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 Supports students in members.9/24/18
Seeks to understand awareness to develop a taking leadership in 5/9/19 (Same)
cultural perceptions of positive classroom developing a caring
Promoting social caring community. climate. community that is Same 12/10/19 for
Development and responsive to the diverse teacher
responsibility within Some students share in Students participate in Students demonstrate cultural norms of
a caring community responsibility for the occasional community efforts to be positive, identities of all students.
where each student classroom community. building activities, accepting, and respectful Students take leadership
is treated fairly and designed to promote of differences. Students take in resolving conflict and
respectfully caring, fairness, and responsibility for creating a fair and
respect. resolving conflicts and respectful classroom
maintaining a caring community where
classroom community. student’s home culture is
Students promote respect included and valued.
and appreciation for Students communicate
differences. 9/24/18 with empathy and
5/9/19 understanding in
interactions with one
Same level 12/10/19 for another. 5/2/20
students

I teach students to leave

My students know the
rules, which they
normally hear from me:
we are not in competition
with each other but
rather are here to walk in
our individual journeys to
Evidence
success. We discuss what
terms are appropriate or
inappropriate especially
when we read racially
sensitive topics such as
racial profiling. When
students have an issue
with each other, they
fear at the door when
they walk in. Each class is
started with a
motivational quote on the
board about success and
self-improvement. When
a student speaks, no one
speaks, and we, including
myself, give the class 20
seconds to process the
information before we
respond, and this is to
show that we are
listening to listen and not
just respond without first
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
come to me, and we allowing ourselves to
discuss it together after comprehend what they
class. Comments are not said. It’s a form of respect.
exchanged during class During major discussions,
but they respectfully we generally sit in a circle
abide by my rules that and respectfully agree or
they need to act like disagree with evidence
adults while in class but acknowledge the
because they are here to other person’s evidence.
learn real-life skills and It’s a great community
one of them is clarifying culture where
confusion and collaboration and
respectfully explaining discussion are
how they feel. 9/24/18 encouraged and
maintained. 9/24/18
Students: Because I
always insist that our
classroom is a bully-free
zone where we are all Teacher: I promote a
here to learn from one very respectful and
another and furthermore positive environment. At
are able to be vulnerable, the beginning of each
students take that very class, I have the agenda
well. They’re comfortable up on the smart board
asking me how a word is and the first thing that
pronounced while they’re appears on it is a
reading aloud. They, also, motivational quote. As
show patience and students walk in, I greet
kindness toward my EL each one of them by name
students while they read. and ask them how they
Sometimes, instead of me, are. Then, I discuss the
a student sitting next to relevance of the
the EL student or at the motivational quote and
same table will gently how they can apply it in
correct his or her their own life to improve
mispronunciation of the themselves and their
word. They, also, freely relationships with others.
ask me questions such as As such, no two people
what the “thing” in a noun are allowed to talk at the
is when they’re taught same time. If a student
that a noun is a person, even tries to talk to
place, or thing. So, the another student while I
students take it as a am talking, I tell them, “I
learning opportunity to can’t talk over you.” Then,
ask because they know it quiets them down. Also,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
that I don’t judge them, I speak with a lot of
and it encourages passion about grammar,
questions that I always vocabulary, and writing—
validate and commend and it does channel on to
the students for asking. how students feel about
5/9/19 writing, thus creating a
very positive atmosphere
Students: There is where respect is
usually no conflict demanded and
between students; maintained. 5/9/19
however, they have seen
me apologize to them for Teacher: Each student’s
mistakes on handouts or voice is valued in my
an error that I made, so class; if, at any point, a
they similarly do not see student is talking and
an apology as demeaning. someone else talks, I have
I always encourage them the student who is talking
to correct me if I make a repeat themselves and
mistake on the board, so demand an apology from
they are willing to listen the class for interrupting
to me and each other them. It is to reinstate
when they write their rules of mutual respect
examples on the board and that it not be
and are corrected. Each repeated. Also, the same
class as a whole rules apply to everyone to
recognizes vulnerability create fairness. For
and corrections as example, an assignment is
essential to learning. due on a particular day
12/10/19 for everyone. Even
though students with
special needs and EL
students may have extra
time, they will turn it in
by 8 p.m. that night
unless their IEP or other
plan provides additional
accommodations. I
consult those students as
well and ask them if they
think it’s fair, and usually
they do. 12/10/19

In addition to the above,

my students and I agree
before any discussion
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
that they need time to
think about a topic and
write about it before they
express it verbally. In
addition, I have a list of
norms that the class
agrees to verbally
beforehand. Thus, when
we have class discussions,
it sets a precedent for a
respectful discussion and
agreements/
disagreements regardless
of how students may have
dissonant views on a
single topic. It prepares
them to be emotionally
and intellectually mature
citizens. 5/2/20
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. 9/24/18 artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. learning and reflect
interaction between lessons or sequence of structures for interaction diversity within and
students can support lessons to support during learning activities Integrates a variety of beyond the classroom.
Creating physical or
learning. student learning. that ensures a focus on structures for interaction 5/9/19
virtual learning
and completion of that engage students
environments that
learning tasks. constructively and Same level 12/10/19
promote student
productively in learning.
learning, reflect
Selects from a repertoire
diversity, and
of structures for
encourage
Some students use Students use resources Students routinely use a interaction to ensure
constructive and
available resources in provided in learning Students use a variety of range of resources in accelerated learning for
productive
learning environments environments and resources in learning learning environments the full range of students.
interactions among
during instruction. interact with each other environments and that relate to and enhance
students
to understand and interact in ways that instruction and reflect Students participate in
complete learning tasks in deepen their their diversity. monitoring and changing
single lessons or understanding of the Students share in the design of learning
sequence of lessons. content and develop monitoring and environments and
9/24/18 constructive social and assessment of structures for
academic interactions. interactions to improve interactions. For the
effectiveness and develop student and me 5/2/20
a positive culture for
learning. 5/5/19

Same 12/10/19
Students are given I have students Students: I have Teacher: Each
the materials that engage in verbal students sit in circle student’s
promote different discussions and I move the desks background,
points of view. They monitored by me. away. Beforehand, I interests, and culture
have to present ideas The rule is that they tell them that they is taken into
Evidence
whether they agree not respond need to have mature consideration. The
with it or not to show immediately but wait discussions and student population in
understanding of 20 seconds or more everyone should feel my class is mostly
different points of to think about what free to add their Mexican and African-
view. This is to someone has said and cultural experiences American. So, I do
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
promote respect for respond with a claim and reflections with incorporate both
others ideas and that agrees or respect. Once those African-American and
opinions even if one disagrees with their boundaries and rules Chicana literature to
does not agree with peers and with of respect are promote diverse
it. While they do this evidence from the established, students literature and
well face to face, I text. They can have do discuss their embrace students’
should give them their peers also help experiences and differences. Also, for
more opportunities them with evidence. reflections, and the the students who are
to engage in They engage in diversity is very minorities in the
discussions virtually. healthy, intellectual much met with student population, I
9/24/18 debates and compassion and still use video clips
discussions regarding understanding. For and other informative
various issues or instance, in my unit texts about their
concepts in the that focused on background to make
reading materials. parent-child them feel included
9/24/18 relationships, and their culture
students openly celebrated. That way,
discussed how students are exposed
parenting is different to diversity and can
in their cultures. carry that positive
Some students could knowledge to outside
relate whereas others of the classroom.
had the polar 5/9/19
opposite experience.
Nevertheless, such Teachers: I
talks create a positive rearrange seating so
environment that is that students are
conducive to sitting in circles and
learning. 5/9/19 closer together.
There, there is a
Students: Students consensus among the
are more willing to students and me that
sit in a circle and the information
have talks about shared is for
sensitive topics in academic purposes
which they are and to enhance
willing to take knowledge and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
responsibility for and understanding of
discuss a past event especially non-fiction
wherein they were a topics that would
victim of a current benefit all of us as
issue such as bullying researchers. As a
or racial profiling. result of in-person
Despite its sensitivity, discussions, I am able
a sense of respect and to create digital
mutual discussions where
understanding is first students know one
agreed upon. From another by name and
there, they are can agree and
mature enough to disagree with each
handle one digitally other while validating
where each one is each other’s
writing their own concerns. This is such
quote. For example, topics as juvenile
each student was justice, food
willing to write their proposals, and
own original quote gender dynamics.
about bullying and They all have or
allow his / her sometimes change
classmates to use it their opinions but the
as evidence in their platform makes it
research paper on possible for them to
bullying, which engage with one
included that another and give each
student’s full name. other a different
This entails a level of perspective for
respect and trust research. 12/10/19
among students to
use each other as Especially now that
sources of knowledge we have a virtual
and evidence in an environment from
academic setting. which we
12/10/19 communicate, the
students and I agree
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
that all are muted
except the speaker
during discussions,
and everyone,
including me, takes a
turn to talk. This is
preparing students
for professionalism in
their career. 5/2/20
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. 5/5/19 physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning Same (teacher) 12/10/19 focused on high quality
environment and and rigorous learning.
curriculum. 5/2/20
Explores strategies to
establish intellectual and Models and provides Engages in reflection on
Establishing and emotional safety in the instruction on skills that their own language and
maintaining learning classroom. develop resiliency and behavior that contributes
environments that support intellectual and to intellectual and
are physically, emotional safety. emotional safety in the
intellectually, and Students are aware of classroom. 9/24/18 Students demonstrate
emotionally safe required safety Students follow teacher resiliency in perseverance
procedures and the guidance regarding Students take risks, offer for academic
school and classroom potential safety issues for opinions, and share Students develop and achievement.
rational for maintaining self or others. alternative perspectives. practice resiliency skills Students maintain
safety. 9/24/18 and strategies to strive intellectual and emotional
for academic safety for themselves and
achievement, and others in the classroom.
establish intellectual and 5/2/20
emotional safety in the
classroom. 5/5/19

Same (students)
12/10/19

Students offer their I share my own There is consensus

opinions and present learning struggles, between the students
different especially ones I and me that when we
perspectives. They dealt with when I walk into the
understand the rule was their age and classroom and now
Evidence that we can agree to admit to not knowing virtual classroom, it
disagree. There is a some difficult words is safe space. It is
consensus that they or even how to established before
volunteer instead of pronounce them, but the semester and
being called on. Then, that’s what the class during. Because I talk
I call on those who is for: to make it about vulnerability
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
haven’t shared. Also, acceptable to be and discuss my own
students raise their vulnerable because it struggles learning, it
hand if they agree supports a learning enables students to
with one perspective, environment where also ask questions
for example, on a we are honest about about what they
topic, students who what we don’t know don’t understand
disagree with them, but are willing to without feeling
raise their hands learn. I put them at judged or afraid. It
afterwards. Each is ease by telling them creates opportunities
given a chance to it’s okay for them not for all to feel at ease.
acknowledge the to know how to 5/2/20
claims including valid pronounce certain
ones and then words; therefore, Because I try to
present counter- more students communicate with
arguments. These are volunteer to read individual student
healthy, substantive, because I present a and their families
and thought- non-judgmental and regularly, it creates
provoking debates. sympathetic more space for
Students are also approach that is communication and
unafraid of based on promoting their ability to speak
mispronouncing intellectual up should anything
words while reading knowledge. I tell arise that may
aloud because that’s them I didn’t know concern them. In the
the culture I have grammar when I was physical classroom, I
created for them. a high school student, always walk around
9/24/18 so it’s even better if to maintain my hand
they admit to not of support and the
knowing safety of my
grammatical classroom, and
concepts, despite students talk to me,
how easy they may and it helps them
be to others. I both academically
promote feeling and safety-wise to
secure in expressing know that I am near
what one does not them for any kind of
know because it help or assistance.
creates space to 5/2/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learn. Therefore,
other students also
admit to now
knowing and asking
questions, which
creates an
environment that
really is conducive to
learning. 9/24/18

Teacher: All
students read aloud
despite their level,
even EL and students
with special needs
because I establish a
safe environment,
with especially a
motivational quote at
the beginning of the
class. It is to foster
growth and do away
with judgment, not
giving in to one’s
judgment. Also,
students have
sharing cards that
they have to use in
front of the class.
Their answer doesn’t
have to be correct.
They get
participation credits
for trying to answer a
question or sharing
their opinion or
example with the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
class. 5/9/19

Students: Because I
emphasize the
willingness to be
vulnerable in a
learning
environment and
also admit to not
knowing some things,
it’s given students
the confidence to also
speak up. That they
are commended for
asking questions and
even answering a
question incorrectly,
then, allows them to
muster the courage
to continue to take
chances. So,
participation is
developed through
the safety of the class
environment that
they, too, are a part
of creating. 5/9/19

Teacher: Because I
am willing to share
my own experiences,
it, then, gives them
the courage to share
theirs without the
worry of being
judged. I give them
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
structures for
disagreeing with
each other, creating
sentence starters
such as “I see your
point of view;
however,. . .” to show
respect but also a
different point of
view; I, also, use it as
an opportunity to
teach them
argumentative
writing where they
have to acknowledge
claims made by the
opposition but use
transitions to present
their perspective
where the benefits of
something may
outweigh the
disadvantages
pointed out by their
classmates.
12/10/19

Students: Because I
initially had some
classroom
management issues
because of on-going
cell phone use and
talking in one class,
they had to learn new
skills and apply new
rules, strict ones to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
ensure that students
would learn. As a
result, they
developed more
responsibilities and
compliance with
classroom
community
expectations. They
knew to walk into
class, hand over their
phone, sign
attendance, and log
into their
Chromebooks and
look at the agenda.
They learned to
reinstate an
environment that
promotes emotional
and intellectual
safety and openness.
12/10/19

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
students 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.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
gaps. expectations for to meet high expectations.
achievement. 9/24/18 5/9/19
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Same level for teacher
understand or complete with the teacher to supports and challenges supports and challenges 12/10/19
learning tasks. support accuracy and in ways that promote to complete critical
comprehension in their their accuracy, analysis, reading, writing, higher Same level 5/2/20 for me
learning. and problem solving in order thinking, and and the students
learning. 9/24/18 problem solving across
subject matter. 5/9/19 Students take
responsibility to fully
utilize teacher and peer
support, to achieve
consistently high levels of
factual and analytical
learning. 12/10/19

Evidence Students look at Most in-class and

rubrics before they homework Teacher: Because I
work on assignments assignments come provide color-coded
to see what is being with samples and samples, and
assessed: which later answer keys multiple extra ones
common core after students are for EL and students
standard and what done. I don’t just give with special needs,
each level of mastery them answers, I also they are, then, held
means in simpler provide explanations. accountable for the
terms. Students with The explanations quality of the work.
special needs receive may appear on There is obvious
a similar rubric with Google Slides on differentiation and
slight differences Google Classroom so accommodation for
based on what the students have full them but they are
learning need is. It access to it in writing still responsible for
really depends on as well, depending on learning all the
their specific need the assignment. All vocabulary words
because they are still essays also come accurately, applying
looking forward to with a rubric of re- the grammar that has
me expecting higher do, near mastery, been taught in the
scores of mastery. mastery, and exceeds class even if they are
9/24/18 mastery. Each of EL students, and the
them aligns with various rules of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
common core writing. Throughout
standards. It allows the course of each
students to know semester, all
which common core assignments, despite
standards they need how minor or major
to improve on and they are, are
also, that each time I comprehensive
reteach a standard, wherein they
they need to reach a continue to reinforce
higher level of the skills they’ve
mastery in their learned. 5/9/19
assessments whether
they’re in writing, Teacher: First, I
reading, etc. create assignments
that are relevant to
9/24/18 their lives. As a
result, it promotes
substantial
Students: discussions. By the
Students have to time they have to
revise assignments write an essay, I
and are expected to model how to outline
get higher scores by the research and look
at least 10%, even for credible sources,
with reading and they try to
comprehension, emulate my writing
which I make difficult and help one another,
to continue to giving each other
challenge them, they feedback and ideas
have to continue to for examples and
retake to build those sources that would
skills. While EL and add credibility to
students with special their arguments. For
needs get access to example, students
the dictionary, they took leadership in
still take the same helping one another
reading write a critical
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
comprehension exam analysis of a
as everyone else, character in The
which they, Great Gatsby and
themselves, record were eager to show
the scores because them examples from
they receive the the text that
scores, which are supported their
auto-graded and thesis statements.
immediately emailed 12/10/19
to them. So, they
have to come up with Students: Students
new goals as they share their papers
hone these skills and with each other as
work harder because samples both inside
it is, then, a score and outside of the
they are personally class, and there’s
aiming for. trust that they are
11/10/18 not plagiarizing their
papers. As with me,
they fully participate
in student-teacher
conferences and keep
the notes because
each set of learning
goals that I have for
each student is meant
to improve their
writing and reading.
Even if they do not
know the basics like a
simple sentence that
is not a fragment,
they are willing to
digest the feedback
and make necessary
changes in all of the
following papers.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
12/10/19

While the technical

school environment
has changed, and I
am sympathetic of
students’ needs, they
are aware that they
still need to grow
intellectually.5/2/20

When students’
assignments lack
substance, and I send
it back to them on
Google Classroom,
they redo them. If
they don’t, they
already know that I
will reach out to their
parents to ensure
that they understand
the material, and if
they don’t, I am here
for help. I have
discovered that
oftentimes, students
turn in work with
less substance
because there is
some kind of
confusion, but they
do reach out more
because they know
that I do help them.
5/2/20
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
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports 9/24/18 5/5/19
behavior and applies behavior with students in references to standards students to self-assess, (same level) Same
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
level 5/2/20
Developing, anticipation of need for group work. behavior and
communicating, and reinforcement. participation. Same level for
maintaining
teacher 12/10/19
high standards for Students are aware of Students know Students follow behavior Students: Students
individual and group classroom rules and expectations for behavior expectations, accept respond to individual and
behavior consequences. and consequences and consequences and group behaviors and
respond to guidance in increase positive encourage and support
following them. behaviors. 9/24/18 each other to make
improvements. 5/9/19

Students demonstrate
positive behavior,
consistent participation
and are valued for their
unique identities.
12/10/19
Same level 5/2/20

Students know Students: Students I refer to classroom

classroom rules for know that they rules for good,
how to conduct cannot speak when professional behavior
themselves because another student regularly because I
it is stated verbally speaks and the try to create a
Evidence and in writing. “sharing cards” that I mindset for them in
Because it is a give not only which they are
smaller group promotes prepared to be
setting, they tend to participation but also working professional
form friendships and limits how much each who know how to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I encourage them to student can talk. So, conduct themselves.
exchange contact they are more 9/24/18
information to keep cognizant of when
up with homework in they should or Teacher: I, myself,
case a person is shouldn’t speak. They make it a point to be
absent. 9/24/18 have, also, adopted a role model for
the behavior or students so they can
saying “good job” to emulate my behavior.
students to pose Each student is
questions about greeted by name as
instructions or they walk into the
express uncertainty classroom. I refer to
about a concept or them as ma’am or sir
even a word. with respect each
Essentially, they time I address their
express positive questions. I , further,
behavior to dress very
encourage mutual professionally and
respect, which I work express enthusiasm
very hard to model about the value of an
for them. 5/9/19 education and
especially writing,
which is a life skill. I,
also, admit to not
knowing everything
as a way of exuding
and expressing
confidence so the
students, too, know
that it is perfectly
normal to not always
know the answer to q
problem or question.
Furthermore, I
discuss the various
types of learners we
have and tell them
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
that I, myself, am an
auditory learner. I
promote positive and
confident behavior.
5/9/19

Teacher: This
semester I had to
create new rules such
as no cell phones, no
more than four
absences per
semester (obviously
it would not apply to
students who had
family emergencies
or were ill), but it
worked out
positively an initial
attempt, which was
giving them a mid-
class break, did not
work. So, taking away
students’ phones at
the beginning of class
really made a
difference. They took
me seriously and it
prevented their
phones from
becoming
distractions in class.
12/10/19

Students: Few
students had few
absences and learned
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to conform to new
rules in the class.
Also, students were
willing to share their
lifestyles and be
willing to participate
in discussions. I had
students who were
vegan, for example,
and defended their
position in the unit
on Good Food / Bad
Food. They were also
open about their
backgrounds, cultural
and religious, in the
unit about Racial
Profiling and
discussed how the
current political
climate has
influenced their
thinking or behaving.
So, it has helped
students become
better students in the
classroom and digital
citizenship. They
were able to be
proud of their own
identities and accept
each other’s
identities. 12/10/19

In addition to the
above, I have had
norms as a kind of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
constitution that
students have to
abide by both in the
physical and virtual
classroom. 5/2/20

Students see that

since there are
consequences that I
enforce if there is bad
behavior, they
understand it such as
an immediate
meeting with their
parents, me, and the
vice principal or
involvement of the
school psychologist,
or a written
declaration about
they will change their
behavior to maintain
respect. In the
physical classroom,
they know to
immediately hand me
their cell phone or
they cannot enter the
classroom because it
is a source of
distraction for them.
Thus, boundaries are
set from the
beginning of each
semester. 5/2/20
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
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. 12/10/19 standards and culturally
Seeks to promote positive Provides positive relevant norms. 5/2/20
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
Employing classroom
to behaviors in ways that consistently prevents or behaviors and establishes
routines, procedures,
lessen disruptions to the refocuses behaviors preventions and a
norms, and supports
learning climate. disruptive to the learning positive classroom
for positive behavior
Students participate in climate. 9/24/18 5/9/19 climate that eliminate
to ensure a climate in
routines, procedures, and (Almost at innovating but most disruptive behavior.
which all students
norms and receive still in progress).
can learn
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students share
classroom norms. that interferes with Students receive timely responsibility with
learning, and positive and effective feedback Students are involved in teacher for managing and
reinforcement in and consequences for assessment and maintaining a positive
following routines, behaviors that interfere monitoring of routines, classroom climate that
procedures, and norms. with learning. 9/24/18 procedures, and norms in promotes learning.
ways that improve the 5/2/20
learning climate. 5/9/19

Same level for students

12/10/19
When students Students know that When students walk
behave in a way that when they walk in, in, they are
is not conducive to they must sign the immediately greeted,
learning, I tell them attendance sheet, get and know to sign the
that I will talk to a Chromebook, log in attendance, and hand
Evidence them after class. I to Google Classroom, over their cell phone.
address it right after and stay seated. Only As such, in the virtual
class followed by a one person may talk classroom, students
call or text message at a time. I don’t talk are immediately
to their parent over students. If a greeted, and they
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
regarding what student begins to talk know to mute
happened. That way, while I am talking, I themselves until they
I have their parents stop and tell them I have been granted
as my allies, and I will not talk over permission to speak.
continue to follow up them, and they I have a set routine
with them regarding immediately stop. for students so that it
the student’s There is respectful sets a precedent for
behavior. The discipline. 9/24/18 the rest of the school
consequences are year. 5/2/20
discussed with their Teacher: If a student
parents but I engages in any Students know that
reinforce the idea of disruptive behavior, Itheir participation in
improvement rather immediately have the good citizenship is
than punishment and class work on an vital to the success of
it is very effective assignment and ask all students learning.
because I focus on to the speak to that When I create
the behavior and not student outside. First,
activities on
the student—that it is to let students boundaries to
way, the student is know that I don’t establish a respectful
given opportunities tolerate behavior environment and a
to improve. I that is not conducive routine, they, then,
continue to talk to to learning or which are more compliant
the student before impedes the progress and follow my
and after class with of the lesson and guidelines such as
words of second, it is to waiting for a person
encouragement and correct behavior on to finish speaking
redirection, the spot so that it isbefore they interrupt,
reinforcing positivity not repeated. 5/9/19 to disagree with
and acknowledging kindness and even
changed behavior, Students: I have very building common
which I also convey standard behavior. ground before
to the parents via a Students must come presenting a different
phone call or text on time, and if they perspective, and not
message. 9/24/18 don’t, they are laugh when someone
required to come in mispronounces a
for makeups. Also, as word, for example.
they walk in, they They work with me
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
must sign the in maintaining a
attendance sheet, get structured, healthy
a computer, and sign environment. 5/2/20
in to Google
Classroom. I always
walk around the
room, never sitting
down, and they
immediately ask for
my help and talk to
me as I am passing by
their desks. They,
also, contact me via
Google Voice if they
need help or have
questions later in the
day. They know that I
try to get back to
them as soon as I can.
The rapport that they
and I build allows for
this open
communication. As
such, they know they
can always ask for
help and in fact, do.
5/9/19

Teacher: While I
created rules that
were more strict
such as the no cell
phone policy, I did
have a discussion
with them about the
extent to which it can
be distracting to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
them and even me. I
turned off my phone
in front of them in
class to show that the
rules that apply to
them also apply to
me. So, it created a
sense of fairness for
them to see that I do
what I expect of
them. The same with
tardies and absences
applied. I would
always be ready and
have all assignments
on Google Classroom
when they walked in
to show them an
example of what it is
like to be responsible
and prepared.
12/10/19

Students: Because I
would do what I
expected of them
such as grading on
time, which meant
that they had to
submit their work on
time, they would use
me as an example to
follow. When a unit
was due, they would
turn it in on the due
date because I
enforced the “no late
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.
Some students complete
learning activities in time
Using instructional allotted.
time to optimize
learning
Evidence
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.
work” policy,
especially for the last
unit. They, also,
shared the
responsibility of
being respectful: I
would not talk over
them, and they would
not talk over me.
They learned mutual
respect. 12/10/19
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. 5/9/19
instruction, checking for learning. Supports Same level 5/2/20
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
9/24/18 Students monitor their
Students participate in own time, are engaged in
and complete a variety of Same level for teacher accomplishing learning
learning activities in the 12/10/19 goals, and participate in
time allotted with options reflection, self-
for extension and review. Students use their assessment, and goal
9/24/18 instructional time to setting.
engage in and complete
learning activities and are
prepared for the next
sequence of instruction.
5/9/19 Same level for
students 12/10/19
Same level for students
5/2/20
Students generally
complete their Students: Students Teacher: While I do
assignments on time know to ask me have a pacing guide
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and turn them in to questions at all times. for the students and I
Google Classroom. Within each two- to stay on track, it is
However, they come hour block, I never sit nevertheless a
to me, which is a rule, down and walk tentative schedule
to go over their around, and they that is amenable to
assignment to check learn to use it as an change. The vast
that they have opportunity to ask majority of written
written a substantive me questions. They assignments are done
response before they are so used to in class—this is so
submit their answers. receiving feedback, that they receive
This is an area, they ask for more ample help on the
though, that I need to because it is lesson spot and with
help them work on points learned on the guidance. This
because some do spot. Initially, if a especially helps EL
turn in late work, student does not feel and students with
which in our school, I comfortable asking special needs. As they
have to take. me, I let them write are writing, I give
9/24/18 in on a post-it note them immediate
but slowly wean feedback. When I
them away from it allow them to write
and encourage them on their own, I still
to ask and openly log into Google
discuss what they Classroom and give
need help on, on their students immediate
papers, and they do. written feedback.
5/9/19 This way, instruction
in writing is
I teach lessons in optimized. 5/9/19
each unit based on
common core Even though I have
standards. While taught some of the
time is important, if same classes, I have
the vast majority of to pace and modify
students are at near the curriculum as it
mastery based on my best meets the needs
rubric on a specific of all students.
common core There’s a confluence
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
standard, I re-teach of flexibility and rigor
the standard because that holds students
while time is accountable for the
important so is the class moving forward
skill that they need to with the curriculum.
acquire. Every unit, 5/2/20
and I break them up
into five units per Students are aware
semester, is made up that what they learn
of formative and in previous weeks,
summative they’re still to
assessments with continue to apply in
rubrics. I do follow their present
the pacing guide, assignments. They
which I give them at honor my color-
the beginning of each coding system in
semester. The which vocabulary
learning target as words and grammar
well as assignments points are
are on the board highlighted in
every day, and various colors to
students know that show me that they
they must be done. If are being applied in
they don’t complete all of their
them, and especially assignments. 5/2/20
if they are EL or
SPED students, they
have until 8 p.m. that
day to turn the
assignment in on
Google Classroom.
With writing, I try to
give them ample time
in class because I
want to monitor their
progress and give
them feedback on
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
their writing that I
expect them to apply
on the spot to enforce
its effectiveness.
9/24/18

Teacher: I talk to
them more one on
one than the class as
a whole and keep
them engaged most
of the time. I include
a lot of instructions
in the handouts and
assignments to clear
any confusion about
directions and even
ask the Special
Education Specialist
and EL coach for
advice on how well it
is expressed to
students; thus, when
they see the
assignments on
Google Classroom,
they are able to start
on them right away.
It allows me to give
them feedback one
by one and have
them make
corrections.
12/10/19

Students: They
actively complete
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
their work, not
wasting time. Even
when students are
finished and others
are not, I do allow
them to start on the
next assignment. This
way, I am collecting
work from them on
the spot, and they can
take more time on
the same assignment
or if they are done,
start on the next. It
makes it ideal EL and
students with special
needs to take more
time on their
assignments. At
times, one student
can be working on
one assignment while
another is working
on a different one. It
is purposefully made
to accommodate all
learners. 12/10/19