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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
support social and respect in students to resolve maintaining a caring on respect, fairness, and
development. communications with conflicts. classroom community. the value of all members.
students about language Incorporates cultural Supports students in (ongoing throughout
and behavior. awareness to develop a taking leadership in school year)
Seeks to understand positive classroom developing a caring
Promoting social cultural perceptions of climate. (9/1/17) community that is
Development and caring community. responsive to the diverse
responsibility within Some students share in Students demonstrate cultural norms of Students take leadership
a caring community responsibility for the Students participate in efforts to be positive, identities of all students. in resolving conflict and
where each student classroom community. occasional community accepting, and respectful (10/20/18) creating a fair and
is treated fairly and building activities, of differences. (8/29/17) respectful classroom
respectfully designed to promote Students take community where
caring, fairness, and responsibility resolving student’s home culture is
respect. conflicts and maintaining included and valued.
a caring classroom Students communicate
community. Students with empathy and
promote respect and understanding in
appreciation for interactions with one
differences. (8/29/18) another. (ongoing
throughout school
year)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Yearbook: I regularly
engage with students to
check that they are
cooperating with each
other to collaboratively
meet the goal of finishing
the Yearbook by the
deadline. This includes
resolving conflict when
necessary and reinforcing
positive and responsible
interactions by
reminding students that
they all have a part to
play in the final project
and they owe it to the
rest of their staff to have
positive attitudes and
help whenever possible
Evidence (9/1/17)
(ongoing throughout
school year)
Yearbook: I regularly
engage with students to
check that they are
cooperating with each
other to collaboratively
meet the goal of finishing
the Yearbook by the
deadline. This includes
resolving conflict when
necessary and reinforcing
positive and responsible
interactions by
reminding students that
they all have a part to
play in the final project
and they owe it to the
rest of their staff to have
positive attitudes and
help whenever possible
(8/29/18)
(ongoing throughout
school year)
Warehouse student
created writing portfolios
that students add to
throughout the year
(essays, writing
reflections, peer
evaluations, self-reviews
and writing check ins)
(ongoing throughout
the school year)
Yearbook: I rely on my
Yearbook Editors to
manage conflict amongst
staff members, delegate
tasks fairly, and ensure
that everyone has equal
responsibility for the task
(creating the book)
(ongoing throughout
school year)

English Classes: I ask my English: I ask my

students to write down 3
rules they believe the
classroom should have
and how they will
personally ensure that
these requirements are
met. It helps students feel
that they have a stake in
their common classroom
community and what the
social norms should be
agreed upon so that
everyone has equal
learning opportunities
(8/29/17)
students to follow the
10% rule as part of the
safe parameters of the
Fair Use Act so that
students understand how
to properly use and cite
copyrighted material
within the contexts of
their learning, writing,
and creating and how to
avoid plagiarism and
academic dishonesty
(10/20/18)
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. (8/29/17) artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single instruction. (ongoing learning and reflect
interaction between lessons or sequence of Utilizes a variety of throughout school year) diversity within and
students can support lessons to support structures for interaction beyond the classroom.
Creating physical or learning. student learning. during learning activities Integrates a variety of (ongoing throughout
virtual learning that ensures a focus on structures for interaction school year)
environments that and completion of that engage students
promote student learning tasks. constructively and Selects from a repertoire
learning, reflect (8/29/17) productively in learning. of structures for
diversity, and (9/7/18, 10/31/18) interaction to ensure
encourage Some students use Students use resources accelerated learning for
constructive and available resources in provided in learning the full range of students.
productive learning environments environments and Students routinely use a (3/12-5/7/19, 5/1-
interactions among during instruction. interact with each other Students use a variety of range of resources in 7/19)
students to understand and resources in learning learning environments
complete learning tasks environments and that relate to and enhance Students participate in
in single lessons or interact in ways that instruction and reflect monitoring and changing
sequence of lessons. deepen their their diversity. the design of learning
understanding of the Students share in environments and
content and develop monitoring and structures for
constructive social and assessment of interactions. (ongoing
academic interactions. interactions to improve throughout school year)
(8/30/17) effectiveness and develop
a positive culture for
learning. (ongoing
throughout school year)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Yearbook: I review with
the class the expectations
I have for each staff
member to reinforce a
positive environment of
cooperation and
collaboration to reach a
group goal (completing
the book on time).
Students also interact
with fellow staff members
face to face and
electronically using group
chats and Google Drive to
share resources and
complete tasks.
(8/30/17)
(ongoing throughout
school year)
English Classes: I hang
student work on the walls
Evidence that reflect their learning
and different
perspectives. I also post
Google Classroom codes,
wifi passwords, display
extra handouts for absent
students, and the daily
agenda in the classroom
to develop a physical
environment that says
“we come here ready to
read, write, and discuss.” I
also use a variety of
learning strategies to
keep students engaged in
the content including
whole class discussion,
partner work, small
group work, and
independent work
(8/29/17)
(ongoing throughout
school year)
Yearbook: I review Yearbook: I encourage
with the class the my staff members to find
expectations I have for a process to finish their
each staff member to pages on time that works
reinforce a positive for them; delegating
environment of tasks, prioritizing photo
cooperation and coverage, captions, copy
collaboration to reach a writing, interviews, etc.
group goal (completing (ongoing throughout
the book on time). school year)
Students also interact
with fellow staff English Classes: I
members face to face utilized a mixed
and electronically using instruction process
group chats and Google between listening to the
Drive to share resources audio version of Romeo &
and complete tasks. Juliet in class while
(8/30/17, 8/29/18) simultaneously pausing
to discuss plot, theme,
character, and figurative
English Classes: This language development
year I have successfully seen in reading and
learned the new Google summary note taking to
Classroom updates reach students with
including a Classwork tab different learning styles
where I can easily (3/12-5/7/19)
manage, comment on, and
grade student work and
the Materials tab where I
can add digital materials
and resources for student
use (9/7/18)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks and with the students for the
that are required by the regarding materials, intellectual, and offer respectful opinions establishment and
site, district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. (9/7/18, physical, intellectual, and
that impact student learning environments. include examining biases ongoing throughout emotional environment
safety as they arise. in the learning school year) focused on high quality
environment and and rigorous learning.
curriculum. (9/5/17) (ongoing throughout
Explores strategies to Engages in reflection on school year)
Establishing and establish intellectual and Models and provides their own language and
maintaining learning emotional safety in the instruction on skills that behavior that contributes
environments that classroom. develop resiliency and to intellectual and
are physically, support intellectual and emotional safety in the
intellectually, and emotional safety. classroom. (ongoing
emotionally safe Students are aware of (11/29/17) throughout school
required safety Students follow teacher year) Students demonstrate
procedures and the guidance regarding resiliency in
school and classroom potential safety issues for Students take risks, offer perseverance for
rational for maintaining self or others. opinions, and share Students develop and academic achievement.
safety. alternative perspectives. practice resiliency skills Students maintain
(8/31/17) and strategies to strive intellectual and
for academic emotional safety for
achievement, and themselves and others in
establish intellectual and the classroom. (5/1-
emotional safety in the 7/19)
classroom. (9/7/18)
I encourage student I have also learned the Yearbook: I rely on my
feedback on activities and importance of staff to be welcoming,
tell students ahead of demonstrating and positive, and encouraging
time that I will only read expecting students’ safe to each other to
1 of the journal entries online practices when collaborate on the pages
they turn in each month engaging with digital to be designed and
so that students feel resources. I have often completed for the book
Evidence physically and had conversations with and to treat all
emotionally comfortable students about interviewed and
to share what they want technology use and have photographed students
to share when asked for their feedback and faculty members
participating in class when faced with a with professionalism to
(9/5/17) troubleshooting problem. share in the
This keeps students responsibility of
engaged and interested in maintaining a safe
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I regularly model reading using technology for environment focused on
habits by reading to the academic purposes like learning and producing
class aloud, reading along writing discussion posts, (ongoing throughout
to audiobook with viewing TED Talks, or school year)
students, making creating digital materials
annotations as I read and for projects and extended English Classes: I
prompting students to do writing assignments encourage students to
the same on their text (9/7/18) strive towards higher AP
copies, and inferring Multiple Choice scores
vocabulary meaning by with weekly practice and
asking students to scan discussion groups in
for unfamiliar words which they defend the
before we begin to read a correct answer with
piece (11/29/17) reasoning and evidence
(ongoing throughout so they can use these
school year) knowledge processes on
future tests (5/1-7/19)
I also model the writing
process by reviewing
“student” samples on the
projector with the class
to help students
recognize what their own
writing products should
look like. Students then
are free to create their
own pieces of writing
that adequately address
the prompt, following the
model and instructions of
the assignment
(8/31/17)

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
Creating a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
learning
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
environment with
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
high expectations
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
and appropriate
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
support for all
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
students
maintaining high expectations for students for students. Has an scaffolds and learning.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
achievement. (9/20/17, (expectations. (9/20/18)
Some students ask for Some individuals and Students engage in a 9/21/17, 9/5/17)
teacher support to groups of students work variety of differentiated Students take
understand or complete with the teacher to supports and challenges Students actively use responsibility to fully
learning tasks. support accuracy and in ways that promote supports and challenges utilize teacher and peer
comprehension in their their accuracy, analysis, to complete critical support, to achieve
learning. and problem solving in reading, writing, higher consistently high levels of
learning. order thinking, and factual and analytical
problem solving across learning. (4/5/19,
subject matter. ongoing throughout
(9/19/17) school year)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I incorporate rigor in
each academic unit by
encouraging reading
comprehension accuracy
and analysis via
discussion (9/20/17)
and critical thinking and
writing via partner work
and small group
collaboration (9/21/17).
I also use a variety of
scaffolding strategies
such as vocabulary
definitions (9/5/17) and
graphic organizers for
Evidence writing/drafting support
(9/20/17)
Students use these
rigorous strategies to
challenge themselves and
problem solve when
figuring out literary
meaning or how to best
organize their writing to
meet the requirements of
the assignment
(9/19/17)
(ongoing throughout
the school year)
Element 2.5 Emerging Exploring Applying Integrating
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable
rules, and consequences with some student including culturally expectations, positive
Developing,
for individual and group involvement. responsive instruction to supports, and
communicating, and
behavior. Communicates, models develop and maintain high consequences for
maintaining
and explains standards for individual and individual and group
high standards for
expectations for group behavior. (5/21/18) behavior within and
individual and group
individual and group across learning activities.
behavior
behavior. Utilizes routine references (5/21/18, 5/22/18)
Refers to standards for to standards for behavior
behavior and applies Reviews standards for prior and during individual Guides and supports
I use presentation tools
like Prezi and Mindomo
to keep students engaged
in content curriculum by
being interactive and
providing a different way
to organize materials
besides the typical
Google Slides
presentation style
(9/20/18)
I use videos to review
important writing
instruction and
organization styles so
students rewind, pause,
and re-watch these
instructions in their own
time outside of class
(4/5/19)
Innovating
Facilitates a positive
environment using
systems that ensure
students take an active
role in monitoring and
maintaining high
standards for individual
and group behaviors.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
consequences as needed. behavior with students and group work. (5/25/18)
in single lessons or
sequence of lessons in
anticipation of need for Students follow behavior
reinforcement. expectations, accept
Students are aware of consequences and increase
classroom rules and Students know positive behaviors.
consequences. expectations for (5/22/18)
behavior and
consequences and
respond to guidance in
following them.
I remind students before
and during each group
activity the behavior
expectations I have for
Group, Projects &
Collaborative Writing
Assignments including:
 Students decide the
role each group
member will play
(Leader, Designer,
Note taker, etc.)
 Students
understand that
Evidence work should be
distributed equally
 Students
compromise and
problem solve with
their group
members to resolve
disputes or
miscommunications
Ex/ Romeo & Juliet Group
Video Project (5/21/18)
I also have students reflect
on their group projects on
both themselves and the
students to self-assess,
monitor, and set goals
for individual and group
behavior and
participation. (5/25/18,
10/20/18) Students demonstrate
positive behavior,
Students respond to consistent participation
individual and group and are valued for their
behaviors and encourage unique identities.
and support each other (ongoing throughout
to make improvements. school year, 4/12/19)
(5/2/18, ongoing
throughout school
year)
I learned that I reward students who
understanding what falls volunteer to discuss and
under educational fair share their thoughts
use is simple to with the class with a mix
determine using the of participation points
Education Fair Use Flow (that are part of their
Chart that allows me to grade every quarter) and
understand which “Wildcards” as part of
resources are covered by our school-wide PBIS
Educational Fair Use and program to encourage
which ones I should consistent positive
avoid (10/20/18) behavior (ongoing
throughout school
year, 4/12/19)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
work/communication done
by their group members
Ex/ Self/Group Evaluation
(5/25/18)

Students follow these group

expectations and behaviors
to promote a positive
environment for all learning
types during group work
activities (5/22/18)

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
(2/27/18) builds on student integrates school
classroom routines,
strengths. standards and culturally
procedures, norms,
Seeks to promote positive Provides positive relevant norms.
and supports for
Responds to disruptive behaviors and responds behavior supports. Promotes positive (ongoing throughout
positive behavior to
behavior. to disruptive behavior. Responds appropriately behaviors and school year)
ensure a climate in
to behaviors in ways that consistently prevents or
which all students
lessen disruptions to the refocuses behaviors Promotes positive
can learn
learning climate. disruptive to the learning behaviors and establishes
Students participate in climate. preventions and a
routines, procedures, and positive classroom
norms and receive climate that eliminate
reinforcement for most disruptive behavior.
Students are aware of Students receive positive behaviors. (ongoing throughout
procedures, routines, and correction for behavior (2/15/18) Students are involved in school year, 3/12-
classroom norms. that interferes with assessment and 5/7/19)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning, and positive Students receive timely
reinforcement in and effective feedback
following routines, and consequences for
procedures, and norms. behaviors that interfere
with learning. (2/15/18)
I regularly refocus
students away from
phone use to stay on task
(continue reading and
completing assignments)
to encourage students to
participate in academic
self-discipline support
Ex/ Reading Great Gatsby
as a class
(2/27/18)
My school district has
recently implemented a
PBIS Program on campus
so I distribute
Evidence “Wildcards” for the
positive behavior and
work I see done in my
classroom
(2/15/18)
(ongoing throughout
school year)
Students only receive
“Wildcards” for positive
behavior, negative
behavior results in
disciplinary action if they
are disturbing the
learning environment in
the classroom.
monitoring of routines,
procedures, and norms in
ways that improve the
learning climate. Students share
responsibility with
teacher for managing and
maintaining a positive
classroom climate that
promotes learning.
(2/15/18, 2/27/18)
I use the Class Dojo app
to keep track of class
participation to be
included in their
semester grade
(8/29/18-6/15/19)
I have continued to
implement the PBIS
Wildcard Program to
reward students for
positive behavior
(ongoing throughout
school year)
I establish preventions
that eliminate most
disruptive behaviors by
cueing students to begin
class, prompting them to
get out materials, be
ready for homework to
be stamped, remind
students at the end of the
period, review upcoming
important dates for the
week, etc. For example, I
review agenda items,
upcoming dates, and
homework to establish
routines throughout the
Romeo & Juliet unit of
study (3/12-5/7/19)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Ex/ writing detention for
a students’ excessive
tardies vs distributing a
“Wildcard” and praise for
positive behavior
(2/15/18)

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
lessons.
Using instructional
Some students complete
time to optimize
learning activities in time
learning
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 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.
(2/6/18) (ongoing throughout
school year, 10/11/18,
Students participate in 2/6/18)
and complete a variety of
learning activities in the Students use their
time allotted with options instructional time to
for extension and review. engage in and complete
(10/17-25/17) learning activities and are
prepared for the next
sequence of instruction.
(11/1/18)
Paces, adjusts, and fluidly
facilitates instruction and
daily activities. (ongoing
throughout school year,
4/1-9/19)
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting. (3/25-4/12/19)

I pace my lessons to I collaborate with other I review unit plan

include an intro, body, teachers in making important dates
and closure to make sure curriculum content and including tests and
Evidence that students are aware common pacing guides quizzes to study for, and
of the learning objectives during English long term projects that
Department PLC time should be completed over
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and expectations there
are for each day
(2/6/18)
(ongoing throughout
the school year)
I also provide adequate
time for instruction,
verbally or through
writing check for
understanding, and plan
for students’ completion
of learning activities such
as planning, drafting, and
revising to complete the
writing process (10/17-
25/17)
using Google Drive and a period of time with
TeachersPayTeachers to group members, but I
create updated and may schedule additional
technology competent days to review reading as
curriculum (10/11/18) needed for students.. For
example, I have extended
Students self-reflect on a project deadline for the
their approach to the Great Gatsby Project and
writing process using provided additional time
technology such as for students to work on it
Google Forms which they in class to best work
can go back and review around the constraints of
after writing future the State Testing
assignments for further schedule (4/1-9/19)
evaluation (11/1/18)