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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community.   the value of all members.
and behavior. Incorporates cultural Supports students in
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community 9/18/21 responsive to the diverse in resolving conflict and
where each student Some students share in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the Students participate in efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. occasional community accepting, and respectful community where
building activities, of differences. Students take student’s home culture is
designed to promote responsibility resolving included and valued.
caring, fairness, and conflicts and maintaining Students communicate
respect. 9/18/21 a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
Evidence I model fairness and
respect by celebrating
individual students
during birthdays, and
when using a STAR
student board and a
Student of the Day. I use
student names and equity
sticks, and honor
individual student
responses and ideas. I
also invite students to
share about their
backgrounds and
encourage student
curiosity and respect of
all of the students in my
class. Students have been
focusing on how to treat
others with kindness and
respect. We discuss
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
strategies for conflict
resolution and hold one
another accountable for
our classroom
expectations. 9/18/21
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. 9/18/21 artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. learning and reflect
interaction between lessons or sequence of structures for interaction diversity within and
Creating physical or
students can support lessons to support during learning activities Integrates a variety of beyond the classroom.
virtual learning
learning. student learning.9/18/21 that ensures a focus on structures for interaction
environments that
and completion of that engage students Selects from a repertoire
promote student
learning tasks. 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 routinely use a
productive
available resources in provided in learning Students use a variety of range of resources in Students participate in
interactions among
learning environments environments and resources in learning learning environments monitoring and changing
students
during instruction. interact with each other environments and that relate to and enhance the design of learning
to understand and interact in ways that instruction and reflect environments and
complete learning tasks in deepen their their diversity. structures for
single lessons or understanding of the Students share in interactions.
sequence of lessons. content and develop monitoring and
9/18/21 constructive social and assessment of
academic interactions. interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence Lessons provide The current desk
opportunities for arrangement allows
students to engage students to
with a variety of collaborate with
classmates in someone next to
meaningful ways. them with
Students have opportunities for
opportunities to focused learning
share their work to during instructional
encourage time. Students are
appreciation of intentionally
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
differences. Students positioned based on
use resources such as learning strengths
math tools, personal and needs. The
whiteboards, and our classroom has
classroom library to displays of student
accomplish learning work. Students have
goals. Students access to resources
additionally use such as math tools, a
manipulatives such word wall, and a
as magnetic letters sound alphabet to aid
and sorting tools learning. 9/18/21
collaboratively in
centers. 9/18/21
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. 9/18/21 in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
their own language and
maintaining learning
Explores strategies to Models and provides behavior that contributes
environments that
establish intellectual and instruction on skills that to intellectual and
are physically,
emotional safety in the develop resiliency and emotional safety in the
intellectually, and
classroom.9/18/21 support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in perseverance
required safety Students develop and for academic
procedures and the Students follow teacher Students take risks, offer practice resiliency skills achievement.
school and classroom guidance regarding opinions, and share and strategies to strive Students maintain
rational for maintaining potential safety issues for alternative perspectives for academic intellectual and emotional
safety. self or others. 9/18/21 achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Evidence I intentionally make
choices in and out of
the classroom to
promote safety such
as where certain
materials are stored,
routines for
emergency
situations, and
measures to keep
students healthy. I
explicitly teach
students how to
interact with one
another and how to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
be respectful of other
classmates’ space
and ideas. I also
attempt to engage
students in
discussions, both
one-on-one and
whole class, on
emotional regulation
and strategies to use
when frustrated,
upset, or when in a
conflict. Students
apply safety
measures each day
and hold one another
accountable for their
actions and words.
9/18/21

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.9/18/21 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
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
learning. 9/18/21 and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.
I have specific
learning goals for my
lessons and use
different assessment
measures such as
questioning, exit
tickets, and
observation to gauge
student
understanding. I hold
all students to high
standards,
encouraging growth
through
opportunities for
Evidence improving work. I am
becoming more
aware of
achievement
patterns, but I am yet
to fully differentiate
and provide
necessary scaffolds
for individual
learners. Students
work with me one-
on-one or in small
groups to clarify
misinterpretations
and deepen learning.
9/18/21

Element 2.5 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. 9/18/21 behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. 9/18/21 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
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. 9/18/21 make improvements. unique identities.

Evidence I included students in Students are aware of

making a list of our expectations and
behavior work hard to follow
expectations we them. They
thought were encourage their
necessary for a well- classmates to also
functioning follow these
classroom expectations by
community. I giving verbal and
communicate these nonverbal reminders.
expectations Students accept
frequently during consequences and
transition times and work to make better
before activities. I choices throughout
give the whole class the day.9/18/21
and individuals
feedback on their
behavior and
whether or not it
aligns with our
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
expectations for each
other. Students have
opportunities
throughout the day
to make choices that
reflect our goals as a
class. 9/18/21

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. 9/18/21 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
Seeks to promote positive Provides positive relevant norms.
Employing classroom Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures, behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior 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 participate in climate. climate that eliminate
can learn routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior 9/18/21 Students are involved in Students share
classroom norms. that interferes with assessment and responsibility with
learning, and positive Students receive timely monitoring of routines, teacher for managing and
reinforcement in and effective feedback procedures, and norms in maintaining a positive
following routines, and consequences for ways that improve the classroom climate that
procedures, and norms. behaviors that interfere learning climate. promotes learning.
9/18/21 with learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I am constantly Students receive
reinforcing routines reminders and
and giving students strategies to help
many opportunities them follow our
to practice each behavior
routine. I give expectations. We
students feedback on have frequent
how they operated discussions using
and suggestions for real-life scenarios
how to engage in the about our words and
routine more actions and how they
effectively next time. can affect others.
Students have Students receive
opportunities to give individual and whole
ideas for how we can class positive
Evidence improve as class. reinforcement using
Students receive a form of a token
logical consequences economy. 9/18/21
that directly relate to
the behavior that
interfered with
student learning.
Students receive
positive
reinforcement for
following routines in
the form of rewards
and positive praise,
which encourages
other students to
make improvements.
9/18/21

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 for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
lessons. 9/18/21 activities and closure. instructional time.

Some students complete
learning activities in time
allotted.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion. 9/18/21
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.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.

As I am becoming Students receive

more familiar with
the curriculum and
my class, I am
learning how to
better plan the pace
of my lessons. I am
reinforcing expected
behaviors during
Evidence transition times to
minimize time spent
on non-instructional
processes. I am still
figuring out the best
ways to move
between lessons, pull
outs, and other
activities throughout
the day. 9/18/21
some adjustments
based on the time it
takes to complete an
activity. Some
students are allotted
extra time, while
others receive extra
activities or
opportunities to
extend their learning.
9/18/21