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 members.
and behavior. Incorporates cultural Supports students in
Seeks to understand awareness to develop a taking leadership in
Promoting social
cultural perceptions of positive classroom developing a caring
Development and
caring community. climate. community that is Students take leadership
responsibility within
responsive to the diverse in resolving conflict and
a caring community
Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
where each student
responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
is treated fairly and
classroom community. building activities, accepting, and respectful 7/16/23 community where
respectfully
designed to promote of differences. 7/16/23 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. 4/27/24
Evidence Despite these steps we At the beginning of each
take listed to the right, I year, my students and I
do not find my students collaborate together to
necessarily taking create a classroom
responsibility as of yet. I contract, we then go over
wonder if I need to work these expectations daily
on my contract at the before the beginning of
beginning of the year class. When issues arise in
more. 7/16/23 lesson, we take the time
to discuss it as a class.
7/16/23

At the beginning of the

school year, the teacher
took the time to teach her
students about Growth
Mindset in a lesson and
set goals for the year. The
teacher also worked with
her students to create
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
a Class Contract with her
students. These two
lessons helped begin the
conversation and create
expectations about how
to have a safe learning
environment where there
can be collaboration
amongst peers, everyone
is treated fairly, and
where students can feel
safe about making
mistakes. (12/10/23)

I am continuing to use the

above methods.
Additionally, I make sure
to include opportunities
for students to give
feedback to each other or
peer edit during projects,
allowing them to practice
working together. I also
have taught SEL lessons
on healthy learning
mindsets to have during
class 4/27/24
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
7/16/23 academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence I work hard to follow the In Literature Studies (see
same daily routines and evidence for 1.3),
possess a demeanor that students practice socratic
is warm, safe and discussions, in which the
welcoming for the teacher does not
students, but creating an participate and only
”environment” virtually I facilitates. In these
struggle with. 7/16/23 discussions, the students
practice and are expected
to offer well developed
answers to the focus
question, explain how
evidence supports their
ideas and considered
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
other students’ ideas
while responding and
responded directly to
their peers. (12/10/23)

Alongside literature
studies, students also
have opportunites to
showcase parts of their
values and or culture in
passion projects they
have participated in this
year. For example, we did
a cook book project, and
students were able to
share recipies that meant
a lot to their families and
had special meaning
behing them. 4/27/24
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.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and emotional
safety. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom. 7/16/23
Evidence In each class, I aim to be warm,
welcoming and safe for my
students as listed above already.
Additionally I am conscious to
point out my own failures when
they happen so my student
learn that it is okay to fail. The
simplest thing I did last year but
did wonders to my students self
confidence and the way they
interacted with each other, is by
having Storytime where they
read to each other. It was a
space where it was okay to be
any reading level, but we could
grow, and they knew that they
needed to be kind to each other.
7/16/23

See evidence for 2.1. The use of

a class contract helps to
promote and explain specific
expectations within that
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom that make it
physically, intellectually, and
emotionally safe. The teacher is
able to refer back to these
expectations, and use them to
lead conversations about how
certain students or the class as a
whole is following the
expectations well or where they
could improve. (12/10/23)

I practice specific economy of

language that promotes
students being able to take risks
in class, and make it okay to be
wrong when answering
questions. This then carries over
into how the students interact
with each other, and I always
make a point to directly point
out and praise students that do
help in creating this safe
environment. 4/27/24

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
students 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.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
7/16/23 achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
achievement. expectations.
Some individuals and Students engage in a
Some students ask for groups of students work variety of differentiated Students actively use Students take
teacher support to with the teacher to supports and challenges supports and challenges responsibility to fully
understand or complete support accuracy and in ways that promote to complete critical utilize teacher and peer
learning tasks. comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. 7/16/23 and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
These past few years, due I did push certain
to what I experienced students further but only
teaching during COVID, I when asked or requested.
think unfortunately my I was able to develop or
expectations are not very direct students to proper
high for my students as I supplementary resources,
watched many of my but did not know how to
students struggle to encourage that in
complete their work students that were barely
much less anything else. I getting by. 7/16/23
did not utilize the Growth
Mindset enough 7/16/23 Students have access to a
platform called, Wonder
Workshop in which they
can practice block coding,
preparing them for a skill
that could be useful for
future professions. When
teacher facilitates lessons
with this platform, the
students are encouraged
Evidence to productively struggle
and figure out how to
independently problem
solve. (12/10/23)
My lessons this year,
have been highly
discussion and
inquiry based,
encouraging students
to think more about
the why behind
everything they are
learning, and help
develop the ability to
explain better what
they are learning.
Additionally, all my
projects have been
created to be
intentionally open
ended to allow for
students to create
something at their
level, but push them
to think critically
along the way. For
example during a tiny
house project, for
their budgeting I
included materials
they were required
to budget for but
some students, took
it a step further and
did a deep dive on
specific interests,
such as roofing,
insultation,
plumbing, electrical,
etc. 4/27/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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. 7/16/23 make improvements. unique identities.

Evidence I use daily routines in my In all my projects,

live lessons, and I use this year, I have
consistent rewards and
consequences so students
continued to utilize
know what to expect. detailed rubrics to
When warranted, I do show students what
have more thorough is expected of them
conversations with an and detailed
individual or group to
discuss the situation.
feedback following
7/16/23 said projects.
Additionally, I have
During literature studies, incorporated more
the teacher utilizes a well time for peer
thought out and
detailed rubric in order to
feedback and
properly teach students commenting during
what is expected of them and after projects, to
during the cycle. Detailed allow for peer
feedback about how they motivation in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
participated, spoke maintaining higher
during the discussion, standards. 4/27/24
and completed their
writing and portfolio
assignments is given so
the students know how to
improve for next
time. (12/10/23)

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
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. 7/16/23 learning climate. promotes learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I constantly and publicly
praise individuals and the
group for positive
behavior so as to instill in
my students that that
should be the norm and it
is the pathway to the best
learning environment. I
am also in constant
communication with
parents. 7/16/23

Established a well
routined "Morning
Meeting" that students
take part in at the
beginning of every live
lesson. When student
enter the virtual
classroom each day, a
slide is presented that has
Evidence a. joke or fun fact of the
day, a puzzle for them to
solve, and the class
contract and daily agenda
is also presented.
Students can participate
in the puzzle while the
teacher greets everyone
and then the agenda is
reviewed for the day. This
routine helps students to
be able to expect what is
coming next, and be
prepared. (12/10/23)

See blue evidence above, I

have continued to use this
same routine the entire
year, and have not
changed it at all. 4/27/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
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. 7/16/23
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
allotted for tasks or
expectations for
completion.
Applying Integrating
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.
Innovating
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.

I can generally pace out I have come out of

the year and long term my anxiety of
units effectively but I do
always find myself like I
needing to perfectly
am running out of time. plan each minute of
7/16/23 my lesson, and have
allowed students to
Listing out the agenda take themselves
(see evidence in 2.6)
helps to keep the lesson
where the lesson
on track, and ensures that needs to go, based on
the lesson is moving questions and
Evidence forward in a curiosities that arise
timely manner. Listing during lesson time.
out the agenda helps the
teacher review and make
This has actually
sure that said activities helped me to better
can realistically be done focus on what my
in the allotted time, and students need the
the list can mentally most practice in, and
prepare the student for
in turn been a better
what will be expected of
them that use of time! 4/27/24
day. (12/10/23)