Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging
Models and
communicates
expectations for fair and
respectful behavior to
support social
development.
Promoting social
Development and
responsibility within
a caring community
where each student Some students share in
is treated fairly and responsibility for the
respectfully classroom community.
Students not only are
assigned different
classroom jobs with each
week, such as changing
the calendar and ensuring
our room is clean, but are
also assigned by the
school to work in small
groups to keep our
Evidence campus clean. Every day,
three students from each
class must clean all of the
lunch tables, ensuring
respect for our campus,
as well as a sense of
responsibility.
9/26/17
Exploring
Models fair and respectful
behavior. Demonstrates
commitment to fairness
and respect in
communications with
students about language
and behavior.
Seeks to understand
cultural perceptions of
caring community.
Students participate in
occasional community
building activities,
designed to promote
caring, fairness, and
respect.
I make sure to
communicate to students
through my words and
actions the importance of
respect, kindness, and
understanding every day.
We consistently discuss
better ways of
communication, and
model, as a class, effective
interactions of kindness.
9/26/17
Applying Integrating
Reinforces positive, Develops shared
responsible, and responsibility with
respectful student students for resolving
interactions. Assists conflict and creating and
students to resolve maintaining a caring
conflicts. classroom community.
Incorporates cultural Supports students in
awareness to develop a taking leadership in
positive classroom developing a caring
climate. community that is
responsive to the diverse
Students demonstrate cultural norms of
efforts to be positive, identities of all students.
accepting, and respectful
of differences. Students take
responsibility resolving
conflicts and maintaining
a caring classroom
community. Students
promote respect and
appreciation for
differences.
Innovating
Facilitates student self-
reflection and ongoing
improvement of the
caring community based
on respect, fairness, and
the value of all members.
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.
When conflict occurs, I work to act
more as facilitator of peace over
creator of peace. Students do not
learn true conflict resolution or
reflection if they are just forced to
apologize and move on. Instead,
when faced when conflict, I
encourage students to talk out their
differences, working instead to reach
peaceful compromise and
understanding. Through doing this
all year, students have taken on roles
themselves that reflect this ability to
help others conflict resolve. They
ask questions instead of blaming and
see the other person’s side on top of
their own.
5/8/18
I believe that discipline, more than
just mere correction, comes from a
place of self-growth. Too often to
students, especially young children,
get reprimanded for something, but
when asked why they were
reprimanded respond with, “I don’t
know.” I work so that none of my
students ever respond in such a way.
Whenever conflict does occur, it is
followed first with conversation
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
before consequence. Students talk
with me to reflect upon their
experience, and try to identify their
feelings behind their actions. They
then work together to resolve their
conflict, and tell me changes in their
behavior or choices as the days
continue.
12/10/18

As I have stated before, I

truly feel that discipline
transcends just being told
“no.” “No” is an important
word for all students to
learn, but there is an aspect
of “why” that needs to be
explained and reflected
upon as well. Discipline
without explanation and
reflection means that
behaviors will often persist.
Taking time to talk to my
students about their choices
is not always easy due to the
hectic schedules of our days,
but I know it is important
not only for them, but for me
as well. There have been so
many times that a student’s
true feelings come forth
through those reflections.
These moments of reflection
help for my students to
become kinder, more
empathetic people, and I
hope this continues as they
leave our classroom and
continue on their own.
5/5/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring
Is aware of the Experiments with and/or
importance of the virtual learning
physical and/or virtual environments that
learning environments support student learning.
that support student
learning.
Structures for interaction
Is aware that structured are taught in single
interaction between lessons or sequence of
Creating physical or
students can support lessons to support
virtual learning
learning. student learning.
environments that
promote student
learning, reflect
diversity, and
encourage
constructive and
Some students use Students use resources
productive
available resources in provided in learning
interactions among
learning environments environments and
students
during instruction. interact with each other
to understand and
complete learning tasks in
single lessons or
sequence of lessons.
I am always looking to find
new interactive resources
for my students that allow
for collaboration. We always
discuss the importance of
working with and learning
from others, as we all have
Evidence important talents to share.
9/26/17
We have a lot of alternative
seating, technology, and
resources available for
student interaction and
learning. Oftentimes, we
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.
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.
More often than not,
students are allowed to
regroup and sit where they
are comfortable in the class
to get their work done. I
have mini rocking chairs,
mats, stools, trays for the
ground, and even allow
standing for students to do
their best thinking.
9/26/17
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.
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.
Centers, both for math
and language arts, allow
for this range of resources
that best fit the needs of
all my students. Here is
where they enhance their
learning and share in the
monitoring and
assessment of
interactions.
5/8/18
Mathematics and
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.
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.
While structure is important, it is
also important to base that structure
on students’ needs, and be flexible to
adapting or changing that structure
at any given time to meet those
needs. This helps students to best
feel secure and cared for in their
learning environment, and
maximizes learning.
5/8/18
With structure comes flexibility.
Students know the routines and
expectations of the classroom,
but also know that those
expectations come with a sense
of looseness, such as in our use
of alternative seating. During
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
complete centers in this
manner, with students using
these resources to complete
a learning activity together.
9/26/17
Language Arts are tests, and sometimes seat work,
students can work wherever
completely they feel the most comfortable
differentiated in means around the room. We have
rocking chairs, inflatable disks,
of instruction. Students comfy mats, floor trays, and
who want or need an clipboards available for student
additional challenge use. When permitted by their
teacher, students know they can
can complete classwork use these materials to help them
independently, and be comfortable in their learning
then engage in environment. This way, they
take personal charge of their
challenge activities that learning experiences.
require a variety of 12/10/18
tools and technologies.
Structure and flexibility
Students who want or
are two necessary tools
need additional help that we constantly use in
can receive so in small a balancing act as
group activities, in teachers. Flexible seating
which students use mixed with assigned
manipulatives or desks, free-flowing
alternative learning centers with structured
games or activities to time limits, and more all
practice their allow students to feel in
knowledge. All charge of their
environment all while
students receive
feeling safe at the same
challenges, but they are time. This group of
created and students I have this year
administered in such a also takes things an extra
way that each student step further by being very
feels supported in their capable in their abilities
needs and interests. to take charge of the class
12/10/18 environment and make
those flexible changes on
their own to help meet
what they know is their
best learning style.
5/5/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging
Adheres to policies and
laws regarding safety that
are required by the site,
district, and state.
Responds to behaviors
that impact student safety
as they arise.
Establishing and
maintaining learning
environments that
are physically,
intellectually, and
emotionally safe
Students are aware of
required safety
procedures and the
school and classroom
rational for maintaining
safety.
It is the beginning of the
year, with second graders, so
while I do encourage open
communication and class
ownership with me, there is
an understanding that we
need to follow the
procedures and rules of the
school for safety. My
students are still learning
Evidence the boundaries between
right and wrong, so this
importance for maintaining
safety is often emphasized.
9/26/17
Exploring
Recognizes and addresses
safety issues regarding
materials, student
interactions, and the
organization of the learning
environments.
Explores strategies to
establish intellectual and
emotional safety in the
classroom.
Students follow teacher
guidance regarding potential
safety issues for self or
others.
We have class and material
safety rules, but the expectation
for my students is that they first
and foremost protect the safety
of others, as well as themselves.
Especially with interactions, we
discuss the importance of safety
in regards to respect and
emotional safety for our peers.
9/26/17
I am always looking for ways to
create a better environment for
intellectual and emotional
safety. I could definitely be
more active in implementing
these strategies, however.
9/26/17
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility with
risks to physical, students to take risks and the students for the
intellectual, and offer respectful opinions establishment and
emotional safety using about divergent maintenance of a safe
multiple strategies that viewpoints. physical, intellectual, and
include examining biases emotional environment
in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
their own language and
Models and provides behavior that contributes
instruction on skills that to intellectual and
develop resiliency and emotional safety in the
support intellectual and classroom.
emotional safety. Students demonstrate
resiliency in
Students develop and perseverance for
Students take risks, offer practice resiliency skills academic achievement.
opinions, and share and strategies to strive Students maintain
alternative perspectives for academic intellectual and emotional
achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Students recognize that After the first six weeks of
school, in which students are
taking risks and
learning the rules and
making mistakes are expectations of the
essential to learning,
classroom, they are then
and that we grow with expected to take pride in
each learning their classroom, and to make
it their own. Students know
experience – myself to pick up after themselves,
included as their to leave centers as they
teacher. Students also found them, and to do so not
recognize that I am just out of following the
always there to help rules, but out of respect for
their fellow peers and
them, but only after friends. They would not
they have truly proven want to accidentally hurt a
to have worked to help friend by leaving something
themselves first. out, and often help one
another to remember to fully
5/8/18 put materials and alternative
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
seating objects in their
proper place. Additionally,
students are taught to take
pride in their own work and
learning, through their
independent working time
when they must monitor
their own progress in a short
amount of time. Students
need to be reminded to slow
down at times, or to work
more effectively, but for first
graders, they are very good
at self-monitoring and
taking a sense of ownership
in their learning.
12/10/18

Now that we have reached

the end of the year, my
students know that they are
an integral part in working
with me to create and
sustain a safe and happy
classroom environment built
on respect and constant
learning. When I am not
with them, and they have
another teacher, they
understand the
responsibility they carry to
make sure learning happens,
friends are safe, and
teachers are respected. We
are a team, a family, and as
such we help one another
keep our learning time as
safe and as effective as we
possibly can.
5/5/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
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. expectations for to meet high
support for all
achievement. expectations.
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. problem solving across factual and analytical
subject matter. learning.

It is a schoolwide expectation Our curriculum is Students are held to a very high

that all curriculum should be standard when it comes to their
naturally rigorous, so it is
rigorous. Teachers are expected work and content
to require accuracy from their important to meet their understanding. Our school’s
students, be constantly aware of expectation halfway to curriculum is very rigorous, so I
understanding of topics, and re- meet students’ abilities work to both support students
approach concepts until who need more assistance, and
and needs. Students are
understanding and mastery is challenge those students who
obtained by all students. constantly challenged but are ready to fly. Students in
9/26/17 based on their individual need of additional challenge are
learning styles and needs. encouraged to participate in a
As I have stated, after each sort of individual study for first
Challenging to the point
whole group instruction, there grade: independent novel
Evidence is always a group of students of frustration is not reading and comprehension,
working with me at a center worthwhile. Students individualized math packets,
table to provide support, ensure must be challenged yet writing journals with
understanding, and create a individualized prompts, etc.
simultaneously feel
supportive environment for the Students are expected to spend
classroom. supported in order to their time in the classroom
9/26/17 best learn and learning to their full potential,
understand the material. and I do my best as their teacher
to provide opportunities for
5/8/18
them to do so. Additionally,
students are often the first to
reach out to me to ask for more
challenges, or to alert me when
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
they are reaching the end of one
challenge, so that I have time to
prepare another for them. They
love to learn, and I want to
foster that love as much as I can.
12/10/18

Our school naturally is an

environment of rigorous
standards. Students are
expected to not only learn at
grade level, but demonstrate
critical thinking skills that
surpass their grade level.
Working to foster this love
of learning and striving to
succeed while keeping work
from becoming frustrating
can at times become
challenging, but that is
where strategies come into
play. Strategies help for
students to know that there
is more than one way of
learning and reaching a
conclusive answer. With
strategies, we practice
failing and trying again,
building those critical
thinking skills and emotional
skills and helping to create
lifelong learners.
5/5/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. 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. make improvements. unique identities.

Before each Behavioral expectations are Actively looking for the

created and explained at the positive side to situations as
assignment, all beginning of the year, and are an educator is not only good
expectations are then adhered to for every
for personal morale, but for
subject, every lesson, and every
verbally activity done in class. student morale as well.
9/26/17 They can sense my energy,
communicated with and model my behavior, so
students, with visual As the behavioral expectations my striving to see the
support in examples, have been in place since the first positive, and to react
day of school, students are positively, can also be seen
and students are aware of what is expected of in their actions as well.
always free to ask them, how they are to behave,
5/8/18
and what will happen if
Evidence any questions that consequences are needed.
they see fit. Students have shown I believe that positivity in
themselves to be very accepting the classroom is essential for
9/26/17 of consequences, and behavior management, as
demonstrate understanding of
well as student engagement.
classroom behavioral
expectations. Even when times in the
9/26/17 classroom are hard, or when
students are having rough
day, if I work to find the
positive side of life, then I
can also work to spread that
positivity to my students
and shift the mood of the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom. In this way, my
students feed off of my
positivity, and model my
behavior. It is not always
easy to be positive,
especially on those really
rough days, but focusing on
the good always leads to a
better outcome than
succumbing to the bad.
12/10/18

Positivity is needed for

all – teachers and
students alike.
Especially on those
really difficult days,
when everything seems
to go wrong, finding
the positive is one of
the things that can
always help to save the
day (besides candy, of
course). When
teachers work to find
the positive, students
will work to do the
same. Focusing on
positivity creates more
opportunities for
genuine acts of
kindness and providing
students with the
opportunity to grow in
their social and
emotional
environment.
5/5/19
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
students in the development
some student and monitoring of norms.
are culturally responsive. and procedures focuses
involvement. Maintains a quality on maximizing learning.
learning climate that Classroom climate
Provides positive behavior builds on student integrates school
supports. strengths. standards and culturally
Employing classroom Seeks to promote positive Responds appropriately to relevant norms.
routines, procedures, Responds to disruptive behaviors and responds behaviors in ways that Promotes positive
norms, and supports behavior. to disruptive behavior. lessen disruptions to the behaviors and Promotes positive
for positive behavior learning climate. consistently prevents or behaviors and establishes
Students participate in
to ensure a climate in routines, procedures, and
refocuses behaviors preventions and a
which all students norms and receive disruptive to the learning positive classroom
can learn reinforcement for positive climate. climate that eliminate
behaviors. most disruptive behavior.

Students receive timely and

Students are aware of Students receive effective feedback and
procedures, routines, and correction for behavior consequences for behaviors Students are involved in Students share
classroom norms. that interferes with that interfere with learning. assessment and responsibility with
learning, and positive monitoring of routines, teacher for managing and
reinforcement in procedures, and norms in maintaining a positive
following routines, ways that improve the classroom climate that
procedures, and norms. learning climate. promotes learning.
I do respond to disruptive Routine and structure are Students are encouraged We not only have a clip
behaviors, but I mainly especially important for to reflect upon their up/clip down chart that
focus on promoting and young children to create routines, procedures, and responds to personal
providing positive stability and a feeling of norms in order to ensure behavior, but a whole-class
security in the classroom. marble jar as well that
reinforcement for my To enforce this environment
that they understand how promotes positive whole-
students. We all make of stability, I work to create these activities not only class behavior and
mistakes, and while those routine in our behavior pertain to their learning interactions. The more
mistakes to require expectations as well. but foster their positively students behave,
consequences, the 9/26/17 social/emotional growth. the more marbles they
Evidence understanding is that 5/8/18 receive.
those mistakes never 5/8/18
define us, and tomorrow The students and I work
is a new day to create together to daily reflect I work to verbally praise
positive choices. upon our day. We discuss positive behavior seen in the
9/26/17 our routines, procedures, classroom, in order to build
and classroom norms to awareness to the benefits of
making the right choices.
help them identify how Additionally, students are
everything we do
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
connects directly to their encouraged to see the
learning. This is also goodness in others, and
done when reflecting often report back to me of
upon students’ day in times when they see their
friends choosing positive
regards to behavior. behavior actions on the
Through reflecting upon playground at recess and
their experiences, lunch. I like to refer to it as
students learn to “revers tattling.” Instead of
verbalize their lives, and focusing on telling the bad,
to recognize growth in focus instead on finding
their social/emotional something good to share.
development, as well as 12/10/18
in their academics.
12/10/18 Students go out of
their way to
positively praise one
another when they
see their friends
performing acts of
kindness. They are
also included when it
comes to sustaining
the balance of our
classroom
environment, and can
reiterate the school’s
mission statement
while identifying
aspects of our school
that help support the
mission statement’s
message.
5/5/19
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 and
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
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 Integrating
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
Students participate in Students use their
and complete a variety of instructional time to
learning activities in the engage in and complete
time allotted with options learning activities and are
for extension and review. prepared for the next
sequence of instruction.
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.

If students have been
identified as needing
special
accommodations, these
are applied to all
activities. Likewise, if a
child is displaying a
need for extra time,
this is always given as
well, since the goal of
learning is
understanding and
Evidence success, not stress.
9/26/17
Instruction is always Even though centers and activities
are structured and have
initially planned with beginning/ending times, students
are expected to use that time wisely,
students in mind. As and take personal charge to ensure
the lesson is occurring, their work or activity is completed in
the time allowed. I do not remind
I am observing for them of time, but instead instruct
student understanding, them how to tell on the clock when
their time will be complete. Students
and am beyond willing then monitor their own time, and
to provide more time, become responsible for their own
learning.
or another day of 5/8/18
instruction, if it is what
is needed to ensure I believe that structure and
fluidity go hand in hand
student success. when it comes to the
9/26/17 classroom. During centers,
students know they have to
complete their work in that
center in a certain amount of
time, but that time can vary
by a few minutes here and
there depending on student
needs. For example, if
students are struggling with
a particular concept, a few
more minutes can be given
to each center to allow for
more explanation time.
Within that time, however,
students are encouraged to
monitor their own progress.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
As they are not expected to
know the time yet, I give a
five-minute warning, and
show them on the clock
when it will be time to
switch. This way, students
can monitor their own
progress towards the
completion of their
assignment.
12/10/18

I have worked this year

to include students more
and more into their
learning processes, as
well as the processes of
our classroom
environment. As this is
the case, students are
displaying increased
abilities in partaking in
self-reflections,
monitoring their
individual progress, and
verbalizing their goals in
relation to that progress.
Additionally, I work to
provide my students
with a classroom that is
both structured and
flexible and that is
created and built to
meet their individual
needs. With all of our
efforts, it has been a
successful, fun, happy,
and healthy classroom
environment this year
full of academic
progress.
5/5/19