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
and behavior. Incorporates cultural Supports students in members.4/28/22
Seeks to understand awareness to develop a taking leadership in 12/9/22 5/7/23
Promoting social cultural perceptions of positive classroom developing a caring
Development and caring community. climate. community that is
responsibility within responsive to the diverse
a caring community Some students share in Students participate in Students demonstrate cultural norms of Students take leadership
where each student responsibility for the occasional community efforts to be positive, identities of all students. in resolving conflict and
is treated fairly and classroom community. building activities, accepting, and respectful creating a fair and
respectfully designed to promote of differences. Students take respectful classroom
caring, fairness, and responsibility resolving community where
respect. conflicts and maintaining student’s home culture is
a caring classroom included and valued.
community. Students Students communicate
promote respect and with empathy and
appreciation for understanding in
differences. interactions with one
8/21/2112/9/22 another.5/7/23

I implement character We spend a little time each

education into my lesson
each day. Mini lessons on
kindness,
conflict/resolution,
teamwork and
acceptance are part of our
daily morning meeting
routine. Students have
Evidence the opportunity to share
and discuss what each of
these topics means to
them, and how they can
show strong character at
school, at home, and in
their community. We
make posters and
Thinking Maps that we
refer to in the event of a
day discussing kindness,
respect, responsibility, and
integrity. If a student is
struggling with any of these
character ed traits I will
usually meet with the
student one on one and
discuss how we can be
better next time. I try to be
transparent with students,
giving examples of times I
have made similar mistakes.
We talk about how mistakes
are okay as long as you work
hard to make things right.
This has been very effective;
we have a very positive
classroom environment.
4/28/2212/9/225/7/23
Students are beginning to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
conflict. 8/21/21 show independence and
self monitoring when it
comes to problem
solving/conflict. They are
using strategies like
compromising, and
empathy to handle
situations on their
own.5/7/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging
Is aware of the importance of
the physical and/or virtual
learning environments that
support student learning.
Creating physical or Is aware that structured
virtual learning interaction between students
can support learning.
environments that
promote student
learning, reflect
diversity, and
encourage
Some students use available
constructive and resources in learning
productive environments during
interactions among instruction. 8/21/21
students
Evidence Students utilize teacher
provided resources. I
need to create more
opportunities for
collaboration, even
though we are limited to a
virtual classroom.
8/21/21
Exploring
Experiments with and/or virtual
learning environments that
support student learning.
Structures for interaction are
taught in single lessons or
sequence of lessons to support
student learning. 8/21/21
Students use resources provided
in learning environments and
interact with each other to
understand and complete
learning tasks in single lessons
or sequence of lessons. 4/28/22
I use a variety of different
resources to create an
environment that is appealing
and conducive to student
learning. We discuss the
importance of allowing our
peers to think, make mistakes,
and try again without being
interrupted or laughed at. We
speak about the power of
growth mindset and
encouragement from your peers.
I stress that we all have a
common goal but need to
provide more opportunities for
students to showcase their
cooperative learning skills.
8/21/21
Students are becoming more
independent when it comes to
gathering materials, being
prepared, and utilizing available
tools to assist with their
learning. Students have very
limited supplies but use digital
math tools that I post on Google
Classroom frequently.4/28/22
Applying
Develops physical environments
that reflect student diversity and
provide a range of resources for
learning.
Utilizes a variety of structures
for interaction during learning
activities that ensures a focus on
and completion of learning
tasks.4/28/22
Students use a variety of
resources in learning
environments and interact in
ways that deepen their
understanding of the content
and develop constructive social
and academic interactions.
12/9/22
I have had to get creative
when it comes to student
interaction. We use
breakout rooms, collab
boards on Nearpod, and
Google slides that allows
students to connect,
interact and share
thoughts and
ideas.4/28/22
Being back in person I
have been able to create
more meaningful
interactions between
students. Students work
together frequently, share
ideas and even teach one
another. They are
learning to become more
independent and are
trusting in their own
abilities. 12/9/22
Integrating Innovating
Maintains physical Adapts physical and/or
environments that reflect environments flexibly to
student diversity and provides a facilitate access to a wide range
broad range of resources, of resources that engage
displays, and artifacts that are students in learning. Ensures
current and integral to that environments enhance
instruction. learning and reflect diversity
within and beyond the
Integrates a variety of structures classroom.
for interaction that engage
students constructively and Selects from a repertoire of
productively in learning. structures for interaction to
ensure accelerated learning for
the full range of students.
Students routinely use a range of
resources in learning Students participate in
environments that relate to and monitoring and changing the
enhance instruction and reflect design of learning environments
their diversity. and structures for interactions.
Students share in monitoring
and assessment of interactions
to improve effectiveness and
develop a positive culture for
learning. 5/7/23
I create an inclusive
learning environment
that reflects diversity
through the literature
we read, and through
the study of our place
in the world. We
discuss where we
come from, our
traditions, customs,
and culture. Students
share about their
families, and I share
about mine. We
compare and
contrast. I also stress
the importance of
accepting others for
their differences, we
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
often say “it’s not
weird, it’s just
different and unique.”
5/7/23
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. 8/21/21
4/28/22
Establishing and
maintaining learning
environments that
Explores strategies to
are physically,
establish intellectual and
intellectually, and
emotional safety in the
emotionally safe.
classroom.
Students are aware of
required safety
procedures and the
school and classroom Students follow teacher
rational for maintaining guidance regarding
safety. potential safety issues for
self or others.
Evidence I implement very
structured routines and
set high expectations
regarding the use of
classroom materials,
how students treat and
interact with one
another, and the
importance of an open
and encouraging space
for all students. 8/21/21
Potential safety issues
among students are not
as prevalent in online
learning, but I strive to
create an environment
that acts as a safe place
Applying Integrating
Anticipates and reduces Integrates support for
risks to physical, students to take risks and
intellectual, and offer respectful opinions
emotional safety using about divergent
multiple strategies that viewpoints. 12/9/22
include examining biases
in the learning
environment and
curriculum. 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.
emotional safety.
Students develop and
Students take risks, offer practice resiliency skills
opinions, and share and strategies to strive
alternative perspectives for academic achievement
8/21/21 and establish intellectual
and emotional safety in
the classroom.4/28/22
12/9/22 5/7/23
Growth mindset is In order to foster a safe and
huge in my classroom. respectful environment we
discuss the importance of
We discuss the power
being a leader and a
of yet and learning
respectful listener. Each
from mistakes. I morning we take a poll,
share our opinions and then
frequently point out my
discuss. Students try to
own mistakes and
share my own
persuade one another why
their choice is the best, but
solutions so that they must do it in a way that
students feel is helpful to the conversation
and respectful of their
comfortable making
counterpart. I think this has
mistakes as well. As also really helped their
confidence grows, they opinion writing skills.
begin to take risks, own 12/9/22
mistakes, and try again! I feel that my students are
8/21/21 very comfortable and
relaxed in my classroom. I
Innovating
Shares responsibility with
the students for the
establishment and
maintenance of a safe
physical, intellectual, and
emotional environment
focused on high quality
and rigorous learning.
5/7/23
Students demonstrate
resiliency in
perseverance for
academic achievement.
Students maintain
intellectual and emotional
safety for themselves and
others in the classroom.
Each morning we talk
about our day and
the expectations for
the day. I also include
SEL as part of our
morning routine, and
frequently choose
topics that my
students are
struggling with. We
discuss scenarios and
figure out the best
way to solve our
problems so that
everyone feels safe
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
for all students.4/28/22 work to create an and comfortable.
environment where students
feel seen and heard, where 5/7/23
we tackle their struggles
together, and have open
conversations about the
obstacles we face. We spend
time every morning talking
about different ways to
handle and express our
feelings and how to support
one another when we are
frustrated. I feel that my
students have come a long
way this year when it comes
to self-confidence and their
ability to work through the
challenges they
face.4/28/22

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the
learning environment on
accuracy of answers and
completion of learning tasks.
Is aware of the importance
of maintaining high
Creating a rigorous expectations for students.
learning
environment with
high expectations
and appropriate
support for all
students Some students ask for
teacher support to
understand or complete
learning tasks.
Strives for a rigorous
learning environment that
includes accuracy,
understanding, and the
importance of meeting
targeted learning goals.
Works to maintain high
expectations for students
while becoming aware of
achievement patterns for
individuals and groups of
students.
Some individuals and groups
of students work with the
teacher to support accuracy
and comprehension in their
learning. 8/2/21
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. 8/21/21
Students engage in a variety
of differentiated supports
and challenges in ways that
promote their accuracy,
analysis, and problem
solving in learning.4/28/22
12/9/22
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.
Students actively use
supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
matter. 5/7/23
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
This is a challenge I face
with online teaching. I work
with students in small
groups or 1:1 to support
them and fill any gaps, but I
can definitely improve in
this area.8/21/21.
Evidence
Element 2.5 Emerging Exploring
Developing, Establishes expectations, Develops expectations
communicating, and rules, and consequences with some student
maintaining for individual and group involvement.
high standards for behavior. Communicates, models
individual and group and explains expectations
behavior for individual and group
behavior.
Refers to standards for Reviews standards for
behavior and applies behavior with students in
I plan and scaffold my
lessons to include critical
thinking and extended
learning opportunities. I
provide enrichment for
students who are excelling
and provide small group
interventions for students
who are struggling. I also
administer pre and posttest
along with daily informal
assessments to check for
understanding frequently.
8/21/21
With an increase and their
technological fluency
students are more capable of
using a variety of technology
resources and elements. My
ability to plan differentiated
instruction has increased
with their improve tech
abilities.4/28/22
In-person learning has really
allowed me to expand my
teaching strategies. I am able
to adapt my teaching in the
moment to provide
more/less rigor and I have
developed new ways to
engage students in their
learning through hands on
activities and exploration.
12/9/22
Applying
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain
high standards for
individual and group
behavior.
Utilizes routine
references to standards
This year our grade level
identified an instructional
focus for both math and
reading. Specifically in math,
we found that students were
struggling with more
rigorous problem solving
because their number sense
foundation was very weak.
We created a plan that
involved i-Ready data
monitoring along with math
intervention. By building a
stronger foundation
students are now able to
solve more complex
problems, critical think and
use problem solving skills to
work out those tricky
problems. 5/7/23
Integrating Innovating
Integrates equitable Facilitates a positive
expectations, positive environment using
supports, and systems that ensure
consequences for students take an active
individual and group role in monitoring and
behavior within and maintaining high
across learning activities. standards for individual
12/9/22 and group behaviors.
Guides and supports
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. 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. 8/22/21 and support each other to unique identities.
make improvements.
4/28/2212/9/22 5/7/23
Evidence We practice classroom I found this area to be a
routines the first two- weakness ad I
three weeks of school. transitioned to in-
Students help to create person learning. I had
classroom rules, I have
to rework my
found that this helps
them to take ownership
classroom
of classroom management skills so
rules/expectations. that I was providing a
Routines are supported solid framework on
through whole class procedures,
rewards (promotes expectations and
teamwork). If routines/or consequences. I have
expectations are not also learned that not all
carried out in the correct students respond the
manner, there are leveled
same way. I have to
consequences for
individual students.
tweak the way I
8/22/21 respond in order to
meet their
communication needs.
12/9/22
Students learned to self
-reflect and set goals as
art of our assessment
cycle. We analyzed test
scores set realistic
goals together. In
addition, I have started
adding temperature
checks to our
Nearpods/Peardecks
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
so that students are
able to self-assess and
report on their own
learning.4/28/22

Element 2.6 Emerging Exploring Applying Integrating Innovating

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.
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.
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. 8/21
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.
Promotes positive behaviors
and consistently prevents or
refocuses behaviors disruptive
to the learning climate.
12/9/22
Students are involved in
assessment and monitoring of
routines, procedures, and norms
in ways that improve the
learning climate. 12/9/22
Facilitates student participating
in developing, monitoring, and
adjusting routines and
procedures focuses on
maximizing learning.
Classroom climate integrates
school standards and culturally
relevant norms.
Promotes positive behaviors
and establishes preventions and
a positive classroom climate
that eliminate most disruptive
behavior. 5/7/23
Students share responsibility
with teacher for managing and
maintaining a positive
classroom climate that
promotes learning.

Evidence Routines and After the first month of I am growing in my

expectations are set on
the first day of school.
I provide clear leveled
consequences and
follow through with
consequences as soon
as possible. I try to
provide outlets for
restless or energetic
students, (classroom
jobs, running errands
etc.) 8/21/21
school students are expected
to know and follow all
classroom procedures. We
have a routine for most
scenarios, so students
usually know what is
expected. I also make sure I
give very clear instructions
and explicitly share
rules/expectations. After I
have established a structure
we talk about self-
monitoring their own
behavior, recognizing
appropriate vs
inappropriate behavior. I
praise positive behaviors
and gently remind students
classroom
management skills as
well. I have found a
method that seems to
work for both me and
my students. I still
feel like I am the
primary facilitator of
these
procedures/routines,
but students are
taking more
responsibility for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to self-monitor if they fall their actions, and
short of the expectations.
90% of the time they are they are beginning to
able to redirect themselves recognize that it is a
and get back on team effort. 5/7/23
task.4/28/22
I have worked out a
procedure for self-reflection.
We use this routine for
classwork, assessments and
behavior. Often times we
have a discussion as a class,
we talk through questions
like “What can I do
differently next time?” “How
can I make the problem
smaller?” (Sometimes
solving a problem isn’t
immediate, sometimes we
just work to make the
problem smaller) 12/9/22

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. 8/21/21
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.
Students participate in Students use their
and complete a variety of instructional time to
learning activities in the engage in and complete
time allotted with options learning activities and are
for extension and prepared for the next
review.4/28/22 sequence of instruction.
12/9/22
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. 5/7/23

Sometimes I find
myself talking in circles
or I get excited about a
Evidence
topic and keep talking
when I need to allow
This is something I have I was having trouble I finally feel like I am
worked to improve this with my pacing and working at a good
year. As I mentioned did some research on pace for both myself
before sometimes, I can
how to know when to and my students. I
start talking in circles
especially when I am move on. I read an facilitate instruction
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students to work and excited about what I’m article that talked and give students the
explore on their own. I teaching. I started about student opportunity to their
need to practice taking setting timers for myself attention span and knowledge through
a back seat and and students so that my
timing is more
optimal learning Nearpod or pencil
allowing students to
conducive to the overall time. I then adjusted paper activities. I
guide the lesson.
lesson/learning process. my schedule and give students the
I provide a variety of
activities to support all I also set timers for instruction to fit opportunity to take
learning types. Try to students, I feel that it those time frames. I ownership of their
keeps them on task, I also learned that I own learning through
give affective feedback
ask for 2 minutes of can monitor pacing hand on learning and
as soon as possible,
extreme focus, we make
and/or adjust the it a game, students have
by checking for critical thinking
teaching piece to allow really responded students engagement opportunities.
for increased student positively to this if 75% of students 5/7/23
exploration. 8/21/21 construct.4/28/22 are losing focus, it’s
time to move on.
12/9/22