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,
communicates behavior. Demonstrates responsible, and
expectations for fair and commitment to fairness respectful student
respectful behavior to and respect in interactions. Assists
support social communications with students to resolve
development. students about language conflicts.
and behavior. Incorporates cultural
Promoting social Seeks to understand awareness to develop a
Development and cultural perceptions of positive classroom
responsibility within caring community. climate.
a caring community
where each student Some students share in Students participate in Students demonstrate
is treated fairly and responsibility for the occasional community efforts to be positive,
respectfully classroom community. building activities, accepting, and respectful
designed to promote of differences.
caring, fairness, and
respect.
Evidence I utilize equity sticks or a
random spinning wheel
of names when calling on
students and provide
opportunities for
volunteers.
I provide opportunities
for all students to
participate in activities
and discussions. For
example, student’s
answers to discussion
questions are often
placed into an area where
all students can read their
responses.
I provide writing utensils,
scissors, rulers, colored
pencils, and many other
tools for students who
may not be able to have
Develops shared Facilitates student self-
responsibility with reflection and ongoing
students for resolving improvement of the
conflict and creating and caring community based
maintaining a caring on respect, fairness, and
classroom community.   the value of all members.
Supports students in
taking leadership in
developing a caring
community that is Students take leadership
responsive to the diverse in resolving conflict and
cultural norms of creating a fair and
identities of all students. respectful classroom
community where
Students take student’s home culture is
responsibility resolving included and valued.
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. 11/6/21
At the beginning of the
school year, I guided a
discussion on classroom
expectations where the
students provided
behaviors that they felt
represented good
classroom behavior
11/6/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
their own.
I model positive
interactions by
addressing students in a
positive manner and
greeting students at the
door regularly.
I regularly have students
interacting in groups and
promote positive
interactions. 10/2020

Most students work

together and help each
other out when grouped.
Students participate in
getting-to-know-you
activities at the beginning
of the year
Whenever there is a new
group, students spend
time getting introduced
to each other 10/2020

4/2021 There is little to

no conflict between
students during distance
learning.
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 10/2020 10/2021 accelerated learning for
encourage the full range of students.
constructive and Some students use Students use resources Students use a variety of
productive available resources in provided in learning resources in learning Students routinely use a Students participate in
interactions among learning environments environments and environments and range of resources in monitoring and changing
students during instruction. interact with each other interact in ways that learning environments the design of learning
to understand and deepen their that relate to and enhance environments and
complete learning tasks in understanding of the instruction and reflect structures for
single lessons or content and develop their diversity. interactions.
sequence of lessons. constructive social and Students share in
academic interactions. monitoring and
10/2020 assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
I utilize activities like Students are seated
think-pair-share to so that they are easily
encourage able to be placed in
constructive and groups of 2-4.
productive
Evidence
interactions among Instructions are
students posted on the
projector for either
Students work in individual or group
pairs or groups to work (depending on
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
work through the situation).
discussion questions Visuals are added to
before a class text to add context
discussion. 10/2020 and to help the
diverse student
learning needs.
10/2020
I develop guiding
questions for text and
video to help focus
the
reading/watching.
4/2021

Students are seated

in groups of 3-4 and
are routinely asked to
share their thoughts
or discuss questions.
Their seats are
labeled by letter (A,
B, C, and D) and are
instructed to start at
different spots each
time and share in a
circle to keep it fair.
10/2021
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 learning.
curriculum. Engages in reflection on
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. 4/2021
emotionally safe emotional safety. Students demonstrate
Students are aware of 10/2020 resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the guidance regarding practice resiliency skills achievement.
school and classroom potential safety issues for Students take risks, offer and strategies to strive Students maintain
rational for maintaining self or others. opinions, and share for academic intellectual and emotional
safety. alternative perspectives achievement, and safety for themselves and
10/2020 establish intellectual and others in the classroom.
emotional safety in the
classroom. 4/2021
11/6/21
I make sure that In addition to the
backpacks, books, yellow, I have the
and folders are not in students create
the walkways. academic and
personal goals at the
Lab equipment is beginning of the
stored properly semester and then
Evidence visit them
Lab safety is gone periodically
over and practiced throughout the year
by having them share
I respectfully listen to their
all answers in class accomplishments and
discussions to see the or things that they
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students point of could be doing to
view help themselves
reach those goals.
Students feel safe to The other classmates
give answers then comment on
whether write or their peers’ posts
wrong 10/2020 with positivity and
encouragement.
I have students
reflect on why they
got questions wrong,
as in, did they read it
wrong, confuse it
with something, not
understand the
question… etc. I have
students answer
questions
anonymously to
other students
through peardeck,
which allows them to
take risks. 4/2021
11/6/21

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. address achievement in meeting high differentiated strategies
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
gaps. 10/2020 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
comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
learning. and problem solving in order thinking, and factual and analytical
learning. 10/2020 problem solving across learning.
4/2021 subject matter. 10/2021

Evidence In order to reach the Students analyze a

diverse learners, I variety of recourses,
utilize multiple including text,
methods to teach a graphs, videos, data,
concept. and more. They then
I utilize pretests and support claims with
my understanding of evidence from the
the students to recourses which
provide background promotes critical
knowledge when reading, thinking,
applicable. and writing.
I use PearDeck as a 10/21/2021
method to easily
check for
understanding of the
entire class which
allows me to support
the students who
need extra support
During distance
learning I open a
breakout room for
students to join for
additional support.
I offer time after
school for students
who need additional
support.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students join
meetings after school
for extra support.
Students utilize the
breakout room if
they have questions
10/2020

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. 10/2020 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. 10/2020 behavior and
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
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. 10/2020 make improvements. unique identities.
10/21/2021
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I post and reference Students work in
expectations for student groups to help each
behavior on the projector
during group or
other meet learning
individual work. 10/2020 goals. When students
4/2021 answer questions,
they help build off
I utilize specific jobs each other ideas to
when in groups which
helps to maintain high
support
Evidence
standards. 10/2020 improvements.
4/2021 10/2021

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
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
10/2020 4/2021 builds on student integrates school
11/6/21 strengths. standards and culturally
Seeks to promote positive relevant norms.
Responds to disruptive behaviors and responds Promotes positive
behavior. to disruptive behavior. Provides positive behaviors and Promotes positive
behavior supports. consistently prevents or behaviors and establishes
Responds appropriately refocuses behaviors preventions and a
to behaviors in ways that disruptive to the learning positive classroom
lessen disruptions to the climate. climate that eliminate
learning climate. most disruptive behavior.
Students participate in
routines, procedures, and
Students are aware of Students receive norms and receive
procedures, routines, and correction for behavior reinforcement for Students are involved in Students share
classroom norms. that interferes with positive behaviors. assessment and responsibility with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning, and positive 10/2020 4/2021 monitoring of routines, teacher for managing and
reinforcement in 11/6/21 procedures, and norms in maintaining a positive
following routines, ways that improve the classroom climate that
procedures, and norms. Students receive timely learning climate. promotes learning.
and effective feedback
and consequences for
behaviors that interfere
with learning. 10/2020
4/2021

I start the day with a

warmup that is posted on
the board. Students will
come into class and get
started right away. I will
then have the students
share out with partners
before having a class
discussion. 10/2020
4/202111/6/21

I utilize a participation
points system where
students receive a few
points a day for positive
behavior. Students who
Evidence show negative behavior
loose points. 10/2020
4/202111/6/21

When a student is
engaging in behavior that
is interfering with
learning, I will either
address it immediately (if
it is interfering with other
students learning) or will
address it when there is a
natural break in the
lesson so as to not
interfere in other
students learning.
10/2020 4/202111/6/21
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
lessons.
Using instructional
time to optimize
Some students complete
learning
learning activities in time
allotted.
Evidence
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.
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.
10/2020
Students participate in
and complete a variety of Students use their
learning activities in the instructional time to
time allotted with options engage in and complete
for extension and review. learning activities and are
prepared for the next
sequence of instruction.
10/2020
I place any papers for the
day at a table near the
entrance for students to
pick up so that I do not
waste time passing out
papers.
I take roll during the
warmup so that I do not
waste instructional time.
I monitor student
progress on assignments
and extend or shorten my
predicted time based on
student progress.
10/2020
Students work on
assignments when given
the opportunity (I walk
around the room to make
sure)
I wait until most students
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities. 4/2021
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting. 4/202111/6/21
In addition to the yellow, I
adjust instruction in the
moment if something
ends up taking longer or
is done quicker that
expected.
Students begin a warmup
as soon as class begins.
4/202111/6/21
Students reflect on their
understanding of learning
goals by self-assessing
and providing reflective
feedback on areas of
confusion. Students set
goals at the beginning of
the semester and reassess
those goals periodically
throughout the school
year. 4/2021 11/6/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
are complete before
moving on to the next
sequence in
instruction10/2020