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 Reinforces positive, Develops shared Facilitates student self-
expectations for fair and respectful behavior. responsible, and respectful responsibility with students reflection and ongoing
respectful behavior to Demonstrates student interactions. Assists for resolving conflict and improvement of the caring
support social development. commitment to fairness students to resolve creating and maintaining a community based on
and respect in conflicts. caring classroom respect, fairness, and the
communications with Incorporates cultural community. value of all members.
students about language awareness to develop a Supports students in taking
Promoting social and behavior. positive classroom climate. leadership in developing a
Development and Seeks to understand caring community that is
responsibility within a Some students share in cultural perceptions of Students demonstrate responsive to the diverse Students take leadership in
caring community responsibility for the caring community. efforts to be positive, cultural norms of identities resolving conflict and
where each student is classroom community. accepting, and respectful of of all students. creating a fair and respectful
treated fairly and Students participate in differences. classroom community where
respectfully occasional community Students take responsibility student’s home culture is
building activities, resolving conflicts and included and valued.
designed to promote maintaining a caring Students communicate with
caring, fairness, and classroom community. empathy and understanding
respect. Students promote respect in interactions with one
and appreciation for another.
differences.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Each week I have a I use classroom
STAR student and jobs that are
students share rotated each
information and items week with new
about themselves. students to instill
Even though we are leadership roles
virtual, I still have my
in my students
students present their
“All About Me”
and to give all of
pendant and turn it in my students
on Google Classroom. opportunity to be
This helps their peers responsible and
Evidence and myself understand lead in some
more about them and way. All students
relate to them in get the chance to
different ways.
do each
Students present
during our Google
classroom job
Meet time. This throughout the
promotes a positive school year.
classroom 4/10/2021
environment. I remind
students of class norms
before students’
presentations.
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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
Creating physical or students can support
virtual learning learning.
environments that
promote student
learning, reflect
diversity, and
encourage
constructive and Some students use available
productive resources in learning
interactions among environments during
students instruction.
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.
Utilizes a variety of
structures for interaction
during learning activities
that ensures a focus on and
completion of learning
tasks.
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.
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.
Integrates a variety of
structures for interaction
that engage students
constructively and
productively in learning.
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.
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.
Selects from a repertoire of
structures for interaction to
ensure accelerated learning
for the full range of
students.
Students participate in
monitoring and changing
the design of learning
environments and structures
for interactions.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students and myself
learn from one another
and use a variety of
platforms to
collaborate with one
another and comment
on eachother's
answers. I feel this is
extremely important
during virtual and
Evidence hyrbid learning since
not all students have
the physical
interactions
throughout the day if
we were all in-person.
4/10/2021
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and emotional offer respectful opinions establishment and
district, and state. interactions, and the safety using multiple about divergent viewpoints. maintenance of a safe
Responds to behaviors that organization of the learning strategies that include physical, intellectual, and
impact student safety as environments. examining biases in the emotional environment
they arise. learning environment and focused on high quality and
curriculum. Engages in reflection on rigorous learning.
Establishing and their own language and
maintaining learning Explores strategies to Models and provides behavior that contributes to
environments that are establish intellectual and instruction on skills that intellectual and emotional
physically, emotional safety in the develop resiliency and safety in the classroom.
intellectually, and classroom. support intellectual and
emotionally safe emotional safety.
Students develop and Students demonstrate
Students are aware of practice resiliency skills resiliency in perseverance
required safety procedures Students follow teacher Students take risks, offer and strategies to strive for for academic achievement.
and the school and guidance regarding opinions, and share academic achievement, and Students maintain
classroom rational for potential safety issues for alternative perspectives establish intellectual and intellectual and emotional
maintaining safety. self or others. emotional safety in the safety for themselves and
classroom. others in the classroom.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I model positive ways to
respond to students even if
I have a difference in
opinion. I try to always
have positive comments
and feedback for students
and hope that this will
teach the students how to
talk respectfully to one
another. I teach lessons and
read books about friendship
and respect for others.
Since I work at a religious
school I can teach many
examples of respect in
religion class. The link in
Evidence this section is the book I
was referring to above,
regarding Bucket Fillers. I
read my students this book
as an introduction and
lesson to being kind,
respectful and helpful to
others. I then introduce the
Bucket Filler slips and
bucket area in the
classroom and have offered
a spot in our Google
Classroom page for
students to compliment one
another and build a positive
classroom environment.
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Element 2.4 Emerging Exploring Applying Integrating
My expectations
for my students is
high in that I clearly
state how they
should act towards one
another and as a student
in my classroom. I feel
that all of my students
respect my authority as
their teacher and
understand I have these
set expectations for
them where they do
need to act kindly,
caring, and helpful to
one another. For
example, working at a
religious school I tell
my students to act as
Jesus would act towards
others. I think being at
a religious school does
help students in this
area.
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Innovating
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor throughout Facilitates a rigorous
learning environment on learning environment that learning environment that the learning environment learning environment in
accuracy of answers and includes accuracy, includes accuracy, that values accuracy, which students take
completion of learning understanding, and the analysis, problem solving, analysis, and critical leadership in learning.
tasks. importance of meeting and appropriate levels of reading, writing and Fosters extended studies,
Is aware of the importance targeted learning goals. challenge. thinking. research, analysis and
of maintaining high Works to maintain high Holds high expectations for Integrates strategic purposeful use of learning.
expectations for students. expectations for students students. Has an scaffolds and technologies Supports students to utilize
Creating a rigorous while becoming aware of understanding of throughout instruction that an extensive repertoire of
learning environment achievement patterns for achievement patterns, and support the full range of differentiated strategies to
with high expectations individuals and groups of uses scaffolds to address learners in meeting high meet high expectations.
and appropriate students. achievement gaps. expectations for
support for all achievement. Students take responsibility
students Some students ask for Students engage in a to fully utilize teacher and
teacher support to Some individuals and variety of differentiated Students actively use peer support, to achieve
understand or complete groups of students work supports and challenges in supports and challenges to consistently high levels of
learning tasks. with the teacher to support ways that promote their complete critical reading, factual and analytical
accuracy and accuracy, analysis, and writing, higher order learning.
comprehension in their problem solving in thinking, and problem
learning. learning. solving across subject
matter.
I feel that I have high
expectations for my
students. I challenge all my
students to go above and
beyond the state grade level
standards. I have my
students in leveled groups
in order to provide more
support for them in math or
Evidence ELA for example. I
challenge my high level
group with more
challenging problems to
force them to problem
solve and think more
critically.
4/10/2021

Element 2.5 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.
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.
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.
Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
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 demonstrate
positive behavior,
consistent participation and
are valued for their unique
identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I use positive
reinforcement as my
most used behavior
pedagogy. I want to
instill positive
behaviors by
modeling positive
reinforcement for my
students. I also
believe this helps
students to treat others
kindly and positively.
Evidence 4/10/2021

Element 2.6 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.
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.
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 of routines, procedures, and Students share
effective feedback and
consequences for behaviors the learning climate.
that interfere with learning.
Engages students in Facilitates student
monitoring and reflecting participating in developing,
on routines, procedures, monitoring, and adjusting
and norms in ways that are routines and procedures
culturally responsive. focuses on maximizing
Maintains a quality learning.
learning climate that builds Classroom climate
on student strengths. integrates school standards
and culturally relevant
Promotes positive norms.
behaviors and consistently
prevents or refocuses Promotes positive
behaviors disruptive to the behaviors and establishes
learning climate. preventions and a positive
classroom climate that
eliminate most disruptive
behavior.
Students are involved in
assessment and monitoring
norms in ways that improve responsibility with teacher
for managing and
maintaining a positive
classroom climate that
promotes learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I model rules and
classroom procedures, I
also give examples of
following the classroom
procedures and rules. At the
beginning of the school I
go over classroom
expectations and also the
student handbook rules that
are school-wide. I use
different hand signals as
one classroom procedure,
this helps to regulate
students from getting out of
their seat, distracting others
and not working on their
classwork. In addition, this
helps to minimize
Evidence interruptions during
lessons. For example, a
student who needs to use
the restroom would use the
correct hand signal, I might
say their name and just say
yes or no. This helps to not
interrupt the lesson and
have the student ask and
me respond. I remind
students of these hand
signals with having the
visuals on our Google
Classroom home page.
Now that this school year
we are virtual, I have
students utilize the chat box
for his as well.
10/22/20

Element 2.7 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
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.
Paces instruction to include
ongoing assessment of
student learning. Supports
students in the monitoring
of instructional time.
Students use their
instructional time to engage
in and complete learning
activities and are prepared
for the next sequence of
instruction.
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their own
time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-assessment,
and goal setting.

I observe student learning My students use their

within the lesson to either
keep with the designated
allotted time for the
assignment/activity or I
extend the lesson so
students can continue to
understand and learn the
material further. When
students finish an
assignment/lesson quickly I
often have further aspects
Evidence of the lesson for students
complete as a review and
extension to the lesson.
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group work, and
independent time to
complete
assignments and
practice newly
learned skills
through activities
and games which
help build those
skills further. For
example, I have a
inflatable dice game
which students can
play when they
finish their work
early to practice their
quick math facts.
4/10/2021