Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring
Models and Models fair and respectful
communicates behavior. Demonstrates
expectations for fair and commitment to fairness
respectful behavior to and respect in
support social communications with
development. students about language
and behavior.
Seeks to understand
Promoting social
cultural perceptions of
Development and
caring community.
responsibility within
7/16/23
a caring community
Some students share in
where each student
responsibility for the Students participate in
is treated fairly and
classroom community. occasional community
respectfully.
building activities,
designed to promote
caring, fairness, and
respect.
As a teacher, I always
strive to model behavior
to the class. I try to be as
fair and impartial as I can
be while pushing my
students to achieve. In
the beginning of the year,
I encourage students to
add to our classroom
Evidence norms, so there is a buy-
in component. 7/16/23
Applying Integrating Innovating
Reinforces positive, Develops shared Facilitates student self-
responsible, and responsibility with reflection and ongoing
respectful student students for resolving improvement of the
interactions. Assists conflict and creating and caring community based
students to resolve maintaining a caring on respect, fairness, and
conflicts. classroom community. the value of all members.
Incorporates cultural Supports students in
awareness to develop a taking leadership in
positive classroom developing a caring
climate. 12/2/23 community that is Students take leadership
responsive to the diverse in resolving conflict and
Students demonstrate cultural norms of creating a fair and
efforts to be positive, identities of all students. respectful classroom
accepting, and respectful 4/27/24 community where
of differences. 12/2/23 student’s home culture is
Students take included and valued.
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.
Students are encouraged Students are given choice
to be respectful and on major semester
accepting of others at all projects: including PPT,
times, especially during podcast, video series,
classroom discussions or artwork (with
small group discussions. accompanying
At the beginning of each paragraph), and creative
semester, students come writing prompt. 4/27/24
up with a list of norms
that we refer back to
throughout the semester.
12/2/23
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 7/16/23 resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
Is aware that structured Structures for interaction structures for interaction instruction. learning and reflect
interaction between are taught in single during learning activities diversity within and
Creating physical or students can support lessons or sequence of that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning learning. lessons to support and completion of structures for interaction
environments that student learning. learning tasks. that engage students Selects from a repertoire
promote student 7/16/23 constructively and of structures for
learning, reflect productively in learning. interaction to ensure
diversity, and 4/27/24 accelerated learning for
encourage the full range of students.
constructive and Some students use Students use a variety of
productive available resources in resources in learning Students routinely use a Students participate in
interactions among learning environments Students use resources environments and range of resources in monitoring and changing
students during instruction. provided in learning interact in ways that learning environments the design of learning
environments and deepen their that relate to and enhance environments and
interact with each other understanding of the instruction and reflect structures for
to understand and content and develop their diversity. interactions.
complete learning tasks in constructive social and Students share in
single lessons or academic interactions. monitoring and
sequence of lessons. assessment of
7/16/23 12/2/23 interactions to improve
effectiveness and develop
a positive culture for
learning.
As a teacher, I am This semester, I grew Activities include
always trying to in creating an Classkick, interactive
explore new online environment that chatbot, choose your
resources that I can provided students a own adventure, and
incorporate into my
multitude of different Padlet. 4/27/24
Evidence curriculum, such as
ways of approaching
Edpuzzle for interactive
YouTube videos. curriculum. 12/2/23
I try to establish
classroom norms in the
beginning of the year,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
but not all students are
responsive to all
activities, such as pair
shares.
For the most part,
students take place in
activities. However,
with the virtual
learning environment,
some students will
refuse to participate in
certain activities.
7/16/23
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. 7/16/23
Establishing and
maintaining learning
Explores strategies to
environments that
establish intellectual and
are physically,
emotional safety in the
intellectually, and
classroom. 7/16/23
emotionally safe
Students are aware of
required safety
procedures and the Students follow teacher
school and classroom guidance regarding
rational for maintaining potential safety issues for
safety. self or others.
My first priority as a
teacher is to ensure that
all students feel safe and
can express themselves
without fear of
judgement. I attempt to
implement SEL protocols
into my classroom, so
Evidence that students may
develop into socially and
emotionally intelligent
humans. 7/16/23
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. 4/27/24 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
12/2/23 achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Students should be Students projects offer
encouraged to take risks chances for opportunities
and share their opinions. to push themselves as
After posing a question writers. 4/27/24
on the whiteboard, I
typically ask students to
share out their answers
via chat, whiteboard, or
speaking on their mic.
This multimodal
answering ensures that
all students feel
comfortable sharing and
voicing their opinion
during class or small
group discussions.
12/2/23
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. 7/16/23 address achievement in meeting high differentiated strategies
and appropriate
gaps. 12/2/23 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
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. 7/16/23, problem solving across factual and analytical
12/2/23 subject matter. 4/27/24 learning.

This is an element I Students are engaged Unlimited

would like to focus in a variety of opportunities to
on for next year. I different activities submit written work.
know that sometimes which adjust to their 4/27/24
I don’t push students level of academic
at the top of my class rigor. For example,
enough. But I offer the Great Gatsby
Evidence opportunities for project at the end of
students to go above the fall term
and beyond what is provided students
expected, as with the with extra
self-directed opportunities to
research paper in the build a PowerPoint
spring. 7/16/23 presentation, such as
creating their own
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
art or adding extra
written portions to
the project. 12/2/23

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. 7/16/23 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. 7/16/23 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. 7/16/23 behaviors. 12/2/23 make improvements. unique identities.
4/27/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students in class During the Gatsby Students are engaged
know what is unit, we discuss with classroom
expected of them culturally significant activities and show
during class and topics like the respect to teacher
know how to behave American dream, and classmates.
because of classroom race, class, and 4/27/24
norms set at the gender. This gives
beginning of the year. students an
Evidence
7/16/23 opportunity to relate
our modern day
views to a book set
during the 1920s.
12/2/23

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. 4/27/24 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
7/16/23 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 positive behaviors.
procedures, routines, and Students receive Students are involved in Students share
classroom norms. correction for behavior Students receive timely assessment and responsibility with
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
classroom management
impact pacing and
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
that interferes with
learning, and positive
reinforcement in
following routines,
procedures, and norms.
7/16/23
As a teacher, I try to
implement routines
where students can
know what the
expectations are for
any given unit.
Students are
encouraged to
participate in
activities and treat
each other with
respect, even when
we do breakout room
activities and the
teacher is not present
in the room. 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.
and effective feedback monitoring of routines, teacher for managing and
and consequences for procedures, and norms in maintaining a positive
behaviors that interfere ways that improve the classroom climate that
with learning. 12/2/23 learning climate. promotes learning.
I am always trying to Gallery walk allows
utilize positive means students to receive
of motivating and feedback on written
encouraging work from their
students. I think this peers. 4/27/24
is an area I continue
to grow and excel in.
12/2/23
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports
understanding, students in the monitoring 4/27/24
completion of learning of instructional time.
activities and closure.
7/16/23 Students use their
instructional time to Students monitor their
Students participate in engage in and complete own time, are engaged in
and complete a variety of learning activities and are accomplishing learning
learning activities in the prepared for the next goals, and participate in
time allotted with sequence of instruction. reflection, self-
options for extension assessment, and goal
and review. 12/2/23 setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
During live Extra time built into
instruction, I usually calendar to allow for
give students an re-teaching and
opportunity to settle expanding on
into class with a bell curriculum. 4/27/24
ringer/participation
notebook entry. At
the end of class, I
leave about 5-10
minutes for
Evidence questions and/or
specialized help in a
breakout room.
Students who don’t
need help are given
opportunities to
work on their
individual or group
projects in separate
breakout rooms.
7/16/23