Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring
Models and communicates Models fair and respectful
expectations for fair and behavior. Demonstrates
respectful behavior to support commitment to fairness and
social development. respect in communications with
students about language and
Promoting social behavior.
Development and Seeks to understand cultural
responsibility within perceptions of caring community.
a caring community 9/28/17
Some students share in
where each student responsibility for the classroom Students participate in occasional
is treated fairly and community. community building activities,
respectfully designed to promote caring,
fairness, and respect.9/28/17
I tried to create a secured
classroom environment and
an open discussion classroom
setting in my classroom. As a
result, I created a classroom
website as a HUB at
www.mathwithmrc.com​ in
hoping students could have a
home to math in class or
outside the class. There is also
a Math Talk forum on the
website that I created for
students to talk and share
their math problem freely,
Evidence
which I am hoping by doing
these, students could be able
to interact with others in a
secured and respectful way. I
observed some students
participated. And I verbally
discussed about equality and
fairness related topics when
we share our thoughts in class
emphasizing the respect
between one another.
9/28/17
Applying
Reinforces positive, responsible,
and respectful student
interactions. Assists students to
resolve conflicts.
Incorporates cultural awareness
to develop a positive classroom
climate. 5/6/18
Students demonstrate efforts to
be positive, accepting, and
respectful of differences.5/6/18
I’ve encountered several
conflict situations during
class this past year. I usually
found the best way to resolve
the conflicts was to
understand the
misunderstandings. Usually
the cause of every conflict
was due to
miscommunications and
misunderstandings,
therefore, the best way for
the teacher to help resolve
the conflict is to allow
students freely express what
they wanted to express and
try to see if there was any
middle ground that both
student and the teacher could
agree upon or is there
anything that the teacher can
compromise and adjust to
meet students’ needs. With
this culture in place in my
classroom, students were
generally respectful to each
other and responsible to their
own actions. 5/6/18
Integrating
Develops shared responsibility
with students for resolving
conflict and creating and
maintaining a caring classroom
community.
Supports students in taking
leadership in developing a caring
community that is responsive to
the diverse cultural norms of
identities of all
students.10/26/18
Students take responsibility
resolving conflicts and
maintaining a caring classroom
community. Students promote
respect and appreciation for
differences.
I use my ​class website​ as a
hub to create experiences
for learners to make
positive, socially
responsible contributions
and exhibit empathetic
behavior online that build
relationships and
community.10/26/18
Innovating
Facilitates student self-
reflection and ongoing
improvement of the caring
community based on respect,
fairness, and the value of all
members. 4/20/19
Students take leadership in
resolving conflict and creating a
fair and respectful classroom
community where student’s
home culture is included and
valued. Students communicate
with empathy and
understanding in interactions
with one another.
I Improving Outreach and
Collaboration with Families and
Community by attending ​2019
CCAE​ to network and exchange
information with associate
agencies to use knowledge and
understand of the different
backgrounds, ethnicities,
cultures, and languages in the
school community to promote
effective interactions among
colleagues, families, and the
larger community. 4/20/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring
Is aware of the importance of the Experiments with and/or virtual
physical and/or virtual learning learning environments that
environments that support support student learning.
student learning. 9/28/17
Creating physical or Is aware that structured
virtual learning interaction between students Structures for interaction are
environments that can support learning. taught in single lessons or
sequence of lessons to support
promote student
student learning.
learning, reflect
diversity, and
encourage
constructive and Some students use available
resources in learning
productive environments during Students use resources provided
interactions among instruction. in learning environments and
students interact with each other to
understand and complete
learning tasks in single lessons
or sequence of lessons. 9/28/17
I used online learning
application such as EdReady
in creating a virtual learning
in allowing students to work
on their own individual
learning pathway and be
able to aim for the same goal
in the end. There are serval
resources provided on
EdReady such as Khan
Academy and practice tests
and worked out examples for
Evidence
all students with different
learning styles. Also, I set
students up with “Remind”
and encourage all students
to send me a screenshot or
snapshot of their questions
they encountered on
EdReady so I could address
and give them advise on the
way. Some students sent me
questions through Remind
so far. 9/28/17
Applying
Develops physical environments
that reflect student diversity and
provide a range of resources for
learning.
Utilizes a variety of structures
for interaction during learning
activities that ensures a focus on
and completion of learning
tasks. 5/6/18
Students use a variety of
resources in learning
environments and interact in
ways that deepen their
understanding of the content
and develop constructive social
and academic interactions.
5/6/18
Take the visual pattern
activity as an example,
students are required
constructively to complete a
series of tasks including
drawing, sketching,
organizing the data in a
table, create the general
equation in describing the
change of each stage and
finally they need to convert
all information to the graph.
With all above trainings,
students were able to grasp
the importance of coherence
within various contents and
inspire and motivate them to
initiate drawing the
connections between
concepts. 5/6/18
Integrating
Maintains physical
environments that reflect
student diversity and provides a
broad range of resources,
displays, and artifacts that are
current and integral to
instruction.
Integrates a variety of structures
for interaction that engage
students constructively and
productively in
learning.10/26/18
Students routinely use a range of
resources in learning
environments that relate to and
enhance instruction and reflect
their diversity.
Students share in monitoring
and assessment of interactions
to improve effectiveness and
develop a positive culture for
learning.
I use culturemap at the
class website to establish
a learning culture that
promotes curiosity and
critical examination of
online resources and
fosters digital literacy and
media fluency.10/26/18
Innovating
Adapts physical and/or
environments flexibly to
facilitate access to a wide range
of resources that engage
students in learning. Ensures
that environments enhance
learning and reflect diversity
within and beyond the
classroom. 4/20/19
Selects from a repertoire of
structures for interaction to
ensure accelerated learning for
the full range of students.
Students participate in
monitoring and changing the
design of learning environments
and structures for interactions.
According to Proposition
4:Teachers think systematically
about their practice and learn
from experience. I conducted
2019 April + May (tech cafe)​ to
help teaching fellows to obtain
google educator level 1
knowledge by giving them
hands-on practices. 4/20/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and addresses
laws regarding safety that safety issues regarding
are required by the site, materials, student
district, and state. interactions, and the
Responds to behaviors organization of the
that impact student safety learning environments.
as they arise.
Establishing and
Explores strategies to
maintaining learning
establish intellectual and
environments that
emotional safety in the
are physically,
classroom. 9/28/17
intellectually, and
emotionally safe
Students are aware of
required safety Students follow teacher
procedures and the guidance regarding
school and classroom potential safety issues for
rationale for maintaining self or others. 9/28/17
safety.
I observed the students
who respond to the
prompts I gave them
during my instructions,
and only selective
students replied. As a
result, I tried to promote
all students freely and
respectfully involve to the
Evidence
open-ended math related
discussion and hope to
get more students
involved in any math
related discussion and
not worried about making
the mistakes. And I hope
the positive outcome will
happen soon. 9/28/17
Applying
Anticipates and reduces
risks to physical,
intellectual, and
emotional safety using
multiple strategies that
include examining biases
in the learning
environment and
curriculum.10/26/18
Models and provides
instruction on skills that
develop resiliency and
support intellectual and
emotional safety. 5/6/18
Students take risks, offer
opinions, and share
alternative perspectives.
5/6/18
I use Math Talk to mentor
students in safe, legal and
ethical practices with digital
tools and the protection of
intellectual rights and
property.10/26/18
As the visual pattern activity
were instructed, I would model
a version of approaches with the
students and later on slowly
guide students into
self-verification and
self-assessing processes. These
trainings will help students
question their own justifications
in helping themselves to find a
better solution to its problem. In
addition, in cooperate with peer
coaching and grouping, students
are able to practice how to
justify each other’s work by
Integrating Innovating
Integrates support for Shares responsibility with
students to take risks and the students for the
offer respectful opinions establishment and
about divergent maintenance of a safe
viewpoints. 4/20/19 physical, intellectual, and
emotional environment
focused on high quality
and rigorous learning.
Engages in reflection on
their own language and
behavior that contributes
to intellectual and
emotional safety in the
classroom.
Students demonstrate
resilience in perseverance
Students develop and for academic
practice resiliency skills achievement.
and strategies to strive Students maintain
for academic intellectual and emotional
achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
We Fostering a
Collaborative Culture to
Support Educator
Development and Student
Learning by participating
in ​2016-2018 Noyce
summer @SLO​ and
improve together to
models effective skills in
listening, presenting
ideas, leading discussions,
clarifying, mediating, and
identifying the
needs of self and others in
order to advance shared
goals and professional
learning. 4/20/19 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
articulating one’s rationale.
5/6/18

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. 10/26/18 research, analysis and
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.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps. 9/28/17 expectations for to meet high expectations.
support for all
achievement. 5/6/18 4/20/19
students
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
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. 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. and problem solving in order thinking, and consistently high levels of
learning. 9/28/17 problem solving across factual and analytical
subject matter. 5/6/18 learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I tend to give students
TIME to think and come
out with ideas or answers
or thoughts on their own
starting the first class. I
believe not rushing
students to explore and
find their own answers
could help students think
independently and will
eventually help students
in their future life in
college or any career. The
result is slowly but
encouraging. And
hopefully with the same
believe and the constantly
pushing students with a
higher expectations and
standards, I can see more
positive outcome soon.
Evidence
Also, I’ve collected some
positive feedback from
the prior students of
mine, so at least my
teaching philosophy
seemed working.
9/28/17
I use Project-based I led the session in ​2018
learning activities in April Torrance
designing authentic Professional
learning activities that Development​ to employs
align with content area facilitation skills to create
standards and use digital trust among colleagues,
tools and resources to develop collective
maximize active, deep wisdom, build ownership
learning.10/26/18 and action that supports
student learning.
As the visual pattern 4/20/19
activity is scaffolded into
sequence of tasks,
students are required to
follow the guided
questions and analyze the
pattern question in depth.
First, students are asked
to observe the changes
horizontally. Next, the
problem will be the
vertical observation. By
summarizing the changes
horizontally and
vertically, students will
then conclude it’s general
description (equation)
and then transfer all data
onto the graph and
describe in detail.
Throughout the entire
process, students are
asked to use their critical
thinking skills and
problem solving skills to
attempt to analyze and
problem solve the,
sometimes, challenging
visual patterns. 5/6/18
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 Refers to standards for
behavior and applies
high standards for
consequences as needed.
individual and group
behavior
Students are aware of
classroom rules and
consequences.
Evidence
Exploring
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group
behavior.
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.
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. 9/28/17
Students follow behavior
expectations, accept
consequences and increase
positive behaviors. 9/28/17
I have a routine of asking
students to fill out exit
tickets on the google form as
the daily feedback for the
class. The questions are
about asking students what
they have learned today and
what they want to know
more next time. I read them
every day and use the data
to adjust my future lessons. I
found it useful because I
could approach every
individual and students feel
secured communicate with
the teacher via google form.
As a result, I can hear what
students get and don’t get in
class. 9/28/17
Integrating Innovating
Integrates equitable Facilitates a positive
expectations, positive environment using systems
supports, and consequences that ensure students take an
for individual and group active role in monitoring and
behavior within and across maintaining high standards
learning activities. 10/26/18 for individual and group
behaviors. 4/20/19
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
5/6/18
Students respond to Students demonstrate
individual and group positive behavior, consistent
behaviors and encourage participation and are valued
and support each other to for their unique identities.
make improvements.
5/6/18
I use REMIND to model and I led the session in ​2018
promote management of April Torrance
personal data and digital
identity and protect student Professional
data privacy.10/26/18 Development​ to employs
I recorded their “goals” in the facilitation skills to create
beginning of each term and then trust among colleagues,
follow up with mini conferences
with the students during each
develop collective
unit test. I gave students a wisdom, build ownership
self-check list to follow along and action that supports
while doing the conference, so student learning.
students can focus on their
4/20/1​9
responses instead being
surprised by the questions. Also,
I have required to do the
mid-term and final
self-reflection write ups as part
of students self-assess and
self-progress monitoring. In
addition, peer coaching and
grouping helped students
practice how to work together
as a team and support each
other in growing as a better
learner. 5/6/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging Exploring Applying Integrating Innovating
Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. 10/26/18 standards and culturally
Seeks to promote positive Provides positive relevant norms. 4/20/19
Employing classroom Response to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures, behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in learning climate. disruptive to the learning positive classroom
which all students Students participate in climate. 5/6/18 climate that eliminate
can learn routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior 9/28/17 Students are involved in Students share
classroom norms. that interferes with assessment and responsibility with
learning, and positive Students receive timely monitoring of routines, teacher for managing and
reinforcement in and effective feedback procedures, and norms in maintaining a positive
following routines, and consequences for ways that improve the classroom climate that
procedures, and norms. behaviors that interfere learning climate. 5/6/18 promotes learning.
with learning. 9/28/17
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I’ve tried to set up my
classroom routine since
day 1. And as long as
follow up with the same
routine, the outcome
seemed pretty well. For
example, during
instruction time, students
should focus on the
packets I put together,
but at home they should
focus on the EdReady
online program to learn
and review the concepts.
Evidence
The perk of this routine
allow students focus on
one thing at a time and
cut down the time
transiting from paper to
computer. Also, I have the
routine of daily feedback
on my exit ticket. So,
students are used to
remembering at least one
thing that could stick with
them and two terms that
were used in class.
9/28/17
I use Kahoot to create Educators brainstormed
experiences for learners in ​2018 CUE Rockstar​ I to
to make positive, socially strive to create an
responsible contributions inclusive culture where
and exhibit empathetic diverse perspectives are
behavior online that build welcomed in addressing
relationships and challenges. 4/20/19
community.10/26/18
I’ve made sure that the
classroom felt secured to
all students and the rigor
of the learning was
positive and the culture
was all about learning
and continuous growing.
Based on the result of the
POP report, my mentor
agreed with my
description and felt the
same way as I intended to
create. Students are
familiar with my
classroom routines and
my expectations and
generally agreed with the
routines and practices
that I laid out for them.
5/6/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Using instructional
time to optimize
Some students complete
learning
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.
9/28/17
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion. 9/28/17
I usually spent a lot of time
working on the
project-based activities. And
it’s because I want to give
students enough of TIME to
think independently. I
believe the shift in
independent thinking could
benefit more for all students
once they have completed
my course and moved on.
However, the downfall is
that I would lose the
valuable instructional time a
lot. So, for the past terms,
I’ve been struggling catching
up the right pace according
to the pacing guide. So,
either I should modify the
pacing or adjust my lessons.
I am still deciding. 9/28/17
Applying
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding,
completion of learning
activities and closure.
5/6/18​10/26/18
Students participate in
and complete a variety of
learning activities in the
time allotted with options
for extension and review.
5/6/18
I use PearDeck to help manage
the use of technology and
student learning strategies in
digital platforms, virtual
environments, hands-on
makerspaces or in the
field.10/26/18
I have incorporated the “wait
time” for students to think and
take the ownership of the
problems. Instead of waiting for
the teacher to give them the
answers, I purposely gave them
“time” to “think.” And by
building a culture of answers
were not given but earned,
students took the ownership of
the problems and tried to
approach problems with
multiple ways and multiple
attempts. Because in the end,
they knew that it’s the best
feeling to solve the problems on
their own as the knowledge and
skills would preserve much
longer if they did so instead.
5/6/18
Integrating Innovating
Paces instruction to Paces, adjusts, and fluidly
include ongoing facilitates instruction and
assessment of student daily activities.
learning. Supports
students in the
monitoring of
instructional time.
4/20/19
Students monitor their
Students use their own time, are engaged in
instructional time to accomplishing learning
engage in and complete goals, and participate in
learning activities and are reflection,
prepared for the next self-assessment, and goal
sequence of instruction. setting.
Our school conducted the
Career Exploration Day​ to
promote and advocates
Integrated Educational
Training for sufficient
preparation, time, and
support for colleagues to
work in teams to engage
in job-embedded
professional learning.
4/20/19