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 5/5/23
Seeks to understand positive classroom climate. taking leadership in
Promoting social cultural perceptions of developing a caring
Development and caring community. Students demonstrate community that is
responsibility within efforts to be positive, responsive to the diverse Students take leadership
a caring community Some students share in Students participate in accepting, and respectful cultural norms of in resolving conflict and
where each student responsibility for the occasional community of differences. 9/26/21 identities of all students. creating a fair and
is treated fairly and classroom community. building activities, 9/26/21 12/11/22 respectful classroom
respectfully designed to promote community where
caring, fairness, and Students take student’s home culture is
respect. 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. 12/11/22
5/5/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students have responded My classroom is full
extremely well to the full inclusion, gender neutral,
inclusion instructional free of slurs,
model; this has spilled compassionate, and
over to other social known to be a safe space
learning aspects of the for all of the students. I
classroom. There are still am, however, still a
small issues to be straight cis-gendered
eliminated, as the outside white man and will always
world will always be a need to work towards
significant influence. creating a space for people
9/26/21 not like me, which is the
majority of the students.
9/26/21
I have championed
inclusion and equity
within my classroom
environment and continue
to provide a strong
example of not only how
but why we should live as
respectful and caring
individuals. 5/5/23

While I continue to
maintain the standard of
inclusion in my classroom
and keep it a safe social
space, including for my
Evidence
growing number of
non-binary students and
the overwhelming amount
of ELL students, it is
taking a bit longer to move
my new high school
students to what I would
consider an Innovating
level compared to my
previous elementary and
middle school students.
12/11/22
Students at my current
high school are still at this
level, though under my
example they are
beginning to understand
what it takes to create
equitable and inclusive
spaces. 5/5/23
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 12/11/22 accelerated learning for
encourage the full range of students.
constructive and Some students use Students use resources Students use a variety of
productive available resources in provided in learning resources in learning Students routinely use a Students participate in
interactions among learning environments environments and environments and range of resources in monitoring and changing
students during instruction. interact with each other interact in ways that learning environments the design of learning
to understand and deepen their that relate to and enhance environments and
complete learning tasks in understanding of the instruction and reflect structures for
single lessons or sequence content and develop their diversity. interactions. 5/5/23
of lessons. constructive social and Students share in
academic interactions. monitoring and
9/26/21 assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 12/11/22
Students receive I have continued to build Using the foundation of
instruction based on the upon my knowledge of digital learning
Universal Design for digital learning environments that I have
Learning, utilizing environments to greatly developed previously, I
multiple means of supplement in class have been able to both
expression, performance practice find new and exciting
Evidence representation, and with assignments platforms for my students
engagement. This extends engaging students with to interact with, but also
to cultural, technological, other musicological have explored those I
and aspects while encouraging have used previously to
intra/interdisciplinary student choice in those find new functionalities to
contexts. 9/26/21 assignments 12/11.22 continue to support my
teaching process. 5/5/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
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.12/11/22
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the guidance regarding Students take risks, offer practice resiliency skills achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive for Students maintain
rational for maintaining self or others. alternative perspectives academic achievement, intellectual and emotional
safety. and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom. 9/26/21
5/5/23
Students come to Music
class knowing it is an
inclusive space and any
behavior to the contrary
will only not be tolerated
but explained why it is
such. We also maintain
the tenet that everyone
learns at different rates in
Evidence music, bolstering peer
learning and continuing
the loop. 9/26/21

I continue to build a
learning environment
that eschews prejudice
through not only my own
maintenance but also
inputs from my students,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
helping to build a robust
curriculum that the
students are able to take
part in. 12/11/22

My classroom continues
to embody what it means
to be a safe learning
environment that
promotes inclusion both
in social emotional
interactions as well as in
the curriculum; however,
I don’t feel that I can
move to the Innovating
level until I have 100% of
my students on board, a
difficult task with my
current demographic.
5/5/23

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
Creating a rigorous
maintaining high expectations for students for students. Has an scaffolds and technologies learning.
learning
expectations for students. while becoming aware of understanding of throughout instruction Supports students to
environment with
achievement patterns for achievement patterns, that support the full range utilize an extensive
high expectations
individuals and groups of and uses scaffolds to of learners in meeting repertoire of
and appropriate
students. address achievement high expectations for differentiated strategies
support for all
gaps. achievement. to meet high expectations.
students
9/26/21 12/11/22
Some students ask for Some individuals and Students engage in a Students actively use
teacher support to groups of students work variety of differentiated supports and challenges Students take
understand or complete with the teacher to supports and challenges to complete critical responsibility to fully
learning tasks. support accuracy and in ways that promote reading, writing, higher utilize teacher and peer
comprehension in their their accuracy, analysis, order thinking, and support, to achieve
learning. and problem solving in problem solving across consistently high levels of
learning. subject matter. 9/26/21 factual and analytical
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning. 5/5/23

I spent nearly a decade as

a college TA and teaching
adults theory and how to
play their instruments
and I expect much the
same of my much younger
students now. Mostly,
they rise to the challenge
and they know that
perfection is expected but
their best is accepted.
There are times where
this backfires and some
students will shut down
over the rigor; it then lies
on me to adjust. 9/27/21

Especially now that I am

working with high school
students, I would be
remiss to not maintain
Evidence the same expectations of
my high school students.
They also rise to the
occasion, meeting the
rigorous material head on
in order to succeed,
knowing that it will lead
them to mastery.
12/11/22

I continue to keep my
expectations of my
students at a very high
level in order to make
them college- and
working-environment
ready. Many of them push
back at times, but they
eventually learn why I
employ the rigor that I do
and rely on me for further
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
support when reaching
these heights. 5/5/23

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
and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine Guides and supports
communicating, and
behavior and applies behavior with students in references to standards students to self-assess,
maintaining
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
high standards for
sequence of lessons in during individual and individual and group
individual and group
anticipation of need for group work. behavior and
behavior
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. 9/26/21 make improvements. unique identities.
12/11/22 5/5/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
The Music room is
inherently a noisier place
than every other; the
same management
strategies transfer over
however. The largest
struggles is getting the
students in the correct
mindset when they enter
the class; anticipatory
sets and such are effective
in these situations.
9/26/21

It has truly been a

readjusting process
establishing routines and
managing the classroom
with these new students.
They are doing well, but I
had expected that they
would largely act
Evidence similarly to my previous
students, but the
demographic change is
clearly present. 12/11/22

I have adjusted to my new

learner demographic well
and have been able to
establish routines in
management and
classwork flow that are
working effectively.
However, I don’t feel like I
can move to the
Integrating column until I
can find ways to keep my
students off of their cell
phones, a problem
amongst all of my
colleagues but surely a
problem that has a
solution. 5/5/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. 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. climate that eliminate
can learn
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for positive
Students are aware of Students receive 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. 9/26/21 learning climate. 5/5/23 promotes learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
Using instructional classroom management
time to optimize impact pacing and
learning lessons.
Some students complete
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
Specific management and
instructional strategies
are utilized to maintain
the least restrictive
learning environment
possible. There are some
students that know what
buttons to push, though;
95% of the time I can
manage myself, but
sometimes I can let it
disrupt instruction when
it wasn’t worth the loss of
valuable time. 9/26/21
I have become very adept
at maintaining a positive
demeanor in class and
keeping a positive climate
in the classroom; again
however, my new set of
high school students are
much different than my
elementary and middle
schoolers, and I have had
to redevelop management
strategies that work for
both them as well as
myself. 12/11/22
Applying
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding,
completion of learning
activities and closure.
Students participate in
and complete a variety of
learning activities in the
time allotted with options
I have continued to build
my learning environment
and management
strategies accentuating
my students strengths
and being sure to refocus
those that are particularly
disruptive. I have been
able to connect with my
high schoolers on a
deeper level and have
been able to divert
unwanted behaviors in
order to maintain the
least restrictive
environment possible.
5/5/23
Integrating Innovating
Paces instruction to Paces, adjusts, and fluidly
include ongoing facilitates instruction and
assessment of student daily activities.
learning. Supports
students in the
monitoring of
instructional time.
Students use their Students monitor their
instructional time to own time, are engaged in
engage in and complete accomplishing learning
learning activities and are goals, and participate in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
allotted for tasks or for extension and review.
expectations for 9/26/21
completion.
Given the relatively short
time frame that I have the
students for, I have
developed quick and
diverse methods of
instruction and
assessment to get through
the material effectively. I
do find myself reteaching
often, partially since I
only see many of them
once a week, so I need to
find the methods that
work best for all of us, not
Evidence just 50% of the class and
me. 9/26/21
prepared for the next reflection,
sequence of instruction. self-assessment, and goal
12/11/22 5/5/23 setting.
I have been able to not
only hone my lessons to
the essential material and
cut out extraneous
aspects of my lessons, I
am also able to better
identify through informal
assessment when a lesson
is or isn't being effective,
addressing needs then
and not going through an
entire lesson only to go
back and reteach aspects
form earlier in said
lesson. 12/11/22
I continue to exhibit finely
tuned lessons while
staying abreast of when a
strategy isn’t working or
their is a particular
concept that isn’t clicking
with my students,
allowing time in my
teaching process to do a
reteach or expand on an
idea when the students’
need me too. 5/5/23