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. 9/29/17. 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. 9/29/17. 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.
Cultural Diversity is an
important part on my
class and our school. It is
reinforced and model by
me and my students since
day one. Providing a safe
environment for my
students is fundamental.
9/29/17
Evidence
I am impressed with how
my students
demonstrates so much
positivity and deal with
differences with respect.
They care for each other.
9/29/17
5/8/18
12/9/18
4/26/19
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. 9/29/17. 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 sequence content and develop Students share in interactions.
of lessons. 9/29/17. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence I guessed my students are I provide a lot of Technology has provide a
used to traditional resources to support lot of support to my
classroom environments student learning. Students student’s learning.
(teaching styles, work are also displayed. Students have been using
classroom setup, etc), so My students’ desks are many apps to develop
at this point we are in the arranged in a U shape, their reading, listening,
developing stage. facilitates the TPRS writing and speaking
9/29/17 instruction and also very skills.
easy to change when they
work is groups. 9/29/17 12/09/18
4/26/19
I have use a variety of
resources that interacts
with all my students and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
their learning process. I
have been able to
incorporate many
resources that have
develop our classroom
social environment and
their academic
interactions.

5/8/18
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 with
laws regarding safety that addresses safety issues risks to physical, students to take risks and the students for the
are required by the site, regarding materials, intellectual, and emotional offer respectful opinions establishment and
district, and state. student interactions, safety using multiple about divergent maintenance of a safe
Responds to behaviors and the organization of strategies that include viewpoints. physical, intellectual, and
that impact student safety the learning examining biases in the emotional environment
as they arise. environments. learning environment and Engages in reflection on focused on high quality
Establishing and curriculum. their own language and and rigorous learning.
maintaining learning behavior that contributes
environments that Models and provides to intellectual and
are physically, Explores strategies to instruction on skills that emotional safety in the
intellectually, and establish intellectual develop resiliency and classroom.
emotionally safe and emotional safety in support intellectual and
the classroom. emotional safety. 9/29/17 Students develop and Students demonstrate
practice resiliency skills resiliency in perseverance
Students are aware of Students take risks, offer and strategies to strive for for academic
required safety opinions, and share academic achievement, achievement.
procedures and the Students follow teacher alternative perspectives. and establish intellectual Students maintain
school and classroom guidance regarding 9/29/17. and emotional safety in intellectual and emotional
rational for maintaining potential safety issues the classroom. safety for themselves and
safety. for self or others. others in the classroom.
Since day way I promoted a
safe environment for my My classroom is definitely
students, so they will feel safe a place where my
taking risks. It is very students feels safe and
important in a world language
completely understand
classroom to be able to try
without feeling judge. I even that their opinions are
told them: “What happens in listened and respected. It
Maestra Yadira’s classroom is essential for language
stays in Maestra Yadira’s acquisition and has been
classroom”. 9/29/17 part of everyday
Evidence My students are risk taker and activities.
they feel very open when given 4/26/19
their opinions or share
something with me.
Sometimes they even say
something not directly related
to the class, but I let them
finish and respectfully move
one with the class. I totally
believe they feel safe in my
classroom. 9/29/17
5/8/18 12/9/18
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. 9/29/17. 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. 9/29/17. and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.
I support students I have been developing
learning with challenge more rigorous learning
activities for all kind of activities for my students
students. My expectations that also differentiate and
are high but I must need support them. The use of
to provide more ways to technology have been a
make my students aware great tool to achieve
of them. 9/29/17. these.
Evidence They are very 12/9/18.
enthusiastic and ready to 4/26/19.
learn. I think they feel
challenged and they are
always asking questions
and trying to be
successful in the learning
process. 9/29/17.
5/8/18
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. 9/29/17. 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. 9/29/17. make improvements. unique identities.

I start my classroom routine My students are very well

on day one. Classroom rules behave in class, and the
and expectations are also learning environment
informed, modeled, and supports positively the
consistently enforced. This
learning experience. Well
helps set the culture of your
classroom and increase stablished routines,
positive behavior. 9/29/17 setting goals for
procedures and
My students this year are participation since the
Evidence awesome and very well beginning of the course
behaved during class, and are fundamental factors
during any group activity. to develop a great leranng
They follow directions, culture.
always work in a positive
way. They are ready to learn.
9/29/17 12/9/18
4/26/19.
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
Provides positive strengths. standards and culturally
Employing classroom Seeks to promote positive behavior supports. relevant norms.
routines, procedures, Responds to disruptive behaviors and responds Responds appropriately Promotes positive
norms, and supports behavior. to disruptive behavior. to behaviors in ways that behaviors and Promotes positive
for positive behavior lessen disruptions to the consistently prevents or behaviors and establishes
to ensure a climate in learning climate. refocuses behaviors preventions and a positive
which all students Students participate in disruptive to the learning classroom climate that
can learn routines, procedures, and climate. eliminate most disruptive
norms and receive behavior.
reinforcement for positive
behaviors. 9/29/17.
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 learning9/29/17. ways that improve the classroom climate that
procedures, and norms. learning climate. promotes learning.
I start my classroom routine My students are very well
on day one. Classroom rules behave in class, and the
and expectations are also learning environment
informed, modeled, and supports positively the
consistently enforced. This
learning experience. Well
helps set the culture of your
classroom and increase stablished routines,
positive behavior. 9/29/17 setting goals for
procedures and
Evidence
My students this year are participation since the
awesome and very well beginning of the course
behaved during class, and are fundamental factors
during any group activity. to develop a great leranng
They follow directions, culture.
always work in a positive
way. They are ready to learn.
9/29/17 12/9/18 4/26/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging Exploring Applying Integrating Innovating
Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
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
lessons. 9/29/17. activities and closure. instructional time.
Using instructional
time to optimize
Some students complete Students participate in Students use their Students monitor their
learning
learning activities in time Students complete and complete a variety of instructional time to own time, are engaged in
allotted. learning activities and, as learning activities in the engage in and complete accomplishing learning
needed, may receive some time allotted with options learning activities and are goals, and participate in
adjustments of time for extension and review. prepared for the next reflection, self-
allotted for tasks or 5/8/18 sequence of instruction. assessment, and goal
expectations for setting.
completion. 9/29/17.

This is my first year I have pace my

working in blocks. I am instruction in a great way
still trying to adjust to a that provides adequate
90-minute schedule, time for the instruction,
making sure I have checking for
enough activities to cover understanding, and many
the whole period. I like it learning activities to
because you can students to acquire the
accomplish a lot without language. Even we have
interrupting the lesson, brain breaks that helps to
but still I am still getting maximize the engaging
Evidence used to it. 9/29/17 and activity completion.
5/8/18
They are doing very good 12/9/18
with the time, and it 4/26/19.
provides the opportunity
to check for
understanding, individual
support, and complete
task on time. 9/29/17