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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.
Whenever there is a Students have been given
dispute between tools for resolving conflict
students, I encourage on their own. They are
them to try talking it our required to go to the
before seeking my help. If instigator first and share
students feel the need to their feelings using “I”
come to me for language. Once that
assistance, I help them happens, students are
work through the invited to come to me to
problem using “I” share the results or get
Evidence language, giving all additional help. Apologies
parties an equal on both sides are
opportunity to be heard. expected in the end.
Once everyone has Additionally, many of my
spoken their fair share, older students have
we work out a stepped up to being
compromise where both positive behavior
parties are happy with facilitators are entirely
the results. supported by me. We
09/27/17 have class discussions as
to how to politely remind
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students respect the peers of the classroom
opinions of other and rules, as well as how it is
strive to give them a fair appropriate for them to
opportunity when talking nicely remind each other
(specifically during because we are a
conflict resolution). My classroom that needs the
students are expected to help of everyone to
use “I” language so that succeed.
other do not feel attacked. 05/06/18
They are encouraged to 10/26/18
apologize after we arrive 4/10/19
at a solution. Students are
also encouraged to work My older students take
problems out on their responsibility for helping
own and when they do, the younger students
they always report back “talk out” their problems.
that it was usually a Students typically feel
misunderstanding or an safe to remind each other
issue easy to solve. when their words or
09/27/17 tones are unkind and will
often come to the aid of
peers when they are
being put down or
treated unkindly.
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
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
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
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
I try my best to Around my classroom, I I recently reconfigured
incorporate use of have a variety of posters the desks in my classroom
computers and and anchor charts that act to reflect the diverse
technology when as wonderful reminders learners in the class.
applicable. We have for students. Students Some desks are in pods of
recently started going to have access to a variety of three (for students who
the computer lab to work resources such as like to work together or
on WebQuests that are manipulative, resource benefit from being near
relevant to what we are books, and the Internet, others), some are singular
studying. Soon we will all in the classroom. islands (for students who
have Chromebooks in the 05/06/18 like to work
classroom, which will be 10/26/18 independently), and there
an easier resource for are even a few in the
students to supplement When feasible, I allow my corner facing the wall (for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
their learning. students to work in those students who need
09/27/17 groups. Groups are based the isolation/starkness to
on shared interests, focus). Additionally, the
reading level, or academic books, authors, artists,
achievement, etc. This poems, etc., that we have
gets students working viewed and discussed
with different people who throughout the year have
have different levels of been from a wide-variety
understanding while also of backgrounds, reflecting
offering a new idea or the uniqueness of all my
viewpoint to what is students. They
being studied. Specifically appreciated seeing
in math, when my higher themselves represented
achieving students are in our coursework. We
finished, I often let them also have ever-changing
roam the classroom with bulletin boards that
me, looking for someone update weekly (or
to assist. monthly) with our
09/27/17 challenge spelling words
or book of the month to
I have been teaching my represent what we
students how to seek out currently are working on.
and search for the 4/10/19
information they want to
know. Thus far they have I use a variety of
used their textbooks, groupings that promote
encyclopedias (and other different types of
reference books), kid- interactions in the
friendly articles from the classroom. Additionally, I
Internet, and appropriate plan different types of
movie clips. My students activities within a given
all know how to search lesson that gives students
for information on the a different experience. We
Internet using the kid- use videos, textbooks,
friendly search engine online research,
Kiddle. manipulatives, pictures,
09/27/17 visual aids, etc. to help
students learn.

In our classroom,
students have access to
the Internet, resource
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
books, manipulatives, and
posters/anchor charts
that all relate to their
learning. Students reflect
on lessons, especially
when I do something new,
and they tell me what
they liked/did not like
about the lesson and
sometimes give feedback
for what they would like
to see next time. Also,
when students have a
good device for
remembering something,
I make sure to share that
will all students.
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. 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
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 emotional
safety. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
Students are taught to be
respectful of differing
viewpoints in the
classroom, especially
when it comes to religion.
While we are an
Adventist school, we have
several students from
different denominations
Evidence of Adventism. Students
have been taught how to
talk about these
differences in a
constructive way by using
“I believe” or “I
statements. I strive for a
safe environment where
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students feel able to
express themselves
without negative
backlash. I achieve this by
modeling how to
respectfully disagree with
someone, as well as
reminding them that
words such as “stupid” or
“dumb” are not
appropriate in these
situations (or ever).

I reflect nightly on how to

make my encounters with
students more positive.
At times, I have visibly
gotten upset with the
class and thusly needed
to apologize and own up
to the fact that I handled
myself inappropriately.
Since then, I have taken
real effort to keep my
emotions in check.
Additionally, I know that I
like to be a sarcastic
person and I have to
constantly remind myself
to be straightforward
with my students to
ensure that none of my
words or remarks are
taken the wrong way.

Students have adopted a

growth mindset through
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
my guidance. They take
mistakes as opportunities
to grow instead of seeing
them as failures. There is
lots of encouragement
amongst peers when
students see other getting
discouraged. Students
often take responsibility
to make sure students
feel safe and included,
reminding each other to
be kind and considerate
of others and their
personal opinion and

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
Creating a rigorous
maintaining high expectations for students for students. Has an scaffolds and learning.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
environment with
achievement patterns for achievement patterns, instruction that support utilize an extensive
high expectations
individuals and groups of and uses scaffolds to the full range of learners repertoire of
and appropriate
students. address achievement in meeting high differentiated strategies
support for all
gaps. expectations for to meet high
achievement. expectations.
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. problem solving across factual and analytical
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
subject matter. learning.

Specifically in math, I In any given lesson, I use Every week, students

strive for students to fully a variety of different are assigned
understand concepts and resources and
be able to accurately technologies; I use my
something called
complete the problems. knowledge of my Article of the Week.
Students who do not students learning needs For the assignment,
succeed the first time in and provide learning they are given a news
fully understanding are encounters that will be article of high-
given a second meaningful for them;
opportunity to complete goals for single lessons
interest for my
the assignment where and arcs of lessons reflectstudents. Some are of
they work one-one-on that there is a spectrum current events,
with the teacher or one of of achievement; and science, viral Internet
the volunteers in our students are prompted to sensation, historical
classroom. In math think on different levels
especially, they need to using multiple tiers of
accounts, and so on.
understand core concepts Bloom’s taxonomy. In this assignment,
before proceeding and I 05/06/18 students do a close
have found that this one- 10/26/18 reading of the article,
on-one “tutoring” helps analyzing, critically
students achieve success. Lessons have a tier of
reading, taking notes,
Evidence I also hold high expectations/learning
expectations for my outcomes so that all asking questions in
students, including one or students can be the margins, and
two SAT/ACT-level words successful. All students thoroughly engaging
on their spelling tests. As are expected to meet the with the material.
time goes on, they will lowest tier which reflects
need to understand the a basic understanding; all
The questions after
meaning of these words students are also the reading require
to use them in a expected to meet the them to think
contextual sentence. “right there” challenge critically back on
Being aware of student which is the baseline their reading, make
performance across the where I want all students
board helps me know to be; there is also a
connections to their
which students to group “challenge” tier that aims life, draw conclusions
for reading and spelling to push students’ thinking and inferences, etc.
groups and which and understanding to the Students have
students will need an next level. Students can different supports
opportunity to relearn and will achieve with
key concepts in math. varying results all across
based on need, like
09/27/17 this spectrum and an article of a lower
activities throughout reading level, if
As stated, students who lessons will meet one of needed, or the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
struggle in math get a fair many of these learning implementation of
amount of one-on-one outcomes/expectations. question-reading
time with the teacher or a Students are constantly
classroom volunteer. For going out of their learning
strategies that I help
language arts, I try to comfort level to try and them with (box the
meet with every student grow. question, cross out
weekly and conference on 05/06/18 unnecessary
their Monday writing 10/26/18 information, circle
assignment. Also, my
struggling readers are
key words, etc.). It is
grouped together for challenging, yet
teacher-facilitated something they all
practice during reading can accomplish at
time. their best ability.

Like mentioned
above, the Articles of
the Week often cross
subject areas, require
critical reading and
writing, and are
something that
students have
various supports and
strategies for
completing. Many of
them use the CUBES
question strategy to
help them solve
problems (though
often used in math,
they apply it in ELA).

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
individual and group and explains expectations high standards for individual and group role in monitoring and
behavior for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students in references to standards students to self-assess,
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
anticipation of need for group work. behavior and
reinforcement. participation.

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.

At the beginning of the Over the year, I have Whenever we have a Our classroom
year, we have a class developed an project, our class has an environment is typically
discussion about what an understanding of each of open-discussion about positive because the rules
ideal classroom looks my students. Because of the things that would and expectations are
like. This discussion helps this, I know how to best make a successful or poor clear. Whenever there
our class (students approach them project. Based on student seems to be a behavioral
included) formulate our individually for things input, I design the rubric hiccup, I do my part to
rules. The teacher models such as behaviors and that reflects what they review the expectations
these rules, as well as consequences. For think are important. I and rules with my
procedures and example, I have one have noticed that when students because it acts
expectations, during the student who (with students have a voice in as a good reminder for
first few days of school. permission) only “learns” what comprises their everyone. Students are
We then move on to if she is called out in front grade, more students well-respected and feel
Evidence having the students of the class for her bad achieve. During project comfortable sharing their
practice, practice, behavior. So, when I see shares, we also discuss feelings with each other,
practice. There is so much it, I just call it out in class. what the positive and even going so far as to be
practicing of our In contrast, I have negative aspects, if able to communicate with
expectations that each students that need me to present, of peer projects one another when they
and every student has a pull them to the side after might have been. are feeling hurt. Also,
solid grasp of what is class to talk with them Students are also given a participation and
expected. These privately because of chance to score involvement is a huge
expectations are feelings of shyness or themselves and each expectation in my class.
reviewed regularly anxiety. However, other. Students love Whenever a student is
throughout the school everyone is held to the getting feedback from called upon, they are
year. same behavioral multiple sources on how expected to share
09/27/17 standard. to better succeed in the something, even if they
05/06/18 4/10/19 next go-around. They, at do not know the right
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
10/26/18 this time, can make goals answer. They can ask a
Before any activity, for themselves for the question, highlight a
students are reminded of future. This helps ensure misconception they have,
my expectations. that everyone is on the or explain what they
Sometimes, I will draw a same page in terms of might be thinking.
popsicle stick with a proper 05/05/18
student’s name on it and classroom/learning 10/26/18
have them remind us how behavior, and shows that 4/10/19
we are going to proceed everyone knows what is
with an activity such as expected learnings for
lining up for lunch or presentations. (NBPTS
transitioning into Proposition 3). In order
working with groups. to model this further for
09/27/17 my students, at times I
allow them to “grade” me
on my
lessons/presentations in
class. This shows
leadership because I am
seeking feedback from
the people I work most
closely with, my students,
in order to grow and
learn as an educator.
(TLMS Domain IV).

The students in my class,

specifically my fourth
graders, who have
already been with my for
a year, tend to look out
for the younger students.
They take responsibility
and remind them if they
forget to, for example,
push in their chair after
getting up since they
know that students who
leave their chair out must
pay a $1 fine. Some
students go so far as to
push in the chairs of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
others while giving a
gentle reminder so that
no one has to pay a fine.
My students are also
great at self-monitoring
the noise levels in the
classroom, asking the
class as a whole to be
quieter when necessary.

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
classroom norms. that interferes with Students receive timely assessment and responsibility with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.

Students are made aware Student positive behavior The group of students I
of the routines and is highlighted via work with can be very
procedures from day one. statements such as “I noisy! Because of this, we
We practice these appreciate how X is had to re-evaluate our
extensively for the first working quietly” or “I classroom culture.
few weeks and review love how Y walked Something that has
them regularly once the quickly and quietly into contributed to a more
school year is in full the classroom and is positive classroom that is
swing. My students help quietly waiting at their less disruptive is the use
me monitor the class and desk for instruction”. of the Too Noisy app. I
our expectations, letting Additionally, positive have only been using this
me know if our class is behavior is rewarded app for about a week, at
not meeting an with class money (we use the suggestion of the
expectation as hoped. a money management FOTIP program, but it has
Once they approach me system). Negative worked wonders thus far.
with this information, we behavior is punished with The app lets me set a
stop whatever we are students paying me a noise limit for the
doing and thoroughly class fine. If multiple classroom and sounds an
review the instances of negative alert when students get
expectation/procedure behavior occur, we pause too noisy. They hate the
Evidence and practice it a few from our normal routine sound it makes so they
times. to practice and reinforce try to keep their volume
09/27/17 the rules and down. Students think of it
05/06/18 expectations. as a game, which helps
10/28/18 05/06/18 prevent the talking and
4/10/19 helps ensure that the
learning environment is
Especially so with my conducive to learning.
“rowdy” students, I make (ISTE Standards for
sure to reinforce positive Educators 1c). This same
behavior. Whenever I domain also shows my
catch them doing even teacher leadership
the smallest thing because I saw a problem
correctly, I make sure to in my class, and did some
privately address it to research (through this
them and reward it with FOTIP program and on
positive affirmation or a my own) on viable
high five. Disruptions are solutions that would
also dealt with on a work in my classroom
personal level as to not and for my students.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
call out a student in front (TLMS Domain II).
of the class. They are 10/28/18
given a gentle reminder 4/10/19
and the expectations are
quickly reviewed for Students all have a
them. From that point on, specific weekly job that
that disruption is a fine. If encourages an orderly
a student has three and positive
disruptions over the same environment. Students
issue in one day, I make feel safe to correct peer
sure to communicate with behavior and will often
the parents and seek their remind students of
reinforcement at home. proper behavior. The
When students behave older students really take
appropriately and as this as a responsibility to
expected, they receive help me, as the teacher,
more money in their keep the class working
checkbooks than they smoothly.
would otherwise. 05/06/18
09/27/17 10/26/18
Each student has a
checkbook that houses a
running total of his or her
current money. As soon
as they make some type
of disruption, I have them
get out their checkbooks
and deduct the fined
amount. This way they
have a visual of just how
much they are losing.
Students typically do not
like losing their money so
most unruly behaviors
are squelched the first

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
time to optimize on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
learning Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
lessons. activities and closure. instructional time.

Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in time learning activities and, as and complete a variety of instructional time to own time, are engaged in
allotted. needed, may receive learning activities in the engage in and complete accomplishing learning
some adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and review. prepared for the next reflection, self-
expectations for sequence of instruction. assessment, and goal
completion. setting.

Ongoing assessment is
something I use all the
time. A few ways I do this
are by using thumbs
up/thumbs down as an
easy way to gauge how
students are feeling about
the material as well as
random popsicle stick
draws to ask specific
questions in alignment
with what I am talking
about. I move on and
reteach as appropriate
from what I gather. I
often make reference to
Evidence the clock, giving students
a time to look out for.
Other times I use a timer
on the projector so
students and myself can
easily monitor the time.

Students have been

taught to use their time
wisely. Activities have
been cultivated at a
length appropriate for the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
time allotments. With
these things in mind,
students are typically
finishing activities and
assignments just as it is
time to move on to the
next thing.