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
Seeks to understand awareness to develop a taking leadership in
Promoting social cultural perceptions of positive classroom developing a caring
Development and caring community. climate. 09/29/18 community that is Students take leadership
responsibility within responsive to the diverse in resolving conflict and
a caring community Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
where each student responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
is treated fairly and classroom community. building activities, accepting, and respectful 12/05/19 05/05/2020 community where
respectfully designed to promote of differences. 09/29/18 student’s home culture is
caring, fairness, and Students take included and valued.
respect. responsibility resolving Students communicate
conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences. 12/05/19
05/05/2020
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Our school is Our school is
implementing PBIS implementing PBIS
(Positive Behavior (Positive Behavior
Interventions and Interventions and
Supports). Through PBIS, Supports). Through
I practice using positive PBIS, I practice using
language to promote positive language to
student development. promote student
With the implementation development. With the
of PBIS, students implementation of PBIS,
participated in setting students participated in
classroom behaviors and setting classroom
expectations. Students behaviors and
practice using positive expectations. Students
language and behaviors practice using positive
with both school staff and language and behaviors
their peers. I always with both school staff
model and communicate and their peers. PBIS
professionally. Meaning, posters are demonstrated
Evidence
I use academic and throughout classrooms
professional illustrating appropriate
vocabulary/language both behaviors.
inside and outside the Our school also holds an
classroom. I treat others anti-bullying presentation
with respect. Especially created solely by the
with problematic student body that is
students. Our school is presented to the whole
implementing PBIS school.
(Positive Behavior School site also
Interventions and participates in PBIS
Supports). Through PBIS, Rewards, which is an
I practice using positive incentive program for
language to promote students. Students get
student points for being positive,
development.09/29/18 shwoing up to class
online and on-time. In
return, students use those
points gained to buy
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
rewards such as a
late-pass, etc.
12/05/19 05/05/2020
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 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. 09/29/18 artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. 12/05/19 learning and reflect
interaction between lessons or sequence of structures for interaction diversity within and
students can support lessons to support during learning activities Integrates a variety of beyond the classroom.
Creating physical
learning. student learning. that ensures a focus on structures for interaction
or virtual learning
and completion of that engage students Selects from a repertoire
environments that
learning tasks. 09/29/18 constructively and of structures for
promote student
productively in learning. interaction to ensure
learning, reflect
12/05/19 05/05/2020 accelerated learning for
diversity, and
Students use resources the full range of students.
encourage
Some students use provided in learning
constructive and
available resources in environments and Students use a variety of Students routinely use a Students participate in
productive
learning environments interact with each other resources in learning range of resources in monitoring and changing
interactions among
during instruction. to understand and environments and learning environments the design of learning
students
complete learning tasks interact in ways that that relate to and enhance environments and
in single lessons or deepen their instruction and reflect structures for
sequence of lessons. understanding of the their diversity. interactions.
content and develop Students share in
constructive social and monitoring and
academic interactions. assessment of
09/29/18 interactions to improve
effectiveness and
develop a positive
culture for learning.
12/05/19 05/05/2020
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Desks are grouped in I design my classroom
fours (4) to encourage (evidence of classroom
teacher-student and setup) in a way where a
student-student student is sitting next to
discussion. During or near another peer. My
instruction students are lessons involve
placed in homogenous Think-Pair-Shares and
groups to support student group activities that
learning. English require students to work
Language Learners are with their partner.
placed with bilingual Students are paired with
students and others a partner and are
according to their Zone required to work closely
of Proximal together on assignments
Development (ZPD). and activities. Activities
Some students are such as researching a
allowed to use political candidate and
Evidence Chromebooks during creating
instruction, are provided a ​Weebly​. 12/05/19
with a one-on-one Given the circumstance
instructional aide, of Covid-19, students are
seating preferences, assigned a partner. In
captions are displayed their pair, they must
during videos. Word work together to
walls (vocabulary) and complete the activity.
PBIS rules and Doing so incentives
expectations are students to interact with
displayed on walls to aid someone outside their
in learning. Videos (with household.
captions) are showed to 05/05/2020
students to reinforce
topics/materials with
every content standard.
09/29/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging
Adheres to policies and
laws regarding safety
that are required by the
site, district, and state.
Responds to behaviors
that impact student
safety as they arise.
Establishing and
maintaining learning
environments that
are physically,
intellectually, and
emotionally safe Students are aware of
required safety
procedures and the
school and classroom
rational for maintaining
safety.
Exploring Applying Integrating Innovating
Recognizes and Anticipates and reduces Integrates support for Shares responsibility
addresses safety issues risks to physical, students to take risks and with the students for the
regarding materials, intellectual, and offer respectful opinions establishment and
student interactions, and emotional safety using about divergent maintenance of a safe
the organization of the multiple strategies that viewpoints. 09/29/18 physical, intellectual,
learning environments. include examining biases 12/05/19 05/05/2020 and emotional
in the learning environment focused on
environment and high quality and rigorous
curriculum. learning.
Explores strategies to Engages in reflection on
establish intellectual and Models and provides their own language and
emotional safety in the instruction on skills that behavior that contributes
classroom. develop resiliency and to intellectual and
support intellectual and emotional safety in the
emotional safety. classroom. 09/29/18
12/05/19 Students demonstrate
Students follow teacher resiliency in
guidance regarding Students take risks, offer perseverance for
potential safety issues opinions, and share Students develop and academic achievement.
for self or others. alternative perspectives. practice resiliency skills Students maintain
and strategies to strive intellectual and
for academic emotional safety for
achievement, and themselves and others in
establish intellectual and the classroom.
emotional safety in ​the
classroom. 09/29/18
12/05/19 05/05/2020
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I respond accordingly
depending on student
incidents based off the
training received through
BSET (Behavior
Safety-Care Emergency
Training), as well as
PBIS. For students that
display aggressive
behavior, I immediately
get them outside the
room away from other
students.
I follow and adhere to
district/state laws.
I provide situations that
encourages and allows
for student participation.
Evidence During instruction,
students seem more at
ease when I call on them
to comment. During
Socratic Seminars, direct
instruction, and group
work, students are safe
and confident to share
their own thoughts
regardless of their
position. 09/29/18
12/05/19
Given the current
situation with Covid-19
and stay at home orders,
I do weekly check-ins
with students to see how
they are doing.
05/05/2020
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring Applying Integrating Innovating
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem accuracy, analysis, and leadership in learning.
tasks. importance of meeting solving, and appropriate critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. levels of challenge. and thinking. research, analysis and
importance of Works to maintain high 09/29/18 Integrates strategic purposeful use of
maintaining high expectations for students scaffolds and learning.
Creating a rigorous expectations for while becoming aware of Holds high expectations technologies throughout Supports students to
learning students. 09/29/18 achievement patterns for for students. Has an instruction ​that support utilize an extensive
environment with individuals and groups understanding of the full range of learners repertoire of
high expectations of students. achievement patterns, in meeting high differentiated strategies
and appropriate and uses scaffolds to expectations for to meet high
support for all address achievement achievement. 12/05/19 expectations.
students Some individuals and gaps. 09/29/18 05/05/2020
Some students ask for groups of students work Students take
teacher support to with the teacher to Students engage in a Students actively use responsibility to fully
understand or complete support accuracy and variety of differentiated supports and challenges utilize teacher and peer
learning tasks. 09/29/18 comprehension in their supports and challenges to complete critical support, to achieve
learning. in ways that promote reading, writing, higher consistently high levels
their accuracy, analysis, order thinking, and of factual and analytical
and problem solving in problem solving across learning.
learning. 09/29/18 subject matter. 12/05/19
05/05/2020
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
English language My school is a college
learners and students preparatory school, and
with IEPs are provided we are adamant about
with additional teacher developing students’
support. While placed in academic and social
groups and/or skills to create
individually, I will walk exceptional college-level
to each group/student students. I rely on the
and assess their state standards to
understanding and maintain high
comprehension through expectations. Learning
questioning. objectives, state
I rely on the state standards, essential
standards to maintain questions are posted
high expectations. daily on the white board
Learning objectives, and illustrate to students
state standards, essential the expectations of what
questions are posted they should know by the
daily on the white board end of class. Rubrics are
Evidence and illustrate to students provided to students for
the expectations of what special assignments,
they should know by the such as essays, research
end of class. Rubrics are projects, and group
provided to students for projects. Students
special assignments, analyze primary source
such as essays, research documents and interpret
projects, and group them to approach
projects. With conclusions on the
assessments, I require functions of the United
students to write States Government.
extensively, depending 12/05/19
on the content, in order Given the current
to properly assess their situation with Covid-19
level of comprehension. and stay at home orders,
Doing so allows me to I do weekly check-ins
scaffold and provide the with students to see how
best resources and they are doing.
support for those The activities given to
students still require
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students that require students to critically read
them. and understand the
09/29/18 content. Students
conitnue to write through
Google Docs.
05/05/2020

Element 2.5 Emerging Exploring Applying Integrating Innovating

Uses multiple strategies Integrates equitable Facilitates a positive
including culturally expectations, positive environment using
responsive instruction to supports, and systems that ensure
develop and maintain consequences for students take an active
high standards for individual and group role in monitoring and
individual and group behavior within and maintaining high
behavior. across learning activities. standards for individual
12/05/19 05/05/2020 and group behaviors.
Developing, Utilizes routine 03/05/2020
communicating, and references to standards Guides and supports
maintaining for behavior prior and students to self-assess,
high standards for during individual and monitor, and set goals
individual and group group work. for individual and group
behavior behavior and
participation. 12/05/19
Students follow behavior
expectations, accept Students respond to Students demonstrate
consequences and individual and group positive behavior,
increase positive behaviors and encourage consistent participation
behaviors. 09/29/18 and support each other to and are valued for their
make improvements. unique identities.
12/05/19
03/05/2020
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
With the implementation With the implementation I facilitate a positive
of PBIS, myself and my of PBIS, myself and my school environment
students developed students developed through the
classroom expectations classroom expectations implementation of
and rules for our and rules for our Positive Behavior
classroom, according to classroom, according to Interventions and
our school mantra: Be our school mantra: Be Support (PBIS). I use
Respectful, Be Safe, Be Respectful, Be Safe, Be their incentive
Responsible. By giving Responsible. By giving application called ​PBIS
students input on rules students input on rules Rewards, which provides
and expectations, they and expectations, they an incentive for students
are aware and most are aware and most to promote positivity and
likely able to follow likely able to follow encourage students to
them. They are actively them. They are actively monitor themselves
setting their classroom setting their classroom through their behavior.
environment. These environment. These 05/05/2020
classroom rules and classroom rules and
expectations are expectations are
displayed in my displayed in my
Evidence classroom. classroom. 12/05/19
I model student-student
interaction and behavior Given the current
prior situation with Covid-19
activities/assignments. and stay at home orders,
09/29/18 I do weekly check-ins
with students to see how
they are doing.
05/05/2020

I remind students of
our school sites PBIS
systems when needed.
As I roam and scan the
classroom during student
activities, I provide
positive support for
students who exhibit
correct behavior, while
also doing the same for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
those students who are
disengaged and off-task.
I used ​Kickboard​ to
reward students' positive
behaviors 12/05/19.

School site also

participates in PBIS
Rewards, which is an
incentive program for
students. Students get
points for being postiive,
shwoing up to class
online and on-time. In
return, students use those
points gained to buy
rewards such as a
late-pass, etc.
05/05/2020

Students practice
positive behaviors during
whole ​class discussions​ .
Being a Government
class, political views are
visible among students.
They manage themselves
appropriately and
respectful when it comes
to listening to others
with different political
views. 12/05/19

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
classroom routines, routines or norms for procedures, and norms in routines and procedures monitoring and participating in
procedures, norms, single lessons to support single lessons or that are culturally reflecting on routines, developing, monitoring,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and supports for student learning. sequence of lessons with responsive and engage procedures, and norms in and adjusting routines
positive behavior to some student students in the ways that are culturally and procedures focuses
ensure a climate in involvement. development and responsive. on maximizing learning.
which all students monitoring of norms. Maintains a quality Classroom climate
can learn 09/29/18 12/05/19 learning climate that integrates school
05/05/2020 builds on student standards and culturally
Seeks to promote strengths. relevant norms.
Responds to disruptive positive behaviors and
behavior. responds to disruptive Provides positive Promotes positive Promotes positive
behavior. behavior supports. behaviors and behaviors and establishes
Responds appropriately consistently prevents or preventions and a
to behaviors in ways that refocuses behaviors positive classroom
lessen disruptions to the disruptive to the learning climate that eliminate
learning climate. climate. 05/05/2020 most disruptive
Students participate in behavior.
routines, procedures, and
Students are aware of norms and receive
procedures, routines, and Students receive reinforcement for
classroom norms. correction for behavior positive behaviors. Students are involved in Students share
that interferes with 09/29/18 12/05/19 assessment and responsibility with
learning, and positive monitoring of routines, teacher for managing
reinforcement in Students receive timely procedures, and norms in and maintaining a
following routines, and effective feedback ways that improve the positive classroom
procedures, and norms. and consequences for learning climate. climate that promotes
behaviors that interfere learning.
with learning. 09/29/18
12/05/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
With the implementation School site also
of PBIS, myself and my participates in PBIS
students developed Rewards, which is an
classroom expectations incentive program for
and rules for our students. Students get
classroom, according to points for being postiive,
our school mantra: Be shwoing up to class
Respectful, Be Safe, Be online and on-time. In
Responsible. By giving return, students use those
students input on rules points gained to buy
and expectations, they rewards such as a
are aware and most late-pass, etc.
likely able to follow 05/05/2020
them. They are actively
setting their classroom
environment. These
classroom rules and
expectations are
Evidence displayed in my
classroom.
Depending on disruptive
behavior, I act
accordingly. Cellphones
are a constant problem
and as a class, through
PBIS, my students and I
agreed that phones
should be put away. If
students have their
phone out, I will simply
walk towards them and
extend my hand out
without having to stop
my
instruction/presentation.
09/29/18 12/05/19
05/05/2020
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging Exploring Applying Integrating Innovating
Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and
on curriculum some consideration of students to provide include ongoing fluidly facilitates
guidelines. lesson type, adjustments adequate time for assessment of ​student instruction and daily
Develops awareness of for sufficient student instruction, checking for learning. Supports activities.
how transitions and work time and understanding, students in the
classroom management transitions to optimize completion of learning monitoring of
impact pacing and learning. activities and closure. instructional time.
Using instructional
lessons. 09/29/18 12/05/19 05/05/2020
time to optimize
learning
Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in learning activities and, as and complete a variety of instructional time to own time, are engaged in
time allotted. needed, may receive learning activities in the engage in and complete accomplishing learning
some adjustments of time allotted with learning ​activities and goals, and participate in
time allotted for tasks or options for extension and are prepared for the next reflection,
expectations for review. sequence of instruction. self-assessment, and goal
completion. 09/29/18 12/05/19 05/05/2020 setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I follow state content
standards, curriculum
guidelines, pacing plans
and develop lessons
accordingly. I have a
skill binder that includes
a pacing plan and the
standards. Depending on
assignments and
activities, I try to provide
sufficient time. For
essays, I instruct students
to complete it sections.
For example, I provide
students with 10-15
minutes to construct a
thesis. Doing so allows
me to have sufficient
time to go around the
Evidence class and help students in
need. If students
complete their thesis
earlier, they are allowed
to continue to the
introduction paragraph.
09/29/18
Depending on
assignments and
activities, I try to provide
sufficient time. For
essays, I instruct students
to complete in sections.
For example, I provide
students with 10-15
minutes to construct a
thesis. Doing so allows
me to have sufficient
time to go around the
class and help students in
need. If students
complete their thesis
earlier, they are allowed
to continue to the
introduction paragraph.
12/05/19
Under Covid-19
Distance Learning,
students are given the
assignment at the
beginning of the week.
In order to progress to
the next step, students
must complete the
appropriate activity
before moving on.
During the next class
meetings, I conduct
check-ins and provide
additional support to
those students in need.
05/05/2020
I design my lessons in a
way where my students
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
are actively engaged in a
multitude of activities
throughout the class
period. Students work on
their opening lesson
question, followed by
class discussion, then a
group activity to
complete research, and
to end the lesson a quick
Google Forms exit slip
or Kahoot.
Students are reminded of
the remaining time for
the activity throughout
the class period. Students
are engaged during
group research on their
Political candidate
advertisement in order to
prepare themselves
for the creation of their
political advertisement.
12/05/19

Updated: Level of Development: Innovating

● Teacher Leader Standard: ​Teacher Leader Model Standards (TLMS)​ ​Domain I: Fostering a collaborative culture to support educator development
and student learning
o Level of Development: ​Teacher Facilitates a positive environment using systems that ensure students take an active role in monitoring and
maintaining high standards for individual and group behaviors. Students respond to individual and group behaviors and encourage and
support each other to make improvements.
o Date: ​May, 2019
o Evidence:​ I facilitate a positive school environment through the implementation of Positive Behavior Intervention and Support (PBIS). Our
school site uses the application PBIS Rewards to provide an incentive for students to demonstrate positive behavior.