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.
and behavior. awareness to develop a Supports students in taking
Seeks to understand positive classroom climate. leadership in developing a
Promoting social cultural perceptions of 7/15/19 caring community that is
Development and Some students share in caring community. responsive to the diverse Students take leadership in
responsibility within a responsibility for the Reinforces positive, cultural norms of identities resolving conflict and
caring community classroom community. Students participate in responsible, and respectful of all students. 5/1/20 creating a fair and respectful
where each student is occasional community student interactions. Assists classroom community where
treated fairly and building activities, students to resolve Students take responsibility student’s home culture is
respectfully designed to promote conflicts. resolving conflicts and included and valued.
caring, fairness, and Incorporates cultural maintaining a caring Students communicate with
respect. awareness to develop a classroom community. empathy and understanding
positive classroom climate. Students promote respect in interactions with one
12/12/19- Same Level and appreciation for another. 5/1/20.
differences. 12/12/19
Students demonstrate
efforts to be positive,
accepting, and respectful of
differences. 7/15/19
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
break. 7/15/19
Teacher- Same Level-
I reinforce positive,
respectful student
interactions by giving
examples of norms in the
classroom, explaining
Evidence 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
break. 12/12/19
Within certain When students are working
circumstances, students in groups, they are each
who have had conflicts with given specific roles so that
each other have been able to they all have a shared
handle the situation responsibility and only a role
themselves with minor that they can fulfill. This
teacher innovation. style of group work
12/12/19 minimizes the conflict and
makes students feel valued.
I consistently give positive Students However,
feedback to my students when conflicts now arise, I
about the kind of behavior remind the students that each
they are displaying in class of their roles is different and
and correcting misbehavior. therefore we should respect
When students have a each other for our diversity
conflict, we discuss the and differences. 5/1/20
issue as a class. I begin the
discussion without names
and ask about what is right
in the situation and what
responsible
and inclusive students
would do. I then ask
students to take a leadership
role and check-in with them
the next day to ask about
how the problem was
resolved. 5/1/20

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
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. 5/1/20
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. 5/1/20
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 Students use a variety of resources their diversity.
other to understand in learning environments and Students share in
and complete learning interact in ways that deepen their monitoring and
tasks in single lessons understanding of the content and assessment of
or sequence of develop constructive social and interactions to improve
lessons. academic interactions. 12/12/19 effectiveness and
develop a positive culture
for learning. 5/1/20
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,
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
Evidence 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
Students- Same Level-
In partners or in groups,
students are enabled to share
their opinion respectfully and
come to consensus with their
partner. 12/12/19
In my classroom, I I often post classwork
have put up more from students of all
artifacts on the walls different levels.
to support student However, now
diversity and the assignments that I
expression. 12/12/19 post also reflect the
diversity of our
I have students get students and what
into different groups makes each unique. I
and have different also have anchor charts
group work and that show the rules of
partner work respect that
activities for learning our students follow on
and have a system a daily basis.5/1/20
for holding each
student accountable I allow for my students
for work. 12/12/19 to have different
opportunities to
After I have my interact with the
students meet in material such as direct
literature circles with instruction, guided
specific roles, I have practice, paired
them complete a practice and
reflection handout independent practice. I
about how they did also indicate
in the discussion and to students how they
ways they could should be interacting
improve their with the material by
discussions. Here, a using an indicator. This
positive culture for helps students know
learning is how they should be
established and acting with each other
learning is more and how they
effective. 5/1/20 should have moved
the desks. 5/1/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. 12/12/19
Models and provides Engages in reflection on
Explores strategies to instruction on skills that their own language and
establish intellectual and develop resiliency and behavior that contributes to Students demonstrate
emotional safety in the support intellectual and intellectual and emotional resiliency in perseverance
classroom. emotional safety. safety in the classroom. for academic achievement.
7/15/19 Students maintain
intellectual and emotional
Establishing and Students are aware of Students take risks, offer safety for themselves and
maintaining learning required safety procedures Students follow teacher opinions, and share Students develop and others in the classroom.
environments that are and the school and guidance regarding alternative perspectives practice resiliency skills 12/12/19
physically, classroom rational for potential safety issues for and strategies to strive for
intellectually, and maintaining safety. self or others. academic achievement, and Shares responsibility with
emotionally safe establish intellectual and the students for the
emotional safety in the establishment and
classroom. 7/15/19 maintenance of a safe
physical, intellectual, and
emotional environment
focused on high quality and
rigorous learning. 5/1/20

Students demonstrate
resiliency in perseverance
for academic achievement.
Students maintain
intellectual and emotional
safety for themselves and
others in the classroom.
5/1/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I model ways to During classroom
respectfully agree and discussions in
share an opinion homeroom, students
during literature circle bring up certain issues
discussions. Students and I give advice about
are aware that they how to problem solve
need to listen to as well as have
opposing viewpoints students give their
and can respond input on problem
respectfully. 7/15/19 solving, reminding
them they have
During literature circle responsibilities inside
discussions, I have the classroom to create
students begin a safe environment.
questions utilizing a 12/12/19
Evidence
sentence stem handout
so that they are aware Students reflect once a
of their own academic week based on how
language. 7/15/19 they did on their
school work and how
During other they allowed the
classroom discussions, environment to be safe
students will for all learners.
respectfully listen to 12/12/19
their peers and and
acknowledge them in a
positive manner.
7/15/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
One way that I
share responsibility
with the students for
establishing a safe
learning environment
is by having students
help with adding rules
to our classroom that
all students vote on
using a Google Form.
Students feel like they
are involved in the
class at the beginning
of the year and that
their opinions are
heard about how the
class should be
governed. 5/1/20
Students at my school
demonstrate resiliency
a lot lately through our
online distance
learning model.
Many students are
finding success and
keeping up mental
health with help from
the faculty at my
school. 5/1/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
while becoming aware of
achievement patterns for
individuals and groups of
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.
Creating a rigorous
learning environment
with high expectations
and appropriate
support for all students
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
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. 12/12/19
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.

Students actively use

supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
matter. 12/12/19

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.
5/1/20

Students actively use supports and

challenges to complete critical
reading, writing, higher order
thinking, and problem solving
across subject matter. 12/12/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
When I teach essay In discussions, I ask
writing, students are students to explain
given high quality what they mean or
models to follow so what evidence they
they can emulate have for answering a
higher level writing. higher order thinking
When students ask for question. This ensures
help, I also help them that they can back up
to use a higher their answers and
academic vocabulary raises the academic
to help their language rigor of the discussion.
development. 7/15/19 7/15/19
Teacher-Same Level -
In discussions, I ask
students to explain
what they mean or
what evidence they
Evidence 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.
12/12/19
Students use methods
to remember the steps
to solve a problem that
requires critical
thinking such as
memorizing steps or
creating their own
mnemonics to
remember information.
. 12/12/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
As a part of my
teaching inquiry and
POP cycle, I
had students read a
story when the skill
was focused on plot
development. Next,
students created an
online comic version
of the story using
storyboardthat.com. W
hen the class engaged
in this
activity, students had a
deep understanding of
the story and were able
to achieve
the objective of the
lesson. 5/1/20

Throughout reading
assignments, students
are given discussion
questions that allow
them the opportunity
to think more critically
about the material.
5/1/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5
Emerging
Establishes expectations,
rules, and consequences for
individual and group
behavior.
Refers to standards for
behavior and applies
consequences as needed.
Developing,
communicating, and
maintaining
high standards for
individual and group Students are aware of
behavior classroom rules and
consequences.
Exploring
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.
Applying
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.
Integrating
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
Innovating
Facilitates a positive
environment using systems
that ensure students take an
active role in monitoring
and maintaining high
standards for individual and
group behaviors. 12/12/19
Students demonstrate
positive behavior,
consistent participation and
are valued for their unique
identities. 12/12/19
Facilitates a positive
environment using systems
that ensure students take an
active role in monitoring
and maintaining high
standards for individual and
group behaviors. 5/1/20
Students demonstrate
positive behavior,
consistent participation and
are valued for their unique
identities. 5/1/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
During group projects, As positive
students are assigned enforcement students
different roles so that earn marbles that are
they can all be placed in a jar.
accountable for the Because of the positive
work they produce as a reinforcement, students
group. Next, students were able to receive
are scored as a group the prize multiple
for the project overall times and it created a
and as individuals for positive learning
each student’s section environment 12/12/19
of the project. Students
also evaluate each
member of their group. Students have been
7/15/19 exhibiting positive
classroom behavior
Evidence
Positive classroom throughout the
behavior is rewarded trimester. Constant
with glass marbles in a positive enforcement
jar with a prize that seems to work well.
students receive when 12/12/19
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
When students are
completing group
work, I have had
members of groups
evaluate the other
members of the group
and give an honest
review about how they
did and what they did
to contribute to the
assignment. Students
also can receive whole
group grades for
presentations as a
whole like a research
project for A Christmas
Carol. 5/1/20

In my literature
classes, the students
are given a sentence to
correct for grammar
and mechanics as my
warm- up. Many
students enjoy this
activity, and it helps
them focus in on class,
displaying positive
behavior and the want
to participate.5/1/20
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.
Responds to disruptive
behavior.
Employing classroom
routines, procedures, Students are aware of
norms, and supports procedures, routines, and
for positive behavior to classroom norms.
ensure a climate in
which all students can
learn
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
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. 12/12/19
Promotes positive
behaviors and consistently
prevents or refocuses
behaviors disruptive to the
learning climate. 7/15/19
Promotes positive
behaviors and consistently
prevents or refocuses
behaviors disruptive to the
learning climate. 12/12/19
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. 5/1/20
Promotes positive
behaviors and establishes
preventions and a positive
classroom climate that
eliminate most disruptive
behavior. 5/1/20
Students share
responsibility with teacher
for managing and
maintaining a positive
classroom climate that
promotes learning. 5/1/20

Students are involved in

assessment and monitoring
of routines, procedures, and
norms in ways that improve
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.
12/12/19
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
Teacher Same Level-
I model and teach the
expected behaviors and
norms. I explain why we
use them and how they
show respect to fellow
classmates. 12/12/19
I consistently point out
observable behaviors that
are positive for the
classroom such as “Good
job, Emilie, for having your
homework, pen, and
notebook out on your
desk.” 7/15/19
Evidence
Teacher Same Level
I consistently point out
observable behaviors that
are positive for the
classroom such as “Good
job, Emilie, for having your
homework, pen, and
notebook out on your
desk.” 12/12/19
When I was out because I
had a family emergency, the
substitute teacher left notes monitor and have
saying that the students
were well behaved and told
her how the routines are
structured in my class.
7/15/19
Everything that I do in
my classroom is meant
for learning and
building a positive
classroom climate. I
consistently tell
students to be kind,
respectful and to raise
their hand in order to
be called on. 5/1/20
I promote positive
behaviors by
rewarding students for
good behavior. I do
this by giving students
marbles in a jar as part
of my procedures and
when they are filled,
students receive a
prize. 5/1/20
I tell students that there
is a shared
responsibility for
everyone to self
activities that require
collaboration like
putting together skits
as group assessments
to understand concepts
and content. 5/1/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based on
curriculum guidelines.
Develops awareness of how
transitions and classroom
management impact pacing
and lessons.
Some students complete
learning activities in time
allotted.
Using instructional
time to optimize
learning
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.
Applying
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.
Integrating Innovating
Paces instruction to include Paces, adjusts, and fluidly
ongoing assessment of facilitates instruction and
student learning. Supports daily activities. 7/15/19
students in the monitoring
of instructional time. Paces, adjusts, and fluidly
facilitates instruction and
Students use their daily activities. 12/12/19
instructional time to engage
in and complete learning Paces, adjusts, and fluidly
activities and are prepared facilitates instruction and
for the next sequence of daily activities. 5/1/20
instruction. 7/15/19
Students monitor their own
time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-assessment,
and goal setting. 12/12/19
Students monitor their own
time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-assessment,
and goal setting. 5/1/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I set a specific time for During one of my
when an in-class classroom warm up
assignment needs to be activities, students
completed on the were to write a short
board. If students story based on a
finish early, I have the painting. At this time, I
next task for them was able to take roll,
written underneath the pass out handouts for
time or end the the next activity and
working time to review check homework.
the assignment if most 7/15/19
of the students have
completed it. 7/15/19 Teacher Same level-
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
Evidence take roll, pass out
handouts for the next
activity and check
homework. 12/12/19

Due times and dates are

placed on the board for
assignments and students
are able to pace
themselves for longer
projects. Students
consistently ask about
the time they have left to
finish an assignments
and occupy themselves
after they are finished.
12/12/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I consistently spend a
limited amount of time
lecturing in class so
that there is time
for students to ask
questions and work
collaboratively
with their peers. 5/1/20

Students in my
classes regularly ask
about how much time
they have to complete
the assignment and
accomplish the
objective.
They actively
participate in the
lesson and work
together with their
peers. 5/1/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning