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. 9/20/20 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. 9/20/20 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.
Evidence I demonstrate kindness
and equity to my
students. I value all
student contributions and
thank them for sharing
with the class. I use name
sticks to allow students
the opportunity to share
but they can pass. They
can also pass during
morning meeting
question of the day. I
remind students of how
we show appreciate for
one another’s
contributions, we clap,
give thumbs or air high-
fives! I offer alternatives
for materials if families
are unable to produce
them. We also
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
recommended class rules
that would create a safe
and successful classroom
environment.
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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 9/20/20 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
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
9/20/20 learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
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
9/20/20 academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence I encourage students
to build on one
another’s ideas and
we work on
cultivating soft skills
during morning
meeting to build
connections for all
students to feel
comfortable working.
I have created a few
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
bitmoji classrooms
for students to
reference for digital
math manipulatives
and our hello from
around the world
slideshow. Because
we’re a virtual school,
I am still working on
how to enhance the
environment to
maximize
engagement.
9/20/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and Anticipates and reduces risks Integrates support for Shares responsibility
laws regarding safety addresses safety issues to physical, intellectual, and students to take risks with the students for the
that are required by the regarding materials, emotional safety using and offer respectful establishment and
site, district, and state. student interactions, and multiple strategies that include opinions about divergent maintenance of a safe
Responds to behaviors the organization of the examining biases in the viewpoints. physical, intellectual, and
that impact student learning environments. learning environment and emotional environment
safety as they arise. curriculum. focused on high quality
9/20/20 and rigorous learning.
Engages in reflection on
Establishing and
Explores strategies to Models and provides their own language and
maintaining
establish intellectual and instruction on skills that behavior that
learning
emotional safety in the develop resiliency and support contributes to
environments that
classroom. 9/20/20 intellectual and emotional intellectual and
are physically,
safety. emotional safety in the
intellectually, and
classroom. Students demonstrate
emotionally safe
Students are aware of Students take risks, offer resiliency in
required safety opinions, and share alternative perseverance for
procedures and the Students follow teacher perspectives Students develop and academic achievement.
school and classroom guidance regarding 9/20/20 practice resiliency skills Students maintain
rational for maintaining potential safety issues and strategies to strive intellectual and
safety. for self or others. for academic emotional safety for
9/20/20 achievement, and themselves and others in
establish intellectual and the classroom.
emotional safety in the
classroom.
About 1/3 of my kids Since we are a virtual
are confident in school, these risks are
expressing altered. However, I
themselves and maintain a space that is
speaking up for safe and we as a
others. classroom community
We have a self- speak kindly to one
Evidence reflection check-in another. We appreciate
every day. Students and respect the views and
assess how they are opinions of one another.
feeling. However, I We use hand signals right
would like to teach now to show
them ways of agreement/disagreement,
dealing with those but I am looking to model
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
feelings.
9/20/20
Element 2.4 Emerging
Focuses the rigor of the
learning environment on
accuracy of answers and
completion of learning
tasks.
Is aware of the
importance of
maintaining high
Creating a rigorous
expectations for students.
learning
environment with
high expectations
and appropriate
support for all
students
Some students ask for
teacher support to
understand or complete
learning tasks.
Evidence
more verbal options and
frames to be used during
our class discussions.
9/20/20
Exploring Applying Integrating Innovating
Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment learning environment throughout the learning learning environment in
that includes accuracy, that includes accuracy, environment that values which students take
understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
targeted learning goals. challenge. and thinking. research, analysis and
Works to maintain high Holds high expectations Integrates strategic purposeful use of
expectations for students for students. Has an scaffolds and learning.
while becoming aware of understanding of technologies throughout Supports students to
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
9/20/20 gaps. 9/20/20 expectations for to meet high expectations.
achievement.
Students take
Some individuals and Students engage in a Students actively use responsibility to fully
groups of students work variety of differentiated supports and challenges utilize teacher and peer
with the teacher to supports and challenges to complete critical support, to achieve
support accuracy and in ways that promote reading, writing, higher consistently high levels of
comprehension in their their accuracy, analysis, order thinking, and factual and analytical
learning. and problem solving in problem solving across learning.
9/20/20 learning. subject matter.
Currently, I am I have high
sticking to the expectations for all
curriculum and not students, and I tell
providing a lot them so every day!
differentiated 9/20/20
support/enrichment.
Setting up classroom
routines and
expectations has
taken a long time.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
However, we are
starting our small
groups where I can
tailor instruction to
provide support or
enrichment for my
students.
9/20/20

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
Developing, 9/20/20 and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. 9/20/20 participation.
9/20/20
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. 9/20/20 make improvements. unique identities.

We are still We generally follow

perfecting the the same routine
routine to have all each day and I
school supplies ready consistently ask
Evidence for class. Students students to remind
forget or lose their me of our
whiteboard or expectations to be
magazine and then successful in our
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
miss instruction time lessons. I believe in a
locating those items. response approach
9/20/20 for behavior
concerns – students
will engage in a
reflective practice
and conversation to
understand why their
actions. We review
rules for breakout
rooms before each
session setting up all
students for success.

9/20/20

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 in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
9/20/20 9/20/20 builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior 9/20/20 Students are involved in Students share
classroom norms. that interferes with assessment and responsibility with
learning, and positive Students receive timely monitoring of routines, teacher for managing and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
reinforcement in and effective feedback procedures, and norms in maintaining a positive
following routines, and consequences for ways that improve the classroom climate that
procedures, and norms. behaviors that interfere learning climate. promotes learning.
9/20/20 with learning.
9/20/20

We are working on We discussed the

disruptions during things the teacher
zoom and and students can do
remembering our to make a classroom
routines for asking a safe and one that
question, going to the promotes the success
bathroom, and for all students. We
getting water. They will be setting new
can raise their hand whole-group goals
to participate. They incentives for
type “rr” into the chat awesome behavior
Evidence to go to the using a marble jar to
bathroom, and I earn pajama day or
encourage them to virtual fieldtrip
keep water nearby. which they will get to
Certain kids forget vote on.
one or most of these. 9/20/20
As we add more rigor
to our classroom
routines, we will be
adding and refining
these routines.
9/20/20

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
time to optimize on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
learning Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
lessons. 9/20/20 activities and closure. instructional time.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Some students complete
learning activities in time
allotted.
Evidence
Students complete Students participate in Students use their Students monitor their
learning activities and, as and complete a variety of instructional time to own time, are engaged in
needed, may receive learning activities in the engage in and complete accomplishing learning
some adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and review. prepared for the next reflection, self-
expectations for sequence of instruction. assessment, and goal
completion. setting.
9/20/20
I am still fine tuning
how best to leverage
our time spent
together for optimum
instruction. With the
start of small groups,
I hope to provide
greater
differentiation for my
students.
I adjust our lessons
depending our level
of completion and
level of
comprehension.
9/20/20