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 7/14/23
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
responsibility within
responsive to the diverse Students take leadership
a caring community
Some students share in Students participate in Students demonstrate cultural norms of in resolving conflict and
where each student
responsibility for the occasional community efforts to be positive, identities of all students. creating a fair and
is treated fairly and
classroom community. building activities, accepting, and respectful respectful classroom
respectfully
designed to promote of differences. Students take community where
caring, fairness, and responsibility resolving student’s home culture is
respect. conflicts and maintaining included and valued.
a caring classroom Students communicate
community. Students with empathy and
promote respect and understanding in
appreciation for interactions with one
differences.7/14/23 another.

I explicitly teach I work hard to uphold a

character traits and
virtues; our students are
reinforced for
demonstrating our
school’s virtues. A
classroom rule of mine is
to Admire and Respect
All. We see this played
Evidence out frequently at our
school. 7/14/23
model of respect,
responsibility, and
fairness. If I realize I have
been unfair, I am
reasonable to listen to
students and apologize
where needed. I
frequently reflect on my
practice regarding
fairness and respect.
7/14/23
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 resources for learning. resources, displays, and engage students in
learning. 7/14/23 artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. 10/23/2023 learning and reflect
interaction between lessons or sequence of structures for interaction diversity within and
Creating physical or students can support lessons to support during learning activities Integrates a variety of beyond the classroom.
virtual learning learning. student learning.7/14/23 that ensures a focus on structures for interaction
environments that and completion of that engage students Selects from a repertoire
promote student learning tasks. constructively and of structures for
learning, reflect productively in learning. interaction to ensure
diversity, and 5/5/24 accelerated learning for
encourage the full range of students.
constructive and Some students use Students use resources
productive available resources in provided in learning Students use a variety of Students routinely use a Students participate in
interactions among learning environments environments and resources in learning range of resources in monitoring and changing
students during instruction. interact with each other environments and learning environments the design of learning
to understand and interact in ways that that relate to and enhance environments and
complete learning tasks in deepen their instruction and reflect structures for
single lessons or understanding of the their diversity. interactions.
sequence of lessons. content and develop Students share in
7/14/23 constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Structures for interaction My classroom reflects Students continue to use a
include group work student diversity socially broad range of resources,
during math, and Socratic and academically; I displays, and tools in my
Discussion and dialogue provide a range of math classes. We use
during most lessons. manipulatives, books, whiteboards, counters,
7/14/23 resources, and tools to and other manipulatives
Evidence support student learning daily that support
I have a lot of resources, in math and science. instruction. 10/23/2023
books, and manipulatives 7/14/23
for students to use; they Structures for interaction
are typically utilized involve think-pair-share,
during single lessons. group work, and group
7/14/23 projects 5/5/24
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. 7/14/23 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 5/5/24
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. 7/14/23
emotionally safe
emotional safety.
Students are aware of Students demonstrate
required safety Students follow teacher Students develop and resiliency in
procedures and the guidance regarding Students take risks, offer practice resiliency skills perseverance for
school and classroom potential safety issues for opinions, and share and strategies to strive academic achievement.
rational for maintaining self or others. alternative perspectives for academic Students maintain
safety. achievement, and intellectual and emotional
establish intellectual and safety for themselves and
emotional safety in the others in the classroom.
classroom. 7/14/23 10/23/2023
Students are encouraged Some students have failed
to share agreements or tests or are receiving
disagreements and taught failed grades. After
explicitly to do so conferences and some
respectfully in discussion. discussion, many
I provide sentence stems students are
on my wall to help demonstrating
7/14/23 perseverance and a drive
to work harder to achieve
Evidence Students are held to a their goals. A few of these
high standard of behavior students have shown
and reflection is an early improvement already and
step in the corrective have brought grades up.
process. 7/14/23 Students encourage one
another when they
We teach fortitude and receive a poor grade.
temperance as virtues 10/23/2023
7/14/23
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. address achievement in meeting high differentiated strategies
and appropriate
gaps. 7/14/23 expectations for to meet high
support for all
achievement. expectations.
students
Some students ask for Some individuals and Students engage in a 10/23/2023
teacher support to groups of students work variety of differentiated Students take
understand or complete with the teacher to supports and challenges Students actively use responsibility to fully
learning tasks. support accuracy and in ways that promote supports and challenges utilize teacher and peer
comprehension in their their accuracy, analysis, to complete critical support, to achieve
learning. 7/14/23 and problem solving in reading, writing, higher consistently high levels of
learning. 10/23/2023 order thinking, and factual and analytical
problem solving across learning.
subject matter. 5/5/24
I work with some Our curriculum is I require students to
students 1:1 or in small content-rich and very support their answers –
groups to support rigorous; we hold in math by showing work
foundational concepts in students to correct or explaining in words
math. 7/14/23 spelling and grammar, their reasoning, and in
proper formatting, and science by explaining
neatness. I scaffold their reasoning. Students
frequently to help are graded on accuracy,
students reach deeper as well as reasoning and
Evidence levels of thinking. supporting arguments
7/14/23 when answering
questions. Appropriate
Students are graded on accommodations are
their accuracy and given to eligible students
supporting arguments in to support their access to
math and science, and are the curriculum
challenged to submit 10/23/2023
their best work 10/23
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
7/14/23 and group behaviors.
Developing, Refers to standards for Reviews standards for Utilizes routine 5/5/24
communicating, and behavior and applies behavior with students in references to standards Guides and supports
maintaining consequences as needed. single lessons or for behavior prior and students to self-assess,
high standards for sequence of lessons in during individual and monitor, and set goals for
individual and group anticipation of need for group work. 7/14/23 individual and group
behavior reinforcement. behavior and
participation.
Students are aware of Students know Students follow behavior 10/23/2023
classroom rules and expectations for behavior expectations, accept Students demonstrate
consequences. and consequences and consequences and Students respond to positive behavior,
respond to guidance in increase positive individual and group consistent participation
following them. behaviors. behaviors and encourage and are valued for their
and support each other to unique identities. 5/5/24
make improvements.
7/14/23
Evidence I review our classroom I make expectations for
rules prior to lessons and general behavior and
ask students what pillars lessons clear early on,
(virtues) they think will and practice / rehearse
apply to the activity at when students don’t meet
hand7/14/23 expectations. We use
Virtue Tickets to
reinforce positive
behavior and virtue.
Consequences are made
clear early on and are
consistently upheld when
students break rules.
Students often remind
one another in class of
rules or expectations and
help one another hold to
them. 7/14/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students have set goals
for themselves on time to
set up for class, not being
tardy, and submitting
work on time. They are
extrinsically rewarded for
their progress and are
motivated to achieve
their goals 10/23/2023

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
7/14/23 builds on student integrates school
strengths. 5/5/24 standards and culturally
Seeks to promote positive relevant norms.
Employing classroom Responds to disruptive behaviors and responds Provides positive Promotes positive
routines, procedures, behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
norms, and supports Responds appropriately consistently prevents or behaviors and establishes
for positive behavior to behaviors in ways that refocuses behaviors preventions and a
to ensure a climate in lessen disruptions to the disruptive to the learning positive classroom
which all students learning climate. climate. 7/14/23 climate that eliminate
can learn Students participate in most disruptive behavior.
routines, procedures, and 10/23/2023
norms and receive
Students are aware of Students receive reinforcement for
procedures, routines, and correction for behavior positive behaviors. Students are involved in
classroom norms. that interferes with assessment and Students share
learning, and positive Students receive timely monitoring of routines, responsibility with
reinforcement in and effective feedback procedures, and norms in teacher for managing and
following routines, and consequences for ways that improve the maintaining a positive
procedures, and norms. behaviors that interfere learning climate. 7/14/23 classroom climate that
with learning. promotes learning
5/5/24
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.
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. 7/14/23
Routines and procedures I give praise frequently
are established early on. and highlight students
Students are held to the who show positive
expectation of these behavior to the whole
procedures and must class. If there are
redo them if they don’t disruptions, I speak with
meet the expectation. We the student directly after
practice frequently. class. During the lesson, I
7/14/23 redirect them or tell them
we need to chat after
class. I frequently ask the
class how they think they
did with a given
procedure, we have short
discussions on what was
good and what could be
improved. 7/14/23
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.
7/14/23 10/23/2023
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.
Students are each
grouped into Houses at
our school. I give house
points, or take house
points, for students who
are or are not displaying
positive behavior. They
are motivated
themselves, and also hold
one another accountable
to doing the right thing.
5/5/24
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students often complete I plan for enough time to I’ve recently slowed my
the task planned; instruct and check for pacing to fall more in line
sometimes more time is understanding; with where my students
needed, and students can sometimes we don’t fully are, rather than trying to
work on the assignment finish the activity so it meet my own set
later in study hall, or I may carry into the next deadlines and plans. I am
will make adjustments to day. 7/14/23 assessing them informally
my plan to focus on the daily, and formally
priority. 7/14/23 weekly with quizzes. The
data I see from in-class
checks and weekly
Evidence quizzes has helped my
pacing and better
supported students
learning. 10/23/2023