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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, responsible, Develops shared responsibility with Facilitates student self-
respectful behavior.
communicates Demonstrates and respectful student students for resolving conflict and reflection and ongoing
expectations commitment to interactions. Assists students to creating and maintaining a caring improvement of the
for fair and fairness and resolve conflicts. classroom community.   caring community based
respect in
respectful communications Incorporates cultural awareness Supports students in taking leadership on respect, fairness, and
behavior to with students to develop a positive classroom in developing a caring community that is the value of all members.
support social about language and climate. 09.23.20 responsive to the diverse cultural norms
behavior.
Promoting social development. Seeks to of identities of all students. 10.24.21 |
Development and understand cultural Students demonstrate efforts to 05.07.22
responsibility within perceptions of be positive, accepting, and Students take leadership
caring community.
a caring community Some respectful of differences. Students take responsibility resolving in resolving conflict and
where each student students Students conflicts and maintaining a caring creating a fair and
is treated fairly and share in participate in classroom community. Students respectful classroom
occasional
respectfully responsibility community promote respect and appreciation for community where
for the building activities, differences.09.23.20 student’s home culture is
classroom designed to 10.24.21 | 05.07.22 included and valued.
promote caring,
community. fairness, and Students communicate
respect. with empathy and
understanding in
interactions with one
another.

Intentional work to build classroom This is a hallmark of our school, and by

culture—activities, conversations,
jokes, interactions, etc. all designed
to help foster the reality that I care
about students and want them to
succeed. Culture built on our
identities as individuals and as
groups, thus including culture.
09.23.20
Evidence
extension all the teachers and staff. As a
small school we work on resolving disputes
and disagreements with counseling, as well
as students advocating for themselves.
09.23.20
Date: 10.24.21
Evidence: The entire emphasis of our school,
especially at the start of the year, has been
about rebuilding (or maybe just building) the
culture at our school.

I’ve had several classes or even just class

periods where something wasn’t working—
lesson, or project, or routines or something—
so I had a class meeting and we discussed
what was happening and students and I
worked collaboratively to come up with
something that worked for all of us. 05.07.22
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 Develops physical environments that Maintains physical environments that Adapts physical and/or
importance of and/or virtual reflect student diversity and provide a reflect student diversity and provides a environments flexibly to
the physical learning
and/or virtual environments that
range of resources for learning.09.23.20 broad range of resources, displays, and facilitate access to a wide
learning support student artifacts that are current and integral to range of resources that
Creating physical or environments learning. Utilizes a variety of structures for instruction. engage students in learning.
virtual learning that support interaction during learning activities that Ensures that environments
student Structures for ensures a focus on and completion of Integrates a variety of structures for enhance learning and reflect
environments that learning. interaction are
promote student taught in single
learning tasks. interaction that engage students diversity within and beyond
Is aware that lessons or sequence constructively and productively in the classroom.
learning, reflect
structured of lessons to support Students use a variety of resources in learning.09.23.20
diversity, and interaction student learning. learning environments and interact in Selects from a repertoire of
encourage between ways that deepen their understanding of Students routinely use a range of resources structures for interaction to
constructive and students can Students use
support resources provided
the content and develop constructive in learning environments that relate to and ensure accelerated learning
productive learning. in learning social and academic interactions.09.23.20 enhance instruction and reflect their for the full range of
interactions among environments and diversity. Students share in monitoring and students.
students Some students interact with each assessment of interactions to improve
use available other to understand effectiveness and develop a positive culture Students participate in
resources in and complete
learning learning tasks in
for learning.10.24.21 | 05.07.22 monitoring and changing
environments single lessons or the design of learning
during sequence of lessons. environments and
instruction. structures for interactions.
Extra effort last year in physical I intentionally built in multiple ways for
classroom to display evidence of student students to engage with material through
learning, as well as the process of student different activities, collaborations, thinking
learning in ways that are both routines, etc. I also used other teachers, staff
representative of what we actually do in members, and administrators to help me
class and reference points for students design projects and make them more
during units. 09.23.20 relevant and interesting for students
09.23.20
Students use multiple points of access to
curriculum through routines, activities, Date: 10.24.21
thinking routines, group work 09.23.20 Evidence: My class has been rearranged to
Evidence encourage conversations amongst students,
and I've adjusted my approach to classroom
management to focus more on building
relationships with students and then
designing activities to encourage students
to build relationships with each other too.

I put posters and student work up to better

reflect the policies, routines, vibe, and such
of what happens in the classroom. 05.07.22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies
and laws regarding Recognizes and Anticipates and reduces Integrates support for students to take risks and offer Shares responsibility
risks to physical, intellectual,
safety that are
required by the site, addresses safety and emotional safety using
respectful opinions about divergent viewpoints. with the students for the
district, and state.
Responds to behaviors
issues regarding multiple strategies that establishment and
that impact student
safety as they arise.
materials, student include examining biases in maintenance of a safe
interactions, and the the learning environment physical, intellectual, and
and curriculum.
Establishing and Students are aware of
organization of the Engages in reflection on their own language and emotional environment
maintaining
required safety learning behavior that contributes to intellectual and focused on high quality
procedures and the Models and provides
school and classroom environments. emotional safety in the classroom. and rigorous learning.
learning rational for instruction on skills
09.23.20
environments that maintaining safety. that develop resiliency
Explores strategies to Students demonstrate
are physically, and support
establish intellectual Students develop and practice resiliency skills and resiliency in
intellectually, and intellectual and
and emotional safety strategies to strive for academic achievement, and perseverance for
emotionally safe emotional safety.
in the classroom. establish intellectual and emotional safety in the academic achievement.
09.23.20
classroom. 10.24.21 | 05.07.22 Students maintain
Students follow intellectual and
Students take risks,
teacher guidance emotional safety for
offer opinions, and
regarding potential themselves and others in
share alternative
safety issues for self the classroom.
perspectives 09.23.20
or others.
My goal is to elevate I put a big emphasis on Date: 10.24.21
students’ voices, which social agreements and Evidence: Again, the emphasis this year has been on
means that sometimes building relationships fostering classroom culture, which means creating
they’re not nice and with students (and routines, norms, relationships, collaboration, and just a
they say not nice between students) that generally positive and supportive vibe. In Algebra,
things. I work to talk allow them to take risks especially, the culture has been incredibly positive--
through those, to intellectually and students are encouraged to make mistakes because
maintain classroom socially—things that they're trying new things and investigating new ideas,
norms and social help them express what and the emphasis has been on the process rather than the
agreements, but they actually think, end result. One student, in her student-led conference,
sometimes it can get which allows for emphasized at how she doesn't feel bad about making
Evidence out of hand and I can’t growth. 09.23.20 mistakes in class now because that just means she's
fully rescue it, though learning and getting better. Also, the classroom norms
I’d say it’s closer to mentioned above are emphasized again this year, and the
between “exploring” students have all explored what they mean in Advisory.
and “applying”
09.23.20 There were some struggles recently with classes getting
derailed, so like I mentioned before, we had class
meetings and discussions when students got to share
what was going on and I got to share what was going on
and together we found things we could agree on that
would make class function better. 05.07.22
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 learning Integrates rigor throughout Facilitates a rigorous
learning environment on learning environment that environment that includes the learning environment learning environment in
accuracy of answers and includes accuracy, accuracy, analysis, problem that values accuracy, which students take
completion of learning understanding, and the solving, and appropriate analysis, and critical leadership in learning.
tasks. importance of meeting levels of challenge. reading, writing and Fosters extended studies,
Is aware of the importance targeted learning goals. Holds high expectations for thinking. research, analysis and
Creating a rigorous of maintaining high Works to maintain high students. Has an Integrates strategic scaffolds purposeful use of learning.
learning expectations for students. expectations for students understanding of and technologies Supports students to utilize
environment with while becoming aware of achievement patterns, and throughout instruction that an extensive repertoire of
achievement patterns for uses scaffolds to address support the full range of differentiated strategies to
high expectations
individuals and groups of achievement gaps. 09.23.20 learners in meeting high meet high expectations.
and appropriate students. expectations for
support for all Students engage in a variety achievement. Students take responsibility
students Some students ask for of differentiated supports to fully utilize teacher and
teacher support to Some individuals and and challenges in ways that Students actively use peer support, to achieve
understand or complete groups of students work promote their accuracy, supports and challenges to consistently high levels of
learning tasks. with the teacher to support analysis, and problem complete critical reading, factual and analytical
accuracy and solving in learning.09.23.20 writing, higher order learning.
comprehension in their thinking, and problem
learning. solving across subject
matter. 11.07.21 | 05.07.22
In math we spend quite a bit Rigor was an area of focus in
of time tackling all sorts of my classes, especially in the
different problems, kind of creative problem
emphasizing different solving and critical thinking
aspects for each—problem that is helpful for real-world
solving, calculations, problems and solving
accuracy/precision, critical big/complex problems, etc.
thinking, open-mindedness, Additionally, A’s are harder
curiosity, etc. The class is to come by and D’s are
built around this kind of easier so as to empower
intentional problem solving students who are struggling
Evidence and collaboration. I also and challenge those who are
have worked with modified excelling. 11.07.21
assignments, scaffolded
assignments, modified Based on test scores, the
exams, etc. 09.23.20 highest achieving students
are making the most
progress in class. Tenacity
and thoroughness are
emphasized regularly in
reflections, as well as built
into rubrics of projects and
activities. 05.07.22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging Exploring Applying Integrating Innovating
Establishes Develops expectations Uses multiple strategies Integrates equitable expectations, Facilitates a positive
expectations, with some student
including culturally responsive positive supports, and consequences environment using
rules, and involvement.
Communicates, models instruction to develop and for individual and group behavior systems that ensure
consequences
and explains maintain high standards for within and across learning activities. students take an active
for individual expectations for
and group
individual and group behavior. 09.23.20 | 05.07.22 role in monitoring and
individual and group
behavior. maintaining high
behavior.
Developing, Utilizes routine references to Guides and supports students to self- standards for individual
communicating, and Refers to Reviews standards for standards for behavior prior assess, monitor, and set goals for and group behaviors.
maintaining standards for behavior with students and during individual and individual and group behavior and
behavior and in single lessons or
high standards for group work. 09.23.20 participation.
sequence of lessons in
individual and group applies
anticipation of need for
behavior consequences reinforcement. Students follow behavior Students respond to individual and
as needed.
expectations, accept group behaviors and encourage and Students demonstrate
Students know
Students are consequences and increase support each other to make positive behavior,
expectations for
aware of behavior and positive behaviors. 09.23.20 improvements. 11.07.21 | 05.07.22 consistent participation
classroom rules consequences and and are valued for their
and respond to guidance in unique identities.
following them.
consequences.

I design classes and classroom Students help me create the expectations

behaviors around routines and
being fairly rigorous in my
enforcement of specific classroom
expectations / rules—and I make
it a point to treat everyone equally
with respect to those rules.
09.23.20
Evidence
and rules of the classroom, and in turn we
work together to maintain them. Even
when things get out of hand the intention
and standards stay the same. 09.23.20
A big part of coming back from the
Pandemic was to emphasize classroom
culture and routines—and how we
actually engage in learning math at our
school. This includes a process of
previewing, learning, reflecting, etc.
11.07.21

Group work is given multiple grades—as a

group and as an individual—to account for
individual responsibility. Groups have also
been divided differently and more
intentionally until I found things that
work. 05.07.22

Element 2.6 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Establishes Develops routines, Maintains regular use of routines Engages students in Facilitates student participating in developing,
procedures, procedures, and and procedures that are culturally monitoring and monitoring, and adjusting routines and
routines or norms in single responsive and engage students in reflecting on routines, procedures focuses on maximizing learning.
norms for lessons or sequence the development and monitoring procedures, and norms Classroom climate integrates school standards
single of lessons with some of norms. in ways that are and culturally relevant norms.
lessons to student culturally responsive.
support involvement. Provides positive behavior Maintains a quality Promotes positive behaviors and establishes
student supports. learning climate that preventions and a positive classroom climate that
Employing learning. Seeks to promote Responds appropriately to builds on student eliminate most disruptive behavior.
classroom routines, positive behaviors behaviors in ways that lessen strengths. 09.23.20
procedures, norms, Responds to and responds to disruptions to the learning Students share responsibility with teacher for
and supports for disruptive disruptive behavior. climate. Promotes positive managing and maintaining a positive classroom
behavior. Students participate in routines, behaviors and climate that promotes learning. 11.07.21 |
positive behavior to Students receive procedures, and norms and consistently prevents or 05.07.22
ensure a climate in Students are correction for receive reinforcement for positive refocuses behaviors
which all students aware of behavior that behaviors. 09.23.20 disruptive to the
can learn procedures, interferes with learning climate.
routines, learning, and Students receive timely and
and positive effective feedback and
classroom reinforcement in consequences for behaviors that Students are involved in
norms. following routines, interfere with learning. 09.23.20 assessment and
procedures, and monitoring of routines,
norms. procedures, and norms
in ways that improve the
learning climate.
09.23.20
After my first year at my current Students help me create As mentioned, tons of emphasis on class culture,
school, classroom management the expectations and class routines, etc. I adopted an “assume
approaches / strategies were rules of the classroom, nothing…teach everything” mindset for my
completely rethought and and in turn we work teaching, including how to take notes, how to
implemented differently to a together to maintain submit assignments, how to approach solving big,
significantly more effective them. Even when things complex problems, etc. The emphasis has also
standard. 09.23.20 get out of hand the been on growth mindsets and how to make
intention and standards mistakes an integral part of learning. 11.07.21
I make it a point to emphasize, stay the same. 09.23.20
reflect, and expand on the The same emphasis on class culture has been
Evidence rules/expectations so that After my first year at my centered this semester too. Class routines and
everyone knows and understands current school, agendas and expectations are more thoroughly
the expectations and rules, as well classroom management organized on Google Classroom as well. 05.07.22
as how they’re enforced. 09.23.20 approaches / strategies
were completely
rethought and
implemented differently
to a significantly more
effective standard.
09.23.20
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
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding,
completion of learning
activities and closure.
Students participate in
and complete a variety of
learning activities in the
time allotted with options
for extension and review.
09.23.20
Courses are designed and
adjusted according to
student needs and interests,
while still keeping standards
and goals in mind. I made
extra effort in the past
couple of years to include
more opportunities for
students to work
collaboratively on things
that pique their interests.
09.23.20
Integrating
Paces instruction to
include ongoing
assessment of student
learning. Supports
students in the
monitoring of
instructional time.
09.23.20
Students use their
instructional time to
engage in and complete
learning activities and
are prepared for the next
sequence of instruction.
Formative assessment and
its importance is the main
thing I got from my
credential program, and
providing regular
opportunities for me to
gauge student learning, as
well as have them reflect on
their own thinking, has
enhanced my teaching
practice and the ability of
students to learn in class.
09.23.20
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting. 11.07.21 |
05.07.22
Class pacing and routines
have been collaboratively
built along with students in
each class, which has led to
more interesting and
engaging classes and a
better class culture in
general too. 11.07.21
The technological aspects of
class, similarly, have been
adjusted and adapted based
on class needs in order to
best serve them—so like
things available online vs.
paper or vice versa,
activities built around
videos versus in person
things, etc. 05.07.22