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. 4/23/20
differences. 7/21/19
12/2/19
IN THE RECENT SWITCH TO
I have posted sentence DISTANCE LEARNING, IT
starters in my classroom HAS BEEN IMPORTANT TO
to remind students how FOCUS ON STUDENTS'
SOCIAL EMOTIONAL NEEDS
to begin and facilitate AND REALLY EMPHASIZING
discussion with peers. A POSITIVE VIRTUAL
Expectations for both LEARNING ENVIRONMENT
myself and students were WHERE ALL STUDENTS CAN
decided upon together. TAKE LEARNING RISKS AND
7/21/19 NOT FEAR BEING WRONG
Evidence SO THAT THEY ARE ABLE
I have maintained at TO LEARN. VIRTUAL
LEARNING CLASSROOM
integrating for this
EXPECTATIONS WERE
element and hope to DEVELOPED AND
create more DISCUSSED AS A GROUP,
opportunities for THEY ARE REGULARLY
students to take on REFERENCED. 4/2020
leadership roles for
students to develop a
respectful community.
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
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
Creating physical or
learning. student learning. and completion of structures for interaction
virtual learning
learning tasks. that engage students Selects from a repertoire
environments that
constructively and of structures for
promote student
productively in learning. interaction to ensure
learning, reflect
accelerated learning for
diversity, and
7/21/19 the full range of students.
encourage
Some students use Students use resources Students use a variety of Students routinely use a
constructive and
available resources in provided in learning resources in learning range of resources in Students participate in
productive
learning environments environments and environments and learning environments monitoring and changing
interactions among
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
students
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
learning.

12/2/19 4/2020
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are arranged
into groups of 4 to
encourage group
collaboration during
group time. Posted
expectations and word
wall that reviews
important vocabulary in
context. 7/21/19

Teacher maintains physical

environments that reflect
student diversity and
provides a broad range of
resources, displays, and
artifacts that are current and
integral to instruction.
Integrates a variety of
structures for interaction
that engage students
constructively and
productively in learning.
Evidence Students routinely use a
range of resources in
learning environments that
relate to and enhance
instruction and reflect their
diversity. Students share in
monitoring and assessment
of interactions to improve
effectiveness and develop a
positive culture for
learning.
12/2/19
WHILE IT HAS BEEN
CHALLENGING TO HAVE
PHYSICAL
ENVIRONMENTS
MAINTAINED FOR
STUDENTS GIVEN THE
CURRENT SITUATION, IT
SEEMS THAT STUDENTS
ARE GETTING INTO A
ROUTINE AND BEING AS
POSITIVE ABOUT THE
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
CURRENT SCENARIO AS
POSSIBLE.4/2020
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 7/21/19 12/2/19
classroom. 4/23/20

Expectations are well

established students
seem very invested in
upholding expectations
because they helped to
develop those guidelines.
We have developed a safe
space by ensuring that all
Evidence
students feel the courage
to try. I also have a “yet is
the most important
addition” wall. 7/21/19

This CSTP 2 element was

maintained. 12/2/19
NOW MORE THAN EVER
IT HAS BECOME
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
INCREASINGLY
IMPORTANT FOR
STUDENTS TO MAINTAIN
INTELLECTUAL AND
EMOTIONAL SAFETY
WHILE INTERACTING
THROUGH A DIGITAL
PLATFORM. STUDENTS
ARE REGULARLY
REMINDED OF THE
EXPECTATIONS. 4/2020

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
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. address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high
support for all
achievement. expectations.
students
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
subject matter. 7/21/19 learning.
12/2/19 4/23/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I have high expectations
of my students that I
regularly communicate to
them and I feel that this
has encouraged students
to have higher
expectations of
themselves. 7/21/19
The development of
Evidence digital assessments
through Edulastic has
allowed me to create a
digital learning
environment where
direct feedback can be
provided to students as
they navigate through the
assessment.12/2/19
4/23/20

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. behavior. across learning activities. standards for individual
and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine Guides and supports
communicating, and
behavior and applies behavior with students in references to standards students to self-assess,
maintaining
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
high standards for
sequence of lessons in during individual and individual and group
individual and group
anticipation of need for group work. behavior and
behavior
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. 7/21/19 make improvements. unique identities.
12/2/19
This level of development
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
has been maintained for
this element. 4/23/20
When reflecting in July on
Students regularly this standard I felt that I
needed to better clarify
work together as a individual student
group and there are expectations while
sentence frames at working in a group. I
each table to assist in discussed this with a
developing colleague and he
introduced me to CPM
discussion however roles and I incorporated
Evidence
clear guides for job role cards into my
students when classroom. I feel that my
working as a group groups are now working
are not well-defined. much more efficiently as
a team as a result of this
7/21/19 adjustment. 12/2/19
This level of development
has been maintained for
this element. 4/23/20

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.
Employing classroom monitoring of norms. learning climate that Classroom climate
routines, procedures, builds on student integrates school
norms, and supports Provides positive strengths. standards and culturally
for positive behavior Seeks to promote positive behavior supports. relevant norms.
to ensure a climate in Responds to disruptive behaviors and responds Responds appropriately Promotes positive
which all students behavior. to disruptive behavior. to behaviors in ways that behaviors and Promotes positive
can learn lessen disruptions to the consistently prevents or behaviors and establishes
learning climate. refocuses behaviors preventions and a
Students participate in disruptive to the learning positive classroom
routines, procedures, and climate. climate that eliminate
norms and receive most disruptive behavior.
Students receive reinforcement for 7/21/19
correction for behavior positive behaviors. Students are involved in Students share
Students are aware of that interferes with assessment and responsibility with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
procedures, routines, and
classroom norms.
Evidence
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
learning, and positive
reinforcement in
following routines,
procedures, and norms.
Exploring
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.
Students receive timely monitoring of routines,
and effective feedback procedures, and norms in
and consequences for ways that improve the
behaviors that interfere learning climate.
with learning.
Students are involved in
the monitoring of
progress in the class and
through assessment
reviews. 7/21/19
Applying Integrating
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking learning. Supports
for understanding, students in the monitoring
completion of learning of instructional time.
activities and closure.
Students use their
Students participate in instructional time to
and complete a variety engage in and complete
of learning activities in learning activities and are
the time allotted with prepared for the next
options for extension sequence of instruction.
and review. 7/21/19
teacher for managing and
maintaining a positive
classroom climate that
promotes learning.
12/2/19 4/23/20
I have really
emphasized a growth
mindset with the
students and stressed
the importance of using
positive language in the
classroom to create a
safe environment
where all students feel
comfortable to take
academic risks.
12/2/19
This level of development
has been maintained for
this element. 4/23/20
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-assessment,
and goal setting. 12/2/19
4/23/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
All class periods are Teacher incorporates
paced so that there is appropriate
time for self- adjustments based on
reflection, direct formative
instruction, individual assessments
practice and pair or throughout the lesson.
group time. 7/21/19 Self-reflection has
been readily
Evidence incorporated
throughout the class
and students have
practiced SMART goal
setting. 12/2/19
This level of development
has been maintained for
this element. 4/23/20