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cstp2 GRISENTI 4-30-24
cstp2 GRISENTI 4-30-24
4/30/24
I lead community
cirlces to buiold
respect amoung
each studnet in the
class. We disucss
things and I have
modeled respect
throughout the
whole school year.
I constantly ask
about the students'
cultures so I can be
more mindful. An
example is that in
China, you do not
write someone's
name in red unless
they are dead, if
you do before they
are dead it is like
wishing death upon
them. Once I
learned this, I
stopped using my
red pens just in
case.
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 instruction. environments enhance
Is aware that structured are taught in single structures for interaction 9/12/22 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 5/1/23 9/30/23
environments that learning tasks. 9/12/22 that engage students
promote student constructively and Selects from a repertoire
learning, reflect productively in learning. of structures for
diversity, and 5/1/23 interaction to ensure
encourage accelerated learning for
constructive and Some students use Students use resources Students use a variety of the full range of students.
productive available resources in provided in learning resources in learning Students routinely use a
interactions among learning environments environments and environments and range of resources in Students participate in
students during instruction. interact with each other interact in ways that learning environments monitoring and changing
to understand and deepen their that relate to and enhance the design of learning
complete learning tasks understanding of the instruction and reflect environments and
in single lessons or content and develop their diversity. structures for
sequence of lessons. constructive social and Students share in interactions.
academic interactions. monitoring and 4/30/24
assessment of interactions
to improve effectiveness
and develop a positive
culture for
learning5/1/23. 9/12/22
Students' desks are My bulletin boards I have every
in groups of 4-6. reflect what I am manipulative I can
During almost any teaching, student think of, students are
lesson if no one is work is hung all allowed to pair talk,
talking to them, they around my room as and they can use
Evidence can ask table well. their clipboard to get
partners for help. closer during
I have all instruction.5/1/23
All supplies needed manipulatives
for the day are in a necessary; I also have I make sure my
communal bucket on the student work in lessons are a mixture
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the desk group. pairs if necessary. of direct, group talk,
9/12/22 They are also able to and independent
get up and use work time.
clipboards if they I have every
cannot see what we manipulative I can
are working on if I am think of, students are
projecting/writing on allowed to pair talk,
the and they can use
board.9/12/225/1/23 their clipboard to get
closer during
I make sure my instruction.
lessons are a mixture This connects to ISTE
of direct, group talk, 2.5a. The
and independent manipulatives
work time. 5/1/23 available help any
learner complete any
task. If I find out a
student needs a
different
manipulative to be
successful I will find
it for them. 9/30/23
Manipulatives are
available to help any
learner complete any
task. If I find out a
student needs a
different
manipulative to be
successful I will find
it for them.I also
make sure that they
know where rthey
are or hwo to get one
for each assignemtn.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
This ensures they
alwzys have whagt
they need.
My desk are arranged
in groups and
studnets know where
to find clip boards
and other resources
if they need to
change their seat
during work time.
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 Anticipates and reduces Integrates support for Shares responsibility with the
laws regarding safety addresses safety issues risks to physical, students to take risks students for the establishment and
that are required by regarding materials, intellectual, and and offer respectful maintenance of a safe physical,
the site, district, and student interactions, emotional safety using opinions about intellectual, and emotional
state. and the organization of multiple strategies that divergent viewpoints. environment focused on high
Responds to behaviors the learning include examining quality and rigorous learning.
that impact student environments. biases in the learning 5/1/23 9/30/23
safety as they arise. environment and
curriculum. Engages in reflection
Establishing and
on their own language
maintaining
Explores strategies to Models and provides and behavior that
learning
establish intellectual instruction on skills contributes to
environments that
and emotional safety in that develop resiliency intellectual and
are physically,
the classroom. and support intellectual emotional safety in the Students demonstrate resiliency in
intellectually, and
and emotional safety. classroom. perseverance for academic
emotionally safe
achievement.
Students are aware of Students maintain intellectual and
required safety Students follow teacher Students take risks, Students develop and emotional safety for themselves
procedures and the guidance regarding offer opinions, and practice resiliency and others in the classroom.
school and classroom potential safety issues share alternative skills and strategies to
rational for for self or others. perspectives strive for academic 4/30/24
maintaining safety. achievement, and
establish intellectual
and emotional safety in
the classroom. 5/1/23
Most of the class is Especially during I set expectations early on,
very shy and will writing, I make with multiple reminders. I
not take risks/ sure students get explain how to be safe,
oppose each other used to responsible, and respectful
with opinions. constructive daily in each environment in
They are incredibly criticism about the school. I held multiple
young and have not their work. I have conversations with the whole
Evidence been in school yet. them show me group about safety for
I am working on the before they can ourselves and others. This
community aspect turn it in and will could be emotionally,
to foster more give feedback for physically, or intellectually
participation. them to change safe depending on what has
9/12/22 certain things happened that has made me
about their writing. need to have this
This creates their conversation.9/12/225/1/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
best work when I
look over it later. I Especially during writing, I
do this with most make sure students get used
worksheets in the to constructive criticism
class as about their work. I have them
well.5/1/23 show me before they can
turn it in and will give
feedback for them to change
certain things about their
writing. This creates their
best work when I look over it
later. I do this with most
worksheets in the class as
well.
I set expectations early
on, with multiple
reminders. I explain how
to be safe, responsible,
and respectful daily in
each environment in the
school. I held multiple
conversations with the
whole group about safety
for ourselves and others.
This could be emotionally,
physically, or
intellectually safe
depending on what has
happened that has made
me need to have this
conversation.
On my walls are multiple
reminders of how to
behave in different places.
9/30/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I explicitly taught my I use dojo points for The dojo points along
rules, expectations, behavior. I also have with the school wide
and routines for the a clip chart that I use ticket system have
first 21 days of only after multiple created a positive
school. On the carpet warnings for clipping environment for
I say give me 5(eyes down and clipping up assessing behaviors.
watching, ears for good I have noticed the
listening, lips are behavior.9/12/22 clip chart was not
zipped, calm body, working for most
and Crisscross I have worked on my students so I stopped
applesauce. We have students assessing using that and only
hand motions and do group behavior and use the dojo points
the chant every day. self assessing. this and whole school
has resulted in the tickets. The students
Evidence Most students students being able also keep each other
understand the to self correct, along in check.5/1/23
consequences and with use my silent
follow the reminders for what
expectations since correct behavior I have worked on my
we spent so much should be. They have students assessing
time going over all of taken responsibility group behavior and
these.9/12/22 for their behaviors self assessing. this
and I have noticed has resulted in the
most students students being able
working really to self correct, along
well.5/1/23 with use my silent
reminders for what
I have worked on my correct behavior
students assessing should be. They have
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
group behavior and taken responsibility
self assessing. this for their behaviors
has resulted in the and I have noticed
students being able most students
to self correct, along working really
with use my silent well.9/30/23
reminders for what
correct behavior I make sure to call on
should be. They have studnets using
taken responsibility different meathods.
for their behaviors this ensures that
and I have noticed each studnet has
most students equal oportunity to
working really talk and participate.
well.9/30/23 Some emathods
include, cold calling,
pulling sticks, and
using a random
selector on Class
Dojo.