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 7/17/22
Seeks to understand awareness to develop a taking leadership in
Promoting social
cultural perceptions of positive classroom developing a caring
Development and
caring community. climate. community that is
responsibility within
responsive to the diverse Students take leadership
a caring community
Some students share in Students participate in Students demonstrate cultural norms of in resolving conflict and
where each student
responsibility for the occasional community efforts to be positive, identities of all students. creating a fair and
is treated fairly and
classroom community. building activities, accepting, and respectful respectful classroom
respectfully
designed to promote of differences. Students take community where
caring, fairness, and responsibility resolving student’s home culture is
respect. conflicts and maintaining included and valued.
a caring classroom Students communicate
community. Students with empathy and
promote respect and understanding in
appreciation for interactions with one
differences. 7/17/22 another.

Evidence Students engage with Restorative practices are

relationship building with
me and each other at the
beginning of the school
year. Students discuss
how they individually
resolve conflicts, and how
we as a class will resolve
conflict. Students do their
best to be respectful of
each other, and when
they make mistakes, they
hold each other
accountable. Often, the
student who made the
mistake holds themself
accountable. Once
positive relationships
have been established,
students engage in
always used in conflict
resolution. Students and
teacher establish positive
relationships at the
beginning of the school
year, and proactively
discuss as a class what
happens when different
types of conflicts arise. I
collect information about
how they as individuals
approach conflict
resolution and
establishing respectful
relationships in a “Get To
Know You” survey at the
beginning of the school
year. The same survey
asks for students’ names
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
discussions about
identity and equity within
the classroom context,
especially as it pertains to
math. 7/17/22
and pronouns, and if it is
okay to use their
name/pronouns around
others. I make sure to
respect what they say,
and to create a space for
students to do the same
for each other.
I provide paper, writing
utensils, and other
materials to students.
Answer keys to both the
notes and homework are
posted in advance of each
unit/lesson. Students’
ideas and perspectives
are honored and
encouraged. I use a
variety of methods for
getting students to
participate in class
discussions (opt in,
random selection, etc.).
When I make a mistake, I
hold myself accountable
in front of the students. I
am constantly
researching and
implementing new
strategies for better
inclusion, equity, and
social emotional
development. 7/17/22
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 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. 7/17/22 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. 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 7/17/22 accelerated learning for
encourage the full range of students.
constructive and Some students use Students use resources
productive available resources in provided in learning Students use a variety of Students routinely use a Students participate in
interactions among learning environments environments and resources in learning range of resources in monitoring and changing
students during instruction. interact with each other environments and learning environments the design of learning
to understand and interact in ways that that relate to and enhance environments and
complete learning tasks in deepen their instruction and reflect structures for
single lessons or understanding of the their diversity. interactions.
sequence of lessons. content and develop Students share in
constructive social and monitoring and
academic interactions. assessment of
7/17/22 interactions to improve
effectiveness and develop
a positive culture for
learning.
A variety of anchor Students engage in a
charts are on the variety of group
walls (vocab, activities that require
concepts, example their physical
problems, etc.). Some location to change, as
Evidence
are created by well as for them to
students throughout teach each other and
the school year. problem solve
Student work is together.
displayed throughout (round about,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the school year. stations, etc.). 7/17/22
Students desks are
white boards and on
wheels, so that they
can easily be grouped
together and written
on. Desks are
typically positioned
in pairs facing the
board, and students
are sometimes
intentionally seated.
7/17/22

Students engage in a
variety of
intentionally grouped
activities that involve
manipulatives,
interactive virtual
lessons, and puzzles
that they must work
together to solve.
7/17/22
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 7/17/22
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. 7/17/22
emotionally safe
emotional safety.
Students are aware of Students demonstrate
required safety Students follow teacher Students develop and resiliency in
procedures and the guidance regarding Students take risks, offer practice resiliency skills perseverance for
school and classroom potential safety issues for opinions, and share and strategies to strive academic achievement.
rational for maintaining self or others. alternative perspectives for academic Students maintain
safety. achievement, and intellectual and emotional
establish intellectual and safety for themselves and
emotional safety in the others in the classroom.
classroom. 7/17/22
Evidence We create an Students are
environment where familiarized with
students work on disability,
feeling safe taking neurodivergence, and
risks, getting things accommodations
wrong, and trying when they come to
again. Students are the school, and it is
supportive of each reinforced in every
other and encourage classroom that
each other to accommodations are
continue trying. important, necessary,
Students resolve and to be respected.
disagreements A poster that states
respectfully, topics that must have
sometimes with content warnings and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
teacher mediation. topics that are may
Students engage with not be discussed is
peer presentations created and
respectfully, and are displayed at the
required to submit beginning of the
respectful, school year, and is
meaningful feedback maintained and
as an assignment. I updated throughout
then read through the school year. All
the feedback, compile materials are located
it into a document, in the same location
and give the and proper storage is
presenters the maintained by me
anonymous feedback. and the students.
Sometimes, students 7/17/22
receive live feedback
after presenting.
7/17/22

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 that throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, 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, and instruction that support utilize an extensive
individuals and groups of uses scaffolds to address the full range of learners repertoire of
students. achievement gaps. in meeting high differentiated strategies
7/17/22 expectations for to meet high
achievement. expectations.
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges in supports and challenges responsibility to fully
learning tasks. support accuracy and ways that promote their to complete critical utilize teacher and peer
comprehension in their accuracy, analysis, and reading, writing, higher support, to achieve
learning. problem solving in order thinking, and consistently high levels of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning. 7/17/22 problem solving across factual and analytical
subject matter. learning.

Curriculum is
designed to support
students in learning
the content. The
content is
appropriately
challenging for most
students. Curriculum
is modified to meet
the level of challenge
needed for individual
students. Sometimes,
Evidence supports like
multiplication charts,
example problems,
written out steps, or a
notes key are
provided. Sometimes,
individual students
are given more
challenging work to
do instead of the
assigned
classwork/homework.
7/17/22

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
individual and group and explains expectations high standards for individual and group role in monitoring and
behavior for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
7/17/22 and group behaviors.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Refers to standards for Reviews standards for Utilizes routine
behavior and applies behavior with students in references to standards Guides and supports
consequences as needed. single lessons or for behavior prior and students to self-assess,
sequence of lessons in during individual and monitor, and set goals for
anticipation of need for group work. 7/17/22 individual and group
reinforcement. behavior and
participation.
Students are aware of Students know Students follow behavior Students demonstrate
classroom rules and expectations for behavior expectations, accept Students respond to positive behavior,
consequences. and consequences and consequences and individual and group consistent participation
respond to guidance in increase positive behaviors and encourage and are valued for their
following them. behaviors. 7/17/22 and support each other to unique identities.
make improvements.
Evidence Roles are assigned Expectations for
during group work individual and group
when required. I behavior and
have student participation are
volunteers come up established before
and act out the activity begins. I
appropriate and circulate during
inappropriate group work to ensure
behavior and that these
participation during expectations are met.
the instructions. I give both positive
Students sometimes and critical feedback,
support each other in encourage students
demonstrating when needed, and
appropriate behavior hold students
and participation. accountable. 7/17/22
Students often
communicate
concerns about
specific members to
the me, and I decide
what needs to
happen after
collecting as much
information as
possible. This often
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
involves a meeting
with me and one,
some, or all group
members. 7/17/22

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
strengths. 7/17/22 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. 7/17/22 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 Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. 7/17/22 promotes learning.

Routines and norms

are established early
in the school year.
Students know when
Evidence
they can sharpen
pencils or leave the
classroom, and the
procedures for doing
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
so. Student
volunteers act out
these procedures at
the beginning of the
year in front of the
class. Student
feedback for the
effectiveness of
routines and norms
is welcomed and
taken seriously
throughout the
school year.
Adjustments are
made as needed.
Procedures, routines,
and norms are stated
on posters that stay
up throughout the
course of the school
year. Students decide
on which visual and
auditory attention
getters will be used
at the beginning of
the school year.
Students carry out
routines and
procedures even
when I am not
present. They get
started on their work
if I am late, and
respectfully inform
any subs of what
normally happens in
the classroom. Subs
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
are also provided
with lesson plans and
behavior
expectations. I try to
identify the root
cause of disruptive
behavior before
addressing it so I
know how to best
meet the student’s
needs while
maintaining a
positive and safe
learning
environment for the
rest of the class.
7/17/22

Element 2.7 Emerging Exploring Applying Integrating Innovating

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.
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.
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.
7/17/22
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
7/17/22 prepared for the next
sequence of instruction.
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.

Direct instruction is
kept to a maximum of
Evidence 20% of the time,
most of the time.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Most of the class time
is devoted to group
work, individual
work, activities,
homework time, etc.
The last 5-10 minutes
of class are a short
discussion about
what they have
learned where at
least one student will
restate in their own
words the learning
objective of the
lesson or what skills
they have learned or
improved on that
class period.
Sometimes, they are
asked to include
something they want
to learn more about
or a question or
wondering. More
challenging
individual work is
provided in an
established location
that students can
choose to work on
instead of the
assigned classwork.
Students know the
normal class routine
and structure and so
can move between
activities efficiently.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Non-instructional
processes are
completed while
students do
individual work like a
warm-up. Routines
are established for
things like
distributing
materials and
collecting work.
7/17/22