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. 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.
differences.
I work hard to promote a I facilitate self-reflection
positive classroom on a regular basis
community at the through weekly
beginning of each year. I Reflection assignments.
will then model desired Prompts aim to students
behavior for students, as improve social/emotional
well as give reminders skills, among other
when needed. Students things. 11/28/2023
primarily problem solve I continue to facilitate
conflicts independently self-reflections and
Evidence
but will reach out to me encourage a fair and
for support when needed. respectful community.
7.13.23 Many of the students are
Students continue to feel committed to promoting
comfortable reaching out a fair and respectful
to me for support with community, and will try
problem solving. They and resolve conflicts with
promote respect and others in healthy and
appreciate differences. empathetic ways. 5/2/24
11/28/2023
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
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
I think I could Students utilize My physical
improve in this area. I resources in the class classroom provides a
encourage students to support their range of resources for
to help each other on learning, including students to utilize in
assignments, but I do myself, materials, their learning, such
Evidence not frequently wall-information, as craft supplies,
develop lessons that each other, etc. graph paper,
require students to 11/28/2023 calculators, flash
interact to complete cards, white boards,
the task. That being etc. There is also a
said, students to feel word wall to help
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
comfortable utilizing
resources (including
each other) to
complete their work.
7.13.23
them with critiques,
and many examples
of student work.
7.13.23
My class continues to
provide a range of
resources for
students to utilize in
their learning.
11/28/2023
My class offers a
broad range of
inclusive resources,
and students actively
utilize those
resources. 5/2/24
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 with the
laws regarding safety addresses safety issues risks to physical, students to take risks students for the establishment
that are required by the regarding materials, intellectual, and and offer respectful and maintenance of a safe
site, district, and state. student interactions, and emotional safety using opinions about divergent physical, intellectual, and
Responds to behaviors the organization of the multiple strategies that viewpoints. emotional environment
that impact student learning environments. include examining biases focused on high quality and
safety as they arise. in the learning rigorous learning.
environment and
curriculum. Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining
establish intellectual and Models and provides behavior that
learning
emotional safety in the instruction on skills that contributes to
environments that
classroom. develop resiliency and intellectual and
are physically,
support intellectual and emotional safety in the Students demonstrate
intellectually, and
emotional safety. classroom. resiliency in perseverance for
emotionally safe
Students are aware of academic achievement.
required safety Students follow teacher Students maintain intellectual
procedures and the guidance regarding Students take risks, offer Students develop and and emotional safety for
school and classroom potential safety issues opinions, and share practice resiliency skills themselves and others in the
rational for maintaining for self or others. alternative perspectives and strategies to strive classroom.
safety. for academic
achievement, and
establish intellectual and
emotional safety in the
classroom.
A big component of my I integrate support for Students and I work
class is cultivating an students that help
atmosphere that students together to ensure our
feel safe in. During class them feel safe taking environment is physically
discussions students feel risks. I also help safe/clean, and
comfortable speaking and engage students in
expressing their opinion, intellectually/emotionally
self-reflection about
and when a challenging safe as well. Student work
topic arises, I will model
their culture, behavior,
etc. For example, is displayed, and there
how to address it. 7/13/23
Evidence students complete are many resources for
Students continue to take
risks and offer opinions in weekly reflections students to use. Students
the class. They are with various prompts aim for resilience, and
comfortable discussing
various topics with each in Study Skills, and seek our support when
other, and feel safe offer personal they need guidance.
expressing their thoughts. opinions about art 5/2/24
11/28/2023 during class critiques.
11/28/2023
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 throughout Facilitates a rigorous
learning environment on learning environment learning environment the learning environment that learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, values accuracy, analysis, and which students take
completion of learning understanding, and the analysis, problem solving, critical reading, writing and leadership in learning.
tasks. importance of meeting and appropriate levels of thinking. Fosters extended studies,
Is aware of the targeted learning goals. challenge. Integrates strategic scaffolds research, analysis and
importance of Works to maintain high Holds high expectations and technologies throughout purposeful use of
maintaining high expectations for students for students. Has an instruction that support the learning.
Creating a rigorous
expectations for while becoming aware of understanding of full range of learners in Supports students to
learning
students. achievement patterns for achievement patterns, meeting high expectations for utilize an extensive
environment with
individuals and groups of and uses scaffolds to achievement. repertoire of
high expectations
students. address achievement differentiated strategies
and appropriate
gaps. Students actively use to meet high
support for all
supports and challenges to expectations.
students
Some individuals and Students engage in a complete critical reading,
Some students ask for groups of students work variety of differentiated writing, higher order Students take
teacher support to with the teacher to supports and challenges thinking, and problem solving responsibility to fully
understand or complete support accuracy and in ways that promote across subject matter. utilize teacher and peer
learning tasks. comprehension in their their accuracy, analysis, support, to achieve
learning. and problem solving in consistently high levels
learning. of factual and analytical
learning.

I try to create Rigor is integrated

assignments that throughout the learning
have a high ceiling environment of my class.
but low floor, so that Strategic scaffolds and
all students feel tech helps support all
comfortable students. Students
engaging with the actively use supports to
Evidence content. And problem solve.
example is my art 11/28/2023
projects and the I continue to use specific
various ways scaffolds and tech to
students can support the full range of
explore/complete learners. Students are
the work. 7/13/23 familiar with the
supports/tech, and know
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
how to utilize them to
problem solve. Examples
of supports and tech
include graphic
organizers, calculators,
Chromebook/extensions,
various websites that are
regularly used, white
boards/markers, etc.
5/2/24

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 consequences systems that ensure
behavior. Communicates, models develop and maintain for individual and group students take an active
and explains high standards for behavior within and across role in monitoring and
expectations for individual and group learning activities. maintaining high
individual and group behavior. standards for individual
behavior. Guides and supports and group behaviors.
Developing,
Refers to standards for Utilizes routine students to self-assess,
communicating, and
behavior and applies Reviews standards for references to standards monitor, and set goals for
maintaining
consequences as needed. behavior with students in for behavior prior and individual and group
high standards for
single lessons or during individual and behavior and participation.
individual and group
sequence of lessons in group work.
behavior
anticipation of need for Students respond to
reinforcement. individual and group
Students are aware of Students follow behavior behaviors and encourage Students demonstrate
classroom rules and Students know expectations, accept and support each other to positive behavior,
consequences. expectations for behavior consequences and make improvements. consistent participation
and consequences and increase positive and are valued for their
respond to guidance in behaviors. unique identities.
following them.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students have clear On a regular basis I I believe myself and
guidelines and integrate equitable my students are
behavior expectations and between Integrating
expectations in my supports/consequences. and Innovating on
class – and for the This helps promote this CSTP. Through
most part they follow positive individual and posters, class
those expectations. I group behavior. discussions, and
think the area I can Students regularly self- regular check-ins
Evidence improve on in this is assess through our students are
helping students self- Habit Tracker and art reminded of
assess and set goals critiques. They also set expectations.
for their own goals for themselves as Students value a safe
behavior and well. 11/28/2023 environment, and
participation. work to promote a
7/13/23 community that
values each other.
5/2/24

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 classroom
builds on student integrates school
routines, procedures,
strengths. standards and culturally
norms, and supports
Seeks to promote positive Provides positive relevant norms.
for positive behavior
Responds to disruptive behaviors and responds behavior supports. Promotes positive
to ensure a climate in
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
which all students
to behaviors in ways that consistently prevents or behaviors and establishes
can learn
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom norms.
Evidence
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
Using instructional how transitions and
time to optimize classroom management
learning impact pacing and
lessons.
Some students complete
learning activities in time
that interferes with
learning, and positive
reinforcement in
following routines,
procedures, and norms.
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
Students receive timely assessment and responsibility with
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. learning climate. promotes learning.
There are established In the class I
routines and consistently model
procedures in my positive behavior,
room. But once again, and encourage
I can improve on students to refocus in
promoting self- order to improve the
assessment and learning climate.
involving the student 11/28/2023
in the assessment I continue to model
process. 7/13/23 positive behavior and
I continue to have an employ regular
established routine routines, so students
and procedure. I’ve know what to expect.
initiated self- When something isn’t
assessments for art working (be it
projects and Habit cleanup procedures
Trackers, but have or conversation
yet to incorporate topics), I have class
daily routines in the discussions on how
self-assessment. we can problem
11/28/2023 solve. 5/2/24
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
completion of learning monitoring of
activities and closure. instructional time.
Students participate in Students use their Students monitor their
and complete a variety of instructional time to own time, are engaged in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
allotted. needed, may receive learning activities in the engage in and complete
some adjustments of time time allotted with options learning activities and are
allotted for tasks or for extension and review. prepared for the next
expectations for sequence of instruction.
completion.
There is a structured
routine in my classes,
which the students are
familiar with, that helps
the activities flow
smoothly. That routine
helps with transition time
between activities.
Students use their time to
complete activities and
know what they need for
the next sequence of
Evidence instruction. 7.13.23
My pacing includes
regular assessment of
student learning, and I
help prompt and support
students to focus and use
their time wisely.
11/28/2023
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.
With one prompt at
the beginning of each
class, students state
how they will be
using their time in
Study Skills. Once a
week they make a
To-Do list of three
assignments they will
be prioritizing. They
also participate in
weekly self-
reflections and self-
assessments. Further,
they are made aware
of their IEP and
transition goals so
they can focus on
those as well.
11/28/2023