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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. 09/15/23 students about language conflicts. classroom community. the value of all members. and behavior. Incorporates cultural Supports students in Promoting social Seeks to understand awareness to develop a taking leadership in Development and cultural perceptions of positive classroom developing a caring responsibility within caring community. climate. community that is Students take leadership a caring community 04/01/24 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 09/15/23 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. 04/01/24 a caring classroom with empathy and community. Students understanding in promote respect and interactions with one appreciation for another. differences. Evidence In the first week of Ever since the first week school, I communicated of school, I have with my students my demonstrated to my class expectations and students fairness and norms I expect from respect. If a student is each one of them. I not respecting another, I informed them that we speak to them privately must respect one but I remind the whole another and myself to class on why being have an effective school respectful to our peers is year. In addition, I important. I also remind communicated to each of them to share one my periods on how my another's cultures, class is a no judgment backgrounds, beliefs, zone and how profanity and traditions especially will be unacceptable. when these are shared 09-15-23 with the class. Lastly, I model to my students Students are continuing how respect looks by to learn how to be respecting them. respectful while others 04/01/24 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning share respectful opinions and positive attitudes. I have created a class 09-15-23 environment where students share about certain aspects of their life through learning activities. Therefore, students are constantly respecting one another's cultures and backgrounds. 04/01/24 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. 09/15/23 student learning. and completion of structures for interaction environments that 04/01/24 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 a variety of Students routinely use a productive available resources in Students use resources resources in learning range of resources in Students participate in interactions among learning environments provided in learning environments and learning environments monitoring and changing students during instruction. environments and interact in ways that that relate to and enhance the design of learning 09/15/23 interact with each other deepen their instruction and reflect environments and to understand and understanding of the their diversity. structures for complete learning tasks in content and develop Students share in interactions. single lessons or constructive social and monitoring and sequence of lessons. academic interactions. assessment of 04/01/24 interactions to improve effectiveness and develop a positive culture for learning. Evidence Although I teach a World In terms of virtual Language class, I try to learning, I implement a incorporate physical lot of online applications movements on my where students master weekly lesson plans for their reading and students to better listening skills of the develop the language at target language. For a faster pace. For example, Garbanzo is example, introducing used for reading vocabulary with gestures purposes and EdPuzzle and emotions as this is used for listening helps on how language purposes. Similarly, I is produced and also implement online understood in the games in which students moment. Adding on, love because it allows Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning with incorporating them to be interactive yet gestures and emotions I competitive. Daily, I now reduce the amount incorporate an activity of English used in a where students have the world language opportunity to interact classroom. 09-15-23 with one another whether that is face-to-face or During warm-ups and online. 04/01/24 instruction time, students use an available Students are always resource for World willing to interact with Language classes known one another. Activities as WordReference. students have done are WordReference is a tool culture latin dances, useful for Spanish skits, presentations, etc. conjugations, English 04/01/24 translations, and the Spanish dictionary. 09- 15-23 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 addresses Anticipates and reduces Integrates support for Shares responsibility with laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the are required by the site, materials, student intellectual, and offer respectful opinions establishment and district, and state. interactions, and the emotional safety using about divergent maintenance of a safe Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and that impact student safety learning environments. include examining biases emotional environment as they arise. 09/15/23 04/01/24 in the learning focused on high quality environment and and rigorous learning. curriculum. Engages in reflection on Establishing and their own language and maintaining learning Explores strategies to Models and provides behavior that contributes environments that establish intellectual and instruction on skills that to intellectual and are physically, emotional safety in the develop resiliency and emotional safety in the intellectually, and classroom. 04/01/24 support intellectual and classroom. emotionally safe emotional safety. Students demonstrate Students are aware of resiliency in required safety Students develop and perseverance for procedures and the Students follow teacher Students take risks, offer practice resiliency skills academic achievement. school and classroom guidance regarding opinions, and share and strategies to strive Students maintain rational for maintaining potential safety issues for alternative perspectives for academic intellectual and emotional safety. 09/15/23 self or others.04/01/24 achievement, and safety for themselves and establish intellectual and others in the classroom. emotional safety in the classroom. Evidence I informed my students I assure myself my about the safety policies students are working to avoid an incident inside the classroom in a safe place and I such as, no running model to them on inside the classroom, no how to keep the touching one another, no environment a safe throwing items, etc. Besides verbally place. I have also communicating these numerous times policies to my students, communicated with the school has provided my students to a poster for us teachers respect everything to hang up on our wall that clearly states the and everyone. There classroom rules. Adding have been times on, I have also where students place communicated to my their hands on one students that I am here for any circumstance another as a joke. In Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning when needing someone that case, I stop my to talk to. In other instruction and words, I make sure my students know I am here explain why that is for them when support is not okay nor does it needed. 09-15-23 make our class safe. 04/01/24 Students have personally gone up to As previously me and opened up to mentioned, I model me regarding personal to my students and issues at home, health students follow. issues, or relationship They are aware they advice. With that said, I need to respect one engage in these another and the class conversations with my students to be a as a whole. support system for 04/01/24 them. However, I also lead them to their counselors or mental health specialists found on campus. 09-15-23
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 09/15/23 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. 04/01/24 address achievement in meeting high differentiated strategies gaps. expectations for to meet high achievement. expectations. 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 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully learning tasks. 09/15/23 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. 04/01/24 and problem solving in order thinking, and consistently high levels of learning. problem solving across factual and analytical subject matter. learning.
Evidence I maintain high I always maintain high
expectations of my expectations from my students by constantly students and the more I reminding them of why teach or the more they we need to learn a learn, my expectations foreign language and increase. By now in the holding that school year, I expect them responsibility to be speaking, writing, accountable to them. I reading, and interpreting try to create lessons that Spanish at a level 2 rather are effective for learning than a level 1. Adding on, such as songs, games, if students are not on task videos, hands on during class they are projects, etc. In addition, expected to come in when students seem to during their own time to not care about the class hold those expectations I have individual accountable rather than conversations and dismissing the remind them of my assignment/activity. expectations. When 04/01/24 students do not complete consecutive My students are placed in learning tasks, I ask for groups of four and I them to come during follow the heterogeneous lunch, after school, and grouping method. With do parent phone calls. that said, I am constantly 09-15-23 moving and sitting In each period, I have a around with groups when few students where at they seem to be times I need to do a struggling in a lesson. I reteach to better make myself available understand the concept and adaptable, but being or redirect my in groups allows students instructions for activities. to support one another as Due to incorporating well. 04/01/24 90% of instruction and directions in the target Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning language, I do need to be mindful of repeating myself more than once and speaking at a slower pace. 09-15-23
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. 09/15/23 behavior. 04/01/23 across learning activities. standards for individual Refers to standards for and group behaviors. Developing, behavior and applies Reviews standards for Utilizes routine Guides and supports communicating, and consequences as needed. behavior with students in references to standards students to self-assess, maintaining single lessons or for behavior prior and monitor, and set goals for high standards for sequence of lessons in during individual and individual and group individual and group anticipation of need for group work. 04/01/23 behavior and behavior Students are aware of reinforcement. 09/15/23 participation. classroom rules and consequences. Students know Students follow behavior Students respond to Students demonstrate expectations for behavior expectations, accept individual and group positive behavior, 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. 04/01/23 make improvements. unique identities. 09/15/23
Although I From the start of the
communicated to my school year, I have students the rules and expectations in my developed a routine classroom the first week for my students that of school; I have to reflect the World constantly remind them Language standards. Evidence on a day to day basis in My students are very order for our classroom environment to function. familiar with our For example, cell phone daily/monthly use is a rule I constantly routines which have need to repeat myself allowed them to be and at times takes responsible and Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning further action from a accountable for their warning. Similarly, learning. Adding on, cheating on quizzes is a rule I find myself at the start of the reminding them on a second semester I weekly basis. 09-15-23 created a social contract where Both students and parents are aware of the students created a classroom rules and how class poster for the my classroom functions rules/expectations of as they both signed the the class. By doing syllabus agreeing to the this, students were consequences if the rules were to break. 09- encouraged to follow 15-23 these rules given that they created this on their own rather than me stating the rules. 05/01/24 My students are well aware of the expectations in class and the consequences when not following those expectations. For example, when a student is not actively engaging in class activities they are required to come during lunch or after school to complete the work. Similarly, if a student is constantly on their phone I will call their parents after having given a warning. Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning 04/01/24
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. 09/15/23 development and Maintains a quality on maximizing learning. monitoring of norms. learning climate that Classroom climate 04/01/24 builds on student integrates school strengths. standards and culturally Seeks to promote positive relevant norms. Responds to disruptive behaviors and responds Provides positive Promotes positive Employing classroom behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive routines, procedures, 09/15/23 Responds appropriately consistently prevents or behaviors and establishes norms, and supports to behaviors in ways that refocuses behaviors preventions and a for positive behavior lessen disruptions to the disruptive to the learning positive classroom to ensure a climate in learning climate. climate. climate that eliminate which all students Students participate in most disruptive behavior. can learn routines, procedures, and norms and receive Students are aware of reinforcement for procedures, routines, and Students receive positive behaviors. Students are involved in Students share classroom norms. correction for behavior 04/01/24 assessment and responsibility with that interferes with monitoring of routines, teacher for managing and learning, and positive Students receive timely procedures, and norms in maintaining a positive reinforcement in and effective feedback ways that improve the classroom climate that following routines, and consequences for learning climate. promotes learning. procedures, and norms. behaviors that interfere 09/15/23 with learning. 04/01/24
I have established a Routines have been
classroom routine where established for students. students at this point At the start of every know to enter class and lesson, students open up their notebooks complete their warm- Evidence to begin the warm-up. ups. These warm-ups Furthermore, students get stamped which are need to participate on a then points at the end of day to day basis to the month. Once obtain points. In lessons reviewing the warm-up where vocabulary is an as a class, we review the Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning involvement students are agenda, homework, and aware to complete the objectives. We then do vocabulary weekly our daily singing which is homework assignments related to our unit. After, due every Friday. 09-15- we play a game and our 23 main learning activity. Students receive Lastly, I close the lesson correction for behavior with an exit ticket. by being given warnings. 04/01/24 If a student is not actively engaging during Students are aware that learning activities, they there is consequences to are required to come in certain behaviors in during their own time to class and even more so complete the work. when it is a recurrent Students are also aware behavior, that by not following Consequences may be routines, it will result in parent phone affecting their grade. calls/conferences, 09/15/23 detentions, taking away phone, etc.
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 monitoring impact pacing and to optimize learning. completion of learning of instructional time. lessons. 09/15/23 04/01/24 activities and closure. Using instructional Students use their time to optimize Some students complete Students participate in instructional time to Students monitor their learning learning activities in time Students complete and complete a variety engage in and complete own time, are engaged in allotted. 09/15/23 learning activities and, as of learning activities in learning activities and are accomplishing learning needed, may receive some the time allotted with prepared for the next goals, and participate in adjustments of time options for extension sequence of instruction. reflection, self- allotted for tasks or and review. assessment, and goal expectations for setting. completion. 04/01/24
During my student My lessons are always
teaching I came to planned on what my Evidence realize that bad students have acquired Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning classroom management and how the lesson will eventually adds up to be processed. One affect the pacing of my consideration I always curriculum because I have is how long will it would spend more time take my students to fully on teaching my students grasp and understand the right from the wrong the content being taught. rather than the Adding on, I don’t assign curriculum. With that homework to students said, I assure myself to and if an assignment is maintain my classroom assigned it will be turned management to be able in by a week. For the to fulfill the pacing of my most part, all curriculum. 09-15-23 assignments are due at the end of class because The majority of my it allows them to be on students complete task and focused. assignments in class However, if I see my and if not, they are students need more time aware it then becomes then I will provide that homework to them. 09- time the following day. 15-23 With this, I adjust my lesson according to my students' needs. 04/01/24
Students are required to
submit assignments at the end of class because this pushes them to stay focused. However, if I see more than half the class is not completed then the student will receive time the following day. 04/01/24