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 5/4/19
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
a caring community responsive to the diverse Students take leadership
where each student Some students share in Students participate in Students demonstrate cultural norms of in resolving conflict and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. creating a fair and
respectfully classroom community. building activities, accepting, and respectful 9/25/17 respectful classroom
designed to promote of differences. community where
caring, fairness, and Students take student’s home culture is
respect.9/25/17 responsibility resolving included and valued.
conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another. 5/3/19
differences.

Classroom norms are At the beginning of the I model fairness and

created with the help of year I like to go over rules
student participation and and expectations. I
are also posted around specifically review proper
for the classroom where classroom behavior. I
they are visible for continue to review
reinforcement 9/25/17 expectation throughout
the year or as I see if
students need to reflect
Evidence
on their actions. 9/25/17
. former teachers and have
respect throughout the
year. I may be revisit
class expectations as
needed as well. I also
make an effort to be
aware of the culture
diversity of students and
their learning abilities. I
do this by visiting data,
having meetings with
informal discussions with
students. Furthermore, I
engage students in
discussions and model
constructive ways to
agree and disagree.
5/4/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students learn from
practice and make
informative decisions when
it comes to their behavior
and on other conduct.
Students self-monitor their
behavior to the point where
they have a sense of
responsibility to another.
5/4/19
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 provide a range of provides a broad range of range of resources that
that support student learning.9/25/17 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. 5/4/18 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 student and completion of structures for interaction 5/4/19
environments that learning. learning tasks. that engage students
promote student constructively and Selects from a repertoire
learning, reflect productively in learning of structures for
diversity, and 5/4/18. interaction to ensure
encourage accelerated learning for
constructive and Some students use Students use a variety of the full range of students.
productive available resources in Students use resources resources in learning Students routinely use a
interactions among learning environments provided in learning environments and range of resources in Students participate in
students during instruction. environments and interact in ways that learning environments monitoring and changing
interact with each other to deepen their that relate to and enhance the design of learning
understand and complete understanding of the instruction and reflect environments and
learning tasks in single content and develop their diversity. structures for
lessons or sequence of constructive social and Students share in interactions.
lessons. academic interactions monitoring and 5/4/19
9/25/17. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.5/4/18
Posters and student Students are asked to
work/projects are take part in think-pair Student work is displayed Posters and charts are
posted around the share discussions. They around the classroom to up for students to able to
classroom to promote are also encouraged to celebrate their accomplish tasks to the
share their knowledge accomplishment. best of their ability. A
learning. Students
and perspective relating Accommodations for
accomplishments and chart with discussion
Evidence to the content. 9/25/17 seating are made for
successes are frames and sentence
individuals and group
highlighted during frames are visible for
needs. I make
classtime.9/25/17 technologies like. laptops students to use. 5/4/19
and other forms of
resources available for Students are use these
students during frames during bell
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
instruction. Word of the ringers and when we are
day and other word walls engaging during
are posted to support discussions at the
student vocabulary. beginning or during
5/4/18 class. 5/4/19
Students facilitate some of
their discussions during
group activities and
informal ones. In many
cases students monitor
their own ideas and
progress by asking
questions and reinforcing
information with one
another.5/3/18
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
laws regarding safety that safety issues regarding risks to physical, students to take risks and with 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. 5/4/18 physical, intellectual,
that impact student safety learning environments. include examining biases and emotional
as they arise. in the learning environment focused on
environment and high quality and
curriculum. 9/25/17 Engages in reflection on
Establishing and rigorous learning
Explores strategies to their own language and
maintaining learning 5/4/19
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically, Students demonstrate
classroom. develop resiliency and emotional safety in the
intellectually, and resiliency in
support intellectual and classroom.5/4/18
emotionally safe perseverance for
emotional safety.
Students are aware of academic achievement.
required safety Students follow teacher Students develop and Students maintain
procedures and the guidance regarding Students take risks, offer practice resiliency skills intellectual and
school and classroom potential safety issues for opinions, and share and strategies to strive emotional safety for
rational for maintaining self or others. alternative perspectives for academic themselves and others
safety. 9/25/17 achievement, and in the classroom.
establish intellectual and 5/4/19
emotional safety in the
classroom. 5/3/18

I’m aware of topics and Accommodations for Posters of the classroom

certain actions can cause
anxiety for some
students, therefore I look
for better ways to explain
or illustrate learning
goals. There’s not type of
teasing or bullying
Evidence
allowed at point in my
classroom. 9/25/17
Students feel comfortable
to volunteer and answer
questions in front of their
peers. 9/25/17
individual classroom rules and expectations
seating as well as group are up in the classroom.
needs are made in These are reviewed in
anticipation or as needed. depth at the beginning
I model and assure of the year but are also
students that the reviewed as needed.
environment is one
where students feel safe
5/4/19
to take risks and be
Students are given
creative. Adaptations are
made with strategies in opportunities to make
which students up points in various
understand their learning forms, including
preferences and are in assessments. We review
which they are strong. answers and
5/4/18 misconceptions as
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
well/5/4/19
Students develop as sense
of autonomy in the
classroom and have the
courage to ask questions
during discussions with
my myself and fellow
classmates 5/4/18

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
learning
achievement patterns for achievement patterns, instruction that support Supports students to
environment with
individuals and groups of and uses scaffolds to the full range of learners utilize an extensive
high expectations
students. 9/25/17 address achievement in meeting high repertoire of
and appropriate
gaps. expectations for differentiated strategies
support for all
achievement. 5/4/19 to meet high
students
Some students ask for Some individuals and Students engage in a expectations.
teacher support to groups of students work variety of differentiated Students actively use
understand or complete with the teacher to supports and challenges supports and challenges Students take
learning tasks. support accuracy and in ways that promote to complete critical responsibility to fully
comprehension in their their accuracy, analysis, reading, writing, higher utilize teacher and peer
learning. 9/25/17 and problem solving in order thinking, and support, to achieve
learning. problem solving across consistently high levels of
subject matter.5/4/19 factual and analytical
learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Daily leaning goals are Objectives along with the

written and are reviewed essential questions.
with students. agendas are posted daily.
Expectations are modeled Rules and procedures are
and repeated for students posted around the
to meet. 9/25/17 classroom. Instruction
and higher order
Student group members questions are scaffolded
and table partners relay to address achievement
expectation to one gaps for the full range of
another, especially for learners. Meanwhile
students who may need strategies are
Evidence further encouragement differentiated to meet the
and assistance.9/25/17 needs of all students.
5/4/19

Opportunities are given

to students to evaluate
their work and their own
behavior. Students also
have access to a variety of
resources to help them
meet the learning goals
and achieve success in the
classroom. 5/4/19

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
Developing, behavior. Communicates, models develop and maintain consequences for students take an active
communicating, and and explains expectations high standards for individual and group role in monitoring and
maintaining for individual and group individual and group behavior within and maintaining high
high standards for behavior. behavior. across learning activities. standards for individual
individual and group 9/25/17 and group
behavior Refers to standards for Reviews standards for Utilizes routine behaviors.5/4/19
behavior and applies behavior with students in references to standards Guides and supports
consequences as needed. single lessons or for behavior prior and students to self-assess,
sequence of lessons in during individual and monitor, and set goals for
anticipation of need for group work. individual and group
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
reinforcement. behavior and
participation.
Students are aware of Students know Students follow behavior
classroom rules and expectations for behavior expectations, accept Students respond to Students demonstrate
consequences. and consequences and consequences and individual and group positive behavior,
respond to guidance in increase positive behaviors and encourage consistent participation
following them. behaviors. 9/25/17 and support each other to and are valued for their
make improvements. unique identities. 5/4/19

Standards and expectations

Students are spoken to on
an individual basis to
discuss their behavior
and find ways to correct it
in an effort to meet
expectations. 9/25/17
Evidence
Classroom rules and
regarding behavior is
expectations are revisited. Positive behavior
consistently enforced is modeled. While
evenly for all students inappropriate behaviors are
9/25/17. addressed according to the
class and school policy.
Seating arrangements are
made based on student
needs and learning
abilities. Participation is
encourage in the classroom
decision making. 5/4/19
Students willingly
volunteer to read and take
part in discussions. Positive
behavior like collecting
work, books and passing
assignments is also valued.
5/4/19

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
Employing classroom
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
routines, procedures,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
norms, and supports
some student students in the are culturally responsive. and procedures focuses
for positive behavior
involvement. development and Maintains a quality on maximizing learning.
to ensure a climate in
monitoring of norms. learning climate that Classroom climate
which all students
9/25/17 builds on student integrates school
can learn
strengths. standards and culturally
Seeks to promote positive relevant norms.
Responds to disruptive behaviors and responds Provides positive Promotes positive
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
Responds appropriately consistently prevents or behaviors and establishes
to behaviors in ways that refocuses behaviors preventions and a
lessen disruptions to the disruptive to the learning positive classroom
learning climate. climate 5/4/18 climate that eliminate
Students participate in most disruptive behavior.
routines, procedures, and 5/4/19
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 classroom climate that
with learning.9/25/17 5/4/18.10/15/18 promotes
learning.5/4/19

Students are expected to Classroom objectives I also post updates and

be on time and be in their and learning goals are reminders for students
sit by the time the late addressed with the to be able to see when
bell rings. Daily “warm content standards. certain projects or work
ups” are posted on the Adequate time is is due. Students also get
board before they walk provided for to organize their
in. Students expected assignments based on calendars to be able to
respond or complete the knowledge of students. manage their time
mini assignment within
Support is given to wisely. Additionally,
the first 10 minutes.
students based on students who are being
9/25/17
knowledge of learning distrustful may
abilities and emotional conference with me one
Evidence Students are given a
warning for behavior not development on one base to reinforce
acceptable for the knowledge. 5/4/18- the rules and
classroom. Depending on 10/15/18 expectations. 5/4/19
the action students are
given teacher-student Students are involved in I give students the
conference during class the development of the opportunity to be class
or at the end of class. classroom procedures. managers by given them
9/25/17 They also take part in certain responsibilities.
daily routines in the form Whether its writing the
of classroom managers agenda, fixing the date,
5/4/18-10/15/18 passing assignments and
stamping work. Students
have responsibilities in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
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.
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize
learning.9/25/17
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
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.
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.
our routines. 5/4/19
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities. 5./4/19
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.5/4/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Appropriate pacing of
I constantly adjust the instruction is made by
schedule/pace to if I posting the agenda and
observe that students avoiding irrelevant topics,
need more time to master while focusing on
the material.9/25/17 relevant and meaningful
content. Students are
Students are given provided with
extensions on their work instructional time to
if its recommended by the complete activities.
counselor or if the 5/4/19
assignment is more
rigorous than Students are productively
Evidence usual.9/25/17 engage in the lesson by
taking part in various
activities during a lesson.
Students monitor this own
learning and know what to
expect by reading the
agenda. Behavior is also
self-monitored by reading
classroom expectations
posted around the
classroom. 5/4/19