Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences. 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 of the things I let my Teacher assists students
students know is that I in developing social
am here to help them responsibility through
solve their problems. I act classroom jobs and a
as a moderator and stress continued climate of
having them speak to teamwork.
each other rather than
just telling the teacher. I Students are learning
utilize a variety of choices to choose how to
Evidence positive reinforcement in solve their own problems
my classroom to increase and/or let it go. Students
positive behaviors. The are aware of others
students have jobs and individual needs and are
teams to learn to work responsible for
together. We focus on the themselves.
Golden Rule and
teamwork.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
My students will use a The teacher has created
variety of resources to an aesthetically pleasing
deepen their room that allows focus on
understanding of content. the work to be done. A
This week we are taking a broad range of displays
‘virtual field trip’ to Lima- change as the
Evidence Peru to see where St. Rose instructional focuses
of Lima grew up. It also change. Students use
focuses on how we were these displays to aid in
using maps to see where their own learning. Some
landmasses are on the displays help students
globe. monitor their personal
progress.
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.
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
rational for maintaining self or others.
safety.
Some students take risks
in their answers. I’m
trying to encourage risks
and mistakes this year
with classroom rule #6
“It’s okay to make
mistakes.” We’ve
discussed how we learn
from our mistakes.
Evidence However at this age, some
of my students struggle
with this.
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.
I’ve noticed that in my Clear expectations for
class and community being a polite audience
demographic many of my are taught and
students are unfamiliar communicated before
with the names used in students share ideas.
curriculum that is trying Teacher gives explicit
to be inclusive of all instruction on social cues,
cultures. We discuss how positive talk and
God made everyone behaviors. Students are
different and how not included in all activities
everyone believes the and are encouraged
same things we do. The to participate daily. When
last couple years I’ve had students make mistakes,
students of very different they are guided through
faiths than our school, making better choices in
who have a lot of the future.
questions. Also, due to
our developmental level,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
we spend a great deal of
time modeling and acting
out what to do or say in
different situations.

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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I design lessons to
challenge the needs of
each student. I have high
expectations for all
students. My challenge is
that I find myself dealing
with certain student’s
needs when my planned
focus is on other students.
Evidence
Element 2.5 Emerging Exploring
Establishes expectations, Develops expectations
rules, and consequences with some student
for individual and group involvement.
behavior. Communicates, models
and explains expectations
for individual and group
behavior.
Developing,
communicating, and Refers to standards for Reviews standards for
maintaining behavior and applies behavior with students in
high standards for consequences as needed. single lessons or
individual and group sequence of lessons in
behavior anticipation of need for
reinforcement.
Students are aware of Students know
classroom rules and expectations for behavior
consequences. and consequences and
respond to guidance in
following them.
I support students in
learning to manage their
work. Students are held
accountable for the
accuracy of their work.
Work may be modified or
scaffolding given to
address gaps in
knowledge or learning.
Applying Integrating Innovating
Uses multiple strategies Integrates equitable Facilitates a positive
including culturally expectations, positive environment using
responsive instruction to supports, and systems that ensure
develop and maintain consequences for students take an active
high standards for individual and group role in monitoring and
individual and group behavior within and maintaining high
behavior. across learning activities. standards for individual
and group behaviors.
Utilizes routine Guides and supports
references to standards students to self-assess,
for behavior prior and monitor, and set goals for
during individual and individual and group
group work. behavior and
participation.
Students follow behavior Students respond to Students demonstrate
expectations, accept individual and group positive behavior,
consequences and behaviors and encourage consistent participation
increase positive and support each other to and are valued for their
behaviors. make improvements. unique identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I have established clear I utilize routine to keep Teacher goes through the
roles and expectations, thing running smoothly checklist of expectations
modeled and taught my and so my students know and asks students to
expectations. I use Bear what to expect. It makes check themselves to see if
Sticks to promote positive it much easier to enforce they are doing what they
behavior and consistently consequences as well. need to be doing. Teacher
respond to inappropriate may ask students to
student behavior. continue working on a
specific skill for
Evidence individual behavior
management.

Students often support

each other and remind
each other to make
improvements.

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
Employing classroom builds on student integrates school
routines, procedures, strengths. standards and culturally
norms, and supports Seeks to promote positive Provides positive relevant norms.
for positive behavior Responds to disruptive behaviors and responds behavior supports. Promotes positive
to ensure a climate in behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
which all students to behaviors in ways that consistently prevents or behaviors and establishes
can learn lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
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 Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.

I utilize a variety of
positive reinforcements,
table points, Bear Sticks,
stickers, stamps, and
specific praise to increase
positive behaviors. I
frame negative behaviors
as things to work on
because we can all do it.
Evidence
While I am working to
focus more of my
classroom management
on recognizing positive
behaviors, I find it very
challenging personally to
ignore disruptive
behaviors.

Element 2.7 Emerging Exploring Applying Integrating Innovating

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.
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.
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.
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.
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
This has been a challenge This has been one of my
for me this year. I’m goals for this year. It has
trying to integrate more been a success with
small-group time and find planning time to meet
myself struggling with with small groups,
adjusting the time to keeping students on task
meet the needs of the and completing their
students. work in a timely manner.
I am limiting my time for
frontloading and giving
students more time to
Evidence complete work and
having extension
activities for early
finishers.