CSTP 2 NM

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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

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