Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging
Models and communicates
expectations for fair and
respectful behavior to
support social
development.
Promoting social
Development and
responsibility within a
caring community
Some students share in
where each student is
responsibility for the
treated fairly and
classroom community.
respectfully
9-28-19
Whenever the students
come to me to solve the
conflict with their friends, I
explain how to solve the
problem and demonstrate
how to use the words. 9-
28-19
Evidence
Exploring
Models fair and respectful
behavior. Demonstrates
commitment to fairness and
respect in communications
with students about
language and behavior.
Seeks to understand
cultural perceptions of
caring community.
Students participate in
occasional community
building activities,
designed to promote
caring, fairness, and
respect.
5-1-20/10-24-20
This is also making efforts
as school wide. Every
week, school counselors
come to teach students
Kelso's choice so that they
can express their feelings
well in times of conflict.
5-1-20
I think it is as important to
respect and care for each
other in the virtual world as
in the real world.
Therefore, I think it is more
important than anything
else to educate students to
become responsible digital
citizens even in low grades,
so I teach them.
10-24-20
Applying
Reinforces positive,
responsible, and respectful
student interactions. Assists
students to resolve
conflicts.
Incorporates cultural
awareness to develop a
positive classroom climate.
Students demonstrate
efforts to be positive,
accepting, and respectful of
differences. 4-10-21
I'm encouraging students to
solve minor conflicts on
their own through Kelso's
choice, which they learned
in counseling sessions.
It also encourages students
to develop by setting goals
independently and having
time to reflect on
themselves. 4-10-21
Integrating
Develops shared
responsibility with students
for resolving conflict and
creating and maintaining a
caring classroom
community.   value of all members.
Supports students in taking
leadership in developing a
caring community that is
responsive to the diverse
cultural norms of identities
of all students.
Students take responsibility
resolving conflicts and
maintaining a caring
classroom community.
Students promote respect
and appreciation for
differences.
Innovating
Facilitates student self-
reflection and ongoing
improvement of the caring
community based on
respect, fairness, and the
Students take leadership in
resolving conflict and
creating a fair and
respectful classroom
community where student’s
home culture is included
and valued. Students
communicate with empathy
and understanding in
interactions with one
another.
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
9-28-19 academic interactions. assessment of
5-1-20/ 4-10-21 interactions to improve
effectiveness and develop
a positive culture for
learning. 4-10-21
Evidence I made groups by the level The COVID-19 incident It has already been a year
of the children to help has taught that virtual and two months since
each other. They learn by learning can affect COVID-19 appeared in
interacting with each students' achievement of Korea, and the school was
other as well as from each learning goals by shifted to virtual learning.
other. 9-28-19 differentiating even As I went back and forth
instructions from text to between in-person and
audio to video. virtual depending on the
5-1-20 positive number, my skills
have improved. I learned
I am always preparing for a lot of educational apps
virtual learning because that students enjoyed and
Korea is still going into learned platforms to
virtual learning because apply them. It is no longer
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
of COVID-19. ESOL a panic to switch to
students, in particular, virtual learning without
can practice their skills expectation. 4-10-21
through virtual learning
because I can assign
personalized homework
through a seesaw.
10-24-20
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
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. 9-28-19/ 5-1-20/ 10-24-
20
From day one, we set and
taught the rules of the
classroom about safety,
responsibility, and
respect with the children.
And I remind them
whenever there is a
safety issue. 9-28-19
Evidence
This is also making efforts
as school wide. Every
week, school counselors
come to teach students
Kelso's choice so that
they can express their
feelings well in times of
conflict.
5-1-20/ 4-10-21
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 intellectual and emotional
4-10-21 achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
This year, I am teaching
ESOL students, especially
ESOL students, who have
low self-esteem because
they think they can't
speak English, and if they
don't think the
environment is safe, it's
hard to say what they
know because of anxiety.
So I try to build rapport
with students and make
students feel comfortable
in the learning
environment.
4-10-21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring Applying Integrating Innovating
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and learning.
learning expectations for students. while becoming aware of understanding of technologies throughout Supports students to
environment with achievement patterns for achievement patterns, instruction that support utilize an extensive
high expectations individuals and groups of and uses scaffolds to the full range of learners repertoire of
and appropriate students. address achievement in meeting high differentiated strategies
support for all gaps. expectations for to meet high expectations.
students 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
understand or complete with the teacher to supports and challenges supports and challenges utilize teacher and peer
learning tasks. support accuracy and in ways that promote to complete critical support, to achieve
9-28-19/ 5-1-20/4-10-21 comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
learning. 4-10-21 and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.
Evidence My dilemma is to try to This year, I am teaching
make an environment ESOL students, especially
where the students can ESOL students, who have
learn by themselves in a low self-esteem because
free environment and they think they can't
compromise with a speak English, and if they
rigorous learning don't think the
environment. environment is safe, it's
9-28-19/ 5-1-20/ 4-10-21 hard to say what they
know because of anxiety.
So I try to build rapport
with students and make
students feel comfortable
in the learning
environment.
However, in addition to
making a safe
environment for students,
I appropriately challenge
students and provide
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
them with opportunities
to strengthen their
English practically in
many ways. 4-10-21

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 behaviors.
Developing, Refers to standards for Reviews standards for Utilizes routine Guides and supports
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 Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
9-28-19 respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.
5-1-20/ 10-24-20/4-10-
21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
In math class, I divide the
groups by levels and give
different tasks but not
every lesson. 9-28-19
Evidence
I've already been learning
for five weeks how
differentiated
instructions by
technology affect
students' learning. By
using Seesaw, I find that
the students react
differently to even the
instructions in writing, in
sound, or the video. I had
to interact individually
with the student, and I
think I get to know the
kids better by the way
they interact differently
while giving one-on-one
feedback.
5-1-20/10-24-20

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures,
routines, procedures, routines or norms for
norms, and supports single lessons to support
for positive behavior student learning.
to ensure a climate in
which all students
can learn
Responds to disruptive
behavior.
Students are aware of
procedures, routines, and
Develops routines,
procedures, and norms in
single lessons or
sequence of lessons with
some student
involvement.
Seeks to promote positive
behaviors and responds
to disruptive behavior.
Students receive
correction for behavior
Maintains regular use of Engages students in Facilitates student
routines and procedures monitoring and reflecting participating in
that are culturally on routines, procedures, developing, monitoring,
responsive and engage and norms in ways that and adjusting routines
students in the are culturally responsive. and procedures focuses
development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Provides positive relevant norms.
behavior supports. Promotes positive
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 behavior.
norms and receive
reinforcement for
positive behaviors.
Students are involved in Students share
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom norms.
9-28/19
It is easier to point out
bad behaviors than praise
or reward positive
behavior. However, I’m
trying many strategies to
be routines to ensure a
positive climate. 9-28-19
Evidence
Element 2.7 Emerging
Using instructional Paces instruction based
time to optimize on curriculum guidelines.
learning Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Some students complete
learning activities in time
allotted.
that interferes with
learning, and positive
reinforcement in
following routines,
procedures, and norms.
5-1-20/ 10-24-21
It is easier to point out
bad behaviors than praise
or reward positive
behavior. However, I’m
trying many strategies to
be routines to ensure a
positive climate.
5-1-20/ 10-24-21
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
Students receive timely assessment and responsibility with
and effective feedback monitoring of routines, teacher for managing and
and consequences for procedures, and norms in maintaining a positive
behaviors that interfere ways that improve the classroom climate that
with learning. learning climate. promotes learning.
4-10-21
This year, I am teaching
ESOL students, especially
ESOL students, who have
low self-esteem because
they think they can't
speak English, and if they
don't think the
environment is safe, it's
hard to say what they
know because of anxiety.
So I try to build rapport
with students and make
students feel comfortable
in the learning
environment.
However, in addition to
making a safe
environment for students,
I appropriately challenge
students and provide
them with opportunities
to strengthen their
English practically in
many ways. 4-10-21
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
some adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and review. prepared for the next reflection, self-
expectations for sequence of instruction. assessment, and goal
completion. setting.
9-28-19/ 5-1-20/ 10-24-
20/ 4-10-21
Depending on the
children's concentration, I
may make some
adjustments of time
allotted for tasks or
expectations for
completion.
9-28-19/ 5-1-20/10-24-
20/ 4-10-21

Evidence