Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring Applying
Models and communicates Models fair and respectful Reinforces positive,
expectations for fair and behavior. Demonstrates responsible, and respectful
respectful behavior to commitment to fairness student interactions. Assists
support social development and respect in students to resolve
Promoting social communications with conflicts. 9/27/17
Development and students about language Incorporates cultural
responsibility within a and behavior. awareness to develop a
caring community Seeks to understand positive classroom climate.
where each student is cultural perceptions of 9/27/17
treated fairly and Some students share in caring community.
respectfully responsibility for the Students participate in Students demonstrate
classroom community. occasional community efforts to be positive,
building activities, accepting, and respectful of
designed to promote differences.
caring, fairness, and
respect.
• Whenever we talk about
culture in class, I love to
get input from students on
their own experiences and
similarities from other
cultures to create cultural
awareness.I love knowing
about the culture of my
students, especially since
there is a big community
of Pacific Islanders. I am
Evidence constantly asking them
questions about their
traditions.When sharing,
others pay attention and
actively listen. Sometimes
they even comment on
what others had to say,
which is great because
they are have a dialogue
on their real life
experiences. 9/27/17
Integrating Innovating
Develops shared responsibility Facilitates student self-
with students for resolving reflection and ongoing
conflict and creating and improvement of the caring
maintaining a caring classroom community based on respect,
community. 5/5/18
fairness, and the value of all
Supports students in taking
leadership in developing a members.
caring community that is Students take leadership in
responsive to the diverse resolving conflict and
cultural norms of identities of creating a fair and respectful
all students. 12/10/18 5/7/19 classroom community where
Students take responsibility student’s home culture is
resolving conflicts and included and valued.
maintaining a caring classroom Students communicate with
community.5/5/18 12/10/18 empathy and understanding
Students promote respect and
in interactions with one
appreciation for differences.
9/27/17 5/7/19 another.
• Whenever we talk about culture in
class, I love to get input from
students on their own experiences
and similarities from other cultures to
create cultural awareness. When
sharing, others pay attention and
actively listen. Sometimes they even
comment on what others had to say,
which is great because they are have
a dialogue on their real life
experiences. 9/27/17 5/7/19
• At the beginning of class, I share
what we will be learning and doing
in class for that period. They know
that if we do not finish during class, I
will keep them until we do finish, if
they are misbehaving of course. If
the class gets too loud, I will sit there
quietly, and students will notice and
begin to quiet each other down, and
remind them that I will keep them
after class to finish. 5/5/18
• I am beginning to implement PBL
assignments. Spanish 4 has to find
someone or something to have
affected the Mexicans or Mexican-
Americans in California. Students
can chose their topic and method of
presentation. They need to teach the
school community about what they
have learned. 12/10/18 5/7/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance Experiments with and/or Develops physical Maintains physical Adapts physical and/or
of the physical and/or virtual learning environments that reflect environments that reflect environments flexibly to
virtual learning environments that support student diversity and student diversity and provides facilitate access to a wide
environments that support student learning. provide a range of resources a broad range of resources, range of resources that
displays, and artifacts that are
student learning. for learning. engage students in learning.
current and integral to
instruction. 9/27/17 12/10/18 5/7/19
Creating physical or Is aware that structured Structures for interaction Utilizes a variety of Integrates a variety of Ensures that environments
virtual learning interaction between students are taught in single lessons structures for interaction structures for interaction that enhance learning and reflect
environments that can support learning. or sequence of lessons to during learning activities engage students constructively diversity within and beyond
promote student support student learning. that ensures a focus on and and productively in learning. the classroom.
learning, reflect completion of learning 5/5/18
diversity, and tasks. Students routinely use a range Selects from a repertoire of
encourage Students use resources of resources in learning structures for interaction to
constructive and provided in learning Students use a variety of environments that relate to and ensure accelerated learning
enhance instruction and reflect
productive Some students use available environments and interact resources in learning for the full range of
their diversity.
interactions among resources in learning with each other to environments and interact Students share in monitoring students.
students environments during understand and complete in ways that deepen their and assessment of interactions
instruction. learning tasks in single understanding of the to improve effectiveness and Students participate in
lessons or sequence of content and develop develop a positive culture for monitoring and changing
lessons. constructive social and learning. 5/7/19 the design of learning
academic interactions. environments and structures
9/27/17 5/5/18 12/10/18 for interactions.

• Not only do students • My classroom has • I am beginning to

create dialogues with
partners or skits in small
groups, they also have
different listening
activities so that they can
hear the different accents
people have within the 21
Spanish-speaking
Evidence countries. 9/27/17 5/5/18
12/10/18
• Students do plenty of work
decorations and flags from
all the different Spanish-
speaking countries. My
bulletin boards constantly
change depending on the
month or activity. I have
themes like: Hispanic
Heritage month, Día de los
Muertos, Women’s History
Month, Asian History
Month, Black History
Month, of course all tied in
with the Hispanic culture.
9/27/17
individually, in pairs and in
groups/as a class. They have
great interactions, especially
when creating dialogues.
5/5/18 5/7/19
implement PBL
assignments. Spanish 4
has to find someone or
something to have
affected the Mexicans or
Mexican-Americans in
California. Students can
chose their topic and
method of presentation.
They need to teach the
school community about
what they have learned.
12/10/18 5/7/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying
Adheres to policies and Recognizes and addresses Anticipates and reduces
laws regarding safety that safety issues regarding risks to physical,
are required by the site, materials, student intellectual, and emotional
district, and state. interactions, and the safety using multiple
organization of the learning strategies that include
Responds to behaviors that environments. examining biases in the
impact student safety as learning environment and
Establishing and they arise. curriculum.
maintaining learning
environments that are Explores strategies to Models and provides
physically, establish intellectual and instruction on skills that
intellectually, and emotional safety in the develop resiliency and
emotionally safe classroom. support intellectual and
Students are aware of emotional safety. 9/27/17
required safety procedures
and the school and
classroom rational for Students follow teacher Students take risks, offer
maintaining safety. guidance regarding opinions, and share
potential safety issues for alternative perspectives
self or others. 9/27/17 5/5/18 12/10/18
• Before allowing the students
to work on the activities by
themselves, I always model
and example, and then we do
another one as a class. I ask
if they need further
clarifications, and then they
continue on. 9/27/27
• In my heritage class, we
were talking about different
government structure,
Evidence including our own. The
students asked if we could
have open discussions about
what is currently going on in
our country. They agreed
that they would respect each
other’s opinions and would
listen to each other’s point
of views because not
everyone would have the
same as their’s. 9/27/17
5/5/18 12/10/18
Integrating Innovating
Integrates support for Shares responsibility with
students to take risks and the students for the
offer respectful opinions establishment and
about divergent viewpoints. maintenance of a safe
5/5/18 12/10/18 physical, intellectual, and
emotional environment
Engages in reflection on focused on high quality and
their own language and rigorous learning. 5/7/19
behavior that contributes to
intellectual and emotional
safety in the classroom.
Students demonstrate
Students develop and resiliency in perseverance
practice resiliency skills for academic achievement.
and strategies to strive for 5/7/19
academic achievement, and Students maintain
establish intellectual and intellectual and emotional
emotional safety in the safety for themselves and
classroom. others in the classroom.
• I always try to stay aware • Since I mostly teach
of what I say, because I juniors, students take
do not want to offend any responsibility in staying
of my students. I have a on task. Students respect
wide range of ethnicities, each other and help each
and even though it is a other when they are
Catholic school, I also struggling academically.
have students of other If they are misbehaving, I
religions. A lot of the just have to stare at them
cultural aspects are linked and their classmate will
to Catholicism, which I ask them to stop the
do mention, but I also behavior or redirect them.
broaden the ideas so that 5/7/19
all of my students can
connect or at least
understand the reasoning
behind the traditions. I try
to include their cultures
and traditions wherever
possible. 5/5/18 12/10/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring
Focuses the rigor of the Strives for a rigorous
learning environment on learning environment that
accuracy of answers and includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the importance targeted learning goals.
of maintaining high
expectations for students. Works to maintain high
Creating a rigorous expectations for students
learning environment while becoming aware of
with high expectations achievement patterns for
and appropriate individuals and groups of
support for all students students.
Some students ask for
teacher support to Some individuals and
understand or complete groups of students work
learning tasks. with the teacher to support
accuracy and
comprehension in their
learning. 9/28/17
• Students take it upon
themselves to come to me
to seek help if they feel
they are falling behind,
and especially if they
were absent and missed
work. I have also
communicated with some
students, and in some
cases with their parents,
to make sure they
Evidence continue to do well when
falling behind. 9/28/17
Applying Integrating
Develops a rigorous Integrates rigor throughout
learning environment that the learning environment
includes accuracy, analysis, that values accuracy,
problem solving, and analysis, and critical
appropriate levels of reading, writing and
challenge. thinking.
Integrates strategic
Holds high expectations for scaffolds and technologies
students. throughout instruction that
Has an understanding of support the full range of
achievement patterns, and learners in meeting high
uses scaffolds to address expectations for
achievement gaps. achievement. 9/28/17
12/10/18
Students engage in a variety Students actively use
of differentiated supports supports and challenges to
and challenges in ways that complete critical reading,
promote their accuracy, writing, higher order
analysis, and problem thinking, and problem
solving in learning. solving across subject
matter. 5/5/18 12/10/18
• To help students with note-
taking, I have implemented
interactive notebooks. I use
a lot of technology, images,
videos, and music to
captivate the interest of my
students. I chunk the
teaching of the content and
sequence the activities from
easy to difficult level to
build. With a combination of
all of these elements, all
students will benefit.
9/28/17
• This year the students have
interactive notebooks to help
all student learning needs.
5/5/18 12/10/18
• Students use their e-books,
each other, and their
interactive notebooks, to
help guide them and create
their higher level thinking
activities. 5/5/18 12/10/18
Innovating
Facilitates a rigorous
learning environment in
which students take
leadership in learning.
5/7/19
Fosters extended studies,
research, analysis and
purposeful use of learning.
Supports students to utilize
an extensive repertoire of
differentiated strategies to
meet high expectations.
Students take responsibility
to fully utilize teacher and
peer support, to achieve
consistently high levels of
factual and analytical
learning. 5/7/19
• Because I am
continuously modifying
my lessons to meet the
needs of my students,
they know that if they
need further review on a
topic, I will gladly do so,
so they feel comfortable
enough to ask for more
examples or activities.
5/7/19
• Students also feel
comfortable to come and
see me for extra help on
their own or with a group
during break, lunch or
after school. 5/7/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging
Establishes expectations,
rules, and consequences for
individual and group
behavior.
Developing,
communicating, and
maintaining
high standards for Refers to standards for
individual and group behavior and applies
behavior consequences as needed.
Students are aware of
classroom rules and
consequences.
• school, after I introduce
Evidence
Exploring
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group
behavior. 9/28/17
Reviews standards for
behavior with students in
single lessons or sequence
of lessons in anticipation of
need for reinforcement.
Students know expectations
for behavior and
consequences and respond
to guidance in following
them.
• On the very first day of
myself, I explain the class
rules and my
expectations, as well as
the consequences. The
rules, expectations and
consequences are also
listed in the syllabus, are
taken home, read, and
signed by the parents and
students as well. 9/28/17
• other in order to protect each
Applying
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain high
standards for individual and
group behavior.
Utilizes routine references
to standards for behavior
prior and during individual
and group work.
Students follow behavior
expectations, accept
consequences and increase
positive behaviors.
Integrating
Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
5/5/18 12/10/18
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
• When sharing and
correcting homework, I
have students write their
answers on the
whiteboard. I look over
the answers and let them
know if there are any
incorrect. If there are,
they have to figure out
which one is wrong and
then correct it as a class.
5/5/18 12/10/18
Innovating
Facilitates a positive
environment using systems
that ensure students take an
active role in monitoring
and maintaining high
standards for individual and
group behaviors. 5/7/19
Students demonstrate
positive behavior,
consistent participation and
are valued for their unique
identities. 9/28/17 5/5/18
12/10/18 5/7/19
• I believe that by creating an
environment in which my
students feel comfortable to
express themsleves freely
without judgement in my
classroom, students rely try
to respect me and my
classroom, and try extra hard
to maintain that space safe.
5/7/19
• Students are very good with
correcting each other so that
they do not get in trouble
with me. They correct each
other from just standing
there with the wrong or no
answer. When the students
break rule, I point to the
rules posted on my wall and
then I follow along with the
consequences previously
discussed. Usually they
apologize, and rarely repeat
the offense. 9/28/17 5/5/18
12/10/18 5/7/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging
Establishes procedures,
routines or norms for single
lessons to support student
learning.
Employing classroom
routines, procedures,
norms, and supports
for positive behavior to Responds to disruptive
ensure a climate in behavior.
which all students can
learn
Students are aware of
procedures, routines, and
classroom norms.
Evidence
Exploring
Develops routines,
procedures, and norms in
single lessons or sequence
of lessons with some
student involvement.
Seeks to promote positive
behaviors and responds to
disruptive behavior.
Students receive correction
for behavior that interferes
with learning, and positive
reinforcement in following
routines, procedures, and
norms.
Applying
Maintains regular use of routines
and procedures that are culturally
responsive and engage students in
the development and monitoring
of norms.
Provides positive behavior
supports.
Responds appropriately to
behaviors in ways that lessen
disruptions to the learning climate.
Students participate in routines,
procedures, and norms and receive
reinforcement for positive
behaviors. 9/28/17
Students receive timely and
effective feedback and
consequences for behaviors that
interfere with learning.
5/5/18 12/10/18
• I really try to reinforce
good behavior by saying
good job in Spanish or by
pointing out specifically
what they are doing
correctly so that other
students that are not
doing the right thing can
correct their own
behavior. 9/28/17
• I will always call out a
student for misbehavior.
Depending on the
behavior and the student,
it can be a simple look, or
say their name.
Sometimes I will get the
class working and they
speak to them in private
or after class 5/5/18
Integrating
Engages students in
monitoring and reflecting on
routines, procedures, and
norms in ways that are
culturally responsive.
Maintains a quality learning
climate that builds on student
strengths.
Promotes positive behaviors
and consistently prevents or
refocuses behaviors disruptive
to the learning climate.
Students are involved in
assessment and monitoring of
routines, procedures, and
norms in ways that improve
the learning climate.
Innovating
Facilitates student participating in
developing, monitoring, and
adjusting routines and procedures
focuses on maximizing learning.
9/28/17
Classroom climate integrates
school standards and culturally
relevant norms.
Promotes positive behaviors and
establishes preventions and a
positive classroom climate that
eliminate most disruptive
behavior. 5/5/18 12/10/18 5/7/19
Students share responsibility with
teacher for managing and
maintaining a positive classroom
climate that promotes learning.
5/7/19
• Depending on how hard the students
are working, sometimes I will let
them spend the last 5-10 minutes,
when asked, talking as a class on
topics that are relevant to the lesson
or topic. This will only happen if
they do it in the target language.
During regular instruction, if I see or
if students tell me that they need
more practice or they did not quite
understand the concept, I will adjust
my lesson plans for the following
day to make sure the students
understand before moving on.
9/28/17
• At the beginning of class, I share
what we will be learning and doing
in class for that period. They know
that if we do not finish during class, I
will keep them until we do finish, if
they are misbehaving of course. If
the class gets too loud, I will sit there
quietly, and students will notice and
begin to quiet each other down, and
remind them that I will keep them
after class to finish. 5/5/18 12/10/18.
5/7/19
• I believe that by creating an
environment in which my students
feel comfortable to express
themsleves freely without judgement
in my classroom, students rely try to
respect me and my classroom, and
try extra hard to maintain that safe
space. 5/7/19
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
Using instructional and lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
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.
Applying
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding, completion
of learning activities and
closure.
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
Integrating
Paces instruction to include
ongoing assessment of
student learning. Supports
students in the monitoring
of instructional time.
Students use their
instructional time to engage
in and complete learning
activities and are prepared
for the next sequence of
instruction. 9/28/17
• Students are given a time
to complete each activity.
Before we move on to the
next activity or lesson,
students must share their
answers aloud. They must
be ready to answer
because I use a ransoms
name selector. If a
students is not prepared,
the class will not move on
until they give an answer.
I do not accept “I don’t
know” or “I didn't do it.”
I expect all my students
to try, even if it wrong. I
instantly give feedback,
and will continue on if
the students overall
understand. 9/28/17
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities. 9/28/17
5/5/18 12/10/18 5/7/19
Students monitor their own
time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-assessment,
and goal setting. 12/10/18
5/5/18 5/7/19
• For everyday lesson planning, I
break down my planning by the
minute of what I think will be
necessary to complete
everything planned. Students
complete work in time allotted.
If the majority of the class still
needs time, more time will be
allowed. If students need the
concept to retaught or need
more practice, I will adjust the
lesson plans for the next day to
make sure the students
understand the concept before
moving on to something new.
9/28/17 5/5/18 12/10/18 5/7/19
• At the beginning of class, I
share what we will be learning
and doing in class for that
period. They know that if we do
not finish during class, I will
keep them until we do finish, if
they are misbehaving of course.
If the class gets too loud, I will
sit there quietly, and students
will notice and begin to quiet
each other down, and remind
them that I will keep them after
class to finish. Students are
very good at making sure we
complete everything on time.
5/5/18 12/10/18 5/7/19