistent throughout. I enforcing and
follow closely communicating to
disciplinary policies used families for infractions.
by homeroom teachers 8-2012, 5-2019
with their students. 9-
2017
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
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
Employing Seeks to promote positive Provides positive relevant norms.
classroom routines, Responds to disruptive behaviors and responds behavior supports. Promotes positive
procedures, norms, behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
and supports for to behaviors in ways that consistently prevents or behaviors and establishes
positive behavior to lessen disruptions to the refocuses behaviors preventions and a
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.

I follow policies already While following

outlined by homeroom individual classroom
teachers in discipline policies, I use
the classroom for my own discipline and
consistency to ensure a incentive policy to
climate that supports maintain engaged
Evidence everyone’s learning. behavior in the
9-2017 classroom. 5-2018, 12-
2018, 5-2019
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
lessons.
Using instructional
time to optimize
Some students complete
learning
learning activities in time
allotted.
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
for extension and review. are prepared for the next
sequence of instruction.
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.

Students who complete My students are given

My lessons allow for time main activities within choices to either
to complete, We continue allotted time are individually or with
with the next material if furnished with partners complete their
the previous material independent practice and assigned learning
was not finished without extension activities for activities by time allotted
penalty. 9-2017 further practice. 5-2018, and be ready to transition
12-2018 for next activity. 5-2019

Evidence