Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1
Promoting social
Development and
responsibility within a
caring community
where each student is
treated fairly and
respectfully
Evidence
Emerging Exploring
Models and communicates
expectations for fair and
respectful behavior to
support social development.
Some students share in
responsibility for the
classroom community.
Applying Integrating
Models fair and respectful Reinforces positive,
behavior. Demonstrates responsible, and respectful
commitment to fairness student interactions. Assists
and respect in students to resolve
communications with conflicts.
students about language Incorporates cultural
and behavior. awareness to develop a
Seeks to understand positive classroom climate.
cultural perceptions of 9/17/21
caring community.
Students demonstrate
Students participate in efforts to be positive,
occasional community accepting, and respectful of
building activities, differences. 9/17/21
designed to promote
caring, fairness, and 4/22/22
respect.
The school counselor and I
are working with students
to develop conflict
resolution skills by
practicing a variety of
strategies such as “win -
win”. 9/17/21
I incorporate several daily
check-ins with students
using a numbered check-in
scale. Students can openly
share how they are feeling,
happy, sad, frustrated,
angry. These check-in times
allow us to openly discuss
our feelings and conflicts in
a positive and respectful
way. 4/22/22
Innovating
Develops shared Facilitates student self-
responsibility with students reflection and ongoing
for resolving conflict and improvement of the caring
creating and maintaining a community based on respect,
caring classroom fairness, and the value of all
community. members.
Supports students in taking
leadership in developing a
caring community that is
responsive to the diverse Students take leadership in
cultural norms of identities resolving conflict and
of all students. 11/22/22 creating a fair and respectful
classroom community where
Students take responsibility student’s home culture is
resolving conflicts and included and valued.
maintaining a caring Students communicate with
classroom community. empathy and understanding
Students promote respect in interactions with one
and appreciation for another.
differences. 11/22/22
I have been working with
the school SEL counsellor
to incorporate monthly
conflict resolution morning
meetings into the school
routine. These morning
meeting session allow
students the opportunity to
practice conflict resolution
skills with scaffolded
support. 11/22/22

 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance Experiments with and/or Develops physical Maintains physical Adapts physical and/or
of the physical and/or virtual learning environments that reflect environments that reflect environments flexibly to
virtual learning environments that support student diversity and student diversity and facilitate access to a wide
environments that support student learning. provide a range of resources provides a broad range of range of resources that
student learning. for learning. 9/17/21 resources, displays, and engage students in learning.
artifacts that are current and Ensures that environments
Is aware that structured Structures for interaction Utilizes a variety of integral to instruction. enhance learning and reflect
interaction between students are taught in single lessons structures for interaction 11/22/22 diversity within and beyond
can support learning. or sequence of lessons to during learning activities the classroom.
Creating physical or support student learning. that ensures a focus on and Integrates a variety of
virtual learning completion of learning structures for interaction Selects from a repertoire of
environments that tasks. 9/17/21 that engage students structures for interaction to
promote student constructively and ensure accelerated learning
learning, reflect productively in learning. for the full range of
diversity, and Some students use available 11/22/22 students.
encourage resources in learning Students use resources
constructive and environments during provided in learning Students use a variety of Students participate in
productive instruction. environments and interact resources in learning Students routinely use a monitoring and changing
interactions among with each other to environments and interact range of resources in the design of learning
students understand and complete in ways that deepen their learning environments that environments and structures
learning tasks in single understanding of the relate to and enhance for interactions.
lessons or sequence of content and develop instruction and reflect their
lessons. constructive social and diversity. 11/22/22
academic interactions.
9/17/21 Students share in
monitoring and assessment
4/22/22 of interactions to improve
effectiveness and develop a
positive culture for
learning.11/22/22

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I am actively examining and I have begun to incorporate
trying to eliminate the the Pollyanna curriculum
biases inherent in the into my Social Studies
curriculum taught at my practice. We finished a unit
school. I am beginning this on identity this fall and are
journey by culling the in the middle of our unit on
books in my classroom community. 11/22/22
library. I am incorporating
books that reflect the
diversity of my classroom
Evidence so that students can see
themselves in the books that
they read. 9/17/21

I worked with our school

librarian to create a weekly
listening center activity that
incorporates authors that
reflect the diversity of my
classroom. 4/22/22

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 emotional offer respectful opinions establishment and
district, and state. interactions, and the safety using multiple about divergent viewpoints. maintenance of a safe
Responds to behaviors that organization of the learning strategies that include 11/22/22 physical, intellectual, and
impact student safety as environments. 9/17/21 examining biases in the emotional environment
they arise. learning environment and focused on high quality and
curriculum. 4/22/22 rigorous learning.
Establishing and Engages in reflection on
maintaining learning Explores strategies to Models and provides their own language and
environments that are establish intellectual and instruction on skills that behavior that contributes to
physically, emotional safety in the develop resiliency and intellectual and emotional
intellectually, and classroom. 9/17/21 support intellectual and safety in the classroom.
emotionally safe emotional safety. 4/22/22 11/22/22
Students demonstrate
Students are aware of resiliency in perseverance
required safety procedures Students follow teacher Students take risks, offer Students develop and for academic achievement.
and the school and guidance regarding opinions, and share practice resiliency skills Students maintain
classroom rational for potential safety issues for alternative perspectives. and strategies to strive for intellectual and emotional
maintaining safety. self or others. 9/17/21 4/22/22 academic achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom. 11/22/22
I am working with our I am working with our As mentioned in Element
school counselor to school literacy coordinator 2.1, I am working with our
incorporate social to examine current school SEL counselor to
emotional learning into the curriculum for biases. provide conflict resolution
daily routine. 9/17/21 Students are activity taking practice during our morning
risks and sharing opinions meetings. During these
and perspectives during our meetings we also discuss
Writing Workshop lessons. what it means to be
Students share stories and emotionally safe. 11/22/22
Evidence recite poetry. 4/22/22

 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
learning environment on learning environment that
accuracy of answers and includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the importance targeted learning goals.
of maintaining high Works to maintain high
expectations for students. expectations for students
Creating a rigorous while becoming aware of
learning environment achievement patterns for
with high expectations individuals and groups of
and appropriate students.
support for all students
Some students ask for
teacher support to Some individuals and
understand or complete groups of students work
learning tasks. with the teacher to support
accuracy and
comprehension in their
learning.
Develops a rigorous
learning environment that
includes accuracy, analysis,
problem solving, and
appropriate levels of
challenge.
Holds high expectations for
students. Has an
understanding of
achievement patterns, and
uses scaffolds to address
achievement gaps. 9//17/21
Students engage in a variety
of differentiated supports
and challenges in ways that
promote their accuracy,
analysis, and problem
solving in learning. 9/17/21
4/22/22
Integrates rigor throughout
the learning environment
that values accuracy,
analysis, and critical
reading, writing and
thinking.
Integrates strategic
scaffolds and technologies
throughout instruction that
support the full range of
learners in meeting high
expectations for
achievement. 11/22/22
Students actively use
supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
matter. 11/22/22
Facilitates a rigorous
learning environment in
which students take
leadership in learning.
Fosters extended studies,
research, analysis and
purposeful use of learning.
Supports students to utilize
an extensive repertoire of
differentiated strategies to
meet high expectations.
Students take responsibility
to fully utilize teacher and
peer support, to achieve
consistently high levels of
factual and analytical
learning.

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
During Writer’s Workshop I I am now utilizing the
expect all students to Seesaw application to
recognize that they are provide strategic scaffolds
writers. Some first grade that support the full range
students are able to write of learners in my class. The
multiple sentences while use of this technology tool
others may only be able to has allowed me to
illustrate a picture and effectively differentiate,
begin to write a sentence challenge and support
using the first letter of a students. 11/22/22
word. I provide different
layers of scaffolding to
support writing including
sentence frames and word
walls. 9/17/21.
Evidence
During math instruction I
encourage students to take
the spicy challenge. The
challenge work is available
to all students and ranges
from mild to super spicy.
Students select the level of
spiciness they feel most
comfortable with. I also
provide different layers of
scaffolding that include the
use of manipulatives, the
use of iPad app supports
such as iXL and Subitize
Tree. 4/22/22

 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging
Establishes expectations,
rules, and consequences for
individual and group
behavior.
Developing,
communicating, and Refers to standards for
maintaining behavior and applies
high standards for consequences as needed.
individual and group
behavior
Students are aware of
classroom rules and
consequences.
Evidence
Exploring
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group
behavior.
Reviews standards for
behavior with students in
single lessons or sequence
of lessons in anticipation of
need for reinforcement.
Students know expectations
for behavior and
consequences and respond
to guidance in following
them.
Applying
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain high
standards for individual and
group behavior. 9/17/21
Utilizes routine references
to standards for behavior
prior and during individual
and group work. 9/17/21
Students follow behavior
expectations, accept
consequences and increase
positive behaviors. 9/17/21
4/22/22
I utilize multiple strategies
to develop and maintain a
high standard of group
behavior. I use “bucket
filling” parties to promote
positive collective behavior
of the class. I use
individual notes to each
student, calling attention to
their resilience, their
kindness, or one of their
other amazing gifts. 9.17.21
In addition to the above
mentioned strategies, I also
maintain a consistent
routine and schedule which
I feel is an incredibly
important component of
maintaining positive group
behavior. 4/22/22
Integrating Innovating
Integrates equitable Facilitates a positive
expectations, positive environment using systems
supports, and consequences that ensure students take an
for individual and group active role in monitoring
behavior within and across and maintaining high
learning activities. 11/22/22 standards for individual and
group behaviors.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
11/22/22
Students respond to Students demonstrate
individual and group positive behavior,
behaviors and encourage consistent participation and
and support each other to are valued for their unique
make improvements. identities.
11/22/22
In addition to the strategies
mentioned previously, I
have added a variation to
the “bucket filling” party
concept. This year, the
students as a whole set
class behavior goals and
rewards. The students
collectively decide what
their next goal will be and
support one another to
achieve said goal. 11/22/22

 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging
Establishes procedures,
routines or norms for single
lessons to support student
learning.
Employing classroom
routines, procedures, Responds to disruptive
norms, and supports behavior.
for positive behavior to
ensure a climate in
which all students can
learn
Students are aware of
procedures, routines, and
classroom norms.
Exploring
Develops routines,
procedures, and norms in
single lessons or sequence
of lessons with some
student involvement.
Seeks to promote positive
behaviors and responds to
disruptive behavior.
Students receive correction
for behavior that interferes
with learning, and positive
reinforcement in following
routines, procedures, and
norms.
Applying
Maintains regular use of
routines and procedures
that are culturally
responsive and engage
students in the development
and monitoring of norms.
Provides positive behavior
supports.
Responds appropriately to
behaviors in ways that
lessen disruptions to the
learning climate.
Students participate in
routines, procedures, and
norms and receive
reinforcement for positive
behaviors.
Students receive timely and
effective feedback and
consequences for behaviors
that interfere with learning.
Integrating
Engages students in
monitoring and reflecting
on routines, procedures,
and norms in ways that are
culturally responsive.
Maintains a quality learning
climate that builds on
student strengths. 9/17/21
Promotes positive
behaviors and consistently
prevents or refocuses
behaviors disruptive to the
learning climate. 9/17/21
Students are involved in
assessment and monitoring
of routines, procedures, and
norms in ways that improve
the learning climate.
9/17/21
4/22/22
Innovating
Facilitates student
participating in developing,
monitoring, and adjusting
routines and procedures
focuses on maximizing
learning.
Classroom climate
integrates school standards
and culturally relevant
norms. 11/22/22
Promotes positive
behaviors and establishes
preventions and a positive
classroom climate that
eliminate most disruptive
behavior. 11/22/22
Students share
responsibility with teacher
for managing and
maintaining a positive
classroom climate that
promotes learning. 11/22/22

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I have a classroom schedule In addition to the strategies
clearly visible in the mentioned previously, I
classroom. We developed a have now begun to
set of classroom implement the Responsive
expectations together with Classroom process into my
respect to how we treat one daily routine. Students now
another. I have students share responsibility with
share their thinking both me for managing and
individually and in teams. I maintaining a positive
have daily bucket filler classroom climate. 11/22/22
awards for students who
treat their classmates and
community with kindness
and empathy. The class also
Evidence earns “bucket filler” parties
when they work together as
a class to create a positive
environment. 9/17/21

I have now incorporated

two “lunch helper”
positions that are selected
weekly or every two weeks.
These students are selected
for modeling kind and
caring behavior. They get to
leave class a few minutes
early to help set up lunch.
4/22/22

 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.
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. 9/17/21
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
9/17/21
4/22/22
Integrating
Paces instruction to include
ongoing assessment of
student learning. Supports
students in the monitoring
of instructional time.
11/22/22
Students use their
instructional time to engage
in and complete learning
activities and are prepared
for the next sequence of
instruction. 11/22/22
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.

 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I start each math lesson In order to incorporate
with a connector from the ongoing assessment, I
previous day so that I can began to utilize the Seesaw
check for student application to provide
understanding. I then scaffolding, differentiated,
present a mini lesson and learning materials, and
project and send students easily accessible samples of
off to work. I check in with student work. 11/22/22
students and provide
“Spicy” math for my fast
finishers as well as
enrichment games so that I
can work with students one
on one who need more
support and time. I then call
all students back to the rug
Evidence for a closing activity.
9/17/21

I use the same model I

mentioned above when I
teach Reader’s Workshop. I
start the lesson with a
connector to a previous
lesson I make sure students
understand and can apply
the reading strategies I
taught in previous lessons. I
then begin my mini lesson.
I have fast finisher work
that provides both
enrichment and review.
4/22/22