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 respectful responsibility with reflection and ongoing
expectations for fair and commitment to fairness student interactions. students for resolving improvement of the caring
respectful behavior to and respect in Assists students to resolve conflict and creating and community based on
support social communications with conflicts. maintaining a caring respect, fairness, and the
development. students about language Incorporates cultural classroom community.   value of all members.
and behavior. awareness to develop a Supports students in 4/1/22
Promoting social Seeks to understand positive classroom climate. taking leadership in
Development and cultural perceptions of 7/18/21 developing a caring
responsibility within caring community. community that is Students take leadership
a caring community Some students share in responsive to the diverse in resolving conflict and
where each student responsibility for the Students demonstrate cultural norms of creating a fair and
is treated fairly and classroom community. Students participate in efforts to be positive, identities of all students. respectful classroom
respectfully occasional community accepting, and respectful community where
building activities, of differences. 7/18/21 Students take student’s home culture is
designed to promote responsibility for included and valued.
caring, fairness, and resolving conflicts and Students communicate
respect. maintaining a caring with empathy and
classroom community. understanding in
Students promote respect interactions with one
and appreciation for another. 4/1/22
differences. 11/21
At the beginning of the With many students in For the senior class, every
semester, classroom and out of the classroom student wrote a letter to
norms and expectations due to Covid and other his/her future self to
are clearly conveyed to issues during the express their academic
students, including pandemic. We established and personal goals. At the
routines, languages, a buddy system for end of the year, the letter
etiquettes, and rules of students to pair up with is returned to each
debates. These norms are their close friends in class student and they need to
enforced constantly and they are responsible reflect and discuss the
throughout the semester. for sharing notes and achievements and
Evidence 7/18/21 updating things that setbacks. This fosters the
happened in class with the close community as they
During discussions and absent classmates, in reflect about their
debates, students would addition to instructions relationships with each
first give respectful posted online and emails other and with the teacher
feedback to the previous sent out by the teacher. and the school. 4/1/22
student’s comment, then 11/21
add/modify/contradict
with their own answers.
Even if they disagree.
7/18/21.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring
Is aware of the Experiments with and/or
importance of the virtual learning
physical and/or virtual environments that
learning environments support student learning.
that support student 7/18/21
learning.
Is aware that structured Structures for interaction
interaction between are taught in single
Creating physical or
students can support lessons or sequence of
virtual learning
learning. lessons to support
environments that
student learning.
promote student
learning, reflect
diversity, and
encourage
constructive and
Some students use Students use resources
productive
available resources in provided in learning
interactions among
learning environments environments and
students
during instruction. interact with each other
to understand and
complete learning tasks in
single lessons or sequence
of lessons. 7/18/21
Depending on the lesson
activities, I will modify the
classroom space to
accommodate the design
of the activity. If it is a
debate, the tables and
Evidence chairs would be divided
into two groups facing
each other. If it is a
speech, the chairs would
be arranged as a
semi-circle. 7/18/21
Applying Integrating
Develops physical Maintains physical
environments that reflect environments that reflect
student diversity and student diversity and
provide a range of provides a broad range of
resources for learning. resources, displays, and
10/21/21 artifacts that are current
and integral to
Utilizes a variety of instruction. 4/1/22
structures for interaction
during learning activities Integrates a variety of
that ensure a focus on and structures for interaction
completion of learning that engage students
tasks. 7/18/21 constructively and
productively in learning.
10/21/21
Students routinely use a
Students use a variety of range of resources in
resources in learning learning environments
environments and that relate to and enhance
interact in ways that instruction and reflect
deepen their their diversity.
understanding of the Students share in
content and develop monitoring and
constructive social and assessment of
academic interactions. interactions to improve
10/21/21 effectiveness and develop
a positive culture for
learning. 4/1/22
In addition to tables and The variety of interactive
chairs, I also use maps on structures include See-
the wall, posters, and Think-Wonder, Think-Pair
writing on the whiteboard -Share, 3-2-1, Quote of the
to promote a positive Day, Closing Summaries.
learning environment. These can be individual or
7/18/21 group, paper or tech,
speaking or writing.
I keep a world map wall, Students get used to the
where students’ travel routines as it becomes a
photos are connected to second nature. 10/21/21
the location by a string.
10/21/21
Innovating
Adapts physical and/or
environments flexibly to
facilitate access to a wide
range of resources that
engage students in
learning. Ensures that
environments enhance
learning and reflect
diversity within and
beyond the classroom.
4/1/22
Selects from a repertoire
of structures for
interaction to ensure
accelerated learning for
the full range of students.
Students participate in
monitoring and changing
the design of learning
environments and
structures for
interactions.
At the beginning of the
semester, students are
encouraged to bring a
photo of their travel
around the world to the
class. The photos are
nailed right next to a
world map in the
backboard, connecting the
locations on the map by a
string. As we learn about
the world, students can
make a connection. 4/22
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. 7/18/21
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. 7/18/21
safety.
Many historical topics are
sensitive and painful. To
make sure students are
emotionally safe, I make
sure that students and
parents are briefed about
sensitive videos on
historical events such as
the Holocaust, parental
Evidence consents are given, and
students are sitting in a
comfortable, secure
manner with a supportive
peer during the video.
7/18/21
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. 4/1/22 physical, intellectual, and
include examining biases emotional environment
in the learning focused on high quality
environment and and rigorous learning.
curriculum. 10/21/21 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. 4/1/22
emotional safety. 4/1/22 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 for Students maintain
alternative perspectives. academic achievement, intellectual and emotional
10/21/21 and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom. 4/1/22
If I see one student is
about to make fun at
another student’s
expense and knowing his
behavior pattern, I would
stop him by reminding
him of “the talk” we had
or ask him to switch his
seat for the remainder of
the class. For biases, we
always explore the author,
publisher, and source of
funds of the textbook
before reading them.
Students know that free
expression is encouraged
as long as it is learning
appropriate. 10/21/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring
Focuses the rigor of the Strives for a rigorous
learning environment on learning environment
accuracy of answers and that includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the targeted learning goals.
importance of Works to maintain high
Creating a rigorous maintaining high expectations for students
learning expectations for students. while becoming aware of
environment with achievement patterns for
high expectations individuals and groups of
and appropriate students. 7/18/21
support for all
students
Some students ask for Some individuals and
teacher support to groups of students work
understand or complete with the teacher to
learning tasks. support accuracy and
comprehension in their
learning. 7/18/21
I gave students second
chances without a penalty
if their first assignment
submission quality is too
low. I prefer not to punish
student for sloppy works,
but to give them the high
expectation of fixing their
work. Students usually do
Evidence resubmit a higher quality
work. 7/18/21
Applying Integrating Innovating
Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment throughout the learning learning environment in
that includes accuracy, environment that values which students take
analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate levels of critical reading, writing Fosters extended studies,
challenge. and thinking. research, analysis and
Holds high expectations Integrates strategic purposeful use of
for students. Has an scaffolds and technologies learning.
understanding of throughout instruction Supports students to
achievement patterns, that support the full range utilize an extensive
and uses scaffolds to of learners in meeting repertoire of
address achievement high expectations for differentiated strategies
gaps. 10/21/21 achievement. 4/1/22 to meet high expectations.
Students engage in a Students actively use Students take
variety of differentiated supports and challenges responsibility to fully
supports and challenges to complete critical utilize teacher and peer
in ways that promote reading, writing, higher support, to achieve
their accuracy, analysis, order thinking, and consistently high levels of
and problem solving in problem solving across factual and analytical
learning. 10/21/21 subject matter. 4/1/22 learning.
For a routine day, class
starts with a warm up
(individual), pair-share
(partner), content/skill
learning (individual),
discussion (group),
classwork (partner), exit
ticket (individual or
partner). Every minute
counts, works are
checked and stamped at
the end of the class.
Students are supported
throughout the learning
process with examples,
Q&A, brainstorm, and
clarification. 10/21/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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. 7/18/21 across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports 4/1/22
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. 7/18/21 behavior and
reinforcement. participation. 11/21 Students demonstrate
positive behavior,
Students are aware of Students know Students follow behavior Students respond to consistent participation
classroom rules and expectations for behavior expectations, accept individual and group and are valued for their
consequences. and consequences and consequences and behaviors and encourage unique identities. 4/1/22
respond to guidance in increase positive and support each other to
following them. behaviors. 7/18/21 make improvements.
11/21
I make sure that positive Use Letter to Yourself at
behavior is encouraged by the beginning of the
giving rewards such as semester to ask students
“pick your own seat for to self-assess their
the week” or “pick your achievement from the
preferred presentation previous year, their goals
slot”. 7/18/21 for the semester, and
things they want to
For discussions and improve, including both
Evidence debates, rules of speaking in and outside of the
and responses are clearly classroom. Follow up
laid out in the rubric. throughout the semester
7/18/21 with students. 11/21
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.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
Provides positive strengths. 11/21 standards and culturally
Employing classroom Seeks to promote positive behavior supports. relevant norms. 4/1/22
routines, procedures, Responds to disruptive behaviors and responds Responds appropriately Promotes positive
norms, and supports behavior. to disruptive behavior. to behaviors in ways that behaviors and Promotes positive
for positive behavior lessen disruptions to the consistently prevents or behaviors and establishes
to ensure a climate in learning climate. refocuses behaviors preventions and a
which all students Students participate in disruptive to the learning positive classroom
can learn Students receive routines, procedures, and climate. 11/21 climate that eliminate
correction for behavior norms and receive most disruptive behavior.
that interferes with reinforcement for positive 4/1/22
learning, and positive behaviors. 7/18/21 Students are involved in
Students are aware of reinforcement in assessment and
procedures, routines, and following routines, Students receive timely monitoring of routines, Students share
classroom norms. procedures, and norms. and effective feedback procedures, and norms in responsibility with
and consequences for ways that improve the teacher for managing and
behaviors that interfere learning climate. 11/21 maintaining a positive
with learning. 7/18/21 classroom climate that
promotes learning.
I use the first week of After a debate, give out an
school to establish a firm evaluation form to ask
routine at the beginning students to reflect on
of each class and make their performance during
sure students incorporate the debate, including key
the routine into a habit content, style,
before moving on. This collaboration, responses,
includes how to start a and overall behaviors.
Evidence class, what to do when They need to write how
the bell rings, how to they would change and
signal the need to go to improve. 11/21
the restroom/sharpen
pencil/ask questions, etc. Students are reflective
Students who forget the and agree to keep the
rules are kindly reminded debate rules strict for
each time. 7/18/21 future debates. 11/21
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
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
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
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding,
completion of learning
activities and closure.
7/18/21
Students participate in
and complete a variety of
learning activities in the
time allotted with options
for extension and review.
7/18/21
Integrating
Paces instruction to
include ongoing
assessment of student
learning. Supports
students in the
monitoring of
instructional time. 11/21
Students use their
instructional time to
engage in and complete
learning activities and are
prepared for the next
sequence of instruction.
11/21
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities. 4/1/22
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection,
self-assessment, and goal
setting. 4/1/22

Lessons are generally Establish formative

divided into 3-4 parts in a
typical lesson: 1. A
warm-up with new info or
a quick review. 2. New
lesson through UDL. 3.
Q&A and class discussion.
4. Informal assessment
and class activities, group
works, or individual
assignments. 7/18/21
Evidence
Because I check class
notes and class work
during and immediately
after the lesson, students
tend to make sure they
pay attention and get
things done on time.
7/18/21
assessment on a regular
interval during class
session, one during
warm-up, one during the
main session, and one at
the end of the lesson.
11/21
Students like to know
how much they
remember, especially
when formats are varied:
MCQs, matching, short
answers, in teams, as
individuals. 11/21