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
and behavior. Incorporates cultural Supports students in members.7/22/18
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
a caring community responsive to the diverse Students take leadership
where each student Some students share in Students participate in Students demonstrate cultural norms of in resolving conflict and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. creating a fair and
respectfully classroom community. building activities, accepting, and respectful respectful classroom
designed to promote of differences. 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.7/22/18 another.

Students work hard to be I work very hard to create

kind, they know it is one
of the most basic things I
expect of them. However,
they still often seek me to
help facilitate situations.
Only towards the end of
the year do several
students begin to utilize
Evidence structures and processes
independently. 7/22/18
a classroom based on
shared agreements, self-
regulation, honesty and
integrity. I do this first,
my modeling to the best
of my ability. I create
structures for reflection,
and a model reflection
when I have had difficult
days. Students respond
well to the general sense
of calm and trust.
7/22/18

As a school-leader I have
developed our entire
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. 7 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.7/22/18
My classroom is covered
in student work, anchor
charts and I have a unit
wall that always displays
pertinent unit
information. I also have
systems in place for
Evidence
student who missed a
class or classes and those
who are struggling or
excelling. These systems
facilitate student choice
and autonomy while
making it a more effective
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
environment for self-
directed learning and
reflection. 7/22/18

Opening a school widened

the area I needed to look
at when thinking of useful
and interactive learning
spaces. This fall I focused
on our hallways, and we
added content specific
info-graphics outside of
every class and a space
for teachers to add
students shout outs.
11/2018

I continue to work on our

physical spaces, both in
our class, school and my
office. I have set up a
space that supports
student emotional
regulation and use of our
SEL learning. Students are
learning to use it in a way
that is effective and
independent. 5/2020
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 addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous
curriculum. Engages in reflection on learning.7/22/18
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety.
Students are aware of Students demonstrate
required safety Students follow teacher Students develop and resiliency in
procedures and the guidance regarding Students take risks, offer practice resiliency skills perseverance for
school and classroom potential safety issues for opinions, and share and strategies to strive academic achievement.
rational for maintaining self or others. alternative perspectives for academic Students maintain
safety. achievement, and intellectual and emotional
establish intellectual and safety for themselves and
emotional safety in the others in the classroom.
classroom.7/22/18
Students embody the I work hard on
desire to understand and establishing a classroom
seek to do so in our class. environment that
They ask questions, they promotes dialogue that is
respectfully disagree and open, respectful and
they work to justify their critical. This is especially
points of view. They make important now with our
sure to establish care for political climate and has
one another, and despite proven to be even more
Evidence the disagreements that challenging in
can often arise, they work establishing. I model the
together to continue to processing of opinions
build community and and ideas including
academic integrity. empathizing and seeking
7/22/18 to understand influential
factors that lead to
I actually moved myself differing perspectives. I
back here because this also work to bring in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
year I started working
with a new demographic
and a new neighborhood.
I have learned that being
able to establish and
maintain these
mentioned environments
takes time and
relationship. I am
learning what is needed
and how I must adapt. A
lot of our students use
physical aggression as a
means to problem-solve
and that is something I
need to work with in
order to rate myself
higher. As far as students
they are responding to
our first attempts to set
boundaries but it will be a
long road. 11/2018
resources that allow my
students to engage with
worldviews that are not
common in our area, and
that help demystify how
some opinions can exist.
7/22/18
With pride I can say I feel
that both my students
and myself can be rated
here now. We have
implemented circles,
mentoring, tutoring,
culture days, mediating in
attempts to help our
youth manage and
express emotion and heal.
This has all lead to an
environment of safety.
5/2020

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
Creating a rigorous
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
learning
maintaining high expectations for students for students. Has an scaffolds and learning.
environment with
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
high expectations
achievement patterns for achievement patterns, instruction that support utilize an extensive
and appropriate
individuals and groups of and uses scaffolds to the full range of learners repertoire of
support for all
students. address achievement in meeting high differentiated strategies
students
gaps. expectations for to meet high
achievement.7/22/18 expectations.
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning. and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter.7/22/18 learning.

I build all of my units

using the common core
literacy for social sciences
standards, the California
framework for history
and the AP framework
and standards. I also
apply frameworks of
critical reading and
writing which focus on
the critical analysis of
written work along with
stressing the importance
of the information’s
applicability.
Students currently use
the 5 levels of analysis by
Dr. Camangian to
continuously push their
analysis and their writing.
Evidence This structure
automatically makes the
aforementioned tasks
part of their everyday
goals. 7/22/18

I have worked in
conjunction with the
head of school to vet
curriculums that are
relevant, rigorous
and align with our
assessment plan.
11/2018

I continue to develop
my skills in
assessment. Recently
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I have started
working with
edulastic and our
teachers on the use of
live data and
supports in math.
5/2020

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
and group
Developing, Refers to standards for Reviews standards for Utilizes routine Guides and supports behaviors.7/22/18
communicating, and behavior and applies behavior with students in references to standards students to self-assess,
maintaining consequences as needed. single lessons or for behavior prior and monitor, and set goals for
high standards for sequence of lessons in during individual and individual and group
individual and group anticipation of need for group work. behavior and
behavior reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to
classroom rules and expectations for behavior expectations, accept individual and group Students demonstrate
consequences. and consequences and consequences and behaviors and encourage positive behavior,
respond to guidance in increase positive and support each other to consistent participation
following them. behaviors. make improvements. and are valued for their
unique
identities.7/22/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
With this being a new
neighborhood and
demographic, I rated
myself lower because the
systems needed to
promote and sustain high
standards are not
completely effective yet. I
am learning about my
new students and their
families one at a time.
11/2018
I have created a school-
wide PBIS program that
uses Class Dojo as a way
to support positive
behavior. There are
schoolwide incentives
Evidence and I support teachers in
developing the classroom
cultures. 5/2020
Element 2.6 Emerging Exploring Applying Integrating
Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting
I rarely have any
classroom behavior
issues. The culture
established and
maintained is one created
in collaboration with
students. We make
agreements at the
beginning of the
semester, and we set
goals in the context of
“this is why” our behavior
norms exist. Goals are
personal and academic
and help keep students
grounded and engaged. I
reference them when
needed and this is 95% of
the time all that is needed
to get us back on track.
When working in groups I
have helped establish
cooperative learning
models as opposed to
group work and this has
placed the emphasis and
student leadership and
self-regulation. These
structures are supported
by content the students
care about and by my
affirmation. My
affirmation matters to
many of them as I work
hard to establish personal
relationships with them
and this is often enough
for them to work hard.
7/22/18
Innovating
Facilitates student
participating in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
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
norms and receive behavior.7/22/18
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in
classroom norms. that interferes with Students receive timely assessment and Students share
learning, and positive and effective feedback monitoring of routines, responsibility with
reinforcement in and consequences for procedures, and norms in teacher for managing and
following routines, behaviors that interfere ways that improve the maintaining a positive
procedures, and norms. with learning. learning climate. classroom climate that
promotes
learning.7/22/18
I create many structures
in my class in
collaboration with my
students. For example, we
co-create our classroom
phone policy, and this in
turn makes phones an
almost non-existent issue.
This also leads to
Evidence students monitoring
themselves and one
another as they have had
part in creating an
agreement. They have a
natural sense of fairness
when it comes to
honoring what they have
created. I also work on
creating structures for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
noted student needs such
as a way to collect late
work, or way to help
student move ahead
when needed or review
when needed. I always
ask my students for their
input, since they are the
ones who will ultimately
use or not use a system it
is vital they help me
design it. This includes
the consistent use of
feedback models both
anonymous and
not.7/22/18

With in my classroom I
am able to establish an
environment that is
productive, caring and
effective in developing
collaboration among
students. 11/2018

I have established a
loving and effective class
culture that can almost
run itself with our
students at the helm. I
implement student jobs,
self-assessment trackers,
weekly rituals all things
that students enjoy.
Students are excelling
academically and are
invested in the
class.5/2020

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
time to optimize on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
learning Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
how transitions and
classroom management
impact pacing and
lessons.
Some students complete
learning activities in time
allotted.
Evidence
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.
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 Students monitor their
and complete a variety of instructional time to own time, are engaged in
learning activities in the engage in and complete accomplishing learning
time allotted with options learning activities and are goals, and participate in
for extension and review. prepared for the next reflection, self-
sequence of instruction. assessment, and goal
setting.
I often use a timer to
make sure we are moving
at an appropriate pace. I
also create check lists
with allotted times that
students can use to self-
monitor through a lesson
or set of tasks. This can be
for one class or can be
used for a project or unit.
Creating such structures
help students move at
their own pace while
allowing me to work on
creating and facilitating
differentiated instruction.
I also have students
regularly reflect on their
use of time and we talk
about the amount of time
given for certain tasks
and whether or not it is
appropriate. These
dialogues provide great
insight 7/22/18
Classroom practices have
transferred into the fall
and time all of class is
usually monitored by a
timer that establishes a
sense of urgency.11/2018
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I have developed systems
in class that allow
students to monitor the
pace of their learning and
lesson which allows for
time management to be
individualized. This also
supports students
building agency in their
own use of class time.
5/2020