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. 9/28/2018 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.
differences.
I have established I model fairness and I reinforce positive, Our school has a committee
classroom rules and one respect by using student responsible, and that is made up of students,
of my classroom rules names, and by using kind respectful student called "Warriors for
states that students have words, such as “please” interactions by Justice." The Warriors for
to be respectful to others and “thank you” when reinforcing positive Justice team is put together
at all times. Often times, communicating with behaviors. One way in to conduct an assembly
we have class students. I stand by my which I reinforce positive once or twice a year in order
conversations about how door during the passing behaviors in my students to educate students on the
to be respectful and use periods and greet my is by utilizing Class Dojo, topic of bullying. They
appropriate language to students at the door as in which each time I catch discuss what bullying is,
Evidence communicate our feelings they walk into class. I a student who how it happens, signs to
and/or emotions. I accept and value all demonstrates desirable look for when being bullied,
encourage respectfulness student responses. behaviors of being how to respond to a bully,
in the classroom by Different viewpoints are positive, responsible, and and the impact that bullying
enforcing rules that also encouraged and respectful, I add one point can have on a person. On
prevent students from accepted in the in Class Dojo. At the end the day of the assembly, all
use negative words and classroom. I also provide of the week, if a student the teachers at the school
cussing. We discuss the opportunities for all has earned a certain are given activities to do
importance of respect. students to participate in number of Dojo points, with the students to further
9/28/2018 activities and discussions, they receive a prize, educate them about bullying
and I have students use which includes extra and we have students
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
whiteboards for guided
practice during the
lessons. When I ask
questions during my
lessons, in order to be fair
when calling on students,
I randomly pick a
popsicle stick out of a cup
and whoever’s name
appears on the popsicle
stick will answer the
question that I ask. In the
classroom, I have posters
hung up on the wall that
encourages respect and
fairness. (4/28/2019)
At the beginning of the
school year as a
community building
activity, students
partnered up with
somebody else in the
class and they
interviewed that person.
Students got to know
each other through this
activity, which helped
build a sense of respect
towards each other.
(08/20/2019)
credit points, free
homework pass, or other
prizes. I respond and
interact with students in
a positive way in an effort
to create a positive
learning environment for
my students. I interact
with students in positive
ways as I implement
Positive Behavior
Interventions and
Supports (PBIS). I also
create an environment
that is conductive to
teaching and learning by
using the noise level app.
(10/17/2019)
create anti bullying posters,
which are hung up around
campus in the hallways. The
purpose of educating
students about bullying is to
prevent students from
bullying each other and to
create a school culture that
promotes respect,
responsibility, empathy, and
integrity. When students
enter my classroom, I stand
by the door and greet them
on their way in. I treat my
students fairly and model
respect so that they can
recognize what being
respectful looks like. In
addition, I also recognize
individual differences in my
students and adjust my
teaching practice
accordingly. One way in
which I adjust my practice
accordingly based on
individual differences of
students is through the way
in which I group my
students in order to reduce
or accommodate for the
variability with respect to
student background,
achievement, ability, or
other
characteristics. (03/14/2020)
I believe in the whole child
approach, which ensures
that each student is healthy,
safe, engaged, supported,
and challenged, which in
turn promotes school
improvement and provides
long term student success.
In my classroom, one of the
ways in which we meet
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
student's social emotional
needs is by creating a
community where every
student is safe and have a
sense of security. I have
created a learning
environment in which
students feel safe to share
their thoughts and
communicate their ideas,
and are heard and are
respected by others. Often
times, students share their
thoughts and ideas, and
communicate their feelings,
and this is a time when I
have the opportunity to
learn more about my
students. (01/30/2020)
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 Develops physical environments that Maintains physical Adapts physical
importance of the and/or virtual learning reflect student diversity and provide a environments that reflect and/or environments
physical and/or environments that range of resources for learning. student diversity and flexibly to facilitate
virtual learning support student provides a broad range of access to a wide
environments that learning. Utilizes a variety of structures for resources, displays, and range of resources
support student interaction during learning activities artifacts that are current that engage students
learning. that ensures a focus on and completion and integral to in learning. Ensures
Structures for of learning tasks. 9/28/2018 instruction. that environments
Is aware that interaction are taught enhance learning and
Creating physical or
structured in single lessons or Integrates a variety of reflect diversity
virtual learning
interaction sequence of lessons to structures for interaction within and beyond
environments that
between students support student that engage students the classroom.
promote student
can support learning. Students use a variety of resources in constructively and
learning, reflect
learning. learning environments and interact in productively in learning. Selects from a
diversity, and
ways that deepen their understanding of repertoire of
encourage
the content and develop constructive structures for
constructive and
social and academic interactions. Students routinely use a interaction to ensure
productive
range of resources in accelerated learning
interactions among
Students use resources learning environments for the full range of
students
Some students use provided in learning that relate to and students.
available resources environments and enhance instruction and
in learning interact with each reflect their diversity. Students participate
environments other to understand Students share in in monitoring and
during instruction. and complete learning monitoring and changing the design
tasks in single lessons assessment of of learning
or sequence of lessons. interactions to improve environments and
effectiveness and develop structures for
a positive culture for interactions.
learning.
Some structures for interaction during On the walls of the
learning activities include think pair classroom, I have posters
share, small group discussions, and and visual resources that
cooperative learning groups. The way in are hung up in order to
which I ensure that students complete support student learning. I
learning tasks is that when I have have a word wall in the
students working in cooperative classroom, which contains
Evidence content specific academic
learning groups, I assign each member
in the group a role so that students vocabulary words, along
know what they are responsible for with their corresponding
completing and each member of the definitions, an example,
group contributes to the work. and a visual. I encourage
9/28/2018 During the lesson on solving students to reference the
systems of linear inequalities, which is word wall when
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the POP cycle lesson, I placed students
into cooperative learning groups of
three to four students based on mixed
ability level. Then, I assigned a role to
each student in the group in an effort to
ensure that all students contribute to
the work and each student knows what
they are responsible for completing. The
way in which I assigned the group roles
is that I announced that the person with
the longest hair in the group is the
materials manager, the tallest person in
the group is the facilitator, the person
with the shortest hair in the group of the
time keeper, and the person that
remains is the checker. I projected a
PowerPoint slide, which states the
various group roles what they are
responsible for doing within the group
setting. I briefly went over the roles with
students prior to having students go off
and work with their teams. Projecting
the information on the PowerPoint slide
was beneficial because students can
reference written information as needed
in regards to their role responsibilities.
(November 7, 2018)
Students utilize Desmos, Green Globbs &
Graphing Equations, Khan Academy, and
Math Planet to deepen and develop their
understanding of mathematical
concepts. (10/15/2019)
communicating
mathematical ideas and
concepts. I also have a
bulleting board in the
classroom, which contains
graded student work. I
have divided the student
work bulletin board into
two sections: the left side
contains student work from
Precalculus and the right
hand side contains student
work from Algebra II. On
the student work bulletin
board, I have also put up
rubrics, which contains
information about how I
graded or scored the
assignments. Also, the
common core standard that
is being used within those
standards are also posted
on the student work
bulletin board. There are
also academic posters, such
as a poster on quadratic
equations, a poster about
factoring trinomials, a
poster about FOIL, a poster
on radicals, etc. For
physical environment, I
have my students sit in
groups of three.
(4/28/2019)
I provide my students with
activities that develop each
student’s ability to work
independently and with
others. Students are given a
five minute warm up at the
beginning of each period,
which they are expected to
complete quietly and
individually. I make
students aware that if they
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
meet my expectations by
working quietly and
individually on the warm
up, then they will receive a
stamp on their stamp
sheets, which means
they’ve earned five points
for completing the warm
up that day. I post visual
resources, including
content related posters,
word wall, and sentence
starters to support ELL’s. I
also post student work on
the bulletin board.
(10/15/2019)

I have began incorporating

PowerPoint presentations
in my lessons in order to
help me deliver certain
lessons. When I conduct
PowerPoint presentations, I
also utilize the smart board
that is in my classroom.
During the PowerPoint
presentation, I write
important notes and key
information on the smart
board that students need to
learn. Here is
my PowerPoint lesson on
Arithmetic Sequences and
Partial Sums. During the
PowerPoint presentation, I
create opportunities for my
students to engage in
learning the content
constructively and
productively. For example,
during the presentation, I
will often times pause and
pose a question in which
students will need to either
discuss the answer to the
question with their partner
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
in a pair share setting or, if
they are in a group setting,
I will have them have a
group discussion. Then, I
have students share out
their responses to the
class. (03/02/2020)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies Recognizes and Anticipates and reduces risks to physical, Integrates support Shares responsibility
and laws regarding addresses safety intellectual, and emotional safety using multiple for students to take with the students for
safety that are issues regarding strategies that include examining biases in the risks and offer the establishment and
required by the materials, learning environment and curriculum. respectful opinions maintenance of a safe
site, district, and student about divergent physical, intellectual,
state. interactions, and Models and provides instruction on skills that viewpoints. and emotional
Responds to the organization develop resiliency and support intellectual and environment focused
behaviors that of the learning emotional safety. on high quality and
impact student environments. rigorous learning.
safety as they Engages in reflection
Establishing and arise. Students take risks, offer opinions, and share on their own
maintaining learning alternative perspectives. 9/28/2018 language and
environments that Explores behavior that
are physically, strategies to contributes to
intellectually, and establish intellectual and
emotionally safe intellectual and emotional safety in Students demonstrate
emotional safety the classroom. resiliency in
in the classroom. perseverance for
academic
Students are aware Students develop and achievement.
of required safety practice resiliency Students maintain
procedures and Students follow skills and strategies intellectual and
the school and teacher guidance to strive for academic emotional safety for
classroom rational regarding achievement, and themselves and others
for maintaining potential safety establish intellectual in the classroom.
safety. issues for self or and emotional safety
others. in the classroom.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I encourage students to take risks and share I model fairness and Students feel included
opinions. I make the classroom into a safe and respect. I also value in all class activities,
welcoming environment in which every students student’s ideas. I also and I encourage my
feels a sense of belongingness and students are model constructive students to fully
respected. Students need to listen and respect ways to agree and participate in all class
each other’s perspectives whether or not they disagree. In my activities by making the
agree. Students are not allowed to criticize each classroom, I have a activities fun, engaging,
other’s opinions and work. For example, I allow sentence start wall and relevant by
students to share their own work and explain to and on the sentence connecting the subject
the class the approach they took to solve the starter wall, I have matter to student
problem. 9/28/2018 agreeing and interests. I encourage
disagreeing sentence students to take risks
starters for students and to be creative. I
to use when have students state their
communicating. I ask opinions during class
students to self- discussions and other
assess, self-monitor, students are expected to
and develop their give their full attention
study skills. to the speaker and be
(4/29/2019) respectful. I model and
explain to students what
being respectful means
When students break
and how to be a
Evidence the rules or
respectful individual.
misbehave or use
(10/2019)
inappropriate
language to
Student mistakes are
communicate
welcome in the
feelings and
classroom and I tell
emotions, students students that mistakes
are expected to create an opportunity
reflect on the for learning. I take
language they’ve student mistakes and
used or their use their mistakes as a
behavior by filling "teachable moment." I
out a behavior encourage students to
reflection sheet. On challenge themselves
the behavior and we celebrate
reflection sheet, student successes. In
students answer four order to maintain a
reflection questions, physically,
which includes an intellectually, and
explanation of why emotionally safe
they are having to environment that is
reflect on their own focused on rigorous
behavior, what the learning, I promote
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
student’s plan is so digital citizenship in the
that they won’t classroom by teaching
demonstrate the my students about how
misbehavior again in to be safe online and
the future, if they how to safely navigate
need to apologize to online websites and
anyone for their resources. In addition,
misbehavior and to when I catch a student
whom they need to being kind or helpful to
apologize, and to list another student, I
five positive things recognize the student
about themselves for their kindness by
that can help make giving them verbal
them a better person. praise and PBIS points.
(11/2019) In order to create a safe
environment, I establish
clear expectations and
routines by introducing
to students the PBIS
matrix, which explains
how students are
expected to behave
inside the classroom, as
well as in other parts of
the school. I provide
students with the
opportunity to take
responsibility to fully
utilize teacher and peer
support and to achieve
high levels of factual
and analytical
learning. (03/15/2020)

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
Creating a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
learning
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
environment with
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
high expectations
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
and appropriate
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
support for all
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
students
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
9/28/2018 achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
achievement. expectations.
Some individuals and Students engage in a
Some students ask for groups of students work variety of differentiated Students actively use Students take
teacher support to with the teacher to supports and challenges supports and challenges responsibility to fully
understand or complete support accuracy and in ways that promote to complete critical utilize teacher and peer
learning tasks. 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
subject matter. learning.

The way in which I I maintain high I encourage my students One way in which I
maintain high expectations for students to maintain a growth facilitate a rigorous
expectations for students and provide scaffolding mindset, which in turn learning environment in
is that I grade students and adjust my instruction helps my students have which students take
based on a rubric that I in order to ensure that all high expectations for leadership in learning is by
establish. I give students students can meet those themselves along with a using group work to foster
a grade based on high expectations. For positive attitude. I model collaborative leadership
completeness, accuracy, example, when we have and communicate the skills. I assign group
and effort. Failure is not whole class discussions expectation to all my projects and opportunities
an option in my class and on a particular problem students that all students for collaborative work.
students need to ask or a concept or with a can learn and that This approach provides
questions when they question that I pose, I everybody is capable of students with the
don’t understand. I also allow students the learning and opportunity to lead while
maintain high opportunity to share their understanding. In order working together toward a
expectations by giving ideas with a partner to help the full range of common goal. Another
Evidence students detailed before they share the learners meet high way in which I started
feedback on the work that ideas with the whole expectations, I also creating an environment in
they submit. I class. I clearly integrate Popplet as a which students can take
communicate to students communicate my technology tool into my leadership is through peer
what they did well and behavior and academic instruction. I often times teaching. I have tried have
what they need to expectations to all have students access students perform peer
teaching by one on one as
improve on in order to students in both a written Popplet on their chrome
well as one student
achieve mastery of the and verbal form. I have books and they create
teaching the entire class. I
learning objective. my expectations posted mind maps and work
also find that peer teaching
9/28/2018 For the POP on the wall of the with graphic organizers,
is a learning technique that
Cycle lesson, the 3-3 classroom. I frequently which is especially
increases student
Study Guide and review and remind beneficial for the English
achievement, content
Intervention worksheet students of our classroom language learners.
knowledge, and student
which students rules, procedures, and (11/2019) engagement. One way in
completed together in consequences so that which I foster analysis and
their cooperative learning students can know what
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
groups was graded based
on a rubric that I created.
I gave students a score
between 0 and 5. The
highest possible score
that students could
receive on this
assignment is a 5 and the
lowest score that
students could receive is
a 0, meaning that the
student put in no effort
and demonstrated a lack
of understanding of the
concept of solving
systems of linear
inequalities. When
grading the assignment, I
held students up to high
expectations by taking
into consideration
student understanding
and how much students
understood the lesson
based on the work that
they submitted. I also
took into consideration
neatness and effort. For
example, if students did a
sloppy job and their work
was not neat and easy to
follow, I reduced their
scores on the assignment.
Also, I took into
consideration the amount
of effort that students put
into the assignment. As a
part of student effort, I
considered whether or
not students put in time
and thought into their
work or did they just rush
through the assignment
just to be finished. The
amount of understanding,
is expected of them. I also
have my classroom rules
and consequences posted
on the wall. I also
promote higher order
thinking and problem
solving by asking
students level three and
level four questions from
the Depth of Knowledge,
and by presenting
students with problems
that are challenging and
required a higher level of
thinking than usual so
that students can develop
their critical thinking
skills. On my whiteboard,
I update my agenda,
lesson objectives,
common core standards
on a daily basis, as
needed. (4/29/2019)
Students engage in a
variety of differentiated
supports that support
problem solving in
learning. For example,
students work together in
flexible grouping based
on mixed ability level.
Students are given a set of
mathematical problems
that have real life context.
Students work together
collaboratively in order to
determine what the
problem is ask them to
solve and then they
exchange ideas and
thought and develop a
mathematical approach
or strategy that they can
use in order to derive the
purposeful use of learning
is by having students learn
through real life
applications in which the
math that they are learning
is incorporated into that
application. When I
provide students with real
life application math
problems, students need to
read the problem through,
then analyze the situation
to determine what
information the problem is
giving them, what the
problem wants them to
find, and think critically
about what paths or
algebraic approaches they
can take in order to find the
answer. Students then need
to relate by interpreting the
answer in the context of the
problem, which is a real
life application. In this type
of learning, there is
purpose because it doesn't
only involve students
undergoing a
mathematical procedure
and getting a number that
represents the answer.
Students need to apply
critical thinking skills and
decide upon how they can
get the answer and explain
what the meaning of the
answer is, or what the final
answer represents. I have
also asked students to
perform research and find
similar examples using
technology. For example, if
students are learning about
systems of linear equations,
I will have them research
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
neatness, and effort is final answer to the and find applications and
how I determined their problem. I encourage real life situations that
score on this assignment. students to find more involve systems of linear
The grading rubric for the than one way of solving equations, so that students
POP Cycle lesson is the problem and to try can see where systems of
located at the bottom of out different processes linear equations can be
this page under “Files of and see if they get the applied. (03/29/2020)
Evidence.”(November 7, same answer. The
2018) difficulty level of the
problems are
differentiated based upon
the academic level of
students within that
particular group. In order
to verify their answers
and/or develop visuals,
students have access to
technology resources,
such as Desmos,
Geogebra, Khan Academy,
Green Globbs, etc.
(10/2019)

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. 9/28/2018 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
Developing, behavior. behavior. across learning activities. standards for individual
communicating, and and group behaviors.
maintaining Refers to standards for Reviews standards for Utilizes routine Guides and supports
high standards for behavior and applies behavior with students in references to standards students to self-assess,
individual and group consequences as needed. single lessons or for behavior prior and monitor, and set goals for
behavior 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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
following them. behaviors. make improvements. unique identities.

I establish classroom I establish behavior Students encourage each

rules and corresponding expectations and other to reach behavior
logical consequences, and corresponding logical goals. In order to support
when students break a consequences and I students, positive
rule of disobey a rule, clearly communicate my feedback and
they face a logical expectations and encouragement is
consequence. The consequences to students. provided to students. In
classroom rules are My classroom rules and addition, in order to help
posted on the wall and I consequences are also themselves reach
also include them in the posted on the wall of my behavior goals, students
syllabus. An example of a classroom. Students are use their own strengths.
logical consequence that I aware about how I expect (11/2019)
implement is that I them behave and if they
change a student’s seat misbehave, students
when I notice that a know what will happen as
student is being a result. By implementing
disruptive. When a PBIS, I have noticed more
student misbehaves, I positive behaviors in
remind of the rule that students. Students are
they broke and at that following rules and
time, I give the student a procedures more often
Evidence verbal warning. If the now that PBIS is being
student still continues implemented school
with the same behavior, I wide. I frequently review
change his/her seat. I the standards for
clearly communicate my behavior and ensure that
rules and expectations for students understand the
behavior at the beginning consequences by asking
of the school year so that them specific questions
students know what is where they need to
expected of them repeat back what I had
behaviorally. 9/28/2018 mentioned earlies
After I placed students regarding rules and
into cooperative learning consequences. In
groups for the POP cycle addition, before I have my
lesson, after I explained students work
to students their group individually or in
roles, which I also cooperative learning
projected on the groups, I always check for
overhead projector, I understanding by
informed students about randomly selecting a few
behavior expectations students from the class
within the group setting. and asking them
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
For example, I told questions regarding the
students that I expect directions for the
them to work assignment. This way, I
productively and ensure that all students
collaboratively in their understanding what they
groups. I also told need to do for that
students to listen to their particular assignment
group member’s ideas to and how they are
gain ideas and increase expected to behave when
understanding. I also told working either
students to use inside individually or in
voices and that only the cooperative learning
people in your group groups. (4429/2019)
should be able to hear
you. I also told students I communicate high
that I expect them to do standards for individual
their part based on what and group behavior by
their role is in their group utilizing Teacher
and I encouraged Assistant app on the
students to give other computer, which I use to
group members document student
thoughtful and positive behavior and then
feedback. I have provided maintain communication
a smaller version of the with parents regarding
poster that I have hung their child’s behavior in
up on the wall of my my class. I collect and
classroom for students to record data in Teacher
reference. Before Assistant. I also support
students worked in students by providing
groups, I reviewed the them with clear
information on the poster expectations from the
with them so that they beginning of the school
know how they are year and consistently
expected to work and implementing my clear
behave in their groups. expectations throughout
November 7, 2018 the school year.
(10/17/2019)

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms routines and procedures monitoring and participating in developing,
norms, and supports single lessons to in single lessons or that are culturally reflecting on routines, monitoring, and adjusting
for positive behavior support student sequence of lessons responsive and engage procedures, and norms routines and procedures
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to ensure a climate in learning. with some student students in the in ways that are focuses on maximizing
which all students involvement. development and culturally responsive. learning.
can learn monitoring of norms. Maintains a quality Classroom climate integrates
learning climate that school standards and
builds on student culturally relevant norms.
Seeks to promote Provides positive behavior strengths.
positive behaviors and supports. Promotes positive behaviors
Responds to disruptive responds to disruptive Responds appropriately to Promotes positive and establishes preventions
behavior. 9/28/2018 behavior. behaviors in ways that behaviors and and a positive classroom
lessen disruptions to the consistently prevents or climate that eliminate most
learning climate. refocuses behaviors disruptive behavior.
Students participate in disruptive to the
routines, procedures, and learning climate.
norms and receive
reinforcement for positive Students share responsibility
behaviors. with teacher for managing
Students are aware of Students receive and maintaining a positive
procedures, routines, correction for behavior Students receive timely and Students are involved in classroom climate that
and classroom norms. that interferes with effective feedback and assessment and promotes learning.
learning, and positive consequences for behaviors monitoring of routines,
reinforcement in that interfere with learning. procedures, and norms
following routines, in ways that improve the
procedures, and norms. learning climate.
11/07/2018
When students show During my lesson, as I At my school, we As a part of I have began promoting
disruptive behavior, it circulated around the implement Positive implementing PBIS in positive behaviors in my
interferes with teaching classroom, for the Behavior Interventions and my classroom as well as classroom by incorporating the
and learning. When a student who were Supports (PBIS) in an effort schoolwide, in order to PBIS rewards system, in
student is disruptive, working cooperatively to discourage negative promote positive which I reward students for
the way in which I with their group behavior and encourage my behaviors and demonstrating desirable
respond is that I go to members and were on positive behaviors in discourage negative or behavior by giving them
the student and I task, I gave them praise students and to establish a undesirable behaviors in points. Students can then use
approach the student by tell them “Thank climate in which students, we have those points to purchase an
and figure out what the you for being on task appropriate behavior in the started implement the item from the teacher's store,
Evidence source of the disruption and sharing knowledge norm. By implementing PBIS Rewards system at including food items, drinks,
is. Perhaps the student with your groupmates.” PBIS, I communicate with our school in which using notes on the test, etc.
is sitting around his/her This praise and positive students in a positive way teachers can reward Here is my store on the PBIS
friends. I redirect the reinforcement and when I catch a student students by immediately Rewards system. Every
student to stay on task encourages the student who is showing appropriate acknowledge positive teacher at our school has their
and give the student a to continue to be on behavior, I give the student student behavior from a own store set up, and the
verbal warning. If, after task and work positive reinforcement by mobile device. I give purpose is to get students to
the verbal warning, if productively with praising him as a way to students points and act in ways that are acceptable.
the student still group members. For encourage that particular recognize students for On the other hand, if a student
continues to be the students who behavior. I also respond to their positive behaviors is being disruptive to the point
disruptive, then at that showed behaviors that behavior in a way that does with the PBIS Rewards that it interferes with teaching
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
point, I move his seat
and have him work with
a different group of
students. If the student
still continues to be
disruptive, then I give
him lunchtime
detention. 9/28/2018
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
Using instructional classroom management
time to optimize impact pacing and
learning lessons.
Some students complete
learning activities in time
allotted.
interfered with not disrupt teaching or
learning, I corrected learning. For example,
their behavior by during my lessons, when I
redirecting them and notice that a student is
tell them to get back on talking when they are
task. November 7, 2018 supposed to be taking
notes, instead of pausing
my lesson, I use physical
proximity and I go and
stand next to the student,
which sends a signal to the
student that they are not
doing the right thing at the
moment. I also use a quiet
signal if students are
talking or being disruptive.
Students also follow
routines and procedures
that I establish. For
example, at the beginning
of each period, as students
walk into class, there is a
warm up that is projected
on the board. Students
know that they need to
enter in quietly and take a
seat, and take out their
materials and begin the
warm up. (4/29/2019)
Exploring Applying
Paces Paces instruction with students to
instruction with provide adequate time for
some instruction, checking for
consideration of understanding, completion of
lesson type, learning activities and closure.
adjustments for 9/28/2018
sufficient
student work Students participate in and
time and complete a variety of learning
transitions to activities in the time allotted with
optimize options for extension and review.
learning.
App. I recognize positive and learning, I now
behavior by in my electronically fill out an office
mobile app by selecting referral form through the PBIS
the expectation that the rewards system, and I refer the
student met through student to the office. Before,
their positive behavior our school used a paper
and I select the number version of the office referral
of points that I want to form that we filled out when
give the student for sending students to the office,
demonstrating that but now, we fill out the form
desirable behavior. electronically through PBIS
(11/2019) Rewards. (03/15/2020)
Students are taught
about making good and
productive choices
when they are
demonstrating a
behavior that does not
contribute to an
effective learning
environment and
students assess
themselves about
whether or not the
choices they are making
are good and why.
Students think before
they act. (11/2019)
Integrating Innovating
Paces instruction to Paces, adjusts, and fluidly
include ongoing facilitates instruction and
assessment of student daily activities.
learning. Supports
students in the
monitoring of
instructional time.
Students use their Students monitor their
instructional time to own time, are engaged in
engage in and complete accomplishing learning
learning activities and are goals, and participate in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students
complete
learning
activities and, as
needed, may
receive some
adjustments of
time allotted for
tasks or
expectations for
completion.
One way in which I pace my
instruction is by using a digital
timer throughout the period. The
timer is magnetic and is placed on
the whiteboard in which students
are able to see how many more
minutes they have to complete a
given task (i.e. warm up,
classwork, etc.) In addition, when I
write my lesson plans, I indicate
the timing for each activity. When I
plan the timing of the lesson, I take
into consideration the fact that I
may need more time if the
students do not understand the
Evidence concepts, so I give myself a
sufficient amount of time for the
lesson. For example, when I check
for understanding, the student
may not respond to the question
correctly, and so I need more time
to back and re explain a certain
part of the lesson. At the end of
each period, I give students an exit
slip problem. If the problem
involves multiple steps where
students would need more time to
complete than usual, then I adjust
my timing to take that into
consideration.
prepared for the next reflection, self-
sequence of instruction. assessment, and goal
setting.
I support students in the I maximize instruction time
monitoring of by minimizing the amount
instructional time by of time to pass out
giving students a materials. I give students a
sufficient amount of time copy of instruction
to complete tasks and materials or a copy of the
assignments. I also warm up at the door at the
maximize instructional beginning of the period as
time by handing out students walk into class. I
assignments and provide meaningful and
handouts to students on relevant extension
their way into class. This activities for students who
way, no instructional time complete their work early. I
is wasted on passing out use Teachers Pay Teachers
instructional materials to get ideas about
during class. During my meaningful activities. I
instruction, I include pace my instruction based
ongoing assessments of on the level of
student learning through understanding and needs of
various ways, including students in the class. If I
asking students questions notice that students are
easily understanding and
to check their level of
grasping the concept, then I
understanding and to
move onto the next
identify and address any
concept. If I notice that
misconceptions that
students are struggling with
students have regarding
understanding the concepts,
the content or by
then I adjust my instruction
circulating around the
and provide additional
classroom and check in visuals, more examples to
on individual students, help students clarify
When I am lesson
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
planning, I take into
consideration the amount
of time that I will need to
assess and determine
what my students are
learning and how much
they are learning from the
lesson or the material
that I am presenting.
When I write out my daily
lessons plans for my skill
binder, I also include a
rough estimate of about
how many minutes I will
spend on the opening
part of the lesson, how
many minutes I will
spend on the body of the
lesson, and how long it
will take students to
complete the closure
activity, which is usually
in the form of an exit slip.
(4/29/2019)
Students engage in
learning activities
together in a pair share
context or in cooperative
learning groups of three
to four students.
Distractions are
minimized since I ask
students to put their
phones away.
(10/15/2019)
misconceptions. I also
adjust my instruction based
on student’s learning
styles. For kinesthetic
learners, I provide them
with hands on
manipulatives, such as
algebra tiles. During my
lesson when I check for
understanding through the
use of whiteboards, I tell
students to put their
markers down when they
have finished solving the
problem. When students
put their markers down and
look up, it signals to me
that students have
completed the problem and
I move onto the next part
of the lesson. (10/15/2019)
In order to help students
monitor their own time, I
use a magnetic, digital
timer, which I place on the
whiteboard. Every task that
I assign students to
complete, including
discussions with
their partners or in a group
setting, or guided practice,
I give them a certain
amount of time and I set
the digital timer so that
students are aware as to
how much more time they
have to complete the
assigned task. I also have
students participate in self
reflection and I have them
post their reflections in
Padlet, and then I have
students respond to each
other's reflections in Padlet.
When students self reflect,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I give them a set of
questions to respond to,
such as (1) What did you
learn from today's lesson?,
(2) What resources do you
have that could help you
learn new material?, (3)
How can you take what
you've learned and apply it
to your life?, (4) What
class activities and/or
assignments helped you
learn the most and why?,
(5) Why do you think the
objective we are working
on is important and do you
feel that you have met the
lesson objective? If yes, in
what way do you feel that
you have met the lesson
objective? If not, what
strategies do you think we
can use in order to help you
master the lesson
objective? (01/23/2020)