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 respectful responsibility with reflection and ongoing
expectations for fair and commitment to fairness student interactions. students for resolving improvement of the
respectful behavior to and respect in Assists students to resolve conflict and creating and caring community based
support social communications with conflicts. maintaining a caring on respect, fairness, and
development. students about language Incorporates cultural classroom community. the value of all members.
and behavior. awareness to develop a Supports students in
Promoting social Seeks to understand positive classroom climate. taking leadership in
Development and cultural perceptions of developing a caring
responsibility within caring community. Students demonstrate community that is Students take leadership
a caring community efforts to be positive, responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in accepting, and respectful cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community of differences. identities of all students. respectful classroom
respectfully classroom community. building activities, community where
designed to promote Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
One difficulty I have with This has been tricky, as I I have had conversations
this area is that I’m not am teaching in a country with students about use of
entirely sure what it and within a culture not language that could be
means and what it’s calling native to me. I am considered discriminatory
for on the teachers’ and conscious in my language or offensive. For example,
students’ parts. For a and materials of the one student repeatedly
possible example, I am impression I make and used the word “gay” as a
chaperoning a student values I communicate, and descriptive adjective in a
group to visit an strive to ensure that these way that appeared to be
immigration detention are positive and negative. I engaged this
Evidence
center in the city that my appropriate. An example student and asked why he
school is located near and of an ambiguous situation chose this term, what he
planning 1-2 days of I faced was a male thought it meant, and how
followup discussion and student’s repeated use in he might be perceived by
activities. writing of the word “gay,” others for using it. He
with what seemed answered that his intent
9/30/2019 pejorative connotation. I had not been anti-gay, but
approached the student that he had used it to
about this as obliquely and mean “happy and excited,”
non-confrontationally as I which based on the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
could, and he maintained context of his writing I
that he had meant found dubious. Soon after
“carefree and merry,” and this discussion, the word
was not negatively stopped appearing in his
referencing writing.
homosexuality. I accepted
his explanation at face November 2020
value in spite of my strong
skepticism; I did notice,
though, that he stopped
using the word after this.

5/8/2020

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
Creating physical or interaction between lessons or sequence of during learning activities diversity within and
virtual learning students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
environments that learning. student learning. and completion of structures for interaction
promote student learning tasks. that engage students Selects from a repertoire
learning, reflect constructively and of structures for
diversity, and Students use resources Students use a variety of productively in learning. interaction to ensure
encourage provided in learning resources in learning accelerated learning for
constructive and environments and environments and the full range of students.
productive Some students use interact with each other interact in ways that Students routinely use a
interactions among available resources in to understand and deepen their range of resources in Students participate in
students learning environments complete learning tasks in understanding of the learning environments monitoring and changing
during instruction. single lessons or sequence content and develop that relate to and enhance the design of learning
of lessons. constructive social and instruction and reflect environments and
academic interactions. their diversity. structures for
Students share in interactions.
monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning.
Seating is arranged and I’ve made a conscious For exploring themes and
students work daily in effort to develop the literary devices in the
small groups of 4-5. physical environment of Shirley Jackson short
Additionally, I emphasize the classroom to reflect story "The Lottery,"
activities that get them students’ diversity as well students in small groups
out of their seats, as validating their efforts cycled through "chat
circulating and as worthy of pride and stations": a numbered
interacting with one display. I design series of questions about
another and using that assessments that will the story, posted on the
interaction to reflect on produce multimedia work walls of the classroom.
their own work. For with textual and visual Each group discusses and
example, when I have components, towards collaboratively records
groups do an activity that eventually being put on their responses on a
involves producing some display on the walls of the corresponding
Evidence
kind of writing or visual classroom and, in several note-taking Google Doc,
output, there will be a instances, in public areas followed by a sharing of
“gallery walk” in which of the school. These these docs and
the students walk around assessments are as much whole-class discussion
the room looking at other about process as product, summarizing responses
groups’ responses and as they are completed and observations among
then using that to assess either in groups or, if groups.
their own. individually, in close
proximity to classmates; October 2020
9/30/2019 an environment
conducive to discussion
and sharing of ideas.

5/8/2020

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
Establishing and are required by the site, materials, student intellectual, and offer respectful opinions establishment and
maintaining learning district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
environments that Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
are physically, that impact student safety learning environments. include examining biases emotional environment
intellectually, and as they arise. in the learning Engages in reflection on focused on high quality
emotionally safe environment and their own language and and rigorous learning.
curriculum. behavior that contributes
Explores strategies to to intellectual and
establish intellectual and Models and provides emotional safety in the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
emotional safety in the instruction on skills that classroom.
classroom. develop resiliency and
support intellectual and Students develop and
emotional safety. practice resiliency skills Students demonstrate
Students are aware of and strategies to strive resilience in perseverance
required safety Students follow teacher Students take risks, offer for academic for academic
procedures and the guidance regarding opinions, and share achievement, and achievement.
school and classroom potential safety issues for alternative perspectives establish intellectual and Students maintain
rationale for maintaining self or others. emotional safety in the intellectual and emotional
safety. classroom. safety for themselves and
others in the classroom.
I try to create and This is difficult to assess, COVID-19 and the
maintain a classroom as Thai students appear ensuing physical
environment in which to be generally averse to protocols designed to
students feel free to risk-taking in public minimize risk of infection
participate and express environments like a have been an additional
opinions; an intellectually classroom. One constant challenge to creating and
and emotionally inclusive, in my instructions for maintaining a safe
nonjudgmental, safe activities has been to learning environment. In
space in which they and avoid publicly naming my classroom, the desk
their views will be individual students or arrangement is mandated
respected by me and their teachers negatively; this to be groups of three with
classmates. became an issue during a partitions between desks,
warm up activity in which and students are required
9/30/2019 they were asked to write to wear masks. While
on the whiteboard in these practices make the
groups about their most classroom safer, they
Evidence and least favorite aspects have necessitated a
of school. rethinking and
reimagining of group
In my lessons and activities and how they
demeanor, I feel that I are implemented. An
have been consistent in example is Socratic
emphasizing respect, Seminar: In order to do
inclusion and acceptance, this, I had to book a
and questioning of bias. seminar room in the
school usually reserved
5/8/2020 for large meetings, and
arrange seating to
maintain social distance.
This put an additional
burden on the students,
in that they were
physically farther apart
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
than usual, and had to
speak louder in order to
be heard; on top of
wearing a mask. For
many of them, who are
naturally soft-spoken, it
was difficult, but
ultimately all the students
were able to participate
effectively and we had a
lively and productive
group discourse.

October 2020

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
Creating a rigorous
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
learning
maintaining high expectations for students for students. Has an scaffolds and learning.
environment with
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
high expectations
achievement patterns for achievement patterns, instruction that support utilize an extensive
and appropriate
individuals and groups of and uses scaffolds to the full range of learners repertoire of
support for all
students. address achievement in meeting high differentiated strategies
students
gaps. expectations for to meet high expectations.
achievement.
Some students ask for Some individuals and Students engage in a Students take
teacher support to groups of students work variety of differentiated Students actively use responsibility to fully
understand or complete with the teacher to supports and challenges supports and challenges utilize teacher and peer
learning tasks. support accuracy and in ways that promote to complete critical support, to achieve
comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning. and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.
I now work in a school I would put myself In a recent assignment to
overseas in which 100% somewhere between create a characterization
of the students are ELLs; Exploring and Applying, chart for Mary Moloney in
my expectations for them and I’ve identified this as “Lamb to the Slaughter,” I
in ELA are high, but what an area I need to focus on provided a scaffold:
constitutes ”high” for going forward. I feel that pre-selecting quotes from
ELLs here is different my assessments can be the story for the students
than in the USA. If I were more rigorous and to analyze. This was
to hold these students to demanding. As it is, I feel remarked on by the head
the same standards as that for many of my of academics at my school
high level American assessments, students as effective in our
students, most wouldn’t receive credit in large post-observation
be able to meet it. part simply for conference.
Grammar and sentence completing a task
structure are particularly successfully; I find it Another feature of my
difficult; even the writing difficult to delve deeper classes is that students
Evidence of straight-A students in my critiques and are given time in class to
shows obvious signs that feedback, or if I do, I do complete assignments,
English is not their native not mark them and for summative
language. significantly lower. I think assessments, they will
9/30/2019 that I have a phobia of have multiple class
being perceived as periods for writers’
“harsh” and that my workshops. School policy
general approach to is that it is preferred for
marking and grading English classes to give
overcorrects in response. minimal homework, as
the students have
5/8/2020 homework and exams in
their math, science, and
social sciences classes.

November 2020

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
individual and group and explains expectations high standards for individual and group role in monitoring and
behavior 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
behavior and applies behavior with students in references to standards students to self-assess,
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
anticipation of need for group work. behavior and
reinforcement. participation.
Students follow behavior
Students are aware of Students know expectations, accept Students respond to Students demonstrate
classroom rules and expectations for behavior consequences and individual and group positive behavior,
consequences. and consequences and increase positive behaviors and encourage consistent participation
respond to guidance in behaviors. and support each other to and are valued for their
following them. make improvements. unique identities.
Another area I am This element has been Peer review and editing,
working on and feel a most relevant for me modeling, and providing
need to gradually refine regarding attendance. examples of successful
and improve my Chronic tardiness and assignments for students
approach in. I use the first absences had been have become regular
few days of class to ongoing issues with features of my lessons.
review expectations in several individuals and For example, after
work and conduct - mine one class section as a formative assessments, I
of them, and theirs of me whole. When repeated show anonymous
and the course. I verbal warnings did not examples of high-scoring
emphasize that produce significant work and review with the
expectations are mutual, change, I solicited the class why they received
and that in order for me head of Student Services these scores, using the
to meet theirs, I need for a private meeting for rubric as a reference.
Evidence their cooperation: coming advice on strategy. His Summative writing
to class on time and in a input proved invaluable, assessments include a
state ready to participate and I used his suggestions peer review and editing
actively and respond; to take appropriate and stage in which classmates
respecting me and effective actions to stem trade work and evaluate
classmates; doing work the negative trend. One each other, and write
and performing tasks in outcome of this was feedback for their
ways that reflect thought having a whole class partner; this feedback
and effort. section serve detention, must be included in the
something I had been final submitted piece and
9/30/2019 avoiding but which is part of how they will be
proved to be necessary assessed.
and effective.
November 2020
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
5/8/2020

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates students
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 to focus
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
Seeks to promote positive builds on student integrates school
behaviors and responds Provides positive strengths. standards and culturally
Employing classroom
to disruptive behavior. behavior supports. relevant norms.
routines, procedures,
Responds to disruptive Responds appropriately Promotes positive
norms, and supports
behavior. Students receive to behaviors in ways that behaviors and Promotes positive
for positive behavior
correction for behavior lessen disruptions to the consistently prevents or behaviors and establishes
to ensure a climate in
that interferes with learning climate. refocuses behaviors preventions and a
which all students
learning, and positive Students participate in disruptive to the learning positive classroom
can learn
reinforcement in routines, procedures, and climate. climate that eliminate
following routines, norms and receive most disruptive behavior.
procedures, and norms. reinforcement for Students are involved in
positive behaviors. assessment and Students share
Students are aware of monitoring of routines, responsibility with
procedures, routines, and Students receive timely procedures, and norms in teacher for managing and
classroom norms. and effective feedback ways that improve the maintaining a positive
and consequences for learning climate. classroom climate that
behaviors that interfere promotes learning.
with learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
When it comes to Other than attendance as I have adjusted my
discipline and behavior, discussed earlier, policies and practices on
I’m generally pretty soft. behavior and discipline marking students tardy,
I’ve worked around have not been significant based on what I have
teachers who were harsh issues. There is a learned about their lives
and unyielding in this schoolwide culture of outside the classroom.
area, and I found it compliance with Some live very far from
extremely off-putting, as behavioral norms, and school and have to deal
did the students. Student Services is with Bangkok traffic,
However, though I try to generally responsive which can be
be friendly and cordial when these norms are unpredictable. Also,
with my students, I violated (usually not several live on their own
realize and communicate overtly). near campus with no
clearly to them that I’m adult guardian to monitor
not their friend, which I I avoid criticizing or their time management,
think is a critical admonishing students nutrition, and sleep.
distinction. If there is a publicly, unless there is
behavioral issue, my first an issue of behavior Academic honesty has
approach is to talk with which affects the whole also been somewhat of an
the student and simply class in some way. On one issue. I have discovered
ask them why they are occasion I spoke sharply plagiarism and cases of
behaving as they are; not to one class section in a students submitting work
Evidence with an indignant or way that I saw later was that is not their own. In
punitive tone, but in a unnecessary, and I each case, I have had a
spirit of genuine inquiry. subsequently apologized conversation with the
to them. student in question,
9/30.2019 eliciting from them why
One challenge for me has this is wrong. In some
been how to call on cases, they have been
students to answer allowed to resubmit
questions in a way that is assignments for partial
fair and avoids giving the credit.
impression that I am
picking on individuals or November 2020
punishing those I
perceive as not paying
attention. I have steered
away from “cold calling”
and instead began a
system of drawing from a
box random slips of paper
that correspond to
numbers on each
student’s desk.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
5/8/2020

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
Using instructional lessons. activities and closure. instructional time.
time to optimize
learning Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in time learning activities and, as and complete a variety of instructional time to own time, are engaged in
allotted. needed, may receive learning activities in the engage in and complete accomplishing learning
some adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and review. prepared for the next reflection,
expectations for sequence of instruction. self-assessment, and goal
completion. setting.

Timing - I’ve improved a During my practicum, I I feel as though I've made

lot at this since my received feedback from a real progress here, and
practicum in LAUSD. I mentor teacher that the have become much better
find now that I’m much amount of time I was at gathering data and
better at predicting how giving to complete student feedback to
long activities will take activities and assess timing and pace of
and budgeting class time assessments might not be activities, as well as
accordingly. The upshot adequate for all students, adjusting for individual
so far is that I find myself particularly struggling students' needs and
running out of time at readers and ELLs. In learning styles. The result
period’s end far less response, I gave more has been that students
Evidence often; I’m looking to build time, but I sense in my have more consistently
on this by integrating exit current classes that I have submitted assignments
tickets more regularly in gone too far in the other on-time and, in their
my lessons. direction; many students written work, shown
appear to be completing greater mastery of core
9/30/2019 tasks well within the time concepts. Grades are
allotted. This is an area I more evenly distributed
will revisit and make in my classes this year
adjustments to going compared to 2019-2020,
forward, particularly in there are no students in
the new academic year. danger of failing, and the
gap between the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
5/8/2020 highest-level and
lowest-level students in
terms of work has
narrowed.

Towards this, I recently

allowed students to
re-submit a written
assignment on theme for
the short story "Harrison
Bergeron." I did this in
part because the
assignment was meant to
be preparatory for
writing about theme in
Shirley Jackson's "The
Lottery" for the learning
unit's summative
assessment.

October 2020