Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and communicates Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
expectations for fair and behavior. Demonstrates responsible, and respectful responsibility with students reflection and ongoing
respectful behavior to commitment to fairness student interactions. Assists for resolving conflict and improvement of the caring
support social development. and respect in students to resolve creating and maintaining a community based on respect,
communications with conflicts. caring classroom fairness, and the value of all
students about language Incorporates cultural community. members.
Promoting social and behavior. awareness to develop a Supports students in taking
Development and Seeks to understand positive classroom climate. leadership in developing a
responsibility within a cultural perceptions of 7/15/19 caring community that is
caring community Some students share in caring community. responsive to the diverse Students take leadership in
where each student is responsibility for the Students demonstrate cultural norms of identities resolving conflict and
treated fairly and classroom community. Students participate in efforts to be positive, of all students. creating a fair and respectful
respectfully occasional community accepting, and respectful of classroom community where
building activities, differences. 7/15/19 Students take responsibility student’s home culture is
designed to promote resolving conflicts and included and valued.
caring, fairness, and maintaining a caring Students communicate with
respect. classroom community. empathy and understanding
Students promote respect in interactions with one
and appreciation for another.
differences.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I reinforce positive,
respectful student
interactions by giving
examples of norms in the
classroom, explaining
classroom rules in detail,
and having respectful
conversations about how to
treat one another. If there is
an issue that occurs before
class begins or during class,
I address it like when some
students did not allow other
students to play a game
with them during their
Evidence break. 7/15/19

When there is an escalated

conflict between two or
more students on the
playground or in class,
either I or my
administrators will have the
students speak to each
other, allowing them turns
to share their version of the
incident. This helps students
to listen to each other and
work through their
differences. 7/15/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance Experiments with and/ Develops physical environments Maintains physical Adapts physical and/or
of the physical and/or or virtual learning that reflect student diversity and environments that reflect environments flexibly to
virtual learning environments that provide a range of resources for student diversity and facilitate access to a wide
environments that support support student learning. 7/15/19 provides a broad range of range of resources that
student learning. learning. resources, displays, and engage students in learning.
Utilizes a variety of structures for artifacts that are current Ensures that environments
Is aware that structured interaction during learning activities and integral to enhance learning and reflect
interaction between students Structures for that ensures a focus on and instruction. diversity within and beyond
can support learning. interaction are taught completion of learning tasks. the classroom.
Creating physical or in single lessons or 7/15/19 Integrates a variety of
virtual learning sequence of lessons to structures for interaction Selects from a repertoire of
environments that support student that engage students structures for interaction to
promote student learning. constructively and ensure accelerated learning
learning, reflect productively in learning. for the full range of
diversity, and Some students use available Students use a variety of resources students.
encourage resources in learning in learning environments and
constructive and environments during interact in ways that deepen their Students routinely use a Students participate in
productive instruction. understanding of the content and range of resources in monitoring and changing
interactions among Students use resources develop constructive social and learning environments the design of learning
students provided in learning academic interactions. 7/15/19 that relate to and enhance environments and structures
environments and instruction and reflect for interactions.
interact with each their diversity.
other to understand Students share in
and complete learning monitoring and
tasks in single lessons assessment of
or sequence of interactions to improve
lessons. effectiveness and
develop a positive culture
for learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
In my classroom, I have
student work posted that is
from multiple assignments,
strategies learned, and from
students with various ability
levels. 7/15/19
I have posters on the walls
that students can use as a
resource for learning, like a
figurative language poster that
gives definitions of
personification, hyperbole,
Evidence simile and metaphor. 7/15/19
Student desks are placed in a
manner which makes it easy
to work with a partner or
independently. During partner
work, students move their
desks next to each other, and
in group work they place them
in pods of four. 7/15/19
In partners or in groups,
students are enabled to share
their opinion respectfully and
come to consensus with their
partner. 7/15/19
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 risks Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding to physical, intellectual, and students to take risks and the students for the
are required by the site, materials, student emotional safety using offer respectful opinions establishment and
district, and state. interactions, and the multiple strategies that about divergent viewpoints. maintenance of a safe
Responds to behaviors that organization of the include examining biases in 7/15/19 physical, intellectual, and
impact student safety as learning environments. the learning environment and emotional environment
they arise. curriculum. focused on high quality and
rigorous learning.
Establishing and Models and provides Engages in reflection on
maintaining learning Explores strategies to instruction on skills that their own language and
environments that are establish intellectual and develop resiliency and behavior that contributes to
physically, emotional safety in the support intellectual and intellectual and emotional
intellectually, and classroom. emotional safety. safety in the classroom.
emotionally safe 7/15/19
Students demonstrate
Students are aware of Students take risks, offer resiliency in perseverance
required safety procedures Students follow teacher opinions, and share Students develop and for academic achievement.
and the school and guidance regarding alternative perspectives practice resiliency skills Students maintain
classroom rational for potential safety issues for and strategies to strive for intellectual and emotional
maintaining safety. self or others. academic achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom. 7/15/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I model ways to
respectfully agree and
share an opinion
during literature circle
discussions. Students
are aware that they
need to listen to
opposing viewpoints
and can respond
respectfully. 7/15/19

During literature circle

discussions, I have
students begin
questions utilizing a
Evidence
sentence stem handout
so that they are aware
of their own academic
language. 7/15/19

During other
classroom discussions,
students will
respectfully listen to
their peers and and
acknowledge them in a
positive manner.
7/15/19

Element 2.4 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Focuses the rigor of the Strives for a rigorous
learning environment on learning environment that
accuracy of answers and includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the importance targeted learning goals.
of maintaining high Works to maintain high
expectations for students. expectations for students
Creating a rigorous while becoming aware of
learning environment achievement patterns for
with high expectations individuals and groups of
and appropriate students.
support for all students
Some students ask for
teacher support to Some individuals and
understand or complete groups of students work
learning tasks. with the teacher to support
accuracy and
comprehension in their
learning.
Develops a rigorous
learning environment that
includes accuracy, analysis,
problem solving, and
appropriate levels of
challenge.
Holds high expectations for
students. Has an
understanding of
achievement patterns, and
uses scaffolds to address
achievement gaps.
Students engage in a variety
of differentiated supports
and challenges in ways that
promote their accuracy,
analysis, and problem
solving in learning. 7/15/19
Integrates rigor throughout
the learning environment
that values accuracy,
analysis, and critical
reading, writing and
thinking.
Integrates strategic
scaffolds and technologies
throughout instruction that
support the full range of
learners in meeting high
expectations for
achievement. 7/15/19
Students actively use
supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
matter.
Facilitates a rigorous
learning environment in
which students take
leadership in learning.
Fosters extended studies,
research, analysis and
purposeful use of learning.
Supports students to utilize
an extensive repertoire of
differentiated strategies to
meet high expectations.
Students take responsibility
to fully utilize teacher and
peer support, to achieve
consistently high levels of
factual and analytical
learning.

When I teach essay In discussions, I ask

writing, students are
given high quality
models to follow so
they can emulate
higher level writing.
Evidence When students ask for
help, I also help them
to use a higher
academic vocabulary
to help their language
development. 7/15/19
students to explain
what they mean or
what evidence they
have for answering a
higher order thinking
question. This ensures
that they can back up
their answers and
raises the academic
rigor of the discussion.
7/15/19

Element 2.5 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Establishes expectations,
rules, and consequences for
individual and group
behavior.
Developing,
communicating, and Refers to standards for
maintaining behavior and applies
high standards for consequences as needed.
individual and group
behavior
Students are aware of
classroom rules and
consequences.
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group
behavior.
Reviews standards for
behavior with students in
single lessons or sequence
of lessons in anticipation of
need for reinforcement.
Students know expectations
for behavior and
consequences and respond
to guidance in following
them.
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain high
standards for individual and
group behavior.
Utilizes routine references
to standards for behavior
prior and during individual
and group work.
Students follow behavior
expectations, accept
consequences and increase
positive behaviors.
Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities. 7/15/19
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
7/15/19
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
7/15/19
Facilitates a positive
environment using systems
that ensure students take an
active role in monitoring
and maintaining high
standards for individual and
group behaviors.
Students demonstrate
positive behavior,
consistent participation and
are valued for their unique
identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
During group projects,
students are assigned
different roles so that
they can all be
accountable for the
work they produce as a
group. Next, students
are scored as a group
for the project overall
and as individuals for
each student’s section
of the project. Students
also evaluate each
member of their group.
7/15/19
Evidence
Positive classroom
behavior is rewarded
with glass marbles in a
jar with a prize that
students receive when
the jar is filled. 7/15/19

Some students correct

other students who are
misbehaving during a
fun activity like a
review game so that
the game can continue
without interruptions.
7/15/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging
Establishes procedures,
routines or norms for single
lessons to support student
learning.
Employing classroom
routines, procedures, Responds to disruptive
norms, and supports behavior.
for positive behavior to
ensure a climate in
which all students can
learn
Students are aware of
procedures, routines, and
classroom norms.
Exploring
Develops routines,
procedures, and norms in
single lessons or sequence
of lessons with some
student involvement.
Seeks to promote positive
behaviors and responds to
disruptive behavior.
Students receive correction
for behavior that interferes
with learning, and positive
reinforcement in following
routines, procedures, and
norms.
Applying
Maintains regular use of
routines and procedures
that are culturally
responsive and engage
students in the development
and monitoring of norms.
Provides positive behavior
supports.
Responds appropriately to
behaviors in ways that
lessen disruptions to the
learning climate.
Students participate in
routines, procedures, and
norms and receive
reinforcement for positive
behaviors.
Students receive timely and
effective feedback and
consequences for behaviors
that interfere with learning.
Integrating
Engages students in
monitoring and reflecting
on routines, procedures,
and norms in ways that are
culturally responsive.
Maintains a quality learning
climate that builds on
student strengths. 7/15/19
Promotes positive
behaviors and consistently
prevents or refocuses
behaviors disruptive to the
learning climate. 7/15/19
Students are involved in
assessment and monitoring
of routines, procedures, and
norms in ways that improve
the learning climate.
7/15/19
Innovating
Facilitates student
participating in developing,
monitoring, and adjusting
routines and procedures
focuses on maximizing
learning.
Classroom climate
integrates school standards
and culturally relevant
norms.
Promotes positive
behaviors and establishes
preventions and a positive
classroom climate that
eliminate most disruptive
behavior.
Students share
responsibility with teacher
for managing and
maintaining a positive
classroom climate that
promotes learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I model and teach the
expected behaviors and
norms. I explain why
we use them and how
they show respect to
fellow classmates.
7/15/19
I consistently point out
observable behaviors
that are positive for the
classroom such as
“Good job, Emilie, for
having your
homework, pen, and
Evidence notebook out on your
desk.” 7/15/19

When I was out

because I had a family
emergency, the
substitute teacher left
notes saying that the
students were well
behaved and told her
how the routines are
structured in my class.
7/15/19

Element 2.7 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.
Evidence
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.
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding, completion
of learning activities and
closure.
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
Paces instruction to include
ongoing assessment of
student learning. Supports
students in the monitoring
of instructional time.
Students use their
instructional time to engage
in and complete learning
activities and are prepared
for the next sequence of
instruction. 7/15/19
I set a specific time for
when an in-class
assignment needs to be
completed on the
board. If students
finish early, I have the
next task for them
written underneath the
time or end the
working time to review
the assignment if most
of the students have
completed it. 7/15/19
Paces, adjusts, and fluidly
facilitates instruction and
daily activities. 7/15/19
Students monitor their own
time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-assessment,
and goal setting.
During one of my
classroom warm up
activities, students
were to write a short
story based on a
painting. At this time, I
was able to take roll,
pass out handouts for
the next activity and
check homework.
7/15/19