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
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences. 7/16/23 Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
difference.
I promote a welcoming 12/5/23
classroom environment. I This past semester, I
use positive language in participated in the
the classroom, and I don’t diversity, equity, and
tolerate hate or inclusion committee at
discrimination in my my school. Every month,
classroom. At my school, we would virtually meet
we have a large to create a newsletter
Palestinian population; I that highlighted and
Evidence always try to celebrated various
acknowledge holidays cultures.
and special events they
may celebrate. 7/16/23 4/24/24
I continued to participate
in the DEI committee, as
well as a community
connection workshop
called “Opioid Overdose
Response Training”.
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
Students use a variety of productively in learning. interaction to ensure
diversity, and
resources in learning accelerated learning for
encourage
environments and the full range of students.
constructive and
Some students use Students use resources interact in ways that Students routinely use a
productive
available resources in provided in learning deepen their range of resources in Students participate in
interactions among
learning environments environments and understanding of the learning environments monitoring and changing
students
during instruction. interact with each other content and develop that relate to and enhance the design of learning
to understand and constructive social and instruction and reflect environments and
complete learning tasks in academic interactions. their diversity. structures for
single lessons or Students share in interactions.
sequence of lessons. monitoring and
7/16/23 assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Students utilize resources 12/5/23 4/24/24
to complete tasks, yet I Students have access to I maintain physical
would like to help them various educational environments that reflect
deepen their resources, such as quizlet, student diversity and
understanding. 7/16/23 quizizz, edmentum, encourage constructive
google suites, etc to interactions among
Evidence construct academic students. I attended a
understanding of lessons. professional development
opportunity that
emphasized how we can
adapt expectations for
diverse learners.
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. 7/16/23
safety.
I am actually the safety
coordinator at my school;
I am in charge of
facilitating all emergency
drills, and making sure
the learning environment
is safe for all students.
7/16/23
Evidence
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.
12/5/23 4/24/24
I believe I anticipate and My school hosts
reduce risks of physical community connection
safety at my school, by events by partnering with
being my schools safety other non-profit
liason. Intellectual and organizations. Some
emotional safety, events we’ve had are
however, I am still “Opioid Overdose
exploring because I Response Training”,
haven’t provided explicit “How to increase student
instruction on skills for motivation and
emotional and intellectual engagement”, and “Art for
safety. personal expression and
social impact”.
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 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
7/16/23 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.

Evidence Most of our students 12/5/23

are credit deficient, While many of my
students are credit
therefore, I tend not deficient, I have tried this
to focus on rigorous semester to set learning
material. However, I goals for each student. I
want to change that. expect students to
7/16/23 achieve their target
learning goals.

4/24/24
I continue to talk to
students about their
credit and graduation
goals. I was proud this
semester because I had a
lot of seniors make their
graduation deadline. I
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
believe this happened
because I spoke with
students on a monthly
basis regarding their
credits.

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
7/16/23 respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.
4/24/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I want to be more 12/5/23 4/24/24
consistent and clear I create a unit completion Teacher has promoted
plan with each individual SBAC for the past 6 weeks,
with my expectations student. Meaning, each emphasizing its
and consequences. student has their own importance to students,
7/16/23 unique goal for how many parents, and staff.
units they should turn in Expectations for testing
each month. The plan is
week have been clearly
created with student
communicated.
Evidence input, and with
Students know the testing
graduation pace in mind.
expectations; they know
when and where they are
going to test, the
importance of the test, and
the behavior expectations
during the test.

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
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
7/16/23 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.

I tend to respond to 12/5/23 4/24/24

disruptive behavior,
but don’t really
promote positive
behaviors. 7/16/23
Evidence
I have been rewarding
positive student behavior
by giving out raffle tickets
as a reward, and then at
the end of the month, I
raffle off giftcards or
other prizes.
I provide positive
behavior support by
rewarding students with
raffle tickets that
students can use to enter
our school-wide monthly
raffle. I also will message
parents if a student is
exhibiting positive
behavior, or if they have
improved since I last
spoke with the parent.

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. 7/16/23
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
for extension and review.
Paces instruction to
include ongoing
assessment of student
learning. Supports
students in the
monitoring of
instructional time.
Students use their
instructional time to
engage in and complete
learning activities and are
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
I’m usually pretty 12/5/23 4/24/24
flexible, and can
While administering Students make decisions
recognize if individual coursework, I regarding which courses
adjustments should make sure students spend to focus on to hit their
be made. However, I at least 15 minutes unit goals. For example, if
don’t provide reviewing their packet a student has 5 units but
students with as before starting the test. wants to hit 6 for the
In the classroom , a day is month, they might not
much time for self- allotted for review before choose to complete an
assessment and a unit exam. English packet, as those
Evidence review as I would are very time consuming.
like to. 7/16/23 However, students can’t
just do elective classes,
they have to balance it
with core. I work with my
students to have
conversations and
develop a plan that helps
them achieve their unit
goals.