Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
support social and respect in students to resolve maintaining a caring on respect, fairness, and
development. communications with conflicts. classroom community. the value of all members.
students about language Incorporates cultural Supports students in 9/13/23 5/4/24
Promoting social and behavior. awareness to develop a taking leadership in
Development and Seeks to understand positive classroom developing a caring
responsibility within cultural perceptions of climate. community that is Students take leadership
a caring community caring community. responsive to the diverse in resolving conflict and
where each student Some students share in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the Students participate in efforts to be positive, identities of all students. respectful classroom
respectfully. classroom community. occasional community accepting, and respectful community where
building activities, of differences. Students take student’s home culture is
designed to promote responsibility resolving included and valued.
caring, fairness, and conflicts and maintaining Students communicate
respect. a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another. 9/13/23 5/4/24
differences.
I end every day with a
class meeting where
students are asked to
reflect on the day. Often
students will take part in
resolving problems,
admitting to mistakes,
and so on. I frequently
remind students of class
Evidence community expectations
and students take part in
managing themselves
and others and
encouraging kindness in
the class. 9/13/23
5/4/24
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. 9/13/23 that engage students Selects from a repertoire
promote student
5/4/24 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 routinely use a
productive
available resources in provided in learning Students use a variety of range of resources in Students participate in
interactions among
learning environments environments and resources in learning learning environments monitoring and changing
students
during instruction. interact with each other environments and that relate to and enhance the design of learning
to understand and interact in ways that instruction and reflect environments and
complete learning tasks deepen their their diversity. structures for
in single lessons or understanding of the Students share in interactions.
sequence of lessons. content and develop monitoring and
constructive social and assessment of
academic interactions. interactions to improve
9/13/23 5/4/24 effectiveness and develop
a positive culture for
learning.
I plan lessons with the
intent of students
interacting throughout.
Students are asked to
work with a partner or
group to complete tasks,
solve problems, and
Evidence
engage in conversations
about concepts. I also
utilize centers and small
group instruction. The
structure of the lessons
change depending on the
concept and the level of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
student understanding.
9/13/23 5/4/24
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 Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks and with the students for the
that are required by the regarding materials, intellectual, and offer respectful opinions establishment and
site, district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases emotional environment
safety as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on 9/13/23 5/4/24
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
safety. achievement, and emotional safety for
establish intellectual and themselves and others in
emotional safety in the the classroom. 9/13/23
classroom. 5/4/24
I asked my class to agree
upon norms, or
guidelines, for our
classroom community
and environment at the
beginning of the year.
Students came up with
language and actions they
would like to see in a safe
and encouraging
Evidence
classroom. They hold
each other accountable to
the norms. Before every
assignment or group
interaction, students are
reminded of the norms
and language that should
be used in order to
maintain a safe
environment that leads to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning and
achievement. 9/13/23
5/4/24

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. 9/13/23 5/4/24 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. 9/13/23 problem solving across factual and analytical
5/4/24 subject matter. learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I frequently use centers
to differentiate
instruction and engage
students in rigorous
learning. Centers allow
me to appropriately
challenge higher
achieving students, while
also providing support to
Evidence
students who need it.
Students are aware of
expectations and
participate in a wide
variety of activities that
promote accuracy and
problem solving.
9/13/23 5/4/24

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 5/4/24
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. 9/13/23

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. make improvements. unique identities.
9/13/23 5/4/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I use individual, team, My class management
and whole class behavior systems encourage
systems to encourage students to have positive
positive behavior in class classroom behavior.
and to manage poor Students take part in the
behavior. Students are monitoring and
aware of the class maintaining a positive
expectations for behavior class environment by
and support each other in working together to earn
Evidence maintaining positive group points and class
behavior. Each day, fuzzies. The leaders at
individual and whole each table group help to
class goals are set for keep their group
behavior, often by the members on task. We
students with my meet as a whole class for
guidance. 9/13/23 a daily meeting to check
in on what went well and
what we can improve on.
5/4/24

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
Employing
builds on student integrates school
classroom routines,
strengths. 5/4/24 standards and culturally
procedures, norms,
Seeks to promote positive Provides positive relevant norms.
and supports for
Responds to disruptive behaviors and responds behavior supports. Promotes positive
positive behavior to
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
ensure a climate in
to behaviors in ways that consistently prevents or behaviors and establishes
which all students
lessen disruptions to the refocuses behaviors preventions and a
can learn
learning climate. disruptive to the learning positive classroom
Students participate in climate. 5/4/24 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 9/13/23 Students are involved in Students share
classroom norms. that interferes with assessment and responsibility with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning, and positive Students receive timely monitoring of routines, teacher for managing and
reinforcement in and effective feedback procedures, and norms in maintaining a positive
following routines, and consequences for ways that improve the classroom climate that
procedures, and norms. behaviors that interfere learning climate. 5/4/24 promotes learning.
with learning. 9/13/23

Students are involved in I use my class

the making of class management systems like
norms and routines. The tickets, and table points
routines and procedures to encourage positive
are consistent, and classroom behavior.
students are involved in Students redeem tickets
managing them. I use a for coupons once a week.
ticket system to I check in with students
encourage positive who are disruptive and
Evidence
behavior. Tickets are redirect their behavior. I
given to reinforce let students have a say in
positive behavior and our class routines and
tickets are taken for poor procedures. I often ask
behavior. Students them to problem solve
respond well to earning and come up with
tickets and are motivated solutions for problems
to not lose any. 9/13/23 we have in the class.
5/4/24

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
lessons.
Using instructional
time to optimize
Some students complete
learning
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.
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 monitoring
completion of learning of instructional time.
activities and closure. 9/13/23 5/4/24
Students participate in Students use their
and complete a variety instructional time to
of learning activities in engage in and complete
the time allotted with learning activities and are
options for extension prepared for the next
and review. sequence of instruction.
9/13/23
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 begin lessons with a
short introduction of the
concept. Students then
participate in guided
practice and then are
asked to independently
complete tasks. I set a
visual timer for students
to gauge how long they
have for completion.
Guided practice and
Evidence independent work time,
allow me additional
opportunities to assess
students understanding
and achievement.
9/13/23 5/4/24