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. Supports students in
Promoting social Seeks to understand Incorporates cultural taking leadership in
Development and cultural perceptions of awareness to develop a developing a caring
responsibility within caring community. positive classroom community that is Students take leadership
a caring community climate. responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community Students demonstrate identities of all students. respectful classroom
respectfully classroom community. building activities, efforts to be positive, community where
designed to promote accepting, and respectful Students take student’s home culture is
caring, fairness, and of differences. 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.
Evidence During my introductory This semester my honors This semester has
lesson, my sole focus was students had more allowed me to take a
on the policies and opportunities to more active role as an
procedures in my virtual collaborate with one NHS advisor. This
classroom. This included another on message semester’s focus for the
appropriate behavior board assignments and NHS students is their
toward classmates and peer-review workshops. individual service
teachers, Students were given clear projects. While many of
instructions and these students were
Before the class’s first expectations for leaving volunteering at locations
discussion board activity, constructive and within their communities
we discussed what was respectful feedback. I they are now being asked
considered constructive close monitored chats to revise and redesign
feedback, and how to and removed their projects based on
encourage each other in inappropriate/off-topic restrictions due to
the prewriting process. posts as needed. COVID-19. The NHS
students are reaching out
(9/25/18) (5/5/2019) to their classmates
virtually to check in on
students having difficult
I feel as though in my times during social
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
current capacity of being distancing and looking at
a teacher in an online other ways they can serve
school I have not had as their communities during
much growth in this a troubling time.
aspect. It is an
independent student (3/24/20)
environment, and the
students do not have
nearly as much
interaction with their
classmates as they would
in a traditional brick and
mortar school. It can be
challenging developing a
true sense of community.

However, my students do
have the opportunity to
interact with each other
within the context of
discussion board
assignments and chat
pods during our weekly
lessons. The expectations
for interactions are made
clear and the students are
respectful to each other
during these interactions.

(10/20/19)
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 interact learning environments monitoring and changing
students
during instruction. interact with each other in ways that deepen their that relate to and enhance the design of learning
to understand and understanding of the instruction and reflect environments and
complete learning tasks in content and develop their diversity. structures for
single lessons or constructive social and Students share in interactions.
sequence of lessons. academic interactions. monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence Used class discussion As I have become more
board to facilitate a comfortable with the
brainstorming/feedback various tools and
activity in which students resources our school
shared topics for provides to students, I am
narrative portfolio and looking for more tools
responded to classmates’ outside our Connexus
posts with constructive program, including
feedback. I then gave applications like Kahoots
feedback on posts and and Prezi, or useful
amount/quality of websites such as Purdue
comments. (9/25/18) OWL.

I have also started to host

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students continued to use more optional small group
the Connexus library of workshops to allow
resources to complete students more
their assignments and opportunities to work
enrich their learning together.
experiences. They were
encouraged to use various (10/20/19)
search engines in small
groups for research
projects and to share
their results within small I have not had the
group chat pods. opportunity to grow in
this section as much as I
(5/5/2019) would like. I am
continuing to include
more instructional
resources for my students
but developing a class
sense of camaraderie has
been difficult. Because
students have few
opportunities to work
together in a virtual
environment/independent
study program I am
opening up one of my two
office hours sessions each
week for a “social hour” to
allow students to spend
time chit-chatting and
developing bonds with
their classmates in a safe,
monitored environment (I
participate minimally,
giving students the
opportunity to lead
conversations).

(3/24/20)
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
maintaining learning Explores strategies to
environments that establish intellectual and
are physically, emotional safety in the
intellectually, and classroom.
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.
Evidence Since interactions
between students are
solely online (save for
occasional picnics and
fieldtrips), most of the
safety involves internet
safety protocol, as well as
discussing personal
details at levels in which
they are comfortable.
Ex.) Narrative essay—I
instructed students to
share events/stories they
were comfortable
sharing, and to be
sensitive to others in
their feedback. (9/25/18)
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 perseverance
Students develop and for academic
Students take risks, offer practice resiliency skills achievement.
opinions, and share and strategies to strive Students maintain
alternative perspectives for academic achievement intellectual and emotional
and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
As the school year has
progress and students
have become more
comfortable with working
with each other and me
they have started to
socialize more within the
chat rooms. While this
has been beneficial for
their socialization needs,
it creates a unique
challenge of monitoring
chats and discussion
boards to check for
appropriate behavior.
Overall, students are
more willing at this point
to share differing
opinions, and have
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
healthy, civil discussion.
The few times students
have been disruptive or
inappropriate have been
dealt with quickly and in
a manner that ensures
dignity and learning for
all parties involved.

(5/5/2019)

It is still fairly early in our

school year, and my
students are still working
on developing
relationships with myself
and with each other.
Many students are still
not ready to share their
opinions for fear of
conflict. Before discussing
sensitive subjects (such
as Islamic traditions in
“My Forbidden Face”) I
give a little background
information to help
students understand
cultural concepts and
various religious beliefs.

(10/20/19)

I have not had as much

growth in this CSTP as I
would like. I am still
working on ways to
responsibly encourage
student interactions
within an all-online
school environment.
Students has had an
especially difficult time
focusing due to the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
COVID-19 news, and
during our LiveLessons if
the chat becomes too off-
topic (many students are
upset discussing COVID-
19 because their families’
futures are uncertain). In
this situation I remove
the chat pod from the
LiveLesson room to
reduce the amount of off-
topic conversations and
will move the chat pod
back for students to use
when I asked questions or
am encouraging the
students to talk about a
certain point in the
lesson. Right now my
priority is to make my
virtual classroom as safe
for students as possible
during a stressful time.

(3/24/20)

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
students 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.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
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 expectations.
achievement.
Some students ask for Some individuals and Students engage in a Students take
teacher support to groups of students work variety of differentiated Students actively use responsibility to fully
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
understand or complete
learning tasks.
As an independent study
program, I understand
the importance of having
clear expectations for
students and teaching
them how to be advocates
for their own education.
Based on state standards
and our school’s
philosophy, I will learn to
Evidence encourage students to
utilize all available
resources, including
myself, their classmates,
and the curriculum
adopted by our school.
(9/25/18)
Element 2.5 Emerging
Developing, Establishes expectations,
communicating, and rules, and consequences
maintaining for individual and group
high standards for behavior.
individual and group
behavior
Refers to standards for
behavior and applies
consequences as needed.
with the teacher to
support accuracy and
comprehension in their
learning.
This semester I provided
additional small
group/independent office
hour/workshops for
students to have the
opportunity to work on
scaffolding instruction,
remediating content as
needed, and reteaching
for students who were
either unable to attend a
lecture or need more
clarification. My PLC and I
make sure that all of
these workshops, in
addition to regular
lessons, align to state
standards.
(5/5/2019)
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
supports and challenges supports and challenges utilize teacher and peer
in ways that promote to complete critical support, to achieve
their accuracy, analysis, reading, writing, higher consistently high levels of
and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.
There are some unique For our Romeo and Juliet
challenges with only persuasive essay I put on
having 1 hour of whole- a special writing
group instruction time a workshop for developing
week. However, I have persuasive arguments.
begun differentiating my During this presentation,
instruction more by using students were given the
small-group breakout chance to fill in blanks as
rooms to pair high- a way of working through
performing students with practice scenarios to help
students who would them build confidence in
benefit from being able to their writing and
work with a more strengthen their voices
knowledgeable peer. I while presenting
also provide optional evidence to support their
workshop office hours for arguments.
students to reteach and
scaffold lessons (geared (3/24/20)
toward student who earn
less than 70% on
portfolios or tests)
(10/20/19)
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 encourage students to At the beginning of this
discuss our content in our semester I had quite a
general virtual classroom few new students in my
chat program as a whole- classes, so I took this as
group. an opportunity to revisit
class policies, review the
I have made clear the syllabus, and reiterate
expectations for virtual what is expected during
classroom behavior in my lessons, discussion board
syllabus, as well as the assignments, and
prerecorded introductory groupwork. I also
Live Lesson. developed a lesson on
community
No small group responsibility, both in the
assignments yet—will sense of the classroom
work with students to community and their own
monitor group work communities outside of
Evidence while giving them some the school environment.
autonomy. (5/5/2019)
(9/25/18)
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.
Our online environment When opening the floor
is fairly controlled, but for students I encourage
teachers still need to them to assume goodwill
make expectations clear. and best intentions from
In my previous year I did myself (as a teacher
not run into issues with giving feedback) and
student behavior besides from their classmates.
off topic discussions and Discussion rules are
chat pod spam. However, clearly posted and
this year I faced my first expectations for behavior
instancing of bully are reviewed before each
between one of my meeting.
students and the student
of one of the other I will rewatch lesson
English 9 teachers (a recordings to monitor my
member of my PLC) own behavior and how I
during one of our large- responded to students,
group LiveLessons. We especially after difficult
worked together with lessons to see how I could
both students involved. have handled the
The instigator was told situation better.
the consequences of her
actions and that further Students are encouraged
aggressive behavior to take constructive
would not be tolerated. criticism not as an insult,
We (the teachers) have but as an opportunity to
become clearer with our take the skills they have
“classroom” expectations, already worked to
and the instigating develop and begin
student has changed their polishing them based on
behavior. the feedback/rubrics that
are included in their
(10/20/19) graded assignments.
(3/24/2020)
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.
Responds to disruptive monitoring of norms. learning climate that Classroom climate
behavior. builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom
behaviors and responds behavior supports. Promotes positive
routines, procedures,
Students are aware of to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports
procedures, routines, and to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior
classroom norms. 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 receive Students participate in climate. climate that eliminate
can learn
correction for behavior routines, procedures, and most disruptive behavior.
that interferes with norms and receive
learning, and positive reinforcement for Students are involved in
reinforcement in positive behaviors. assessment and
following routines, monitoring of routines, Students share
procedures, and norms. Students receive timely procedures, and norms in responsibility with
and effective feedback ways that improve the teacher for managing and
and consequences for learning climate. maintaining a positive
behaviors that interfere classroom climate that
with learning. promotes learning.

As the policies and This semester I have been This year my PLC is trying As an extension for the
procedures for my virtual team-teaching with a team-teaching sessions previous semester there
classroom have been fellow teacher to try some where one teacher is more of an emphasis on
made clear in both new strategies. With our oversees delivering a students keeping each
writing and verbal online format this allows lesson and the other other accountable.
instruction, I strive to us to monitor student members of our PLC Several students have
maintain a routine with behavior in lessons more monitor the chat pod by become the “class
Evidence each meeting (opening closely. While one teacher answering questions and representatives” and will
question, agenda, review, is lecturing, the other can making sure students are encourage students to
lesson, recap, monitor the chat pod to on topic. This experiment stay on topic during a
announcements, closer). keep discussion on-topic, has had mixed results— lesson or encourage
warn students who are on the one hand we have participation. These same
I thank students for being disruptive, and if more students students will also fill in
successful meetings and necessary, remove participating in students who are late to
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.
speak privately with
disruptive students to ask
that they show more
respect to me and their
classmates. If a student is
being too disruptive, I
“mute” them in the chat,
but allow them to send
me private messages with
questions so that they
may still engage in the
lesson.
(9/25/18)
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.
students from the chat discussions, but on the
(they can watch the other it leaves more
lecture recording at a opportunities for
later date). students to get off topic.
When this happens, the
(5/5/2019) moderators will issue
warnings to students, and
if needed, remove the
chat pod until we have
guided discussions.
(10/20/19)
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.
the lesson and help get
them settled in. These
students were not asked
to take on these
responsibilities, but they
are acknowledged for
their effort in maintaining
a structured and
productive virtual
classroom.
(3/24/20)
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I need to work on this! I
get excited to speak with
students, and we often go
on tangents as we make
connections between our
curriculum and real-
world examples/current
events. Because I only get
1 hour a week in formal
instruction time, I need to
develop a better sense of
timing lessons so as not
to run over and miss
important parts of a
lesson.
Students have more
Evidence flexibility as far as time
allotments due to the
independent study nature
of the program and can go
back and review
recordings if needed.
(9/25/18)
As the school year has
progressed, I have
become more
comfortable with my
pacing for lessons and am
not running over as much
as I did at the beginning
of the school year. I have
a time outline for my
lessons and a timer to
help keep myself within
my time budget.
(5/5/2019)
I feel as though this is still
an area of growth for me.
With our independent
study program, we work
with a very limited
amount of time with
students as part of a
whole group setting, and
we primarily work with
students one on one. I still
need to use a timer to
keep track of my timing. I
want to work on
becoming more efficient
with my pacing to make
the most of the time I
have each week.
(10/20/19)
This semester I have felt
much more comfortable
with the timing of my
lessons. As we only have
1 hour a week of
instructional time (we are
an independent study
program) we are required
to squeeze in more
information in less time. I
find that developing a
lesson agenda has helped
tremendously, and I am
streamlining my one-on-
one curriculum-based
assessment calls.
Students can schedule
calls in 15-minute
increments via my
YouCanBookMe page and
leave a short description
of what they want to
discuss. This helps me be
prepared for the calls so
we can make the best use
of our time.
(3/24/20)