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,
communicates behavior. Demonstrates responsible, and
expectations for fair and commitment to fairness respectful student
respectful behavior to and respect in interactions. Assists
support social communications with students to resolve
development. students about language conflicts.
and behavior. Incorporates cultural
Promoting social Seeks to understand awareness to develop a
Development and cultural perceptions of positive classroom
responsibility within caring community. climate.
a caring community
where each student Some students share in Students participate in Students demonstrate
is treated fairly and responsibility for the occasional community efforts to be positive,
respectfully classroom community. building activities, accepting, and respectful
designed to promote of differences.
caring, fairness, and
respect.
Evidence The students and I work
together to build a
respectful environment.
This was accomplished
this past year through
participating in circle for
homeroom/senior class.
This year our school
trained and encouraged
us to use circle to build
community. We discuss
and negotiate class
policies as adults would.
7/12/22
Students typically show
respect to one another in
my class. There are a few
times when that does not
happen so we discuss it
and see how we can get
Develops shared Facilitates student self-
responsibility with reflection and ongoing
students for resolving improvement of the
conflict and creating and caring community based
maintaining a caring on respect, fairness, and
classroom community.   the value of all members.
Supports students in
taking leadership in
developing a caring
community that is Students take leadership
responsive to the diverse in resolving conflict and
cultural norms of creating a fair and
identities of all students. respectful classroom
community where
Students take student’s home culture is
responsibility resolving included and valued.
conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
Evidence: My classes
created class
agreements in order to
share in the
responsibilities of the
classroom based on our
school pillars of
Community, Relationship
and Purpose. I reference
that agreement if and
when a potential issue
arises in the classroom.
March 20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
along. This past year
many of the seniors didn’t
like one another and this
would flare up at times
and we would all work to
tone it down. That said
they got along for the
most part and we had
some very powerful
circles. I wish I can learn
better to resolve those
conflicts when they arise
but luckily it happens
very infrequently.
7/12/22
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. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence Groups are used Posters and artifacts
during lessons to around the room
increase interaction. represent diversity in
When there is time I race and culture. The
try to arrange groups students have access
to maximize the to resources like
learning in the group. dictionaries and
We try many thesauruses as well
different tactics that as computers. The
involve small group classroom is typically
discussion, creating arranged in a open
visuals and small circle to promote
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
projects. I want to discussion until the
expand the strategies desks are arranged
for interaction. for small groups.
7/12/22 This year I intend to
add more instructive
The students by the posters for reference
end of the year were to help guide them
working better in through activities.
groups but we were 7/12/22
slow to start this past
year due to the
pandemic. Next year
I want to teach
directly the
collaboration process
7/12/22
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
Explores strategies to
maintaining learning
establish intellectual and
environments that
emotional safety in the
are physically,
classroom.
intellectually, and
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.
safety.
Evidence This is an area of
struggle as I try to
encourage students
to participate in class.
I used our bulldog
bucks to reward
those in class who
participated whether
their contribution
was correct or not. It
helped a bit to help
the students realize
that participation
and the attempt was
what was
appreciated. Still, in
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. physical, intellectual, and
include examining biases emotional environment
in the learning focused on high quality
environment and and rigorous learning.
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 demonstrate
resiliency in
Students develop and perseverance for
Students take risks, offer practice resiliency skills academic achievement.
opinions, and share and strategies to strive Students maintain
alternative perspectives for academic intellectual and emotional
achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
I try to examine each
aspect of class from
beginning to end to
create a safe
environment. I want
to find ways to
encourage the
students to share
more of their
thoughts, especially
ones that offer a
different viewpoint
than mine.
Sometimes it feels
like they are still too
scared to express a
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the end it seemed to different opinion and
end up the same that is something
people participating that I need to make
in the discussions. sure I’m sending the
However, students right message that it
were respectful to is okay to challenge
one another and felt what is being
safe. This year I want discussed.
the students to feel 7/12/22
safe enough to begin
leading the I have continued to
discussions rather use bulldog bucks
than me guiding it. as incentives for
students to
participate and have
also begun to use
small whiteboards
so that students
who have difficulty
speaking out can
write either
questions or
responses and then
hold it up. It has
become a game of
sorts and I have
found it's also
helped them to
begin speaking more
as well. Group work
has also helped
them to share.
Recently, had
students engaging in
discussion as they
created talking
points for a speech
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
for the mayor
following the Rodney
King verdicts. 10/22

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
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.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high
support for all
achievement. expectations.
students
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 supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.

The goal is to create a The key evidence for With strategic

rigorous learning this were the guiding scaffolds like guiding
environment without questions for the questions and
leaving anyone essay that helped higher-level cognitive
behind. I am finding fearful students questions I witnessed
ways to do this with tackle the essay with strong growth in the
Evidence guiding questions to more confidence. writing of many of
help students focus Also the use of the students by the
their essays and rubrics to outline for end of the year.
more advanced them the key 7/12/22
questions students components helped
can choose to answer guide them. 7/12/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to challenge
themselves, but
sometimes I lose
them in the
directions and then
the students will give
up. I need to clarify
the questions and
activities that are
more rigorous.
7/12/22

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. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
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. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.

I try to establish high The students

standards for typically follow
individual and group behavior
Evidence
behavior. Typically expectations in
use modeling to individual and
demonstrate the groups. There are a
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
expectation and few students that it’s
move through the harder to motivate
classroom to help unless I’m sitting
students individually. there with them.
Need to use more 7/12/22
routine references
and create more The consistency of
standardized the warm-up or
procedures. agenda projected on
7/12/22 the board and
positive narration
have led students to
have their
computers out and
ready to begin
without my having to
cue the action. I
simply thank them
for being prepared
and they take the
initiative. 10/22

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. promotes learning.

Evidence There are specific Refocusing behavior

routines and has become a helpful
procedures that are tool. As I build
reinforced. I greet relationships with
students at the door students this
which allows me to becomes easier
do a quick check-in to because shorthand
see how they are and can be created. In the
then I can adjust if past, I used assigned
needed before class seating, but this year
begins. The students I only had to
also are part of the temporarily shift
procedure process so students.
that they have a say Also, if someone is
in what seems acting up asking
appropriate and them to help is an
acceptable. interesting way to
7/12/22 refocus.
7/12/22

I try to subtly let

students know
without disrupting
class. If it is
something that will
disrupt class then I
let them know we
will discuss it later.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Phones have been the
most difficult policy –
we set short breaks
which worked for a
time but there’s
needs to be a better
solution that won’t
disrupt class.
7/12/22

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.
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 review. 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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
There are times It is helpful to plan
when students are out each block of
taking more time time for a lesson –
than should be trying to break it into
required. I have 15-20min blocks. I
found a timer on the do run out of time for
board helps to lessen end of lesson review
this. Also, if I can which is something I
leave extra time at want to improve
the end of class to moving forward.
allow them to finish. Also, I want to be
7/12/22 more careful if the
pacing is too fast. In
an effort to curb that
Evidence
I sometimes give too
much time. It usually
depends on the
individual class.
7/12/22

The school
introduced an
internalized lesson
plan so it is not only
paced but includes
many other
considerations. 9/22