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 respectful responsibility with reflection and ongoing
expectations for fair and commitment to fairness student interactions. students for resolving improvement of the caring
respectful behavior to and respect in Assists students to resolve conflict and creating and community based on
support social communications with conflicts. maintaining a caring respect, fairness, and the
development. students about language Incorporates cultural classroom community. value of all members.
and behavior. awareness to develop a Supports students in 10/9/235/1/24
Promoting social Seeks to understand positive classroom climate. taking leadership in
Development and cultural perceptions of 7/14/23 developing a caring
responsibility within caring community. community that is
a caring community Students demonstrate responsive to the diverse Students take leadership
where each student Some students share in Students participate in efforts to be positive, cultural norms of in resolving conflict and
is treated fairly and responsibility for the occasional community accepting, and respectful identities of all students. creating a fair and
respectfully classroom community. building activities, of differences.7/14/23 respectful classroom
designed to promote Students take community where
caring, fairness, and responsibility for student’s home culture is
respect. resolving conflicts and included and valued.
maintaining a caring Students communicate
classroom community. with empathy and
Students promote respect understanding in
and appreciation for interactions with one
differences. 10/9/23 another. 5/1/24

Empathy is my number 1
quality I strive to put first
in myself and in my
classroom. Art can be very
vulnerable and I am
“aggressively” in-your-face
loving towards all of my
students to try and help
them feel more
comfortable. I am unafraid
Evidence
to be warm and caring to
all students. I tell them I
am a marshmallow
snowflake. However, with
that being said, they know
that I will not put up with
bullying, gossip, nastiness
or aggressiveness in my
classroom.
This is the first time I have
ever had the number of
students that I do want to
help one another. Students
are willing to help when
someone is needing help
on assignments and
projects and I am not
available at that moment.
They are able to be more
open and kind because of
this. Students have also
approached me about
conflicts respectfully. I
specifically have two
students sitting across
from each other, one
pretty outgoing and one
very very quiet. They have
started to ask each other
After every project, I ask
students to reflect on the
process and what helped
them be successful or
unsuccessful. I also ask
them what the ideal
environment is for people
to feel comfortable taking
risks and trying new
things. I also will
occasionally use a noise
meter that activates when
students are too loud, so
they know what volume is
appropriate and helpful
for all learners. I also have
zero tolerance for
unkindness and students
know they aren’t welcome
if they come in being
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
At the beginning of last
year, most of my students
were pretty nasty towards
each other either jokingly
in their “friends” way or
legitimately because they
didn’t get along. By the end
of the year, everyone in
that class had someone or
a few people they could go
to for help or they could
help others. There was an
instance in this class
where a student privately
asked me if she could
move seats because she
was uncomfortable and
wasn’t talking to friends
anymore. We had a
discussion about it being
fine, but it shouldn’t cause
other issues and that if
there are issues, she has to
tell me. Everyone involved
was civil and I never saw
any contention.7/14/23
I realized last year that I
tried to incorporate and
enforce a more organized
cleanup/classroom
maintenance system but
my students either didn’t
care or didn’t understand
why they had to help and
be part of the community.
It was like pulling teeth
and now I have learned
that is a Day 1 and forever
on lesson7/14/23
about their ideas and unkind. I will talk with
opinions and hobbies students and ask more
outside of school. Having about their thought
classes mixed in grade processes as well.
level also helps to Every student is always
promote a more caring given a cleaning task and
and respectful community. are occasionally rotated to
Older students help guide helper days, where they
the younger ones and/or are assistant to some of
set a good example (or the bigger projects as
sometimes healthy needed. This helps them
competition). 10/9/23 be on the lookout for
those who need help.
10/9/23
My leadership project this
semester really helped me
to guide students’
participation in creating a
responsible and
welcoming environment.
Student really took
ownership in dealing with
a social issue and teaching
other students about it.
5/1/24
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. 7/14/23 and completion of structures for interaction
environments that learning tasks. 5/1/24 that engage students Selects from a repertoire
promote student constructively and of structures for
learning, reflect productively in learning. interaction to ensure
diversity, and 10/9/23 accelerated learning for
encourage the full range of students.
constructive and Some students use Students use resources Students use a variety of
productive available resources in provided in learning resources in learning Students routinely use a Students participate in
interactions among learning environments environments and environments and range of resources in monitoring and changing
students during instruction. interact with each other interact in ways that learning environments the design of learning
to understand and deepen their that relate to and enhance environments and
complete learning tasks in understanding of the instruction and reflect structures for
single lessons or sequence content and develop their diversity. interactions.
of lessons. 5/1/24 constructive social and Students share in
academic interactions. monitoring and
7/14/2310/9/23 assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
I have desk groups, Sometimes my Everything relevant from
encourage talking students surprise me last semester. My
step-by-step demos and
while creating art, with this with their instructions are better
and use the “ask 3 interactions. They and incorporate more
then me” phrase to will reference our media to help with
Evidence encourage students vocab wall when I ask different learning
to learn from each them what Elements abilities. Another thing I
have done is incorporate
other. I also have a and Principles of Art more cross grade level
word wall and other and Design are in an interactions within my
visual resources and art piece, they ask classes. Since I teach
examples. I need to their friends classes with various
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
create simple step by opinions, and talk grades, I can rearrange
step tutorials for aloud while creating. seating charts for
students to learn from
students with images Depending on the one another. 10/9/23
and short and simple project, students
instructions move around, stand I feel like I actually
ESPECIALLY for at their desk, etc. struggled more on this
digital media art. Having a more tactile standard this semester. I
had a lot of challenges and
project helps unsuccessful lessons with
I say that different students engage in students and creating the
ideas are great and more creative environment I wanted
that all my students conversations from and needed for student
should challenge each what I have observed. learning.
My classroom physically
other, but in reality, I I think this is has work on display,
need more classroom especially true if it’s a standards, artists, etc.
activities to promote material or process more than I have had in
these interactions. I that most of them the past.
do too many full class have never 5/1/24
discussions when used.7/14/23
analyzing art and Students utilize each
students are afraid to others’ strengths to help
with their weaknesses.
talk. I think I need to Digital Programs like
have more structured Adobe Photoshop are
interactions like complex and one student
“Think Pair Share”. might ask a question and
I also want to do at least one person in the
class says “oh I can show
more art critiques you!” 10/9/23
and reflections of my
student’s work and I struggled to keep choice
need to start that off and have a wide range of
with baby steps but projects and lessons that
help accommodate
at the beginning of accelerated learning
the year so students because I struggled and
have more time to focused so much on
adjust and get students who were
comfortable. Art behind. 5/1/24
critiques are about
constructive feedback
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and an open
discussion on where
one student might
think the other
student’s art could
have gone or done
different.7/14/23
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 risks Integrates support for students Shares responsibility
laws regarding safety addresses safety to physical, intellectual, and to take risks and offer with the students for
that are required by the issues regarding emotional safety using multiple respectful opinions about the establishment and
site, district, and state. materials, student strategies that include divergent viewpoints. maintenance of a safe
Responds to behaviors interactions, and the examining biases in the physical, intellectual,
that impact student organization of the learning environment and and emotional
safety as they arise. learning curriculum. Engages in reflection on their environment focused
environments. own language and behavior on high quality and
Establishing and Models and provides that contributes to intellectual rigorous learning.
maintaining Explores strategies to instruction on skills that and emotional safety in the 10/9/235/1/24
learning establish intellectual develop resiliency and support classroom.
environments that Students are aware of and emotional safety intellectual and emotional
are physically, required safety in the classroom. safety. Students develop and practice Students demonstrate
intellectually, and procedures and the resiliency skills and strategies resilience in
emotionally safe school and classroom Students follow to strive for academic perseverance for
rational for maintaining teacher guidance Students take risks, offer achievement, and establish academic
safety. regarding potential opinions, and share alternative intellectual and emotional achievement.
safety issues for self perspectives 7/14/23 safety in the classroom. Students maintain
or others. intellectual and
emotional safety for
themselves and others
in the
classroom.10/9/23
5/1/24
When we analyze art and I have had students share Restorative Practices: I
share our opinions on opinions out loud, on will always have follow
up conversations with
what we think it is about written assignments, and students if we have
and what we like/dislike, anonymously about other disagreements to
students always share student art. I also always apologize for myself
differing perspectives. model polite verbal skills and find more
7/14/23 and sandwich opinions appropriate ways to
I need to work to get more when discussing student move past whatever
incident. This applies
Evidence students consistently art. 7/14/23 for disputes between a
involved in the discussion, student and myself
so I think I will mix in I had a student tell me that and between two
some smaller group they don’t like or believe me students. I think this
when I always say “it looks has helped students to
discussions.7/14/23 good” about their art. They become more
suggested I say “it looks good introspective and
for a start” (mind was blown) responsible for their
and I have started to be more actions.10/9/23
conscious of this and try to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
reflect on things like this. My ceramics classes
7/14/23 are very good
One of my students was mad examples of this. They
because I took her phone and know that if they don’t
she explained to me after class have a finished project
that she felt it wasn’t fair to show, they will still
because a different student got get a grade reflecting
a warning, so I reflected on their resilience,
that. The first student got a persistence, and
warning, because he looked up stretching and
something about the art piece exploring. Some
we analyzed and the other students who struggle
student was texting. I realized have some really
that it still isn’t very equal and negative self-talk and
my students will probably not their peers around
see it the same way as me. them will immediately
7/14/23 help.
My digital media
students now use my
phrase “when in
doubt, ctrl Z it out”
(shortcut key for
undo).
10/9/23

Ceramics is a great
example of how
students are
continuously showing
resilience and
perseverance. It is
something that none
of my students had
done before this year,
so the expectation to
be good at it just didn't
exist. There is also the
knowledge that “there
are no guarantees in
ceramics”. Students
have learned to help
one another.

The whistle project is

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
another example of
how I try to facilitate
an environment that is
safe and enables
students to help one
another. We only have
a few whistles not
working and I told
everyone that we will
make ice cream bowls
and have an ice cream
party if everyone’s
whistles work. They
are allowed to help
one another and are
even more determined
now. 5/1/24

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.5/1/24 research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and technologies learning.
learning expectations for students. while becoming aware of understanding of throughout instruction Supports students to
environment with achievement patterns for achievement patterns, that support the full range utilize an extensive
high expectations individuals and groups of and uses scaffolds to of learners in meeting repertoire of
and appropriate students. 7/14/23 address achievement high expectations for differentiated strategies
support for all gaps. 10/9/235/1/24 achievement. to meet high expectations.
students
Some students ask for Some individuals and Students engage in a Students actively use Students take
teacher support to groups of students work variety of differentiated supports and challenges responsibility to fully
understand or complete with the teacher to supports and challenges to complete critical utilize teacher and peer
learning tasks. support accuracy and in ways that promote reading, writing, higher support, to achieve
comprehension in their their accuracy, analysis, order thinking, and consistently high levels of
learning. 7/14/23 and problem solving in problem solving across factual and analytical
learning. 10/9/23 subject matter. learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I struggle with I want to focus on more
keeping my successful scaffolding by
being more organized. I
expectations think this will help all
consistent and students but especially
challenging enough those with more
for my students. I am achievement gaps,
sometimes a because it will be more
clear how everything
pushover, because I connects and builds. My
really try to value the expectations of my
process of creating students this semester
art rather than the has increased or at least
end goal. This can stayed more consistent.
Doing tutoring every
make it difficult for week has helped and
students to complete students are assigned
projects, so I need to mandatory tutoring
find a better depending on their
balance.7/14/23 grades, so they are
starting to understand the
expectations
Evidence more.10/9/23
I integrate rigor and have
been stricter on expecting
more from my students
instead of being a
“pushover”. I would like to
be more intentional with
workin on reading and
writing skills in my
classroom. I especially
want my students to be
able to critically look at
art and the artistic
process and then be able
to effectively
communicate their
thoughts. 5/1/24

Students have been more

willing to take active roles
in their own learning.
They will stay after school
to take more time on
projects, get extra help, or
collaborate with friends.
Students will speak up
about asking for more
resources (videos,
step-by-step instructions,
etc.) 10/9/23

I still need to work on my

scaffolding. 5/1/24
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 5/1/24
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. individual and group
behavior reinforcement. behavior and
participation.7/14/23
Students are aware of Students know Students follow behavior 10/9/23
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. 10/9/23 behaviors and encourage and are valued for their
and support each other to unique identities.
make improvements.
5/1/24
Sometimes students Students reflect on their With group projects, My classroom has a lot of
are aware of the own behavior and group students fill out shared materials and
participation as well as space. My students are
classroom rules and their peers. Students
progress reflections expected to and able to
don’t care. I am going work more effectively and reflect on what is monitor each others’
to be better about when I remind them that working and what behavior and help one
explaining why the part of their grade is isn’t working. They another, because they
rules are the way participation and since constantly have to know that they can’t use
the work is almost always certain tools/do certain
they are and have done inside class, I can
check in about what projects if the class is
Evidence
students participate see how things are going. needs to get done and being disrespectful or not
more in creating 10/9/23 who needs to do it. If adhering to the
some of the rules. I there is an issue in a expectations. 5/1/24
also need to be more group, most students
consistent.7/14/23 feel comfortable
coming to me to
resolve it. They also
have the opportunity
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to reflect on the
groupwork aspects of
projects, explaining
what went well and
didn’t and who they
worked/didn’t work
well with.7/14/23
In our classroom,
students are given
tasks for cleanup and
setup. Everyone is
asked to participate. I
need to figure out a
more organized
routine/system for
this so that students
think it is fair and are
used to it.7/14/23
Above items are still
relevant. I also have been
really shouting out
positive behavior in my
classroom more this
semester. The freshmen
are usually more likely to
understand how to meet
my expectations when
they realize that the older
students are doing it and
get recognized for it.
10/9/23

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates students
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. 7/14/23 development and Maintains a quality on maximizing learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
can learn monitoring of norms. learning climate that Classroom climate
10/9/23 builds on student integrates school
strengths. standards and culturally
Seeks to promote positive 7/14/235/1/24 relevant norms.
Responds to disruptive behaviors and responds
behavior. to disruptive behavior. Provides positive Promotes positive Promotes positive
behavior supports. behaviors and behaviors and establishes
Responds appropriately consistently prevents or preventions and a
to behaviors in ways that refocuses behaviors positive classroom
lessen disruptions to the disruptive to the learning climate that eliminate
Students receive learning climate. climate. most disruptive behavior.
correction for behavior 7/14/2310/9/235/1/24
that interferes with
Students are aware of learning, and positive Students participate in
procedures, routines, and reinforcement in routines, procedures, and Students are involved in Students share
classroom norms. following routines, norms and receive assessment and responsibility with
procedures, and norms. reinforcement for positive monitoring of routines, teacher for managing and
behaviors. 7/14/23 procedures, and norms in maintaining a positive
ways that improve the classroom climate that
Students receive timely learning climate. 10/9/23 promotes learning.
and effective feedback 5/1/24
and consequences for
behaviors that interfere
with learning. 7/14/23

I need to be more Students know when I do this when I know This has the same
consistent with we have an artifact some students like to example as the previous
standard. I want to be
routines for the (art analysis), analyze art more better about having
whole year and help because we do it than create art, some routines and procedures
to build more student every week. I have students want to help early on in the year
leadership the art piece on the others, some might though. 5/1/24
opportunities. I do projector when they want to help clean
know there are some walk in, and the the classroom, etc.
Evidence students who worksheets are by 7/14/23
respond really well to the door. When
Students have a more
helping other students come in and active role this semester.
students while some immediately get to Cleanup time is a good
students would not work, I positively example. Students hold
want to help others reinforce them. If each other accountable
at all. 7/14/23 students forget or because there is a lot of
shared equipment and
haven’t gotten our classes are shorter
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
started, they usually than they used to be so
will get to work after we can’t always get a lot
done in one class period
I have said thank you especially if students
to students getting to don’t set up and clean up
work.7/14/23 efficiently. 10/9/23

I have established
routines and more
positive behavior
shoutouts when students
go above and beyond with
those routines. An
example is when students
in ceramics start to get
their materials ready even
before the bell rings.
10/9/23
The “negative”
consequences in my
classroom will almost
always follow the actions.
If a student isn’t taking
care of their space, that
helps cleanup the
classroom after school.
That student takes more
responsibility and
ownership in the
classroom.10/9/23

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
Using instructional
how transitions and for sufficient student instruction, checking for learning. Supports
time to optimize
classroom management work time and transitions understanding, students in the
learning
impact pacing and to optimize learning. completion of learning monitoring of
lessons. activities and closure. instructional time.
7/14/23 10/9/235/1/24
Some students complete Students complete Students monitor their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning activities in time learning activities and, as
allotted. needed, may receive some
adjustments of time
allotted for tasks or
expectations for
completion. 7/14/23
I am not consistent
with deadlines and
am too lenient. I am
going into this year
being stricter and
more clear on
deadlines and
following through. I
know that some
students do require
extra time and I will
maintain leniency to
an extent so that I can
make sure all
students are
Evidence successful.7/14/23
Students participate in own time, are engaged in
and complete a variety of Students use their accomplishing learning
learning activities in the instructional time to goals, and participate in
time allotted with options engage in and complete reflection,
for extension and review. learning activities and are self-assessment, and goal
10/9/23 prepared for the next setting.
sequence of instruction.
I can get very During classes, I have Students are more used to
distracted and deep timers to help remind working in projects and I
students about pacing. have been more forward
in conversations with They know the cleanup and strict about
students. I value timer and that they can deadlines. We review
these learning start to clean up at that deadlines, what’s
experiences and point. 10/9/23 expected, what’s due
teaching moments I also have been working when and students are
more this semester trying able to monitor
with them, but need to get students to try to themselves. I also have
to be better at being solve more problems them write a to do list or
more aware of time. I before I help them. This set goals of what they
have been setting helps make them more want/need to get done.
timers for self aware and 5/1/24
acknowledge when I need
checkpoints during to be helping other
class and that has students more or less
helped keep things than them. 10/9/23
moving.7/14/23
My pacing of direct
Something I think I do instruction needs some
very well is checking for work. I would like to be
understanding and better organized and
progress on projects. I am prepared. 5/1/24
usually up most of class
work time asking
students about their
projects and helping them
move to the next steps if
necessary.7/14/23
I need to have more
meaningful extensions for
early finishers beyond
letting them have choice
art time (which is still
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
valuable). More guided
meaningful lessons with
goals in mind
still.7/14/23
I still am struggling with
the early finisher
activities. 10/9/23

Students struggle to focus

especially on our shorter
days (Tuesdays are early
release days). When they
are reminded of deadlines
and where they should be
in their progress by which
days, they are more
successful in reaching
deadlines and
expectations. We still
need to find better
routines and procedures
for certain days. 10/9/23