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. 7/20/20 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 10/25/20 3/10/21 community where
respectfully
designed to promote of differences. 10/25/20 student’s home culture is
caring, fairness, and Students take included and valued.
respect. 7/20/20 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. 3/10/21
At the beginning of the The school I teach in I allow students to be
year, when going over the promotes PBIS awarding part of the conversation
expectations for the “Eagle Wings” for positive when making class rules
classroom, students are behavior. For any conflict, or when we are going
able to input their ideas whether it be a class over a conflict. 10/25/20
and the discussion is disruption or a conflict 3/10/21
student led. Students between students, I try to
participate in several intervene in a respectful Students are respectful to
group activities. way that doesn’t single one another in the
Evidence Sometimes groups are out the student or disrupt classroom and if anyone
chosen by the students, the rest of the class. is being disrespectful,
sometimes they are 7/20/20 students will address the
randomly assigned by me. behavior 3/10/21
7/20/20 Students have been very
positive about the
changes due to COVID
and help come up with
ideas to cheer each other
up. 10/25/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging
Is aware of the importance of
the physical and/or virtual
learning environments that
support student learning.
Is aware that structured
interaction between students
Creating physical or can support learning.
virtual learning
environments that
promote student
learning, reflect
diversity, and encourage
constructive and Some students use available
productive interactions resources in learning
environments during
among students
instruction.
Evidence
Exploring
Experiments with and/or virtual
learning environments that
support student learning.
Structures for interaction are
taught in single lessons or
sequence of lessons to support
student learning.
Students use resources provided
in learning environments and
interact with each other to
understand and complete
learning tasks in single lessons
or sequence of lessons.
Applying
Develops physical environments
that reflect student diversity and
provide a range of resources for
learning. 7/20/20
Utilizes a variety of structures
for interaction during learning
activities that ensures a focus on
and completion of learning
tasks. 7/20/20
Students use a variety of
resources in learning
environments and interact in
ways that deepen their
understanding of the content
and develop constructive social
and academic interactions.
7/20/20
The physical environment
of the classroom has
students seated in a way
that encourages
collaboration (group
tables), has student work
on display, and allows
students to use different
technologies.
Interaction during
learning activities varies
from individual work,
pairings, groups or class
discussions.
Students have many
resources available to
them. Activities on
chromebooks, hands on
lab activities, readings etc,
that are done individually
or in groups, pending on
the lesson. 7/20/20
Integrating
Maintains physical
environments that reflect
student diversity and provides a
broad range of resources,
displays, and artifacts that are
current and integral to
instruction. 10/25/20
Integrates a variety of structures
for interaction that engage
students constructively and
productively in learning.
10/25/20
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. 10/25/20
The physical space of the
classroom is mostly the
same, but I use different
resources for students to
share their ideas with one
another. 10/25/20
Innovating
Adapts physical and/or
environments flexibly to
facilitate access to a wide range
of resources that engage
students in learning. Ensures
that environments enhance
learning and reflect diversity
within and beyond the
classroom. 3/10/21
Selects from a repertoire of
structures for interaction to
ensure accelerated learning for
the full range of students.
3/10/21
Students participate in
monitoring and changing the
design of learning environments
and structures for interactions.
3/10/21
Now that some of the
students are back in the
classroom, I have it
arranged in a way that
students are able to
interact with one another
or complete activities on
their own. Students have
the choice to do either.
3/10/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and addresses
laws regarding safety that safety issues regarding
are required by the site, materials, student
district, and state. interactions, and the
Responds to behaviors organization of the
that impact student safety learning environments.
as they arise.
Establishing and
Explores strategies to
maintaining learning
establish intellectual and
environments that
emotional safety in the
are physically,
classroom. 7/20/20
intellectually, and
10/25/20
emotionally safe
Students are aware of
required safety
procedures and the Students follow teacher
school and classroom guidance regarding
rational for maintaining potential safety issues for
safety. self or others. 7/20/20
Students are encouraged
to share their opinions in
class, but I also give the
option for students to
share their opinions,
comments or concerns
confidentially by way of a
survey or email. 7/20/20
Evidence 10/25/20
Applying
Anticipates and reduces
risks to physical,
intellectual, and
emotional safety using
multiple strategies that
include examining biases
in the learning
environment and
curriculum. 7/20/20
Models and provides
instruction on skills that
develop resiliency and
support intellectual and
emotional safety.
Students take risks, offer
opinions, and share
alternative perspectives
10/25/20
All lab equipment and
chemicals are safely
stored and locked away
from students (unless it is
a lab day, then proper
safety gear is used by all
students and myself).
I lay out expectations for
positive behaviors and
respect 7/20/20
Students are more willing
to share even when they
are unsure, with the
classroom chat features
10/25/20
Integrating
Integrates support for
students to take risks and
offer respectful opinions
about divergent
viewpoints. 10/25/20
Engages in reflection on
their own language and
behavior that contributes
to intellectual and
emotional safety in the
classroom. 3/10/21
Students develop and
practice resiliency skills
and strategies to strive
for academic
achievement, and
establish intellectual and
emotional safety in the
classroom. 3/10/21
I make assignments and
in class discussions with
different ways of sharing
so that students can all
participate in a way that
they feel comfortable.
10/25/20
I reflect on the things that
I say, and if I think I may
have crossed a line, I
apologize to the class and
explain my mistake.
3/10/21
Innovating
Shares responsibility with
the students for the
establishment and
maintenance of a safe
physical, intellectual, and
emotional environment
focused on high quality
and rigorous learning.
3/10/21
Students demonstrate
resiliency in perseverance
for academic
achievement.
Students maintain
intellectual and emotional
safety for themselves and
others in the classroom.
I complete check-ins with
all of my students to make
sure that they are in a
safe space, especially
emotionally. We work
together to resolve issues
between students.
3/10/21
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 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.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
Creating a rigorous
achievement patterns for achievement patterns, instruction that support utilize an extensive
learning
individuals and groups of and uses scaffolds to the full range of learners repertoire of
environment with
students. address achievement in meeting high differentiated strategies
high expectations
gaps. 7/20/20 expectations for to meet high expectations.
and appropriate
achievement. 10/25/20
support for all
Some students ask for Some individuals and Students engage in a 3/10/21
students
teacher support to groups of students work variety of differentiated Students take
understand or complete with the teacher to supports and challenges Students actively use responsibility to fully
learning tasks. support accuracy and in ways that promote supports and challenges utilize teacher and peer
comprehension in their their accuracy, analysis, to complete critical support, to achieve
learning. and problem solving in reading, writing, higher consistently high levels of
learning. 7/20/20 order thinking, and factual and analytical
problem solving across learning.
subject matter.. 10/25/20
3/10/21

I have high expectations I have been incorporating

for all of my students, more research with
want all students to try current events and
their best, and truly articles for students to
believe they can all read to increase student’s
succeed. reading/writing/critical
I make lessons and thinking skills.
activities that start 10/25/203/10/21
heavily scaffolded and
Evidence
increase in difficulty as
the unit goes on, and have
supports ready for ELLs
and students that may be
struggling. 7/20/20
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.
Developing,
communicating, and
Refers to standards for
maintaining
behavior and applies
high standards for consequences as needed.
individual and group
behavior
Students are aware of
classroom rules and
consequences.
Evidence
Exploring
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group
behavior. 7/20/20
Reviews standards for
behavior with students in
single lessons or sequence of
lessons in anticipation of
need for reinforcement.
7/20/20
Students know expectations
for behavior and
consequences and respond
to guidance in following
them. 7/20/20
Learning goals are posted
in the classroom and
communicated with the
students daily.
Expectations for activities
are modeled and
explained by me.
Students understand
class rules and
expectations. Sometimes
they need reminders to
get back on track but for
the most part are
respectful of the class and
their peers. 7/20/20
Applying
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain high
standards for individual and
group behavior. 10/25/20
Utilizes routine references to
standards for behavior prior
and during individual and
group work. 10/25/20
Students follow behavior
expectations, accept
consequences and increase
positive behaviors.
10/25/20
I continue using my
established routines and
procedures but I am
doing more wellness
checkins with all of my
students. This helps with
students’ positivity and
dealing with the
pandemic. 10/25/20
Integrating Innovating
Integrates equitable Facilitates a positive
expectations, positive environment using systems
supports, and consequences that ensure students take an
for individual and group active role in monitoring and
behavior within and across maintaining high standards
learning activities. 3/10/21 for individual and group
behaviors.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
3/10/21
Students respond to Students demonstrate
individual and group positive behavior, consistent
behaviors and encourage participation and are valued
and support each other to for their unique identities.
make improvements.
3/10/21
Learning and behavior
goals are posted and
communicated with the
students. I also model
how students should
interact with one another
(i.e. when they are
working in a group with
students they are not
familiar with). 3/10/21
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.
Employing classroom Responds to disruptive
routines, procedures, behavior.
norms, and supports for
positive behavior to
ensure a climate in which
all students can learn
Students are aware of
procedures, routines, and
classroom norms.
Evidence
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. 7/20/20 10/25/20
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. 7/20/20
Students receive timely and
effective feedback and
consequences for behaviors that
interfere with learning. 7/20/20
Students maintain an
interactive notebook. This is
used in class every class and
all materials the students
need are in the notebook.
Keeping the notebook up to
date and complete is part of
the class routine.
Positive behavior is
supported in the form of
“eagle wings” and different
perks in my classroom
(extra credit, homework
pass, etc.)
When a student causes a
disruption, I take care of it in
a private way that does not
directly attack the
individual. As soon as there
is a break in instruction or
time for students to reflect
on the lesson, I speak to the
student privately. 7/20/20
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.
Promotes positive behaviors
and consistently prevents or
refocuses behaviors disruptive
to the learning climate.
10/25/20
Students are involved in
assessment and monitoring of
routines, procedures, and norms
in ways that improve the
learning climate. 10/25/20
Instead of saying stop to
negative behavior, I try to
give students a different
task to promote positive
behaviors in a healthy
way. At the beginning of
the year, I have students
help to create a routine
with the in class
procedures. 10/25/20
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. 3/10/21
Promotes positive behaviors
and establishes preventions and
a positive classroom climate that
eliminate most disruptive
behavior. 3/10/21
Students share responsibility
with teacher for managing and
maintaining a positive
classroom climate that promotes
learning. 3/10/21
In my class there are
opener activities, exit
tickets and different
activities that fill in the
rest of the class in
between. The students
know about these
routines and usually
follow them. If there are
students that are off task
or becoming distractive, I
have break time activities
that they can do. 3/10/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Using instructional
time to optimize Some students complete
learning learning activities in time
allotted.
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.
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
7/20/20
Students participate in
and complete a variety of Students use their
learning activities in the instructional time to
time allotted with options engage in and complete
for extension and review. learning activities and are
7/20/20 prepared for the next
sequence of instruction.
10/25/203/10/21
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
10/25/203/10/21
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.

In a typical class period, My planning almost I have several options for

students will participate always includes time in what we can do in the
in 2-3 activities and then the middle or the end of following lessons,
have time for class for me to check in whether the students
independent work. This is with students and need review, extra
when I can review with monitor their work. practice or are ready to
them individually or with During this time, students move forward.
the class as a whole if can get clarification on 10/25/203/10/21
necessary. 7/20/20 content or I use it to build
relationships with the
students. 7/20/20
Evidence
I have been designing
activities that help
students extend their
understanding into future
lessons.
10/25/203/10/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning