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 respectful responsibility with reflection and ongoing
expectations for fair and commitment to fairness student interactions. students for resolving improvement of the caring
respectful behavior to and respect in Assists students to resolve conflict and creating and community based on
support social communications with conflicts. maintaining a caring respect, fairness, and the
development. students about language Incorporates cultural classroom community.   value of all members.
and behavior. awareness to develop a Supports students in
Promoting social Seeks to understand positive classroom climate. taking leadership in
Development and cultural perceptions of developing a caring
responsibility within caring community. Students demonstrate community that is Students take leadership
a caring community efforts to be positive, responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in accepting, and respectful cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community of differences. identities of all students. respectful classroom
respectfully classroom community. building activities, 4/9/2023 community where
designed to promote student’s home culture is
caring, fairness, and Students take included and valued.
respect. responsibility resolving Students communicate
conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences. 4/9/2023
Teacher reinforces
respectful communication
between teacher and
student and student and
student in interactions
with students and in
teaching activities.
Teacher largely doesn’t
have to intervene in
Evidence student-student
interactions to ensure
respect as students
monitor themselves and
each other with minimal
teacher interaction.
Teacher reviews
respectful communication
rules at the beginning of
the year, and throughout
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the semester as
applicable. 4/9/2023

Students are proactive

about making sure
conversations and
learning are proactive and
safe spaces for all students
and will intervene on
other students’ behalves
as well as their own to
ensure things stay
respectful of boundaries.
They police themselves
with some facilitation by
the teacher. 4/9/2023
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. 4/9/2023 learning and reflect
Creating physical or interaction between lessons or sequence of during learning activities diversity within and
virtual learning students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
environments that learning. student learning. and completion of structures for interaction
promote student learning tasks. that engage students Selects from a repertoire
learning, reflect constructively and of structures for
diversity, and productively in learning. interaction to ensure
encourage Students use a variety of accelerated learning for
constructive and resources in learning Students routinely use a the full range of students.
productive Some students use Students use resources environments and range of resources in 4/9/2023
interactions among available resources in provided in learning interact in ways that learning environments
students learning environments environments and deepen their that relate to and enhance Students participate in
during instruction. interact with each other understanding of the instruction and reflect monitoring and changing
to understand and content and develop their diversity. the design of learning
complete learning tasks in constructive social and Students share in environments and
single lessons or sequence academic interactions. monitoring and structures for
of lessons. assessment of interactions.
interactions to improve
effectiveness and develop
a positive culture for
learning. 4/9/2023
Teacher has a wide range Students use iPads and
of activities that various learning
incorporate technology technologies for activities
and are analog that and assessment of
students participate in. learning, in addition to
Students submit and multiple group sizes and
present notes or activities configurations to test
Evidence at the end of class to working together in
check learning and various levels both chosen
pacing. 4/9/2023 and otherwise. 4/9/2023

Verbal and written

check-ins about progress
are utilized. Activities are
made in a variety of ways
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and modes to encourage
diversity of learning.
4/9/2023
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 Engages in reflection on focused on high quality
Establishing and
environment and their own language and and rigorous learning.
maintaining learning
curriculum. behavior that contributes 4/9/2023
environments that
Explores strategies to to intellectual and
are physically,
establish intellectual and Models and provides emotional safety in the Students demonstrate
intellectually, and
emotional safety in the instruction on skills that classroom. resiliency in perseverance
emotionally safe
classroom. develop resiliency and for academic
Students are aware of support intellectual and Students develop and achievement.
required safety emotional safety. practice resiliency skills Students maintain
procedures and the Students follow teacher and strategies to strive for intellectual and emotional
school and classroom guidance regarding Students take risks, offer academic achievement, safety for themselves and
rational for maintaining potential safety issues for opinions, and share and establish intellectual others in the classroom.
safety. self or others. alternative perspectives and emotional safety in 4/9/2023
the classroom.
Discussions about word
choice in learning and in
discussion is open and
repeated based on
different issues core to
the texts. Students feel
comfortable taking risks
with their questions and
with being wrong, and
reflect on word choices
and make changes
Evidence accordingly. 4/9/2023

Teacher encourages open

discussion with students
about topics and selves.
Content is suspended in
favor of discussion about
sensitivity and word
choice, and students take
control of learning
environment when
necessary. 4/9/2023
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 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 technologies learning. 4/9/2023
Creating a rigorous expectations for students. while becoming aware of understanding of throughout instruction
learning achievement patterns for achievement patterns, that support the full range Supports students to
environment with individuals and groups of and uses scaffolds to of learners in meeting utilize an extensive
high expectations students. address achievement high expectations for repertoire of
and appropriate gaps. achievement. differentiated strategies
support for all to meet high expectations.
students Some students ask for Some individuals and Students engage in a Students actively use 4/9/2023
teacher support to groups of students work variety of differentiated supports and challenges
understand or complete with the teacher to supports and challenges to complete critical Students take
learning tasks. support accuracy and in ways that promote reading, writing, higher responsibility to fully
comprehension in their their accuracy, analysis, order thinking, and utilize teacher and peer
learning. and problem solving in problem solving across support, to achieve
learning. subject matter. consistently high levels of
factual and analytical
learning. 4/9/2023
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Teacher incorporates
scaffolded rigor in design
of unit and lessons, and
actively plans practices of
skills before performance.
Teacher introduces
content throughout units
that students use in unit
assessment or essays -
giant symbol discussion
adds into a symbol-
focused essay.
Furthermore, students
are able to self-regulate
and utilize previously
Evidence learned skills to deepen
and strengthen analysis
4/9/2023

Students work together

or separately to support
learning, and often
productively struggle or
ask each other for help in
a self-motivated manner
before reaching out to
teacher. Teacher will help
with callbacks and
examples, but students do
so for themselves
4/9/2023

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
Developing, rules, and consequences with some student including culturally expectations, positive environment using
communicating, and for individual and group involvement. responsive instruction to supports, and systems that ensure
maintaining behavior. Communicates, models develop and maintain consequences for students take an active
high standards for and explains expectations high standards for individual and group role in monitoring and
individual and group for individual and group individual and group behavior within and maintaining high
behavior behavior. behavior. across learning activities. standards for individual
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports 4/9/2023
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
behavior and applies behavior with students in
consequences as needed. single lessons or
sequence of lessons in
anticipation of need for
reinforcement.
Students are aware of Students know
classroom rules and expectations for behavior
consequences. /consequences and
respond to guidance.
references to standards students to self-assess,
for behavior prior and monitor, and set goals for Students demonstrate
during individual and individual and group positive behavior,
group work. behavior/participation. consistent participation
and are valued for their
Students follow behavior Students respond to unique identities.
expectations, accept individual and group 4/9/2023
consequences and behaviors and encourage
increase positive and support each other to
behaviors. make improvements.

Teacher reviews
equitable, safe, and
productive conversation
with students at
beginning of the year and
throughout the year as
needed, but by the end of
the year students
generally do not need the
reminder.4/9/2023.
Evidence
Students monitor
themselves well, and
actively police and
encourage selves and
others near them.
Students self-regulate
reliably, with little to no
teacher-facilitation
necessary. 4/9/2023

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
Employing classroom routines or norms for procedures, and norms routines and procedures monitoring and reflecting participating in
routines, procedures, single lessons to support in single lessons or that are culturally on routines, procedures, developing, monitoring,
norms, and supports student learning. sequence of lessons responsive and engage and norms in ways that and adjusting routines
for positive behavior with some student students in development are culturally responsive. and procedures focuses
to ensure a climate in involvement. and monitoring of norms. Maintains a quality on maximizing learning.
which all students Provides positive behavior learning climate that
can learn supports. builds on student Classroom climate
Responds appropriately to strengths. 4/9/2023 integrates school
Seeks to promote behaviors in ways that standards and culturally
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Responds to disruptive positive behaviors and lessen disruptions to Promotes positive relevant norms.
behavior. responds to disruptive learning climate. behaviors and 4/9/2023
behavior. Students participate in consistently prevents or
routines, procedures, and refocuses behaviors Promotes positive
norms and receive disruptive to the learning behaviors and establishes
reinforcement for positive climate. preventions and a
behaviors. positive classroom
Students are involved in
Students receive timely and climate that eliminates
Students receive assessment and
effective feedback and most disruptive behavior.
correction for behavior monitoring of routines,
Students are aware of consequences for behaviors 4/9/2023
that interferes with procedures, and norms in
procedures, routines, and that interfere with learning.
learning, and positive ways that improve the
classroom norms.
reinforcement in learning climate. Students share
following routines, responsibility with
procedures, and norms. teacher for managing and
maintaining a positive
classroom climate that
promotes learning.
4/9/2023
Class routine established Student behavior largely
and followed by students self-regulated with few to
each day. Check-in and no reminders by teacher
skills based intro, and necessary. If necessary,
homework reviewed at the process for teacher
ends. Students need little works as follows - a look,
to no prompting with a discussion, an in-class
beginning work. consequence, and then
4/9/2023 referral elsewhere.
4/9/2023
Evidence
Teacher is usually walking
around room, especially
when students are
working on individual,
partner, or group work, to
ensure students are not
only on task but also to
mitigate any disruptive or
off-task behaviors
4/9/2023

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
time to optimize on curriculum guidelines.
learning Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Some students complete
learning activities in time
allotted.
Evidence
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.
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.
facilitates instruction and
daily activities. 4/9/2023
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection,
self-assessment, and goal
setting. 4/9/2023
Pace is monitored not
only during class but
through notes and
discussion as well for
teacher to not only adjust
on the fly but to adjust
calendars and instruction
pacing to best serve
students and deep
in-depth learning of
material 4/9/2023
Students are good at
pacing themselves, and
much better at
self-regulating for time
and largely need little to
no teacher influence.
Students do engage in and
complete learning
activities either during
class time or at home to
be prepared for next
sequence of instruction
4/9/2023