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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
support social and respect in students to resolve maintaining a caring on respect, fairness, and
development. communications with conflicts. classroom community. the value of all members.
students about language Incorporates cultural Supports students in
and behavior. awareness to develop a taking leadership in
Seeks to understand positive classroom developing a caring
cultural perceptions of climate. 7/9/19, community that is Students take leadership
caring community. 10/7/19 responsive to the diverse in resolving conflict and
Some students share in cultural norms of creating a fair and
responsibility for the Students participate in Students demonstrate identities of all students. respectful classroom
classroom community. occasional community efforts to be positive, 4/7/20 community where
building activities, accepting, and respectful student’s home culture is
designed to promote of differences. 7/9/19, Students take included and valued.
caring, fairness, and 10/7/19, 4/7/20 responsibility resolving Students communicate
respect. conflicts and maintaining with empathy and
Promoting social
a caring classroom understanding in
Development and
community. Students interactions with one
responsibility within
promote respect and another.
a caring community
appreciation for
where each student
differences.
is treated fairly and

respectfully


















Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I have a marble jar to I have a marble jar to
reinforce positive reinforce positive
behavior and verbally behavior and verbally
acknowledge students praise students who are
who are demonstrating demonstrating positive
positive behavior to behavior to reinforce and
reinforce and remind remind others of desired
others of desired behaviors. It is a class
behaviors. Students effort where all students
receive a reward at end work together to earn all
of the week if the marble of the marbles. Students
jar is full. 7/9/19, receive a reward at the
10/7/19 end of the week if the
marble jar is full.
Students use words such Additionally, I support
as “please” and “thank students when resolving
you” when conversing conflicts with one
with each other and another and help develop
adults. Students use language so they can do
modeled techniques so independently. I
when solving conflicts. create an environment
7/9/19, 10/7/19, where students feel it is
Evidence
4/7/20 “theirs” too and take
pride in taking care of
materials and each other.
4/7/20



















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 7/9/19 resources for learning. resources, displays, and engage students in
learning. 10/7/19, 4/7/20 artifacts that are current learning. Ensures that
and integral to environments enhance
Is aware that structured Structures for interaction Utilizes a variety of instruction. learning and reflect
interaction between are taught in single structures for interaction
diversity within and
Creating physical or
students can support lessons or sequence of during learning activities
Integrates a variety of beyond the classroom.
virtual learning
learning. lessons to support that ensures a focus on structures for interaction
environments that
student learning. 7/9/19, and completion of that engage students Selects from a repertoire
promote student
10/7/19, 4/7/20 learning tasks. constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use a variety of Students routinely use a
productive
available resources in resources in learning range of resources in Students participate in
interactions among
learning environments Students use resources environments and learning environments monitoring and changing
students
during instruction. provided in learning interact in ways that that relate to and enhance the design of learning

environments and deepen their instruction and reflect environments and
interact with each other understanding of the their diversity. structures for
to understand and content and develop Students share in interactions.
complete learning tasks constructive social and monitoring and
in single lessons or academic interactions. assessment of
sequence of lessons. 7/9/19, 10/7/19, 4/7/20 interactions to improve
effectiveness and develop
a positive culture for
learning.
There are many resources There are many resources
available to students to available to students to
deepen learning. I have deepen learning. I have
an entire shelf for an entire shelf for
manipulatives, different manipulatives, different
cultural puzzles, pictures cultural puzzles, pictures
of varying family of varying family
Evidence structures and other structures, and other
cultures in the dramatic cultures in the dramatic
play center. The students play center. The students
also bring in family also bring in family
pictures which are pictures which are
displayed in the displayed in the
classroom all year. To classroom all year. To
help reflect diversity, help reflect diversity,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
there are many activities there are many activities
done throughout the year. done throughout the year.
For example, during the For example, during the
holidays, parents may winter holidays, parents
sign up to come in and may sign up to come in
share their holiday and share their cultural
traditions with the class. holiday traditions with
7/9/19. the class. This addresses
the TLS Domain 6:
I have different activities improves Outreach and
where the students Collaboration with
interact with one another. Families and
For example, if students Communities. 10/7/19,
finish early, they may 4/7/20
play sight word games. At
the beginning of the year I I have multiple visual
introduce and model how resources around the
to play one a game per room available to
week. I also use the students to deepen their
strategy of “think, pair, learning. These resources
share” during whole include: an alphabet
group instruction. 7/9/19 chart, word wall, anchor
charts, etc. 7/9/19,
I have different activities 10/7/19, 4/7/20
where the students
interact with one another.
For example, if students
finish early, they may
play sight word games. At
the beginning of the year I
introduce and model how
to play one a game per
week. I also use the
strategy of “think, pair,
share” during whole
group instruction.
10/7/19, 4/7/20



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 Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks and with the students for the
that are required by the regarding materials, intellectual, and offer respectful opinions establishment and
site, district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases emotional environment
safety as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. 7/9/19, Engages in reflection on
Establishing and
Explores strategies to 10/7/19, 4/7/20 their own language and
maintaining learning
establish intellectual and behavior that contributes
environments that
emotional safety in the Models and provides to intellectual and
are physically,
classroom. instruction on skills that emotional safety in the
intellectually, and
develop resiliency and classroom.
emotionally safe
support intellectual and Students demonstrate

Students are aware of emotional safety. 7/9/19, resiliency in
required safety Students follow teacher 10/7/19, 4/7/20 Students develop and perseverance for
procedures and the guidance regarding practice resiliency skills academic achievement.
school and classroom potential safety issues for and strategies to strive Students maintain
rational for maintaining self or others. 7/9/19, Students take risks, offer for academic intellectual and
safety. 10/7/19, 4/7/20 opinions, and share achievement, and emotional safety for
alternative perspectives establish intellectual and themselves and others in
emotional safety in the the classroom.
classroom.
Students can be heard I continually model and
throughout the entire day practice polite audience
modeling and practicing manners. All materials
the classroom rules are stored safely and
regarding physical and expectations are clearly
emotional safety. For communicated and
example, they remind one practiced throughout the
another to walk with school year. 7/9/19,
scissors facing down and 10/7/19, 4/7/20
to keep their hands to
Evidence
themselves. 7/9/19, Throughout the entire
10/7/19, 4/7/20 school year,
conversations and
lessons are tailored to
address and support
intellectual and
emotional safety. For
example, we are doing an
entire unit on being kind-
what it means, what it
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
looks like, how we can be
kind to each other, our
families, and
communities. If an issue
or situation arises during
class time, if applicable, I
address it with the whole
class and have a group
think discussion without
singling out the children.
7/9/19

Throughout the entire

school year,
conversations and
lessons are tailored to
address and support
intellectual and
emotional safety. This
year, I saw a need in the
classroom to dive deeper
into what kindness looks,
feels, and sounds like. I
have a parent coming in
who is a behavioral
analyst and is well versed
in this area. She shared
with me different
resources and lesson
plans she uses for her
clients. This also aligns
with NBPTS:
Proposition1: Teachers
are committed to
students and their
learning. I know that my
teaching of my students
exceeds the classroom
walls and it is my
responsibility to educate
my students on things
that help them positively
contribute to the
community and world.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
10/7/19, 3/31/20,
4/7/20

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

Element 2.4 Emerging Exploring Applying Integrating Innovating
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. 7/9/19, address achievement in meeting high differentiated strategies
and appropriate
10/7/19, 4/7/20 gaps. expectations for to meet high
support for all
achievement. expectations.
students
Some students ask for Students engage in a

teacher support to Some individuals and variety of differentiated Students actively use Students take
understand or complete groups of students work supports and challenges supports and challenges responsibility to fully
learning tasks. with the teacher to in ways that promote to complete critical utilize teacher and peer
support accuracy and their accuracy, analysis, reading, writing, higher support, to achieve
comprehension in their and problem solving in order thinking, and consistently high levels of
learning. 7/9/19 learning. 7/9/19, problem solving across factual and analytical
10/7/19, 4/7/20 subject matter. learning.

I look at each child Students use resources
individually and strive to around the room such as
challenge them at their the word wall and
own level. I have varying manipulatives for math in
learning activities and order to promote
assessments. While I accuracy and problem
work towards learning solving. 7/9/19,
goals, I also look ahead at 10/7/19, 4/7/20
other goals if the student
is ready. For example, in
Evidence
writing, some students
are working on 1st grade
standards of using a topic
sentence to introduce
their writing. Once a
student has achieved a
learning goal, I look
forward in how to
challenge them. 7/9/19,
10/7/19, 4/7/20
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. 7/9/19, behavior. across learning activities. standards for individual
10/7/19, 4/7/20 and group behaviors.
Refers to standards for Utilizes routine Guides and supports
behavior and applies Reviews standards for references to standards students to self-assess,
consequences as needed. behavior with students in for behavior prior and monitor, and set goals for
single lessons or during individual and individual and group
sequence of lessons in group work. 7/9/19, behavior and
anticipation of need for 10/7/19, 4/7/20 participation.
reinforcement.
Students are aware of Students respond to Students demonstrate
classroom rules and Students know Students follow behavior individual and group positive behavior,
Developing,
consequences. expectations for behavior expectations, accept behaviors and encourage consistent participation
communicating, and
and consequences and consequences and and support each other to and are valued for their
maintaining
respond to guidance in increase positive make improvements. unique identities.
high standards for
following them. behaviors. 7/9/19,
individual and group
10/7/19, 4/7/20
behavior



















Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
In the beginning of the I consistently remind
year, the class has a students of expected
teacher lead group behavior prior to
instruction where dismissal for activities.
students express what We also discuss why it is
they need in order to be important to have the
successful in the desired behavior. 7/9/19,
classroom. These become 10/7/19, 4/7/20
our “class rules” which
each student signs as a Students move about the
commitment to follow the classroom with little
rules we collectively redirection needed.
came up with together. Students remind others
7/9/19, 10/7/19, 4/7/20 of behavior expectations
and are able to identify if
they are not following the
rules and what they
should be doing instead.
7/9/19, 10/7/19, 4/7/20


Evidence






















Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging Exploring Applying Integrating Innovating
Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
7/9/19, 10/7/19, 4/7/20 builds on student integrates school
strengths. standards and culturally
Seeks to promote positive relevant norms.
Responds to disruptive behaviors and responds Provides positive Promotes positive
Employing
behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
classroom routines,
Responds appropriately consistently prevents or behaviors and establishes
procedures, norms,
to behaviors in ways that refocuses behaviors preventions and a
and supports for
lessen disruptions to the disruptive to the learning positive classroom
positive behavior to
learning climate. climate. 4/7/20 climate that eliminate
ensure a climate in
Students participate in most disruptive behavior.
which all students
routines, procedures, and
can learn
norms and receive

Students are aware of Students receive reinforcement for
procedures, routines, and correction for behavior positive behaviors. Students are involved in Students share
classroom norms. that interferes with 7/9/19, 10/7/19 assessment and responsibility with
learning, and positive monitoring of routines, teacher for managing and
reinforcement in Students receive timely procedures, and norms in maintaining a positive
following routines, and effective feedback ways that improve the classroom climate that
procedures, and norms. and consequences for learning climate. promotes learning.
behaviors that interfere
with learning. 7/9/19,
10/7/19, 4/7/20

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
The first part of the year, Students are a part of
we practice routines, creating classroom rules
rules, and procedures to and procedures at the
ensure student success. beginning of the year. I
The routines are adjusted demonstrate positive
accordingly depending on behavior and students
the students’ needs. practice it. If a student is
Changes are clearly exhibiting disruptive
communicated and then behavior I redirect them
practiced until the to be back on task. I make
students can do them materials easily
independently. 7/9/19 accessible for students to
be able to navigate
The first part of the year, through the classroom
we practice routines, with ease. 4/7/20
rules, and procedures to
ensure student success.
The routines are adjusted
accordingly depending on
the students’ needs. For
example, the students
needed an easier way to
Evidence navigate through the
classroom to get supplies,
so I added "seat sacks" to
each chair so supplies are
easily accessible. This
brought about new
classroom/ supply rules.
Changes are clearly
communicated and then
practiced until the
students can do them
independently. 10/7/19
4/7/20

If a student is exhibiting
behaviors that interfere
with learning, I try to use
nonverbal
communication first to
redirect them. Then, if the
behavior continues, I get
close in proximity and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
ask them to make a better
choice. If the behavior
still continues, I give
them 2 choices of
appropriate behavior.
7/9/19, 10/7/19

Students are
acknowledged and
rewarded for positive
behavior and earn extra
activities such as picnics
on Friday or free play. If a
student is having
negative behavior, they
also receive constructive
feedback immediately to
try and redirect the
behavior. 7/9/19,
10/7/19, 4/7/20

























Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and understanding, students in the
impact pacing and transitions to optimize completion of learning monitoring of
lessons. learning. 7/9/19 activities and closure. instructional time.
Using instructional 10/7/19
time to optimize Some students complete Students use their Students monitor their
learning learning activities in time Students complete Students participate in instructional time to own time, are engaged in
allotted. learning activities and, as and complete a variety of engage in and complete accomplishing learning
needed, may receive learning activities in the learning activities and goals, and participate in
some adjustments of time time allotted with options are prepared for the next reflection, self-
allotted for tasks or for extension and review. sequence of instruction. assessment, and goal
expectations for 4/7/20 setting.
completion. 7/9/19,
10/7/19,

I am still learning about To help optimize
pacing instruction and learning, I have been
adjusting lessons as working on quicker
needed. I check in with transitions. In order to do
students for this I utilize technology
understanding and adjust by playing a song through
lessons depending on a Bluetooth speaker. The
their understanding or if children know when the
I need to go deeper. song is over, they need to
7/9/19 be ready for the next
activity. I preview the
song so the children
know how much time to
Evidence
Students are given expect. 10/7/19
opportunities to finish
learning activities and if Students are given
needed I give them opportunities to finish
challenges to help deepen learning activities and if
learning. For example, needed I give them
during writing time, if challenges to help deepen
they finish early, they go learning. For example,
back and add more during writing time, if
details to their writing by they finish early, they go
adding another sentence. back and add more
If they do not finish, they details to their writing by
can go back the next day adding another sentence.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to finish and receive If they do not finish, they
additional support. can go back the next day
7/9/19, 10/7/19, to finish and receive
additional support.
4/7/20